Are IB Students misfits in India? A Study Presented by Dr. Indu Shahani and Anish Tripathi 17 March 2011, Melbourne, Australia
Tuesday, 12 April 2011
Structure of presentation
▪
Objective & Hypothesis
▪
Methodology
▪
Findings
▪
Observations & Conclusions
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Objective & Hypothesis
Objective of the study: To explore how well IBDP students are adjusting within the Indian university system, and what kind of changes would make the entire system integrate better.
Hypothesis of the study: “IBDP students are misfits in the Indian University system, but things are slowly changing for the better!�
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Methodology Quantitative:
Qualitative:
▪
Online survey
▪
▪
Independent external vendor
▪
IBDP student coverage
▪
Critical mass of students
▪
Viral approach for outreach
▪
Secondary research and data analysis
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Focused Group Discussions
– Students (26 nos.) – Parents (10 nos.) – School Coordinators (5 nos.)
▪
One-on-one interviews
– School Heads (3 nos.) – College Heads (4 nos.)
Online survey form
Tuesday, 12 April 2011
Students FGD in Mumbai – 19 Jan 2011
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Parents FGD in Mumbai – 28 Jan 2011
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School Coordinators FGD in Mumbai – 3 Feb 2011
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Findings
Structure for presentation of findings: Demographics of respondents Extremely Satisfied! ▪– 69%
▪
Quantitative response to each question
▪
Qualitative supplementation and additional insights for each question
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Demographics
S No.
Attribute
Number
1
No. of respondents
51
2
Response rate (%)
41.8
3
Avg. age of respondents (yrs)
19.1
4
Year of passing IBDP (45%)
2010
5
No. of Schools represented (nos.)
15
6
No. of Colleges represented (nos.)
12
7
Representation from HR College (%)
72.5
8
Resident Indians (%)
92.2
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1a
How satisfied are you with having chosen IBDP over other national higher secondary (Class 12) options?
Response
Extremely Satisfied! – 69% Satisfied! – 21%
Extremely Satisfied
69.2
Satisfied
20.5
Neither Satisfied nor Dissatisfied
2.6
Dissatisfied Extremely Dissatisfied
3
%
0 7.7
7
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1a
How satisfied are you with having chosen IBDP over other national higher secondary (Class 12) options?
Response
Extremely Satisfied! – 69% Satisfied! – 21%
%
Extremely Satisfied
69.2
Satisfied
20.5
Neither Satisfied nor Dissatisfied
2.6
Dissatisfied
0
Extremely Dissatisfied
7.7
89.7% 3
7
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1b
On a scale of 1 to 10, rate your satisfaction with the IBDP programme in your school Average Rating 7.6
Responses % 30
26
25
23
20 15
15 10
10 5 0
13
3 0
5
5
0
Rating
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1b
On a scale of 1 to 10, rate your satisfaction with the IBDP programme in your school Average Rating 7.6
Responses %
62%
30
26
25
23
20 15
15 10
10 5 0
13
3 0
5
5
0
Rating
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1a & b Satisfaction with the IBDP programme in your school
Supplementation
▪ ▪
Overwhelming consensus, students and parents very satisfied with IBDP Aspects appreciated include: – Case-study based approach – Extended Essay – CAS – Multiple subject options – Broad-based and continuous assessment criteria
▪
Child develops confidence and maturity (transformational change)
▪
Some students did find it too rigorous, tiring and aggressive
Insights
▪
Choice to go for IB is usually that of the parent
▪
Influencers for choice of IB: – Avoid Junior College – Avoid rigidity of Indian boards – Prepare child to study abroad – Not sitting for competitive exams
▪
CBSE has launched “International curriculum” – similar to IB
▪
Not equipped or counseled on how to select between so many options
▪
Counseled – Sleep, Study and Social life – you will loose one
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What programme (Indian / Western) does IBDP prepare you 2 well for?
