UWC Costa Rica students' recommendations for IB Reform
The IB overall is a strong program however it has its flaws. Particularly I think that it does not properly address youth mental health and the climate crisis.
Firstly I think the IBO should implement basic mandatory courses at IB schools that give students tools to deal with mental health issues connected to academic pressure such as anxiety and stress.
Further, there should be a better framework to prevent some schools from pushing all deadlines to the same time; perhaps incorporating IA’s into part of the curriculum in the first year, and spread out the process. As of now, this is up to the individual schools which means that some students are provided a much healthier schedule than others, thereby creating unequal opportunities to succeed.
Aside from this I also strongly believe that the IBO should work towards digitalizing the exams, this will drastically reduce the carbon footprint. Additionally this better prepares students for the workforce where tasks are increasingly digital and writing long paragraphs by hand is becoming an outdated skill.
Further, within the TOK curriculum, I think there should be a larger focus on how youth can use their knowledge to create change and tackle global issues like the climate crisis. We learn about knowledge production, dissipation, and application in theory. Yet I think the curriculum could benefit from addressing how youth can use these concepts to their advantage when moving through the world.
These are just a few suggestions on how the IBO as an educational organization could address pressing global issues like mental health and the climate crisis.
V.DY. (UWC Costa Rica ‘24)
Dear IBO,
As a current UWC student enrolled in the IB, I have a suggestion for improvement of the IB curriculum. This idea is regarding the IA’s we have to complete for each subject, in combination with the EE. I think, if one does an EE in any of the human or natural sciences, the IA for that subject should not be mandatory, since the point of an IA and the EE is the same: to do independent research and show writing skills. This is why I think the IA after the EE in that subject becomes unnecessary.
EE’s in the language subjects are a bit different since they don't have an IA but rather an oral, and then very different skills have to be displayed. So I don't think the oral should become optional after writing an EE in one of the languages. For EE’s in the arts, perhaps something could be arranged so that the EE could take the place of a different assignment in arts or theater.
In the case of an EE in world studies, I suggest the student talks to both the supervisors to discuss which subject skills have been most used in writing the EE, to figure out which IA should still be done in order to improve skills in both those subjects.
I realize this would be a major change in the IB curriculum, and it might add several complications in terms of planning, but I think it would seriously improve the workload and the mental health of the students.
Thank you for reading and considering my suggestion.
A.V. (UWC Costa Rica ‘24)
Part of the unnecessary stress of the IB can come from having back to back official deadlines, particularly with the expectations for second years to complete IAs, orals, and EEs by the end of third semester. Yet the internal deadlines for these assignments vary across schools, which can significantly increase or decrease the stress of students across the world despite a standardized curriculum. I propose that the IB supports and regulates the internal deadlines of IB schools across the world, receiving guidance from wellness counselors and educational professionals to set manageable deadlines.
G.M. (UWC Costa Rica ‘24)
The International Baccalaureate Organization (IBO) offers a challenging and comprehensive curriculum designed to develop inquiring, knowledgeable, and caring young people who are motivated to succeed. Despite its strengths, there is always room for improvement in any educational system. As an IB student, I would like to offer the following suggestions.
Integration of Technology and Digital Literacy
In an era where technology permeates every aspect of life, the IBO curriculum could benefit from a more integrated approach to teaching digital literacy across all subjects. While subjects like Computer Science exist, embedding digital literacy in subjects such as the sciences, mathematics, and humanities could better prepare students for a world where technology and data analysis are paramount. For instance, incorporating coding exercises in Mathematics HL or teaching digital research methods in History could enhance students' understanding and skills.
Emphasis on Interdisciplinary Learning
The Theory of Knowledge (TOK) course is a unique aspect of the IB curriculum that encourages students to make connections between different areas of knowledge. However, this interdisciplinary approach can be further emphasized in other parts of the curriculum. Creating more explicit links between subjects, such as the sciences and humanities, through interdisciplinary projects or assessments, could enrich students' learning experiences. This could also involve revising the Extended Essay (EE) guidelines to encourage more interdisciplinary topics.
