The learner’s profile of IB

Schools
The International Baccalaureate® (IB) offers significant benefits to schools.
If you choose to become an IB World School, you will gain access to:

 high quality programmes of education, which support development of knowledgeable and

inquiring students
 professional development that supports effective educators and collaborative professional
learning communities
 a worldwide network of highly respected IB World Schools, working together to share best
practice.

To offer one or more IB programmes and to take advantage of many of the IB’s professional
development opportunities, your school will need to become authorized as an IB World School.

High-performing students
Research shows that students in the IB Primary Years Programme (PYP) and Middle Years
Programme (MYP) performed better than non-IB students in a global International Schools’
Assessment study that ran from 2009-2011.
Further research indicates that Diploma Programme (DP) graduates complete college faster than
their peers, feel more prepared for college-level coursework involving research, and are better able
to cope with demanding workloads and time-management challenges.
Read other IB research and learn more about each of our programmes of education.

Stimulating professional development

The IB offers extensive professional development for staff at IB World Schools. There are face-to-
face and online learning opportunities nearly every day of the year.
Read about IB professional development opportunities.

Programme support
IB World Schools work within a global community, creating frequent opportunities for shared learning
and collaboration with others.
The IB also helps schools with programme planning and optimization. This may include mentoring,
coaching, consultation or self-guided learning online. Find out more about the IB’s school-enhancing
support services.

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 Students
Students at International Baccalaureate® (IB) World Schools are given a unique education.
They will:

 be encouraged to think independently and drive their own learning

 take part in programmes of education that can lead them to some of the highest ranking
universities around the world
 become more culturally aware, through the development of a second language
 be able to engage with people in an increasingly globalized, rapidly changing world.

You can find out how to become an IB World School, a requirement for teaching IB programmes, on
this website.

IB students often perform better

IB World School students develop strong academic, social and emotional characteristics. They are
also likely to perform well academically – often better than students on other programmes.
There is more information about the performance of IB students on the IB programme pages. For
example, students on the IB Diploma Programme (DP) are likely to enroll at top universities, and
students on the Primary Years Programme (PYP) and Middle Years Programme (MYP) outperform
other students in a number of areas.

Teachers
The International Baccalaureate® (IB) offers many benefits to teachers.
IB teachers are given access to:

 high quality professional development that encourages critical thinking, self-reflection and
dedication to lifelong learning and continuous improvement
 innovative and diverse education frameworks, unit planners, teaching resources and
evaluation tools
 certification and degree programmes offered by highly respected universities worldwide
 a pedagogy known to produce students who are motivated to continue inquiry and lifelong
learning, beyond school study.

Access high quality professional development

The IB sees teachers as essential to the success of the school and as part of a professional learning
community. To support them, we offer extensive professional development (PD), including:

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  face-to-face workshops, in-school and at regional events

 online workshops
 blended learning.

Learn more about PD run by the IB.

Earn university-recognized qualifications

The IB partners with prestigious universities and institutions around the world to offer IB certificates
in teaching and learning and IB certificates in leadership.
We offer four distinct certificates:

 Certificate in teaching and learning

 Advanced certificate in teaching and learning research
 Certificate in leadership practice
 Advanced certificate in leadership research.

Find out how to enroll for an IB professional certificate.

Deliver an engaging learning experience

The IB has four education programmes, each for a different age group. Together, the four
programmes provide a critically engaging, intellectually stimulating, personally uplifting and inspiring
continuum of education.

Groups of Schools
Groups of schools can strengthen the delivery of the four International Baccalaureate® (IB)
programmes of education by working together, aligning best practices and procedures, and
developing consistency between leaders and educators at each school.
New IB World Schools can also gain invaluable advice and support by working within a network of IB
World Schools.
Every school that becomes authorized to offer IB programmes is known as an IB World School. You
can read more about the benefits of becoming an IB World School on our website.

Associations of IB World Schools

Groups of IB World Schools can apply to become an Association of IB World Schools. Associations
are formally recognized by the IB, with a formal contract and special logo identifying their status.
Find out how to become an Association of IB World Schools.

Universities
Universities and colleges benefit from recruiting and admitting students from IB programmes in a
range of ways, with IB programmes developing the knowledge, skills and disposition students need
to be successful throughout their university careers.
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As a result of their time in the IB, students develop:

 time management skills and a strong sense of self-motivation

 a keen interest in civic engagement
 notable academic ability
 strong research and writing skills
 critical thinking abilities
 an international outlook.

