Day 3 The IB Career Related Certificate

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The International Baccalaureate Career-related certificate (IBCC)

Tuesday, 12 April 2011


Why has the IBCC been created?  To promote access to an IB education  In response to a worldwide trend of developing courses that combine academic skills with practical skills  To promote school retention by broadening student options

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Tuesday, 12 April 2011

© International Baccalaureate Organization 2007


Preparing for life beyond high school  Enabling tools for realization of potential  Encouraging interdependency of learning styles  Preparing for 21st century jobs “[Jobs] require a well-skilled labour force, with a range of mid-level trade, technical and professional skills alongside those high-level skills associated with university education” (OECD, Learning for Jobs, 2010)

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© International Baccalaureate Organization 2007


What is the IBCC?  A certificate that supports schools offering local or national career-related qualifications  ‘value added’ to the career-related qualification  An IB academic qualification  A framework  Technically it is DP courses plus a unique core  Additional requirements of language acquisition and a Page 4

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© International Baccalaureate Organization 2007


The DP subjects

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Š International Baccalaureate Organization 2007


The DP subjects  Two or three DP courses

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© International Baccalaureate Organization 2007


The DP subjects  Two or three DP courses

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Tuesday, 12 April 2011

© International Baccalaureate Organization 2007


The DP subjects  Two or three DP courses  Can be from the same hexagon group

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Tuesday, 12 April 2011

© International Baccalaureate Organization 2007


The DP subjects  Two or three DP courses  Can be from the same hexagon group

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Tuesday, 12 April 2011

© International Baccalaureate Organization 2007


The DP subjects  Two or three DP courses  Can be from the same hexagon group  Can be SL or HL or a combination of both

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Tuesday, 12 April 2011

© International Baccalaureate Organization 2007


The DP subjects  Two or three DP courses  Can be from the same hexagon group  Can be SL or HL or a combination of both

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Tuesday, 12 April 2011

© International Baccalaureate Organization 2007


The DP subjects  Two or three DP courses  Can be from the same hexagon group  Can be SL or HL or a combination of both  One DP course can be taken online

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© International Baccalaureate Organization 2007


The Core

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The Core The three strands of the core are

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Š International Baccalaureate Organization 2007


The Core The three strands of the core are

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Š International Baccalaureate Organization 2007


The Core The three strands of the core are  Community and service

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Š International Baccalaureate Organization 2007


The Core The three strands of the core are  Community and service  Approaches to learning

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© International Baccalaureate Organization 2007


The Core The three strands of the core are  Community and service  Approaches to learning  Reflective project

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Tuesday, 12 April 2011

© International Baccalaureate Organization 2007


The Core The three strands of the core are  Community and service  Approaches to learning  Reflective project

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Tuesday, 12 April 2011

© International Baccalaureate Organization 2007


The Core The three strands of the core are  Community and service  Approaches to learning  Reflective project

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© International Baccalaureate Organization 2007


Community and Service  Based on the principles of ‘service learning’  A good service learning programme will help • • • •

Knowledge development Social development Civic development Personal development

 Develop working relationships with members of a community Page 7

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© International Baccalaureate Organization 2007


Approaches to Learning  Designed to introduce students to life-skills, and to operate in a variety of contexts now and in the future  At the heart of the ATL model is the learner, who uses a range of skills to make sense of the world around us  The four areas that must be covered in the course are thinking, communication, intercultural understanding and personal development  It must be a timetabled course Page 8

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© International Baccalaureate Organization 2007


The Reflective Project  Encapsulates fundamental elements of the certificate  Embodies aims we hope to develop in students  The task • A structured piece of work that can take a variety of forms • student will be able to identify, analyse, explore, critically discuss and evaluate an ethical issue arising from their vocational study

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© International Baccalaureate Organization 2007


Assessment of the IBCC  Summative/formative mixture of assessment  Externally assessed components DP subjects Reflective project  Internally assessed components Approaches to learning Community and service Page 10

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© International Baccalaureate Organization 2007


Language acquisition  All IBCC students must engage in a second language  Students must achieve at least an A1 level according to the CEF for languages http://www.coe.int/t/dg4/ linguistic/source/Framework_EN.pdf  All IBCC students must complete a language portfolio http://www.cilt.org.uk/further_and_adult_education/ teaching_and_learning/resources/adult_elp.aspx  Needs to be communicated carefully

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© International Baccalaureate Organization 2007


Career-related course  Must be studied concurrently with the IBCC  Must be accredited by a local/national authority or a tertiary institution or a professional body  Assessment must be externally validated  Should be of a standard that is similar to the IBCC

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© International Baccalaureate Organization 2007


What makes a successful IBCC?  Regular contact between the career-related aspect and IBCC aspect  Careful consideration and choice regarding DP subjects  Careful timetabling  Good supervision of students  Resources/ ‘how to’ sessions in lead up to RP  Good knowledge of the guides and IBCC requirements

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© International Baccalaureate Organization 2007


Cont.  Good use of the ATL and C&S lesson ideas in the Core Guide, and consequently careful construction of ATL and C&S courses  For the teachers of C&S and ATL, good knowledge of the career-related aspect, so as to be able to make regular ties between career-related and academic study  Using other aspects of school life to incorporate and emphasize skills learnt throughout the duration of the course  Active role of career/guidance counsellor/advisor Page 14

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© International Baccalaureate Organization 2007


Accreditation & Recognition  Three main areas we are focusing on are;

• Government bodies • Tertiary institutions • Employers

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© International Baccalaureate Organization 2007


Collaboration – working with partners  There are many diverse career related qualifications globally  IBCC project team have sought • a number of high quality, accredited career related programmes • That are recognised by the industry • and rank comparably with IBCC when certificates are submitted to university admissions officers.

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© International Baccalaureate Organization 2007


Authorization process  Schools complete an expression of interest in the IBCC form  Application for candidacy  Consultant  Application for authorization  School visit

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© International Baccalaureate Organization 2007


Training requirements  Readers/consultants/site visitors  IBCC coordinator  Approaches to learning teacher

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© International Baccalaureate Organization 2007


Fees  Authorization fee  Annual fee  Per capita fee

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© International Baccalaureate Organization 2007


Thank you for your attention; questions?

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