Flexibility in Higher Level (HL) and Standard Level (SL) Choices
The requirement to take three subjects at Higher Level (HL) and three at Standard Level (SL) is a core component of the Diploma Programme (DP). However, this rigidity might not always serve students' interests or future aspirations. Allowing for more flexibility in the number of HL and SL subjects—perhaps permitting students to take four HLs if they choose—could accommodate diverse academic strengths and career goals. This flexibility would enable students to tailor their IB experience more closely to their university and career aspirations.
Improving the Internal Assessment (IA) Experience
Internal Assessments (IAs) are a critical part of the IB curriculum, offering students the chance to conduct independent research and apply what they've learned. However, the process can be overwhelming due to the simultaneous deadlines across subjects. Streamlining the IA process by staggering deadlines more effectively throughout the two-year program could alleviate stress and improve the quality of work produced. Additionally, providing more structured guidance and resources for conducting research and writing up IAs could enhance the overall IA experience.
Enhancing Language Acquisition Courses
Language acquisition is a vital part of the IB curriculum, fostering students' ability to communicate in a second language. To improve this area, the curriculum could incorporate more immersive language experiences, such as virtual exchange programs with students from other countries or integrating language learning with cultural studies. This approach would not only improve language skills but also deepen cultural understanding and empathy.
Conclusion
The IBO curriculum is renowned for its rigor and breadth, offering a holistic educational experience. However, by integrating technology and digital literacy more thoroughly, emphasizing interdisciplinary learning, allowing flexibility in HL and SL choices, improving the IA experience, and enhancing language acquisition courses, the curriculum could be further enriched. These improvements would better prepare IB students for the complexities of the modern world, ensuring they are not just academically equipped but also adaptable, innovative, and globally minded individuals. Through continuous evaluation and adaptation, the IBO can ensure its curriculum remains at the forefront of international education, meeting the evolving needs of students worldwide.
S.D. (UWC Costa Rica)
Introduction:
The International Baccalaureate (IB) Diploma Program is renowned for its rigorous curriculum, which offers a comprehensive educational experience. However, the demanding nature of the program often places significant stress on students, impacting their mental health and well-being. To address this critical issue, it is imperative to implement reforms within the IB Diploma Program that prioritize the mental health of students while maintaining academic excellence.
Objectives:
Reduce excessive workload: Streamline the curriculum and assessment requirements to alleviate the burden on students.
Foster a supportive learning environment: Implement strategies to promote a culture of well-being and support within IB schools.
Enhance mental health awareness: Integrate mental health education and resources into the IB curriculum to equip students with the necessary skills and knowledge to prioritize their well-being.
Proposal:
Curriculum Revision:
Review and revise the curriculum to ensure that it remains rigorous yet manageable for students. This may involve prioritizing essential learning outcomes and eliminating redundant content.
Limit the number and frequency of assessments to prevent overwhelming students with continuous evaluation pressures.
Supportive Learning Environment:
Establish dedicated support systems within IB schools, including counselors, mentors, and peer support groups, to assist students in managing stress and navigating academic challenges.
Promote a school culture that values well-being and emphasizes the importance of work-life balance. Encourage open communication between students, teachers, and parents regarding mental health concerns.
Implement mindfulness practices, relaxation techniques, and stress management workshops as part of the school curriculum or extracurricular activities.
Mental Health Education:
Integrate mental health education into the IB curriculum, addressing topics such as stress management, resilience-building, self-care, and seeking support.
Provide access to mental health resources and services within IB schools, including counseling services, peer support networks, and online resources.
Train teachers and staff to recognize signs of mental distress and respond effectively, fostering a supportive and empathetic learning environment.
Implementation Plan:
Collaboration with IB governing bodies, educators, students, parents, and mental health experts to develop and implement reform initiatives.
Pilot programs to test the effectiveness of proposed reforms in select IB schools, gathering feedback and data to inform future implementation on a broader scale.
