Abstract
<p>This paper begins with a discussion of the origins of the IB and how, in the hands of some remarkable educators and statesmen, that pedigree has determined the knowledge, skills, and values that the IB represents. The nature of the Diploma Programme (DP) and its core components is briefly outlined and followed by what authoritative reports identify as skills for the future, esteemed by universities and the job market. There is a striking match between these skills and IB outcomes; thus, DP graduates perform well in higher education and add to the reputation of those institutions. Moreover these graduates are imbued with values of international mindedness that have become increasingly sought after by universities, along with cognitive attributes. The claims made are supported by examples of significant research, noting that there is a dearth of qualitative longitudinal studies to sufficiently substantiate the affective domain claims that currently rely more on anecdotal evidence.</p>
Highlights
In Switzerland, during July 1971, Prince Louis of Battenberg, better known as Lord Mountbatten, strode down the steps of the International School of Geneva’s Greek Theatre to award the first official International Baccalaureate (IB) diplomas to 13 graduates
This study shows a high level of satisfaction with the IB Diploma Programme as preparation for endeavours beyond university
IB students engage in critical thinking, seeking out primary sources and continually questioning and challenging
Summary
In Switzerland, during July 1971, Prince Louis of Battenberg, better known as Lord Mountbatten, strode down the steps of the International School of Geneva’s Greek Theatre to award the first official International Baccalaureate (IB) diplomas to 13 graduates. They opined, an international education: should give him an understanding of his present world as a world in which peoples are interdependent and in which cooperation is a necessity In such an education emphasis should be laid in a basic attitude of respect for all human beings as persons, understanding of those things which unite us and an appreciation of the positive values of those things which may seem to divide us, with the objective of thinking free from fear or prejudice. This was a noble vision of education prompted in the aftermath of the horrors of the Second World War: one that encouraged and nurtured mutual respect and peace between nations, one that encompassed the ability to express opinions openly, and one that recognised the need for interdependent action between nations to solve global issues and promote intercultural understanding. Offer a globally recognised university entrance qualification, facilitating student mobility across frontiers
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