1. The International Baccalaureate Organization 1 IBNA Subregional Leaders Meeting Reston, VA Putting the I into IBO 27 January 2006 George Walker, director general emeritus

2. The International Baccalaureate Organization 2 Education is not morally neutral: it is concerned with the transmission of values as well as knowledge and skills There exists a universal set of accepted values (we reject cultural relativism) which apply to all schools around the world Education has more to do than just ‘getting on’ in an economic sense However, it must teach skills for employability in the widest sense Its outcomes are not always measurable in the short term Education is concerned with process as well as product Education challenges, and does not just accept, the status quo.

3. The International Baccalaureate Organization 3 The jobs are going to go where the best educated workforce is with the most competitive infrastructure and environment for creativity and supportive government. (Thomas Friedman, The World is Flat) If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war (Nation at Risk 1983)

4. The International Baccalaureate Organization 4 In the 1920s…eminent men protested to the League of Nations that education was so intimately connected to the unique peculiarities of each nation-state that the idea of international action in this field was untenable…Although we have come a long way since then, it remains true that the political definition of a nation-state largely determines the limits of an education system. Leo Fernig-Director IBE Education has always been the peaceful weapon in the nation-state’s struggle to create and maintain its own identity. It has been used differently by different nations during different periods of their history, depending on the need for national heroes and myths, an articulate electorate, a patriotic army of conscripts, an administrative elite, a contented group of tax payers or (most recently) a competitive economic workforce…Governments still view education as the essential vehicle of economic and social development, one of the few remaining instruments of national policy.

5. The International Baccalaureate Organization 5 International. Educational. May these two words be written in fiery letters on the dark sky of this summer night, so as to shine for everyone who will attend the sessions of this congress. (Prince Serge Wolkonsky welcoming delegates to Chicago, 1893)

6. The International Baccalaureate Organization 6 I strongly believe that the world of democracy, economic prosperity and economic stability throughout the world is linked to the advance of education. This is one of the strongest reasons why the United States should have an active and strong international education agenda. Education and democracy go hand in hand. (Richard Riley, 2000) No longer can we afford to focus only on the domestic. Our view must turn more outward towards the world, nurturing relationships with other countries and improving international studies in our schools. I am directing that we do a better job of exposing our students in this country to other languages, cultures and challenges outside our borders. (Rod Paige 2002) Encouraging all Australian students to study abroad, to study internationally relevant curriculum and to learn other languages, so as to engage in a dynamic global workforce.(Brendan Nelson 2005)

7. The International Baccalaureate Organization 7 The tolerance that comes of near acquaintance with different ways of thought. (Charles Dickens 1864) When races come together, as in the present age, it should not be merely the gathering of a crowd; there must be a bond of relation or they will collide with each other… (Rabindranath Tagore 1921) The activity of the school in all fields and especially in the field of pedagogy shall be based on the principles of equality and solidarity among all peoples and of the equal value of all human beings without the distinction of nationality, race, sex, language or religion. (International School of Geneva 1924)

8. The International Baccalaureate Organization 8 Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed. (Archibald Macleish 1946)

9. The International Baccalaureate Organization 9 UNESCO 1974 an international dimension and a global perspective in education at all levels and in all its forms understanding and respect for all peoples, their cultures, civilizations, values and ways of life, including domestic ethnic cultures and cultures of other nations awareness of the increasing global interdependence between peoples and nations abilities to communicate with others awareness not only of the rights but also of the duties incumbent upon all individuals, social groups and nations towards each other understanding of the necessity for international solidarity and cooperation readiness on the part of the individual to participate in solving the problems of his community, his country and the world at large.

