Aisha Khan, at 18 now, completed her International Baccalaureate (IB) Diploma Programme (DP) from a reputed school in Bangladesh. Besides academic learning, she learned time management, critical thinking, and research skills in school. Thanks to a dynamic learning environment that engaged student voice within a personalized learning environment, Aisha not only excelled in her academics but also grew as a person--becoming a well-rounded, responsible young adult.
It was no surprise when she received outstanding IB Diploma results at the end of her schooling.
Empowered to lead, collaborate, and create, Aisha was ready to tackle the challenges of a complex future. The holistic and rigorous IB curriculum provided her access to high-ranking universities around the world and the chance to secure scholarship opportunities. The emphasis on self-management and collaborative skills in IB contexts enabled the girl to make a smooth transition to a more Independent learning environment at university. Needless to say, she successfully managed a range of courses simultaneously, with success and ease.
What makes Aisha's story unique is that she was provided the chance to not only excel in academics but to also develop as a person - a person who is an inquirer, reflective, and a problem-solver, which are personality traits that are essential in the fast-changing landscape of our highly interconnected world.
The International Baccalaureate is a framework of learning that is built to develop creative and critical thinkers through a holistic approach to learning that aims to create balanced and self-reliant learners who are globally-minded. The IB curriculum specializes in inquiry-based learning that emphasizes how students learn rather than what they learn. It enables students to develop the skills and confidence required to thrive and make a long-lasting impact.
One may wonder why this programme is considered 'International' especially, since we see a widespread rise in International Schools, both in Bangladesh and abroad. The IB is one of the few programmes of learning that hold 'International Mindedness' as a core value. It aims to groom learners who are not only academically capable but understand other cultures and ways of life. Through developing understandings of other nations and cultures, we raise learners who are sensitive to cultural differences and adapt to changing global landscape. This is explicitly taught through lessons in subjects that relate to personal, local, and global topics that help students to develop an awareness of different cultural perspectives and appreciation for human commonality. It helps students to understand people from various backgrounds better and the complexity of human experience. Learning a world language is a prerequisite for IB students from a young age.
From as young an age as three years, students are encouraged and supported to take action and serve the community. This could be in the simplest form such as watering a garden to a more complex project that supports underprivileged school communities. Through this focus, students begin to understand that they are a part of a larger community--both national and global--and, therefore, have a responsibility to be an active member of this international-minded global community.
This context Inspires students to become innovative problem-solvers, who take action to make a difference, thus transforming into global leaders who embark on bringing a positive change in a world ridden with conflict often based on cultural, economic, religious, and political differences.
To enhance such universal approach in IB schools, a common feature is the mixed population of students and teachers in these schools. What better way can be to learn about other cultures than to interact, collaborate and learn with people from different countries! IB educators are drawn from a worldwide community of professionally trained teachers who work in various IB schools in different countries. Often IB schools have students from various nationalities as well, which provides the perfect opportunity to celebrate commonalities and learn from one another.
Creative thinkers are open-minded because they can visualize different possibilities and options for approaching a problem. Creativity and imagination have the power to transform the world into a better place. That is exactly what the IB curriculum believes in. Today, with the emergence of new global challenges, curricula such as this are more relevant and necessary than ever.
The writer is Vice-Principal, Curriculum K-12, International School Dhaka
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