Day 3 The IB Career Related Certificate

The International Baccalaureate Career-related certificate (IBCC)

Tuesday, 12 April 2011

© International Baccalaureate Organization 2007

Why has the IBCC been created?

To promote access to an IB education

In response to a worldwide trend of developing courses that combine academic skills with practical skills

To promote school retention by broadening student options



Preparing for life beyond high school Enabling tools for realization of potential

Encouraging interdependency of learning styles Preparing for 21st century jobs

“[Jobs] require a well-skilled labour force, with a range of mid-level trade, technical and professional skills alongside those high-level skills associated with university education” (OECD, Learning for Jobs, 2010)



What is the IBCC? A certificate that supports schools offering local or

national career-related qualifications

‘value added’ to the career-related qualification

An IB academic qualification

A framework

Technically it is DP courses plus a unique core

Additional requirements of language acquisition and a



The DP subjects



The DP subjects

Two or three DP courses

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The DP subjects


Can be from the same hexagon group

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The DP subjects



Can be SL or HL or a combination of both

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The DP subjects



Can be SL or HL or a combination of both

One DP course can be taken online

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The Core

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The Core

The three strands of the core are

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The Core


Community and service

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The Core



Approaches to learning

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The Core



Approaches to learning

Reflective project

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Community and Service

Based on the principles of ‘service learning’

A good service learning programme will help

• Knowledge development• Social development• Civic development• Personal development

Develop working relationships with members of a community

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Approaches to Learning

Designed to introduce students to life-skills, and to operate in a variety of contexts now and in the future

At the heart of the ATL model is the learner, who uses a range of skills to make sense of the world around us

The four areas that must be covered in the course are thinking, communication, intercultural understanding and personal development

It must be a timetabled course

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The Reflective Project

Encapsulates fundamental elements of the certificate

Embodies aims we hope to develop in students

The task

• A structured piece of work that can take a variety of forms • student will be able to identify, analyse, explore, critically discuss

and evaluate an ethical issue arising from their vocational study

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Assessment of the IBCC

Summative/formative mixture of assessment

Externally assessed components

DP subjectsReflective project

Internally assessed components

Approaches to learningCommunity and service

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Language acquisition

All IBCC students must engage in a second language Students must achieve at least an A1 level according

to the CEF for languages http://www.coe.int/t/dg4/linguistic/source/Framework_EN.pdf

All IBCC students must complete a language portfolio http://www.cilt.org.uk/further_and_adult_education/teaching_and_learning/resources/adult_elp.aspx

Needs to be communicated carefully

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http://www.coe.int/t/dg4/linguistic/source/Framework_EN.pdf




http://www.cilt.org.uk/further_and_adult_education/teaching_and_learning/resources/adult_elp.aspx





Career-related course

Must be studied concurrently with the IBCC

Must be accredited by a local/national authority or a tertiary institution or a professional body

Assessment must be externally validated

Should be of a standard that is similar to the IBCC

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What makes a successful IBCC?

Regular contact between the career-related aspect and IBCC aspect

Careful consideration and choice regarding DP subjects

Careful timetabling Good supervision of students Resources/ ‘how to’ sessions in lead up to RP Good knowledge of the guides and IBCC

requirements

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Cont.

Good use of the ATL and C&S lesson ideas in the Core Guide, and consequently careful construction of ATL and C&S courses

For the teachers of C&S and ATL, good knowledge of the career-related aspect, so as to be able to make regular ties between career-related and academic study

Using other aspects of school life to incorporate and emphasize skills learnt throughout the duration of the course

Active role of career/guidance counsellor/advisor

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Accreditation & Recognition

Three main areas we are focusing on are;

• Government bodies• Tertiary institutions• Employers

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Collaboration – working with partners

There are many diverse career related qualifications globally

IBCC project team have sought• a number of high quality, accredited career related

programmes • That are recognised by the industry • and rank comparably with IBCC when certificates are

submitted to university admissions officers.

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Authorization process

Schools complete an expression of interest in the IBCC form

Application for candidacy Consultant Application for authorization School visit

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Training requirements

Readers/consultants/site visitors

IBCC coordinator

Approaches to learning teacher

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Fees

Authorization fee

Annual fee

Per capita fee

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Thank you for your attention; questions?

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Day 3 The IB Career Related Certificate

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