Western and Indian Universities – 46%
Only Western Universities – 54%
Response
%
Only the International College System
0
Both the Indian and International University System
53.8
Only the Indian College System
46.2
Neither the Indian nor the International University System
0
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2
What programme (Indian / Western) does IBDP prepare you well for? Supplementation
▪ ▪
Not enough “Indian-ness” in the course content Focus of the School Counselor is on placements in Universities abroad rather than in India
Insights
▪
“IB is a respected guest in India, not yet a member of the family”
▪
“As a structured framework, IB is much better, but in depth of course content, relevance and rigour, Indian boards are better”
▪
Could not find one example of child having successfully sat for the IIT entrance exams from an IB school
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3
How well-prepared were you for the Indian College System, upon completion of the IBDP?
Neutral – 46%
r ll -p e W
re a ep
d
–
23
%
are ep pr Ill-
Response
%
Extremely ill-prepared
7.7
Ill-prepared
20.5
Neutral
46.2
Well-prepared
23.1
Extremely wellprepared
2.6
d– 21 % | Tuesday, 12 April 2011
3
How well-prepared were you for the Indian College System, upon completion of the IBDP?
Neutral – 46%
r ll -p e W
re a ep
d
–
23
%
are ep pr Ill-
Response
%
Extremely ill-prepared
7.7
Ill-prepared
20.5
Neutral
46.2
Well-prepared
23.1
Extremely wellprepared
2.6
d– 21 %
74.4%
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3
How well-prepared were you for the Indian College System, upon completion of the IBDP? Supplementation
▪
“Ill-prepared” more implies a lack of awareness of what studying in an Indian College entails
▪
IB students come with a sense of “being different” and hence initially find it more difficult to integrate
▪
Slight complacency leads to difficulty in catching up with subjects that they have not studied (like A/c’s)
▪
Difference between grades-based IB and percent-based Indian system takes time to adjust with
Insights
▪
To integrate better, conforming with the Indian results declaration cycle would help
▪ ▪
In time, IB students adjust and do as well Counseling on and awareness about what to expect in Indian colleges would help
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How well-prepared is the Indian College System for integrating students from the IB system of education?
Neutral – 28%
4
red a ep r p Ill-
–
% 46
Ex Ill- trem pr ep ely ar ed –
18
Response
%
Extremely ill-prepared
17.9
Ill-prepared
46.2
Neutral
28.2
Well-prepared
7.7
Extremely wellprepared
0
%
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4
How well-prepared is the Indian College System for integrating students from the IB system of education? Supplementation
▪
Indian system is different!
▪
System caters to large masses of students from different: Socio-economic backgrounds Linguistic preferences Learning capabilities
▪ ▪ ▪ ▪
Rote-learning with an inordinate focus on “final exams”
▪
Large class sizes (over 90 students) and rigidly set systems make academic atmosphere challenging and very different from what IB students are used to
Insights
▪
Low systemic expectations – but opportunity to excel based on self initiative
▪
Students who take the initiative, perform exceeding well, irrespective of the board they come from
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Who needs to change to become more suitable for the 5a demands of global education…..?
Both – 26%
Indian Colleges only – 67%
Response
%
Only the IB Programme
5.1
Only the Indian University System
66.7
Both IB and the Indian University System
25.6
Neither IB nor the Indian University System
2.6
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5b ‌..what is the degree of change that is required?
International Baccalaureate
Responses %
Indian Universities
70
63
60 49
50 37
40
36
30 20
15
10 0
0
No change at all
0
0
Moderate fine-tuning Significant change Drastic overhaul
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5b ‌..what is the degree of change that is required?
International Baccalaureate
Responses %
63%
70
Indian Universities
63
60 49
50 37
40
36
30 20
15
10 0
0
No change at all
0
0
Moderate fine-tuning Significant change Drastic overhaul
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5a & b Change required….
