Stefanie Leong, Head of Development, Asia Pacific at the International Baccalaureate (IB) explains how IB programmes stand out in the educational sphere
Q. How does IB promote holistic education and student well-being? Can you give examples?
The IB curriculum is designed to provide a holistic education beyond academic subjects. Components like the Theory of Knowledge (TOK) course encourage students to think critically across disciplines, and The Creativity, Activity, Service (CAS) project emphasizes experiential learning and community service.
The IB focuses on inquiry-based learning, where students are encouraged to ask questions, explore topics in depth, and make connections between different knowledge areas. This approach fosters curiosity, critical thinking, and a love of learning.
The IB provides support mechanisms for student well-being including strategies for managing stress, promoting work-life balance, and fostering positive relationships within the school community. In 2023, the IB ceased publication of students achieving the highest mark (45) in the Diploma Programme. IB research by ACER indicates that IB students attain higher levels of well-being in direct correlation with academic achievement.
Additional research by the Wellbeing Research Centre at Oxford University shows teacher wellbeing has a significant impact on the student wellbeing and success.
Q. How are IB schools doing in India? How is IB different from IGCSE and other school education boards?
The IB has operated in India since 1976, with over 378 IB programmes across more than 220 schools. We have successfully expanded to several prominent programmes in schools across major cities in India.
In 2023, the IB embarked on a collaboration with the Department of School Education in Andhra Pradesh. This partnership aims to implement transformative reforms aligned with the National Education Policy (NEP) 2020, designed to open enhanced educational avenues.
Over the next five years, the IB intends to expand into over 450 additional schools in India, including 100 new Career-related Programme (CP) schools. Recognized by the Association of Indian Universities (AIU), the CP offers a blend of academic study and career-related skills.
Through the expansion of CP and other IB programmes throughout India, the IB aims to support young people and educators through rigorous curricula designed to provide students with the skills they need to be future-ready.
Q. What future trends do you foresee in wellness-centered education, especially within IB?
The IB understands that schooling cannot be isolated from what happens beyond the classroom. Future trends toward a more wellness-centred education for students and educators alike, seem inevitable. A Cambridge University study, for example, supports the notion that a sense of meaning and purpose can lead to significant academic improvement.
The IB’s decision to withhold the disclosure of the 45 marks from media as of November 2023 is an important step towards a re-evaluation of learning frameworks and renewed prioritisation of students’ holistic wellness. The IB is exploring additional instructional methods and approaches to increase inclusivity and accessibility for students.
The IB is also embarking on research to learn more about educator wellness, working to create a strong foundation of data and insight to guide teachers and schools.
Our collective journey towards a more inclusive educational model is an investment in future generations.
Q. How does inquiry-based learning in IB deepen students’ understanding? Can you provide examples?
Inquiry-based learning is a powerful tool to engage students, inviting them to explore their own passions and curiosities, solving the problems that intrigue them. It empowers students to dig deeper and acquire the skills to find solutions.
The CAS (Creativity, Activity, Service) program is a core component of the IB Diploma Programme that exemplifies inquiry-based learning. It requires students to engage in activities outside the classroom that foster creativity, physical activity, and service to others. Through CAS, students are encouraged to explore their interests, develop new skills, and contribute to their communities. This holistic approach to learning helps students develop a well-rounded sense of self, promoting their overall well-being beyond academic success, and it acts as an important counterbalance to the academic rigour of the DP.
Learn more about an IB student in India who asked questions, accepted imperfection, and created solutions to break poverty cycles in India.
Q. How can school communities prepare students for future challenges in university and careers? Any examples?
School communities can prepare students for their future by focusing on holistic education, combining social and community instruction alongside academics. Programs like the Career-related Programme (CP) and the Diploma Programme (DP) provide these elements to students in the years before graduating or starting a career. This study finds that US DP graduates experienced more positive postsecondary enrolment rates compared to US students nationally.
One study showed that the competencies of future employability are well represented in DP and CP curricula. The ability of IB students to think and collaborate across countries, cultures and disciplines allows them to approach challenges in ways that truly make a difference today—and in the future. For example, in the U.S. 82% of DP graduates enrolled in college immediately after graduating from high school, as compared to 66% of all US high school graduates, and they stayed in school and graduated at higher rates than non-IB colleagues.
Q. How can education systems globally broaden student learning beyond test scores to meet modern needs?
IB programmes develop inquiring, knowledgeable and caring young people who are motivated to succeed. The IB gives students distinct advantages by building their critical thinking skills, nurturing their curiosity and their ability to solve complex problems.
We strive to develop students who will build a better world through intercultural understanding and respect, alongside a healthy appetite for learning and excellence.
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.
The IB learner is positively challenged to think critically and to learn in a flexible environment crossing disciplinary, cultural and national boundaries. Students learn to:
- Ask challenging questions.
- Think critically.
- Learn across disciplines.
- Develop research skills.
IB programmes also encourage students to be active in their communities and to take their learning beyond academic study.
Q. How does the International Baccalaureate (IB) framework promote inclusive education, ensuring access and support for diverse learners?
The IB approaches equity and inclusive education in two main ways: inclusive principles in the design of IB programmes and inclusive education practices in IB World Schools.
When designing and developing the curriculum, the IB aims to meet the principles of equity and inclusive education by making it universally inclusive, fair, and accessible. The curriculum will consider student well-being and accessibility and ensure representation across cultures, nationalities, backgrounds, and perspectives.
Inclusive education practices in IB World Schools are maintained through policies and resources that support equity and inclusive education in IB World Schools. Policies such as the access and inclusion policy are designed to enable full participation of all students across all four IB programmes in teaching, learning and assessment (formative and summative) by reducing and removing barriers using appropriate and well-planned access arrangements.