Author, Date, Title, Location Bunnell, T. (2008). The International Baccalaureate and its Middle East Challenge. Copenhagen, Denmark.
Research Type Critical Analysis
Summary In this article, Bunnell outlines the International Baccalaureate Organization’s (IBO) strategic plan, targeting growth for the IB programmes internationally, planning to “educate one million children by 2014” (p. 18). The paper illustrates the challenges that the IBO faces in meeting its goals. Bunnell argues that the programme has been inaccessible, elitist and caters to a large transnational capitalist class. He believes it faces many challenges in attempting to grow, and the UAE should be used as a microcosm in highlighting some of the challenges.
Key Questions This …show more content…
Primary Years Programme, Middle Years Programme, and Diploma Programme: Towards a continuum of International Education, UK.
Research Type Curriculum Document
Summary This curriculum document has been produced by the IBO and summarizes the elements of each educational program (PYP, MYP, and DP program) produced by the IBO. It contains practical information for candidate schools, newly authorized IB schools offering one of the three programs, and experienced IB World schools currently implementing the program, on how these schools can implement the IB continuum of international education effectively and coherently.
Key Questions It is clear that the fundamental core of the IB curriculum and programme is the learner profile. I am left to wonder how successful a school can be in implementation if it only offers the DP program. If a school does not have the MYP will students be prepared for the DP and be able to become internationally minded? Moreover, does the MYP actually prepare students for the DP?
Author, Date, Title, Location Cambridge, J., & Thompson, J. (2004). Internationalism and Globalization as contexts for International Education. London, …show more content…
Explain how your philosophy will inform your future teaching in an international school or help your internationalize your current curriculum.
Before, I saw international education in terms of any school set in a foreign country teaching a western based curriculum. Obviously, international education is much more than transplanting a national curriculum within another country. International education involves many facets which includes the curriculum, teachers, students, learning, assessment, and the overall philosophy and mission of the school. As Stobie (2007) suggested, a clear and consistent philosophy is needed to develop and foster an international education. I would suggest, similar to James (2004), that perhaps the term international education has run its course. Can we really promote peace though education? Rather, I see international education from a globalist view, believing that we should promote intercultural understanding within schools and help students understand that they are part of an interconnected and diverse world, and they need to develop skills, knowledge and values to be successful in this
Research Type Critical Analysis
Summary In this article, Bunnell outlines the International Baccalaureate Organization’s (IBO) strategic plan, targeting growth for the IB programmes internationally, planning to “educate one million children by 2014” (p. 18). The paper illustrates the challenges that the IBO faces in meeting its goals. Bunnell argues that the programme has been inaccessible, elitist and caters to a large transnational capitalist class. He believes it faces many challenges in attempting to grow, and the UAE should be used as a microcosm in highlighting some of the challenges.
Key Questions This …show more content…
Primary Years Programme, Middle Years Programme, and Diploma Programme: Towards a continuum of International Education, UK.
Research Type Curriculum Document
Summary This curriculum document has been produced by the IBO and summarizes the elements of each educational program (PYP, MYP, and DP program) produced by the IBO. It contains practical information for candidate schools, newly authorized IB schools offering one of the three programs, and experienced IB World schools currently implementing the program, on how these schools can implement the IB continuum of international education effectively and coherently.
Key Questions It is clear that the fundamental core of the IB curriculum and programme is the learner profile. I am left to wonder how successful a school can be in implementation if it only offers the DP program. If a school does not have the MYP will students be prepared for the DP and be able to become internationally minded? Moreover, does the MYP actually prepare students for the DP?
Author, Date, Title, Location Cambridge, J., & Thompson, J. (2004). Internationalism and Globalization as contexts for International Education. London, …show more content…
Explain how your philosophy will inform your future teaching in an international school or help your internationalize your current curriculum.
Before, I saw international education in terms of any school set in a foreign country teaching a western based curriculum. Obviously, international education is much more than transplanting a national curriculum within another country. International education involves many facets which includes the curriculum, teachers, students, learning, assessment, and the overall philosophy and mission of the school. As Stobie (2007) suggested, a clear and consistent philosophy is needed to develop and foster an international education. I would suggest, similar to James (2004), that perhaps the term international education has run its course. Can we really promote peace though education? Rather, I see international education from a globalist view, believing that we should promote intercultural understanding within schools and help students understand that they are part of an interconnected and diverse world, and they need to develop skills, knowledge and values to be successful in this