Applied Comparative Education: the International Baccalaureate

A problem with the construction of an inclusive definition of international education is that the word 'international' has a variety of connotations. It is proposed that the term 'international education' is ambiguous because it appears to refer to contrasting usages in educational studies. International education is frequently discussed in the context of the related field of comparative education, but a different sense of the term has also developed in the context of the theory and practice of education in international schools and other institutions. This paper compares and contrasts the different usages of the term 'international education'. It also discusses internationalism and globalization as contexts for international education, as practised in international schools and other institutions, particularly with reference to the history and programmes of the International Baccalaureate Organization (IBO).

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“…Peterson (1977) underlined this view by describing the IB Diploma Programme as 'applied comparative education'.…”

Section: What Is International Education?mentioning

confidence: 95%

Internationalism and globalization as contexts for international education

Cambridge¹,

Thompson

2004

Compare: A Journal of Comparative and International Education

170

111

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“…Over thirty years ago, however, the International Baccalaureate (IB) programme was, arguably, leading the field in stressing the importance of community service as part of the formal curriculum. The early stages of the development of the IB in the mid-1960s have been well documented by, inter alia, Fox (1985 and, Peterson (1970Peterson ( , 1977Peterson ( and 1987 and Renaud (1974) and it is clear that, having been designed as a means of enabling globally-mobile students between the ages of 16 and 19 to access universities worldwide by following a programme which is both broad (requiring the study of six subjects from different areas of the curriculum) and specialized (with three of the six subjects being followed at 'Higher level' and three at 'Standard level'), it is an academically demanding programme. Indeed such is the extent of its recognition that the IB Diploma programme is now offered by around 1,000 schools in over 100 countries and is becoming widely recognized within England and Wales as an attractive alternative to A level (O'Leary, 1999).…”

Section: Introductionmentioning

confidence: 95%

Creativity, Action, Service (CAS) Activities as Part of the International Baccalaureate Diploma Programme: A Case Study

Kulundu¹,

Hayden

2002

Pastoral Care in Education

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The new subject of citizenship requires that students undertake community service. This is something which is also being emphasized in other countries. The International Baccalaureate has pioneered such work for thirty years. It includes a compulsory element of community service ‘Creativity, Action, Service’ (CAS) involving about half a day per week for two years. Though many students are likely to find this motivating the very fact that it is compulsory means that this may not always be the case. In general, the benefits of community service to what might be termed the ‘recipient’ are self‐evident. Within the context of educational programmes, however, the relationship between encouraging service for reasons related to the greater good of the community, and for reasons related to the associated benefits to the individual student, is a delicate one. This paper describes a study undertaken in an international school. The study was initiated with the major purpose of determining the extent to which the school had been successful in developing the CAS programme. In particular, the study aimed to establish to what extent CAS participants achieved the programme’s prescribed aims, to highlight any aims not fully achieved and, through reflecting on why this might be the case, to identify how improvements could be made. As a result of the findings it was possible to make a number of recommendations for improvements, with implications for such work both in the school and at a more general level.

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The things that interest mankind: A commentary on thirty years of comparative education¹

McDade¹

1982

British Journal of Educational Studies

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Applied Comparative Education: the International Baccalaureate

Cited by 4 publications

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Internationalism and globalization as contexts for international education

Internationalism and globalization as contexts for international education

Creativity, Action, Service (CAS) Activities as Part of the International Baccalaureate Diploma Programme: A Case Study

The things that interest mankind: A commentary on thirty years of comparative education¹

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Applied Comparative Education: the International Baccalaureate

Cited by 4 publications

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Internationalism and globalization as contexts for international education

Internationalism and globalization as contexts for international education

Creativity, Action, Service (CAS) Activities as Part of the International Baccalaureate Diploma Programme: A Case Study

The things that interest mankind: A commentary on thirty years of comparative education1

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The things that interest mankind: A commentary on thirty years of comparative education¹