Research suggests, for example, that IB students are more likely than their peers to complete their
undergraduate degrees and pursue graduate work; and that they are more likely to be engaged in
various aspects of university life.
According to the research, IB students are strong on:

 student leadership activities

 working with university faculty on research projects
 finding opportunities to study in other countries
 tutoring other students
 taking part in voluntary and community service
 completing internships.

In order to maximise the opportunities for IB students at their institutions, many universities and
colleges develop recognition policies making it clear how IB students gain places on their courses.
You can find model recognition policies for universities on the IB website.
Learn more about how to attract IB students to your institution.

Quality assurance in IB assessment

As an international programme with students all over the world, higher education institutions are
always interested in how the the IB safeguards the rigour and consistency of the Diploma
Programme (DP), our programme for 16-19-year-olds.
The IB takes several measures to ensure validity and reliability of asessment methods, while
measuring a great range of students' skills and abilities – beyond just content knowledge.
As a mark of its rigour, it is noteworthy that average scores and pass rates have remained consistent
over several years.
Further, DP curriculum and assessment has been compared with various other qualifications over
the last 10 years – with overall findings being very favourable for the DP.

IB as a district or national curriculum

In order to increase access to an International Baccalaureate® (IB) education, the IB works closely
with district, regional and national systems.

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If you are looking to implement IB programmes on a district, regional or national level, please contact
the IB regional office relevant to your location.

You can also find out how many schools are currently offering IB programmes in differenty
countries.

Governments working with the IB

Several countries have made agreements with the IB. Some agreements are with national
governments; others are with local bodies.
The IB has agreements, of each kind, in countries like:

 Canada
 Ecuador
 Malaysia
 Japan
 Spain
 the USA.

Read more about partnerships between governments and the IB.

Developing a policy on IB programmes

District, regional and national bodies can work with the IB to recognize IB programmes as part of
their curricula. Implementing access to IB programmes can provide the following benefits:

 Access to several creative choices for educating students.

 Acknowledgment as an international leader in education.
 Access to IB recognition subject matter experts and professional development opportunities.
 The opportunity to build relationships with other countries that recognize the IB.

For help developing an IB recognition policy, please contact the IB recognition team.
The IB encourages governments and universities to define policies that detail how an IB education
relates to the national system of education and is treated for admission, credit and placement at
universities and colleges.

Services provided by the IB

The IB provides a range of services for governments.
These services can help governments develop and inform policy, stay up to date with IB programme
developments and market IB programmes to schools.
Government services include:

 Data and reporting

 Support with programme recognition needs, including updates and course lists
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  Seminars for government staff, which look at IB programmes and specifics
including curriculum and assessment
 Collaboration on government research
 Marketing services, which encourage the authorization of new schools as a means of
meeting government goals
 Advocacy for legislation and policies that support the introduction of IB programmes.

Government partnerships
The International Baccalaureate® (IB) works with a variety of government bodies, around the world.
If you are a government representative interested in working with the IB, please contact the regional
officerelevant to your location.

Government partnerships with the IB

You can read about some of the IB’s government partnerships below.

Canada
The IB has agreements with several provincial governments in Canada, covering:

 Broad educational reform

 Access to IB programmes for all students
 IB teacher suppor
 Integration of IB into state systems
 Linking the IB with state higher education.

For more detail, download the document below:

Overview of provincial IB policies in Canada [46KB]

Ecuador
The government of Ecuador has embraced the IB, transforming its state secondary schools through
implementation of the IB Diploma Programme (DP).
Ecuador now has one of the largest populations of DP students in Latin America. One-third of state
sponsored high schools in the country intend to offer the DP.

Read research on programme implementation in Ecuador [138KB]

Germany
In Germany, the IB offers assessment and support services for history, biology and theory of
knowledge (TOK) in German.

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The Central Agency for German schools abroad (ZfA) makes the DP available to interested schools
outside Germany, covering subjects in German.
Both organizations have agreed to extend their cooperation agreement until 2018.

Japan
Since May 2013, the IB has been working closely with the government of Japan to develop a dual
language IB Diploma.
The Project enables the DP to be both taught and assessed in Japanese, in selected subjects
including economics, history, biology, chemistry, physics and mathematics, as well as the DP core
components: theory of knowledge (TOK), the extended essay, and creativity, action, service (CAS).
The first external assessment in the Japanese language will be in November 2016.