Supplementation
▪ ▪
Clearest message is that the greater onus for “change” rests with the Indian College system Strongest message is that IB needs to continually fine-tune itself to integrate better with the Indian system
Insights
▪
Given its size, objectives, and socioeconomic constraints, pace of change in the Indian system is going to be slow
▪
Islands of excellence are different and will continue to grow fast, as more and more international Universities enter the Indian market
▪
Dynamic colleges have shown that even while operating under various systemic constraints, quite a lot is possible
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6 Indian School / Higher Education system…..
Strongly agree – 28%
There is a perception about Indian Education that the schooling system delivers well at the end, but the higher education system (except for the few islands of excellence) is inadequate and ill-prepared to meet with the requirements of today’s global children. Do you agree?
Agree – 30% Response
Neutral – 26%
%
Strongly disagree
2.6
Disagree
12.8
Neither agree nor disagree
25.6
Agree
30.8
Strongly agree
28.2
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6 Indian School / Higher Education system…..
Supplementation
▪
Indian school system, despite its strict regimentation, has been delivering very well for decades
▪
“When compared with the best students from leading Indian schools, IB students are no different”
Insights
▪
Anecdotal evidence suggests that the top schools within the Indian boards deliver as well as the best of IB schools (additionally given that there is a consonance of socio-economic class that they service)
▪
It would seem that the move from a regimented to an open-system (like IB and the western universities) is an efficient one-way street
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A comparison analysis of IB students and Non-IB students in the Indian Higher Education system
Percent Marks
Students Performance 90.0000
IB students’ struggle!
80.0000 70.0000 60.0000 12th Std
1st Yr
IB
Non-IB
2nd Yr
Class
3rd Yr
Leading Non-IB
Data analysis of over 500 students from HR College!
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IB students are outstanding contributors Attributes evaluated:
Visibility of IB students:
1. 2. 3. 4. 5. 6. 7. 8. 9.
▪
Population
2%
▪
Rated (>2 attributes) (10/175)
6%
▪
Exceptionals (all 9) (7/73)
10%
▪
Rank Holders (6/40)
15%
Engaged Value Adding Take Initiative Courteous & Respectful Leaders Team Workers Positive Influencers Self Motivated Clear Thinking
Exercise performed with 6 teachers – Total of 320 students identified! Tuesday, 12 April 2011
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Two IBDP students – perspective changes
1st Yr Student
“I came from a small class size & personalized attention – here I’m lost in this sea, and am stagnating!”
2nd Yr Student
“I am grateful that my college experience is teaching me to be tolerant & accommodative, and that my IB learning doesn’t stop in school!”
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School Coordinator of a leading Indian IB School…
“We need to increase interaction between IB and the Indian Colleges (orientation sessions, etc.) so that we understand and appreciate each other better!”
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Head of leading Indian School offering both IB and Non-IB boards…
“IB, the Indian boards, and the Indian College system need to acknowledge and accept each other, as all are here to stay!”
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Observations & Conclusions ▪
Its only a perception that IB students are misfits, as given adjustment time, they perform as well as any other Indian student
▪
Increased interaction required across all levels: – Training – College festivals – Discussion forums / “Placement talks”
▪
More focus on “Indian” course content required in IB
▪
Indian universities are changing, but slowly
▪
IB is presently a competitive advantage to go to a western university, neutral to remain within the Indian college system, and a distinct disadvantage, to do well in India’s hypercompetitive entrance examinations
How can IB schools better prepare students for “Life after IB”? How can IB become a “member of the family”?
IB Mission (extract): …..“(students) who understand that other people, with their differences, can also be right.” Tuesday, 12 April 2011
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Acknowledgements
This study was a team effort over the past three months from the following people:
▪
Dr. Indu Shahani
▪
Govind Shorewalla
▪
Anish Tripathi
▪
Karan Shah
▪
Aditya Malkani
▪
Mamta Tibrewalla
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THANK YOU FOR YOUR TIME
“Change is either the easiest thing in the world, or impossible” -Ashtawakra Gita
Questions?
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