IB maximizes the potential of every student
Recognizing and helping each student to develop the range of his or her capacities, positive attitudes, and effective habits of mind is the shared responsibility of teachers, and is at the core of all curriculum development and delivery.
IB promotes the education of the whole person
IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional, and social growth through all domains of knowledge. By focusing on the dynamic combination of knowledge, skills, independent critical and creative thought, and international-mindedness, the IB espouses the principle of educating the whole person for a life of active, responsible citizenship.
Additionally, the IB programmes take seriously the importance of life outside the world of scholarship, expecting students to participate in a variety of Creative, Action, and Service activities. A system of self-evaluation encourages students to reflect on the benefits of C-A-S participation to themselves and to others, and to evaluate the understanding and insights acquired.
IB empowers students to take control of their own learning
This begins with the youngest learners as they engage in stimulating inquiries, discussions, and reflection that intensify through the entire continuum of the IB programmes.
Teachers collaborate to develop connections between subjects so students learn to see knowledge as an interrelated, coherent whole.
The adolescent student examines how to learn, develops an awareness of how he or she learns best, and gains insight on how to leverage his or her personal learning style and strengths.
In their final two years, students engage in thoughtful and purposeful inquiry into different ways of knowing and into different kinds of knowledge. As they seek to answer the question, “How do we know?” students become aware of the interpretative nature of knowledge, including personal ideological biases which ultimately may be retained, revised, or rejected. Through this exploration and critical reflection, students gain an understanding of ways in which they can apply their knowledge with greater awareness and credibility.
IB opens minds
From a very early age, teachers guide students to reflect on the human condition, to gain an understanding of the commonality of the human experience, and to consider and value the point of view of others.
IB turns compassion into action
An IB school creates and nurtures a culture of curiosity that leads to action. Students learn to choose to act, and to reflect on their actions, so that they contribute to their own well-being and that of the community and the environment. Self-initiated action is encouraged, leading to the development of problem-finders as well as problem-solvers.
IB prepares students for the 21st Century
According to visionaries and best-selling authors Daniel Pink and Thomas Friedman, we must all be global citizens with a core set of knowledge who can also be critical and innovative thinkers to succeed in the 21st century. IB is a holistic approach to learning that prepares young adults to enter the world as a global citizen.
IB is quality control
All IB World Schools share a common bond – a commitment to a high quality, challenging, international education. The IB programmes demand the best from both motivated students and teachers. To become an IB World School, a school must complete a demanding authorization process. Once authorized, schools are required to participate in an ongoing process of review and development, using standards and practices that apply to all IB World Schools.
IB opens doors
Admissions counselors at highly selective colleges and universities describe IB as “the most rigorous pre-university program of study available.” Many universities actively recruit IB students, offering them scholarships and college credit depending on their performance on exams.