IB

Introduction

The International Baccalaureate Diploma Program (IBDP), also just called IB, is an upper- secondary level education that, even though it is constructed differently than the other Danish gymnasium programs, qualifies for universities all over the world. The education was established in 1968 by the Belgian international lawyer John Goormaghtig. His intention with this international education was to create a more peaceful world. Additionally, IB education is helpful for today’s students who for example often change their location due to the occupation of their parents. The IB education is presently available in over 100 countries, including Denmark where it is not only available but also free of tuition fees both for Danish and EU students allowing everyone to have access to quality education despite their financial status.

The IB education can be done in either two or three years, as the preparatory year called pre-IB is optional. The two-year version consists of two years in the IB DP program. This option is for students who have had at least 10 years of previous education, of which one year has to be taught in English (e.g. Danish students that have finished an international 10. grade). To be accepted in this two-year course, you should have high English proficiency because this is the language in which the program is taught in Denmark. The first year of this education is called IB DP1 and can be compared to the Danish 2.g. The second year is called IB DP2 and can be compared to 3.g.

The three-year version consists of one year in the Pre-IB year which is followed by two years in the IB DP. Some students who qualify for the two-year program choose to do the three-year version anyway, as IB DP is a very demanding education. Pre-IB can be compared to the Danish 1.g education. Pre-IB students therefore also have to do a General Linguistics (equivalent to the Danish AP), General Science (equivalent to the Danish NV), and have to write a History Research Paper (also known as a mini Extended Essay). Pre-IB students have the option to switch to the Danish 2.g after Pre-IB, however, only very few students choose to make this switch. Moreover, IB students do not get their chosen subjects until IB1.

The construction of IB

IB is constructed according to a circle diagram. In the innermost ring, you will find Approaches to Learning/ Approaches to Teaching. This layer focuses on the methods and values that are used in the lessons to learn, so the students gain as much knowledge as possible (thinking skills, communication skills, research skills, self-management skills and social skills).

In the next layer, you will find the Theory of knowledge (TOK). TOK is a compulsory subject, where the students have to reflect upon the essence of learning. In this layer, EE and CAS are also represented. EE stands for Extended Essay and is a major written assignment of 4000 words that you write in IB DP1, where you explore a topic that is related to one of your chosen subjects. CAS stands for Creativity, Activity, and Service and focuses on extracurricular activity. During your 2 years in the IB DP, you will have to use and develop your skills within all these three matters. Furthermore, you will have to write down your reflections about your CAS work and add them to your portfolio (CAS journal). To successfully graduate from the IB DP you will need to get your portfolio and CAS work accepted by your school. These CAS activities are an important part of education and for each student who will not only be educated academically but also in all the other aspects of life outside of school.

In the third layer, you will find the six different subject groups (studies in language and literature, language acquisition, mathematics, individuals and societies, sciences, and the arts). IB students must choose one subject from each group (with a few exceptions). One of the exceptions could be that you can exchange the Arts with another subject from one of the groups of your choice. Three of the subjects that you choose will be on Higher Level (corresponding to the Danish A-niveau) and three of the subjects will be on Standard Level (corresponding to the Danish B-niveau). All subjects in the IB DP are over a two-year course. Since you only have six subjects you have a unique opportunity for many interdisciplinary coursework.

IB schools all over the world must follow the same curriculum, as students might suddenly move from one part of the world to another. IB students must pay attention to the specific admission requirements of the different universities if they want to apply to one afterward. An example could be that many Danish universities expect students to have had History at a certain level, however, IB students, who attended pre-IB, will only have had History at C-level, if they do not choose it as one of their IBDP subjects.

Another thing IB students should pay attention to is that the subjects cannot always be “translated” directly into the Danish education system. This means that some universities will for example accept Global Politics as “samfundsfag” (social studies), whereas other universities will not accept it. Therefore, IB students will mostly apply to Danish universities with quota 2 (kvote 2), as they apply on the same food as international students from outside of Denmark.

IB’s Values:

IB is built on a foundation consisting of openness, discipline, and development. Students from all over the world choose to pursue the IB program, therefore it is vital to be open- minded to cultures and lifestyles different from your own. Furthermore, the IB-education strives to shape passionate, curious, and empathic young people, who will stand together to make the world a better place. IB aims to educate students in an academic matter, but also in every other aspect of life.

DGS’ IB policy:

In DGS we believe that there should be more focus on IB as an option when choosing upper secondary education. We strive to make IB an educational program you hear about through your student advisors to the same extent as you hear about the other Danish programs. In our opinion, IB lacks representation and the information about it is insufficient, which leads to the inability of the primary school students to make an informed choice. We acknowledge this as a problem because it means that many students hear about IB for the first time when they already have chosen their upper secondary education. This also entails that IB students have to explain their education ways and systems.

Ignorance about IB is a huge problem in housing facilities where more than one education is present, especially in schools where IB is the minority, ignorance turns into exclusion, unpleasant comments, and sometimes even open discrimination. The students who do not understand Danish are particularly vulnerable due to their inability to defend themselves or try to change the opinion that has been formed about them. The unity of the school is therefore destroyed and the students are divided into groups. If people were more informed about the IB-education these problems would be significantly reduced. This would mean a lot for both the school unity as a whole, and also for the individual IB students. Because IB is an international education, it is vital that the teachers speak English fluently.

Many students do not have English as their native language and therefore the teachers must be fluent English speakers. Both in Pre-IB, where teachers more often teach different educations, but also in IB DP are there instances where the teacher’s English is not sufficient. This causes an imbalance in the classroom because the Danish-speaking students have an easier time understanding the teacher’s instructions and consequently would have to translate everything to their fellow classmates. We in DGS put as our main priority the maintenance of constant professionalism, so all students can get the most out of their education despite the program of their choice.