Malaysia
In 2013, the government of Malaysia conducted a review of the world’s best educational systems.
Based on the review, it selected schools to implement the IB’s Middle Year Programme (MYP).
The IB now provides services to a number of Malaysian state schools, in collaboration with Agensi
Inovasi Malaysia (AIM).
As part of the agreement, the IB provides professional development for both school leaders and
teachers.

Republic of Armenia
In February 2014, the government of the Republic of Armenia signed an agreement to recognize the
DP.
The agreement strengthened the implementation of IB programmes within the country by providing
workshops to national educational authorities, in accordance with IB regulations and practices.

Republic of Macedonia
In July 2013, the IB and the government of the former Yugoslav Republic of Macedonia (FYROM)
signed an agreement to implement the Primary Years Programme (PYP) and the MYP in
Macedonian state schools.

Spain
In July 2014, the government of Spain signed an agreement with the IB for joint educational
initiatives.
The agreement covers a number of points and means that graduates of the DP and IB Career-
related Programme (CP) can gain entry to the Spanish university system.
The MYP now has equivalence with the national secondary curriculum (ESO) within the Spanish
education system.

United Arab Emirates (UAE)

The IB works two regional bodies in the UAE. These partnerships:

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  aim to ensure that quality and integrity are maintained in both the licensing and administration
of the IB programmes in Abu Dhabi private schools. The IB is collaborating with the Abu
Dhabi Education Council (ADEC)
 focus on strategic co-operation on research and thought leadership, capacity building and
coordinated school visits in Dubai. The IB is collaborating with the Knowledge and Human
Development Authority (KHDA).

United States of America (USA)

The IB has agreements with several state governments in the USA. These cover:

 Broad educational reform

 Access to IB programmes for all students
 IB teacher support
 Integration of IB into state systems
 Linking the IB with state higher education.

Comparing the IB with other qualifications

Research suggests that in many cases, students in International Baccalaureate® (IB) programmes
perform better than students taking other qualifications.
For example:

 A global study investigating performance in the Primary Years Programme (PYP) and Middle
Years Programme (MYP) found that IB students outperformed their non-IB peers in
mathematics, reading, narrative writing and expository writing.
 Qualitative data from a 2014 study on the IB Diploma Programme (DP) in the USA suggested
that students who participated in the DP during high school are more academically adjusted to
the rigour and expectations of college.

The IB regularly publishes this kind of research. Our website has several studies looking at the
impact of IB programmes, and many currently in progress.
Studies are conducted in collaboration with universities and external research organizations, as well
as by the IB Research team.
Find out more about the four IB programmes and implementing an IB education.

Studies on school culture

As part of our programme impact research, the IB publishes a number of studies looking at culture in
IB World Schools.
A 2013 study, for example, looked at the perspectives and beliefs of IB teachers, with focus groups
held in Hong Kong, Peru, Spain and the USA.
It found that IB teachers, like other teachers, see nurturing as the dominant perspective in what it
means to be a good teacher – but that IB teachers have a greater focus on the remaining four
perspectives in the analysis, including social reform.

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Further, an analysis of the DP suggested that the programme's heavy reliance on discussions,
debates, oral presentations, written assignments and teamwork enables students to develop many of
the skills necessary for civic engagement.

Teaching the IB in your language

International Baccalaureate® (IB) programmes of education are currently offered in three languages.
These are:

 English
 French
 Spanish

Schools can provide full teaching and assessment in these languages.

There are varied levels of support for programme implementation in other languages, and some
individual subjects may be available in additional languages as part of a specific governmental or
private collaboration.
For information on the languages supported, please read the IB language policy [PDF, 408KB].
To speak further about whether a specific language is supported in your area, please contact the IB
Global Centre in your region.
The three IB Global Centres cover Africa, Europe. Middle East, Asia-Pacific and the Americas.

How does the IB choose which languages it supports?

The level of support given in each language is reviewed on a regular basis.
If certain conditions are met, the level of support may be increased or decreased. The process for
making decisions on this is also outlined in the IB language policy [PDF, 408KB].
The IB aims to provide high quality materials and services in all supported languages.

