IB, also known as International Baccalaureate, is an innovative forerunner in education, intending to produce well-rounded individuals; however, there are some challenges to consider in the MENA or Pakistan's educational landscape before opting for the program.
Choosing the right educational path can be a challenge for both parents and students, given the different options such as IGCSE and O Levels at their disposal. Amongst these, the International Baccalaureate (IB) stands out for its different approach to education, focusing not only on academic excellence but incorporating elements in the curriculum that help students develop many skills to help set them apart from their peers in other curricula. As you converge on this decision for yourself, this article will serve as a comprehensive guide for what IB is and will provide you with expert insights into what factors to consider when deciding to opt for IB versus IGCSE (and other curriculums).
Related: List of IB Schools in Singapore
What is the International Baccalaureate (IB)?
The International Baccalaureate (IB) has been a pioneer in education since its inception in 1968 in Switzerland and has since managed to grow into a well-respected global frontrunner in education.
The complete IB consists of four programs:
-
IB Primary Years Program (elementary school)
-
Middle Years Program (MYP) (middle through earlier half of high school)
-
Diploma Program (DP) (high school)
-
Career-related Program (alternate high school)
These programmes are designed to span a student’s education till college.
The PYP program is for grades one to six, the grades usually referred to as elementary school in other systems. From grades six through ten, the program offered is the Middle Years Program (MYP), which is the equivalent of clearing your IGCSE exams.
The IB Diploma Programme is equivalent to grades eleven and twelve or other equivalents in other systems. The Career Program is equivalent to DP, but it also includes the element of combining academic studies with vocational learning. CP is a relatively new program and, hence is not offered that widely. This article will focus on the MYP program. While both the IGCSE and IB MYP are equivalent degrees, they differ a lot in assessment methods and curriculum design.
The Structure of The IB MYP
The PYP lays the educational foundation for students through grades one to six, preparing students for the MYP program by focusing on inquiry-based and interdisciplinary learning. The MYP program is five years long, starting from grade six; however, it can be implemented in abbreviated formats of two, three, or four years. Students have to study subjects from eight groups:
-
Language Acquisition (Second Language)
-
Language and Literature (typically the Student’s Mother Tongue)
-
Individuals and Societies (Humanities and Social Sciences)
-
Sciences
-
Mathematics
-
Arts
-
Physical and Health Education
-
Design
Assessment in the IB curriculum of the MYP program culminates in the final year when students appear in external on-screen examinations for the first five groups and can appear in an interdisciplinary exam for which students combine two disciplines. Students complete their MYP personal projects in their final years, the purpose of which is for students to reflect on their learning and the outcomes of their work.
Students are also judged on their ePortfolios in Language acquisition, Physical and Health Education, Arts or Design, and MYP personal projects. EPortfolios are assessed internally by teachers and then by IB examiners to moderate results to international standards. Some subjects also have internally assessed components reviewed later by IB examiners to ensure global consistency.
To earn the MYP certificate, students have to appear for eight exams with the highest grades from any retakes contributing to the final score. In case of repeated eAssessments, the highest available grade for that requirement contributes to the certificate total. It is important to note that although students must appear for examinations to get the certificate, taking the exams is not necessary. However, in countries where there are equivalent degrees to the MYP, it is a good idea to get the certificate to avoid future complications.
IB MYP Examinations
For the eAssessments, all subjects have different grading criteria. All subjects are graded on a scale of 1-7, with the maximum total score for the IB MYP certificate being 56. Candidates must score at least 28 points with a 3 or higher in each subject to be eligible for their certificate. If there is a significant difference between the teacher’s scores on internal assessments and the external examiner’s evaluation of the assessments, the grades of all the students in the cohort can be adjusted up or down.
IB vs IGCSE or O Levels (Other Curriculums)
Let's start the conversation by first addressing the common question that parents as well as students have, "IB or IGCSE which is better?". The answer to this question naturally depends upon the student's requirements.
Curriculum
Generally, it is accepted that the IB curriculum has a much more extensive, comprehensive, and holistic approach to education than other curriculums. Instead of learning objectives, the IB program has defined Approaches to Learning (ATL). These are strategies and attitudes that aim to teach students ‘how to learn’ and permeate the learning and teaching environment.