10. The International Baccalaureate Organization 10 IBNA DP 582,MYP 163, PYP 71 IBLA DP 173,MYP 28, PYP 39 IBAEM DP 431,MYP 88, PYP 68 IBAP DP 162,MYP 87, PYP 67

11. The International Baccalaureate Organization 11 The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. IBO Mission Statement

12. The International Baccalaureate Organization 12 IB learner profile IB programmes aim to develop internationally minded people who are striving to become: InquirersTheir natural curiosity is nurtured. They acquire the skills necessary to conduct constructive inquiry and research, and become independent active learners. They actively enjoy learning and this love of learning will be sustained throughout their lives. KnowledgeableThey explore concepts, ideas and issues which have global relevance and importance. In so doing, they acquire, and are able to make use of, a significant body of knowledge across a range of disciplines. Critical thinkersThey exercise inititative in applying thinking skills critically and creatively to approach complex problems and make reasoned decisions. CommunicatorsThey understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. Risk-takersThey approach unfamiliar situations with confidence and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.

13. The International Baccalaureate Organization 13 PrincipledThey have a sound grasp of the principles of moral reasoning. They have integrity, honesty, a sense of fairness and justice and respect for the dignity of the individual. CaringThey show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to action and service to make a positive difference to the environment and to the lives of others. Open-mindedThrough an understanding and appreciation of their own culture, they are open to the perspectives, values and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view. Well-balancedThey understand the importance of physical and mental balance and personal well-being for themselves and others. They demonstrate perseverance and self-discipline. ReflectiveThey give thoughtful consideration to their own learning and personal development. They are able to analyse their strengths and weaknesses in a constructive manner.

14. The International Baccalaureate Organization 14 Nation At Risk sparked a search among public school administrators and district superintendents for structure, rigour and accountability, and that brought many American public schools to the IB. That the ‘International’ was also part of the International Baccalaureate didn’t always figure into a school’s decision at that time to take up the diploma program. Schools were at first more eager to demonstrate to their communities a commitment to a well-rounded, superior secondary education than to provide global perspectives to their students. In time, however, schools did come to appreciate a curriculum and an orientation that invited national students to consider their places in the world. In the intervening 20 years, US public high schools have increasingly recognized the importance of that perspective.(Bradley Richardson 2003)

15. The International Baccalaureate Organization 15 The IB Diploma Programme has allowed many of our students to shine in ways that they would not in a more traditional advanced studies programme. That their own (African-American) history and interests are validated in an academic programme has been essential to their success. … the programme is known for its focus on meeting the needs of a diverse student population while also concentrating on developing good scholarship. Our students, who are primarily African-American, have attained goals that they once thought were impossible for them… In addition, our students’ pride in their school has dramatically increased and they have gained a greater awareness and acceptance of cultural diversity both within and beyond the school curriculum. I continually feel very proud to be a member of an international group beyond my school. (IB World, May 2003)

16. The International Baccalaureate Organization 16 B. approach issues and problems that require a blend of multiple perspectives rather than a single discipline A. work comfortably with new technologies: sifting information to decide what is true, what is trivial, what is worth retaining and how to make a whole from the disparate bits C. develop unprecedented interpersonal skills and flexibilities to leave peacefully and productively with people of different race, religion and culture. D. understand the nature of a change world whose survival depends on the development of universal values. (Howard Gardner)

17. The International Baccalaureate Organization 17 Educating global citizens means much more than exposure to many nationalities, learning about multiple cultures, or even immersion in other languages. It requires giving students the outlook and skills that equip them with mental flexibility and a basic respect for perspectives other than their own. A global citizen is one who seeks out a range of views and perspectives when solving problems. He or she does not “tolerate” or “accept” cultural difference or viewpoints, since these words implicitly place the speaker at the centre of what is acceptable and right. Global citizens proactively seek out those who have background that are different from their own, examine ideas that challenge their own and then enjoy the complexity. A global citizen examines and respects differences, and evaluates them critically. He or she does not passively accept all ideas or philosophies. Engagement – in thought, in discussion, in active learning – is the basis for global citizenship. (Washington International school)

18. The International Baccalaureate Organization 18 I do not want my house to be walled in on all sides and my windows to be stuffed. I want the cultures of all the lands to be blown about my house as freely as possible. But I refuse to be blown off my feet by any. (M.K. Gandhi)