The Process and Influence of Implementing Korean Dual Language Diploma Programme of International Baccalaureate on the School Culture and Philosophy

Abstract

The outstanding product of the MOC (Memorandum of Cooperation) between the IBO (International Baccalaureate Organization) and the DMOE (Daegu Metropolitan Office of Education), Korean Dual Language Diploma Programme of International Baccalaureate (IB), is the result of meeting bottom-up research and practices by teachers who’ve made efforts for classroom innovation by focusing on learners’ competences along with top-down actions by DMOE shifting its pedagogical paradigm towards a goal of developing future competences of students for future society. Although it is not easy to adopt pedagogical reform to improve the limited and rigid educational situation which has been geared toward the framework of college entrance systems, efforts to pursue the essence of education have taken form connected with IB, which has been internationally refined and verified over a significant period of time. Each part of the IB programmes has been used for college application worldwide by operating stable ‘criterion referenced assessment.’ This could suggest us a lot in solving such issues as student-centered learning, growth-oriented evaluation, and differentiated education, which are key factors for the full implementation of the high school credit system and its successful settlement. Here I provide the past two years of efforts and actions which Kyungpook National University High School has made from the phase of consideration up to the current candidacy phase of consultation visit with its overall influences on the school community.