Continuous evaluation and refinement of reform efforts based on feedback from stakeholders and emerging research in the field of education and mental health.
Dissemination of best practices and resources to all IB schools, ensuring consistent implementation of mental health reforms across the global IB community.
Conclusion:
By prioritizing the mental health and well-being of students, the proposed reforms aim to create a more supportive and inclusive learning environment within the IB Diploma Program. Through collaboration and concerted efforts, we can ensure that students not only excel academically but also thrive personally and emotionally, preparing them to face the challenges of the future with resilience and confidence.
B.B.A. (UWC Costa Rica)
As a second-year IB student, there are certain flaws in the program that I have come to notice, and these are some reforms I would implement:
Integrate climate change education across various DP subjects, emphasizing interdisciplinary perspectives and real-world applications. For instance, incorporate climate science into biology and environmental systems and societies courses, discuss climate policy in economics and global politics classes, and explore sustainable technologies in physics and chemistry.
Require students to undertake a climate-related project as part of their Extended Essay or Internal Assessments. This could involve research on climate adaptation strategies, analysis of environmental policies, or development of sustainable solutions within their local communities.
Increase transparency and consistency in assessment criteria and grading practices to ensure fairness and equity across different schools and regions.
Continuously review and revise the curriculum in consultation with educators, students, and relevant stakeholders to keep it responsive to evolving educational needs and societal trends.
J.P.R. (UWC Costa Rica)
When first researching about UWC and its curriculum, I stumbled across the IBO mission statement “the International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.”, which created this image in my head in which classes are packed with ethical discussions, textbooks filled with opposing ideas and exams focused on proposing solutions, and respecting different perspectives. But now, after almost two years in this program, i’m heavily disappointed in all the missed opportunities to challenge young minds. Instead of growing into caring changemakers after overcoming our own biases and intellectual limitations, we get pumped up with a superiority complex about our international understanding of cultures and the world without actually reflecting on our westernized, consumerist comfort zone at all.
To give some examples: In english, teachers the climate crisis isn’t mentioned in the syllabus. In B HL language oral examinations, no connection to the culture has to be done to reach full marks. And in my opinion the most consearning; in economics class we learn about deregulation of labor rights and environmental policies as a good solution targeting low economic growth. Further, in the CAS experience, students are free to evade clubs targeting social, environmental, cultural or political topics.
The reason why the insensibility of the syllabus concerns me to that degree is because the IB is mainly taught to privileged children from westernized educational backgrounds which in the teenage years are searching for validation for their perspectives before choosing future pathways which will often highly influence their social environment. If not changed to be more inclusive in opinions and to a certain extent exposing to different approaches, the IBO might not only lose its effectiveness in providing a more well-rounded education, but strengthen western and capitalist biases in promising, motivated young people.
Resulting from that course of thoughts, I’d like to propose following ideas;
In all subjects (especially in economics, history and Anthropology) opposing perspectives must be nurtured and subject of examination. Especially, where different cultures and ideologies are studied, perspectives must be covered in similar depth and sources must be taken from contrasting perspectives.
The climate crisis and its impact must be studied in all subjects to a certain extent. For A languages, one body of work must evolve around a subtopic (preferably relevant to the local context of the school).
If possible, local interaction with human rights or environmental organizations should be a mandatory part of the CAS experience. If in person interaction isn’t possible, the participation of an online program could be another option.
Schools should aim to provide some sort of personal connection to the cultures of the languages taught. Anything from field trips to letter friendships with other IBO schools is welcomed.
Oral examinations criterias in B HL languages should recognise connections made with the cultural region of a language.
Finally, schools in general should aim to create (mandatory) spaces for debates about difficult topics (such as humanitarian issues, class society, poverty, religion and armed violence) since we can’t grow to understand if we’re not exposed. Again, if in the school itself, there is only one perspective on a situation present, efforts should be made to invite externals to speak in person or via the internet.
L.V.A. (UWC Costa Rica)