Education for Everyone
Using the power of technology and their enthusiasm for learning, these four educators are at the forefront of increasing access to an IB education in their diverse communities. So how – and why – are they doing it?
Pioneers in the Gulf
Marwa Bkerat and Omneya Khamis
Diploma Programme Coordinator and MYP Coordinator, Jeddah Knowledge International School, Jeddah, Saudi Arabia
The IB has been relatively slow to permeate the Middle East: there are still only a small number of schools in the Gulf region authorized to offer the whole continuum. Jeddah Knowledge International School (JKS) is one of them, offering all three IB programmes as well as being authorized by the Saudi Ministry of Education to teach international education.
Our experiences have taught us that the IB can lead to each student developing respect for the world’s cultures and differing perspectives and can help them achieve their full educational and personal potential in a constantly changing world.
JKS has undergone tremendous change since we adopted the IB five years ago. The whole school community, including parents, students and teachers, came to realize that education plays a vital role in fostering better intercultural relationships. Through the IB, our students have the chance to learn about other cultures yet still appreciate and value their own.
Further, we have discovered that as learning is an ongoing process, we as educators play a pivotal role in improving education in Saudi Arabia. It is important to tackle this with ongoing training both internally and externally to keep all teachers abreast of the latest trends in education, which then ensures best practice in the classroom. Technological tools like smartboards, ebooks and shared networks can help this.
With CAS actvities, like our Allimuni (‘Teach Me’) project, students can also help bring elements of an IB education to local underprivileged children, by providing books and tutoring.
Adopting the IB has changed the way our students learn and teachers teach. We now look forward to developing young people who will be prepared for the challenges of the future.
Technology Empowers
Claudine Curry
English to Speakers of Other Languages (ESOL) Kindergarten Teacher, Bolton Academy, Georgia, USA
Broadening access to education is very important in our part of the world, particularly as many of my students are economically disadvantaged, and consequently opportunities to travel and learn about the world are limited. I find it difficult to overstate how much technology – which has enabled global learning experiences – has impacted my students’ learning and my teaching. At the end of 2008, my ESOL kindergarten students and I began our journey… Initially, we collaborated with a class in Dubai, learning about their national heritage. This first international class project sparked an interest which led to our membership with online learning community ePals.
Although their parents are from Guatemala or Mexico, many of my students have never traveled outside of Atlanta, Georgia. I recognize the importance of opening their eyes to what is beyond their own neighbourhood. We can fly to distant places on Google Earth and reach out to faraway students. We use video-conferencing on big screens to really bring these relationships to life in the classroom.
By September 2009, Bolton Academy students began collaborating with our peers from across the globe. Primary students formed partnerships with classes in Kenya, Syria, Turkey, India, Australia, Chile, and England. Older students started to exchange emails with students in France and South Wales. After the success of this initiative, I was able to take our membership school-wide.
Later, Turkish friends Irem Ebru Gursoy and Oktay Kuru came as guest teachers to Bolton Academy and later arranged for Ingrid Arriagada and me to serve as guest teachers at several schools in Turkey. Visiting Turkey and interacting with fellow educators and students had an even greater effect, even more than our successful online projects.
Even though many of my students may never physically travel to distant lands, they can go abroad via technology. Through its power, we share our humanity, our children learn internationally and grow together...
Learning the UN way
Kiran Asad Javed
IB Diploma Programme Economics Teacher, The International School (TIS), Karachi, Pakistan
“I have never given a speech before, I don’t think I can – my legs feel like jelly.” These were the words a non-IB student said to me as he prepared to participate in the Model United Nations (MUN) Conference 2011, hosted by TIS in Pakistan. I was nervous myself and, trying to make him feel better, I looked into his fear-stricken eyes and said: “Guess what – I feel the same.”
The speeches were excellent and afterwards he approached me with a new air of confidence and a lot of enthusiasm. “I think we nailed it!” he said. The fear in his eyes had been replaced by the most fantastic glimmer. I will never forget that transformation. He is just one example of how MUN@TIS has given students a platform – and how such conferences are a great way to help expand international-mindedness into a range of local schools.
MUN@TIS is a completely student-led conference. Every detail, from registration, finance, marketing and websites to all the logistics on the day are managed by TIS students. It gives students from all 32 participating schools the chance to voice their opinions on world affairs and build their public speaking skills. It makes them question the facts around them and builds an environment of mutual respect and understanding.
This year I held the position of Faculty Advisor, where I had a silent role in overseeing the proceedings. TIS Karachi is the only IB World School in Pakistan and has taken on the responsibility to expand the aims and philosophy of IB programmes among all students. MUN@ TIS has had a ripple effect: schools in Pakistan have started to host similar conferences and students from all walks of life are benefiting.
As TIS student Shahzeb Hussein puts it: “There are no class or status barriers here – you are distinguished only by the knowledge that you have.”
The IB can open doors
Saba Nizami
Diploma Programme Facilitator, HVB Global Academy, Mumbai, India
The IB has offered an influential model for progressive and democratic education around the world. The growing popularity of – and increased access to – IB programmes can be seen by the number of IB World Schools opening each year. The PYP and MYP offer an alternative to conventional education in which children are mere recipients of knowledge. Learning has now become participative, and students are active learners.
In India the IB has revolutionized education and the way we look at it. But IB World Schools in the country face many challenges. While access to IB education is growing, it remains largely expensive compared to other options. And, though subsidies are available, the number and range of scholarships needs to be increased. Meanwhile, the flexibility provided by the IB Diploma Programme in choosing subjects can actually cause problems, particularly to those who wish to enroll in Indian colleges. Students need to be far-sighted in choosing subjects.
Predicted grades can also sometimes be an issue. Although these should be close to actual scores, there are many instances of ‘over-prediction’. Although predicted grades are recognized by Indian universities, some students have encountered problems in securing admission based on them. Many schools offer assistance to students in procuring admissions overseas. The same help could usefully be provided for admissions to Indian universities.
The clash between the May-June IB exams and entrance exams in India is another issue. Schools need to plan their schedules carefully for the completion of the Diploma Programme in order to provide students with time to prepare for relevant entrance exams. Moreover, students moving back to Indian education boards often face adjustment issues.
In spite of these challenges, the IB is popular due to its philosophy and relevance in a globalized world. There is an awakening of sorts in education, with every school talking about its learner-centric approach and the internationalism in its curriculum. You could argue that IB is the need of the hour.
The IB has also increased the participation of parents in education, which has brought about further positive change. Parents are becoming more aware of their children’s learning needs and are taking responsibility for the outcome. As long as the IB continues to work closely with schools and parents, and tries to help iron out problems, the outlook for all is promising.
