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The IBCC – A Convergence of Knowledge
Acquisition and Skills DevelopmentWendie Palazzo and Paula Palmer
Minneapolis Public Schools, Minneapolis, Minnesota USA
The International Baccalaureate Career-related Certificate (IBCC)
© International Baccalaureate Organization 2007
Guiding principles
The IBCC needs to broaden access
The IBCC needs to offer an IB education
The IBCC needs to encourage flexibility
The IBCC needs to provide multiple pathways
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© International Baccalaureate Organization 2007
What are the components of the IBCC?
At least two Diploma Programme subjects – one must be a world language (Group 2)
A specially designed IBCC core recognising IB values and the needs of career and technical education students
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© International Baccalaureate Organization 2007
Why do the IBCC?
“Secondary-level education should provide effective preparation for those proceeding to academic or professional tertiary education as well as for those entering the world of work either as trainees, wage employees or as self-employed entrepreneurs, while inculcating the social skills for productive and peaceful life in today’s interdependent communities. Such an education must necessarily comprise a harmonious balance of academic disciplines, general practical and social skills and civic responsibility”. (UNESCO 2005)
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© International Baccalaureate Organization 2007
What the IBCC is not
It is not a career-related/technical qualification
It is not a prescribed curriculum
It is not a crowded curriculum
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© International Baccalaureate Organization 2007
The three strands of the core
A community and service programme –
emphasises partnership and the principles of service learning • based on the zulu maxim umuntu ngumuntu ngabantu
(a person becomes a person through others)
An approaches to learning course of study –
emphasises the development of transferable skills that students need for further education, in the workforce and in life
A reflective project –
based on exploring the ethical dimensions associated with an issue related to the student’s career-related studies
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© International Baccalaureate Organization 2007
Assessment
Components DP subjects Community and Service Reflective Project
Formative Assessments
CTE subjects CTE certifications or licensure
How are they assessed? Externally by IB DP Internally Moderated externally by the IB
(like DP internal assessment) Internally
Internally or externally Externally by CTE requirements
and regulations
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Using a methodology of aconstructivist approach to teaching and learning
© International Baccalaureate Organization 2007
To become an IBCC school
Existing IB-DP Schools Questionnaire/Application
Partnership Model A non-IB school partnering with an authorized DP school
Will involve a joint, more detailed questionnaire/application Open to using technology to facilitate partnership IB Open School (IB Online)
IBCC Providers Non-IB schools going it independently Most rigorous authorization process – similar to DP authorization
process
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© International Baccalaureate Organization 2007
What we have learned along the way…
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Design and implementation is a collaborative,
constructive process.
IBCC “casts a wide net.”
Need to create awareness and support at all levels
Carefully choose your IBCC schools.
Leverage your current resources.
© International Baccalaureate Organization 2007
For more information Director of IBCC – Chris Mannix [email protected]
Presentation Information:
https://alwaysthere.info/MinneapolisIBCC.aspx
International Baccalaureate http://www.ibo.org
IBCC http://www.ibo.org/mission/ibcareercertificate/
Wendie Palazzo [email protected]
Paula Palmer [email protected]
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© International Baccalaureate Organization 2007
Questions?
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