Why the IB is different

International Baccalaureate® (IB) programmes aim to do more than other curricula by developing
inquiring, knowledgeable and caring young people who are motivated to succeed.
We strive to develop students who will build a better world through intercultural understanding and
respect.
IB programme frameworks can operate effectively with national curricula at all ages; more than 50%
of IB World Schools are state-funded.
The IB's programmes are different from other curricula because they:

 encourage students of all ages to think critically and challenge assumptions

 develop independently of government and national systems, incorporating quality practice
from research and our global community of schools
 encourage students of all ages to consider both local and global contexts
 develop multilingual students.

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In order to teach IB programmes, schools must be authorized. Every school authorized to offer IB
programmes is known as an IB World School.

A continuum of international education

We provide a continuum of education, consisting of four programmes that are united by the IB's
philosophy and approaches to learning and teaching. The programmes encourage both personal
and academic achievement, challenging students to excel in their studies and in their personal
development.

Quality practice
IB programmes incorporate quality practice from national and international research and the IB
global community. They encourage students to be internationally-minded, within a complex and
hyper-connected world.

Students learn how to learn

Throughout all IB programmes, students develop approaches to learning skills and the attributes of
the IB learner profile.
Students are able to take responsibility for their own learning and understand how knowledge itself is
constructed; this is further to our unique theory of knowledge (TOK) course. They are encouraged to
try different approaches to learning and to take responsibility for their own educational progress.
Our programmes help IB students:

 ask challenging questions

 think critically
 develop research skills proven to help them in higher education.

IB programmes also encourage students to be active in their communities and to take their learning
beyond academic study.

The IB learner profile

The International Baccalaureate® (IB) learner profile describes a broad range of human capacities
and responsibilities that go beyond academic success.
They imply a commitment to help all members of the school community learn to respect themselves,
others and the world around them.
Each of the IB's programmes is committed to the development of students according to the IB
learner profile.
The profile's aims to develop learners who are:

 Inquirers
 Knowledgeable
 Thinkers
 Communicators
 Principled
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  Open-minded
 Caring
 Risk-takers
 Balanced
 Reflective

The IB teaching style

Education in International Baccalaureate® (IB) World Schools:

 centres on learners
 develops effective approaches to teaching and learning
 works within global contexts, helping students understand different languages and cultures
 explores significant content, developing disciplinary and interdisciplinary understanding that
meets rigorous international standards.

An IB education aims to transform students and schools as they learn, through dynamic cycles of
inquiry, action and reflection. Teachers enable and support students as they develop the
approaches to learning they need – for both academic and personal success.
IB programmes aim to help students explore and construct their own personal and cultural identities.

A shared educational philosophy

The IB supports schools in the implementation of four high-quality programmes of international
education:

 Primary Years Programme (PYP), for students aged 3-12

 Middle Years Programme (MYP), for students aged 11-16
 Diploma Programme (DP), for students aged 16-19
 IB Career-related Programme (CP), for students aged 16-19.

Teaching and learning in the IB celebrates the many ways people work together to construct
meaning and make sense of the world. An IB education empowers young people for a lifetime of
learning, independently and in collaboration with others.
The IB learner profile describes the shared values that inform an IB education.

Marketing your school

The International Baccalaureate® (IB) provides a range of supportive materials for schools that:

 enable schools to properly identify themselves as IB World Schools

 articulate the advantages of becoming authorized by the IB

 explain the benefits of an IB education to parents, students and others in the community.

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Our main resource for schools is the digital toolkit, an online collection of downloadable publications,
templates, and promotional material that includes branding guidelines, brochures, flyers, posters,
media relations guidance and much more.
There are also country-specific resources, and a research section to help schools demonstrate the
impact of IB programmes and share key research findings with staff, parents and educational
professionals from other institutions.
Please take a look into the digital toolkit. It is regularly updated and refreshed.

Teaching resources across IB websites

The International Baccalaureate® (IB) provides teaching resources for all of the IB’s programmes -
to help educators focus on teaching, best practice and pedagogy.
Teaching resources are made available when a school enters the process to become an IB World
School - and resources can be easily accessed online using our Online Curriculum Centre.

Professional development for IB teachers

The IB is committed to the continual development of educators. Development programmes are given
online, in school, and at regional events.
Find events and workshops, or read about IB professional development.

Become part of a teaching community

IB teachers are encouraged to become part of an active global community of educators who
specialise in one of the world’s most exciting and distinctive educational systems.
By taking part in the IB community through networks like the IB Blogs, teachers can share
knowledge, resources and experiences and connect together to strengthen the IB’s mission.
Find out how to become authorized to offer the IB’s programmes.

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