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Schools
The International Baccalaureate® (IB) offers significant benefits to schools.
If you choose to become an IB World School, you will gain access to:
To offer one or more IB programmes and to take advantage of many of the IB’s professional
development opportunities, your school will need to become authorized as an IB World School.
High-performing students
Research shows that students in the IB Primary Years Programme (PYP) and Middle Years
Programme (MYP) performed better than non-IB students in a global International Schools’
Assessment study that ran from 2009-2011.
Further research indicates that Diploma Programme (DP) graduates complete college faster than
their peers, feel more prepared for college-level coursework involving research, and are better able
to cope with demanding workloads and time-management challenges.
Read other IB research and learn more about each of our programmes of education.
Programme support
IB World Schools work within a global community, creating frequent opportunities for shared learning
and collaboration with others.
The IB also helps schools with programme planning and optimization. This may include mentoring,
coaching, consultation or self-guided learning online. Find out more about the IB’s school-enhancing
support services.
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Students
Students at International Baccalaureate® (IB) World Schools are given a unique education.
They will:
You can find out how to become an IB World School, a requirement for teaching IB programmes, on
this website.
Teachers
The International Baccalaureate® (IB) offers many benefits to teachers.
IB teachers are given access to:
high quality professional development that encourages critical thinking, self-reflection and
dedication to lifelong learning and continuous improvement
innovative and diverse education frameworks, unit planners, teaching resources and
evaluation tools
certification and degree programmes offered by highly respected universities worldwide
a pedagogy known to produce students who are motivated to continue inquiry and lifelong
learning, beyond school study.
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face-to-face workshops, in-school and at regional events
online workshops
blended learning.
Groups of Schools
Groups of schools can strengthen the delivery of the four International Baccalaureate® (IB)
programmes of education by working together, aligning best practices and procedures, and
developing consistency between leaders and educators at each school.
New IB World Schools can also gain invaluable advice and support by working within a network of IB
World Schools.
Every school that becomes authorized to offer IB programmes is known as an IB World School. You
can read more about the benefits of becoming an IB World School on our website.
Universities
Universities and colleges benefit from recruiting and admitting students from IB programmes in a
range of ways, with IB programmes developing the knowledge, skills and disposition students need
to be successful throughout their university careers.
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As a result of their time in the IB, students develop:
Research suggests, for example, that IB students are more likely than their peers to complete their
undergraduate degrees and pursue graduate work; and that they are more likely to be engaged in
various aspects of university life.
According to the research, IB students are strong on:
In order to maximise the opportunities for IB students at their institutions, many universities and
colleges develop recognition policies making it clear how IB students gain places on their courses.
You can find model recognition policies for universities on the IB website.
Learn more about how to attract IB students to your institution.
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If you are looking to implement IB programmes on a district, regional or national level, please contact
the IB regional office relevant to your location.
You can also find out how many schools are currently offering IB programmes in differenty
countries.
Canada
Ecuador
Malaysia
Japan
Spain
the USA.
For help developing an IB recognition policy, please contact the IB recognition team.
The IB encourages governments and universities to define policies that detail how an IB education
relates to the national system of education and is treated for admission, credit and placement at
universities and colleges.
Government partnerships
The International Baccalaureate® (IB) works with a variety of government bodies, around the world.
If you are a government representative interested in working with the IB, please contact the regional
officerelevant to your location.
Canada
The IB has agreements with several provincial governments in Canada, covering:
Ecuador
The government of Ecuador has embraced the IB, transforming its state secondary schools through
implementation of the IB Diploma Programme (DP).
Ecuador now has one of the largest populations of DP students in Latin America. One-third of state
sponsored high schools in the country intend to offer the DP.
Germany
In Germany, the IB offers assessment and support services for history, biology and theory of
knowledge (TOK) in German.
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The Central Agency for German schools abroad (ZfA) makes the DP available to interested schools
outside Germany, covering subjects in German.
Both organizations have agreed to extend their cooperation agreement until 2018.
Japan
Since May 2013, the IB has been working closely with the government of Japan to develop a dual
language IB Diploma.