ATL skills include:
- communication
- research
- self-management
- collaboration
The relatively lower focus on assessments allows the IB curriculum to be more focused on critical thinking and inquiry-based learning, as has been shown by independent research.
On the other hand, IGCSE focuses on a more traditional mode of learning with an emphasis on standardized tests. IB MYP program allows students to be creative and makes them think critically across the different subject groups, particularly so reflected in Personal Projects and Interdisciplinary Learning.
Skills
In essence, the IB curriculum promotes 21st-century skills high in demand, like collaboration, critical thinking, and creativity, which makes it a more relevant system for today’s students. Furthermore, the IB curriculum is designed such that it makes students more familiar with how courses are structured at the university level, with a lesser focus on standardized exams.
Here’s what Ms. Sanaa Sheikh (MA, King’s College, London), an SAT instructor at Out-Class with years of interaction with students from both backgrounds, had to say about the preparedness of students:
“Although there was not a lot of difference in their SAT scores that could be attributed to their educational backgrounds, students from an IB background were more receptive to learning new methods, especially for the SAT Reading sections, while students from an A-Level background were more rigid in their approach initially. This can be because of the way students are taught to think in different curricula.”
Although it is anecdotal evidence, it is backed by years of experience and shows how the IB curriculum helps cultivate independent thinking in students.
IB in Pakistan
Currently, 31 schools are offering the IB curriculum in Pakistan, while the popular international degree is still O Level (equivalent and similar to IGCSE). In addition to the rigorous requirements of the IB MYP program, students have to appear for CAIE Pakistan Studies and Islamiyat if they want to pursue higher studies in Pakistan. It is because it is an equivalence certificate requirement and there are no Pak. Studies and Islamiyat offerings by IB. This brings the total subjects to ten that a student will have to study throughout their MYP years, making it more challenging for students.
Here’s what Mr. Ali Nomani (Ed.M. Harvard University), an educationist and co-founder of the EdTech Out-Class, had to say about the IB program in Pakistan,
“The International Baccalaureate (IB) was introduced to Pakistan as a mainstream choice when the Beaconhouse School System started TNS (The New School) in the early 2000s. While BSS has continued to make unprecedented investments in teacher training and campus leadership over the last two decades, the IB performance in Pakistan has been lackluster, at best. These results are mainly because the IB assesses the application of skills. At the same time, most in the teaching profession have themselves learned from systems such as Matric and O Levels, which focus more on content memorization and reproduction.
Over time, with more training and as we attract professionals into teaching who have greater exposure to global ways of thinking, we can expect Pakistani students to perform at a globally competitive level in the IB. In the meantime, however, I would likely choose a more traditional route for my own children as commercial private schools experiment with their educational programs informed by commercial, rather than educational, priorities and constraints.”
Hence, when deciding on what curriculum to choose, it is important to consider your school’s philosophy and approach to education and how well it merges with the curriculum’s philosophy. Despite a curriculum’s potential, the actual educational outcomes depend on how the school interprets and applies the curriculum’s principles, especially in IB programs as schools are given a lot more room for interpretation.
Conclusion
In the evolving landscape of global education, the International Baccalaureate (IB) stands out as an innovative forerunner, proposing a holistic approach to education that cultivates essential skills and values in students apart from academic excellence. Its comprehensive curriculum, based on experiential learning, is known for producing well-rounded individuals likely to thrive in tertiary education and beyond. While universities mostly maintain impartiality regarding students’ educational backgrounds, an IB diploma is often regarded as a marker of a student's resilience and readiness for further education.
Despite its merits, the IB's intensive demands require a robust support system—criteria that may not necessarily be met everywhere. In Pakistan, for instance, the current infrastructure is more conducive to the O Level system as there are more resources available for O Level, and the transition to the IB framework could present significant challenges. Aspiring IB students in such environments can face complexities and challenges.
As proponents of IB, we recognize its strategic vision for the future to cultivate individuals with the necessary skills for success in the 21st century. However, for parents contemplating the IB, a thoughtful evaluation of the program’s rigour and local resources available is required.
Ultimately, the decision should be made considering the student’s learning style and the family’s capacity to engage with the uncertainties that the student will likely encounter throughout the program. Those who go into IB prepared to embrace its unique challenges will likely find it a transformative experience; however, those seeking a more traditional mode of learning may want to explore alternative options.