The Project enables the DP to be both taught and assessed in Japanese, in selected subjects
including economics, history, biology, chemistry, physics and mathematics, as well as the DP core
components: theory of knowledge (TOK), the extended essay, and creativity, action, service (CAS).
The first external assessment in the Japanese language will be in November 2016.
Malaysia
In 2013, the government of Malaysia conducted a review of the world’s best educational systems.
Based on the review, it selected schools to implement the IB’s Middle Year Programme (MYP).
The IB now provides services to a number of Malaysian state schools, in collaboration with Agensi
Inovasi Malaysia (AIM).
As part of the agreement, the IB provides professional development for both school leaders and
teachers.
Republic of Armenia
In February 2014, the government of the Republic of Armenia signed an agreement to recognize the
DP.
The agreement strengthened the implementation of IB programmes within the country by providing
workshops to national educational authorities, in accordance with IB regulations and practices.
Republic of Macedonia
In July 2013, the IB and the government of the former Yugoslav Republic of Macedonia (FYROM)
signed an agreement to implement the Primary Years Programme (PYP) and the MYP in
Macedonian state schools.
Spain
In July 2014, the government of Spain signed an agreement with the IB for joint educational
initiatives.
The agreement covers a number of points and means that graduates of the DP and IB Career-
related Programme (CP) can gain entry to the Spanish university system.
The MYP now has equivalence with the national secondary curriculum (ESO) within the Spanish
education system.
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aim to ensure that quality and integrity are maintained in both the licensing and administration
of the IB programmes in Abu Dhabi private schools. The IB is collaborating with the Abu
Dhabi Education Council (ADEC)
focus on strategic co-operation on research and thought leadership, capacity building and
coordinated school visits in Dubai. The IB is collaborating with the Knowledge and Human
Development Authority (KHDA).
A global study investigating performance in the Primary Years Programme (PYP) and Middle
Years Programme (MYP) found that IB students outperformed their non-IB peers in
mathematics, reading, narrative writing and expository writing.
Qualitative data from a 2014 study on the IB Diploma Programme (DP) in the USA suggested
that students who participated in the DP during high school are more academically adjusted to
the rigour and expectations of college.
The IB regularly publishes this kind of research. Our website has several studies looking at the
impact of IB programmes, and many currently in progress.
Studies are conducted in collaboration with universities and external research organizations, as well
as by the IB Research team.
Find out more about the four IB programmes and implementing an IB education.
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Further, an analysis of the DP suggested that the programme's heavy reliance on discussions,
debates, oral presentations, written assignments and teamwork enables students to develop many of
the skills necessary for civic engagement.
English
French
Spanish
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In order to teach IB programmes, schools must be authorized. Every school authorized to offer IB
programmes is known as an IB World School.
Quality practice
IB programmes incorporate quality practice from national and international research and the IB
global community. They encourage students to be internationally-minded, within a complex and
hyper-connected world.
IB programmes also encourage students to be active in their communities and to take their learning
beyond academic study.
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
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Open-minded
Caring
Risk-takers
Balanced
Reflective
centres on learners
develops effective approaches to teaching and learning
works within global contexts, helping students understand different languages and cultures
explores significant content, developing disciplinary and interdisciplinary understanding that
meets rigorous international standards.
An IB education aims to transform students and schools as they learn, through dynamic cycles of
inquiry, action and reflection. Teachers enable and support students as they develop the
approaches to learning they need – for both academic and personal success.
IB programmes aim to help students explore and construct their own personal and cultural identities.
Teaching and learning in the IB celebrates the many ways people work together to construct
meaning and make sense of the world. An IB education empowers young people for a lifetime of
learning, independently and in collaboration with others.
The IB learner profile describes the shared values that inform an IB education.
explain the benefits of an IB education to parents, students and others in the community.
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Our main resource for schools is the digital toolkit, an online collection of downloadable publications,
templates, and promotional material that includes branding guidelines, brochures, flyers, posters,
media relations guidance and much more.
There are also country-specific resources, and a research section to help schools demonstrate the
impact of IB programmes and share key research findings with staff, parents and educational
professionals from other institutions.
Please take a look into the digital toolkit. It is regularly updated and refreshed.
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