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IB or HSC - which one would you choose ?
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IB or HSC - which one would you choose ?
Now that they have obtained their Higher School Certificate (HSC), many pupils may already be thinking about their future. This examination is a gateway to all universities and some successful candidates may have already started dreaming about further studies. Others will use their HSC as a passport to the labour market. A few weeks ago, students of the same age were having the same dreams after obtaining their International Baccalaureate (IB). What is the difference between these two pre-university qualifications? Which one better prepares the student for “after-school” life? What makes Tony Blair so enthusiastic about the IB and why does he want to implement it in more British schools? (See inset)
In Mauritius, only Le Bocage International School and Northfields International School offer the IB. The latter is often regarded as an academically challenging, broader-based option than the HSC with its five subjects. The IB involves six main subjects studied over two years. Options include: literature, a second language, Individuals and Societies, experimental sciences, mathematics and computer science and the arts, with a 4,000-word essay on a topic reflecting the student's interests. The director of the Mauritius Examinations Syndicate (MES), Lucien Finette, makes it clear, “The IB is definitely broader with a whole programme.”
For Roland, 29, one of the first pupils to sit for these exams in Mauritius in 1996, “the most important thing about the two years when you study for the IB is that it prepares you for the world that you will be facing tomorrow”. Added to the six subjects, students are assessed on the CAS module – Creativity, Activity and Service – which forces them to leave the school and face the “real world”. “We often had cultural outings or site visits for specific subjects and that gives a more practical orientation to the diploma – and makes it more fun.”
Krishna, 20, is sorry that he did not take full advantage of all these activities, “I did not realize how useful they were at the time. I believe that the most important thing is not the piece of paper you obtain after secondary school. It is the way the school has contributed to making you the person you are.”
<B>A greater capacity for reflection</B>
In fact, the IB seems to help pupils develop a more open mind with a greater capacity for reflection. The only way the HSC may catch up with the IB is in the General Paper where pupils are required to study topical items and build up a solid piece of reflection on a given subject. The HSC, being based on a syllabus, makes it harder to go off the beaten track. “My personal opinion is that a pupil can be prepared to answer specific questions in the HSC while the IB forces the child to reflect alone and use all the knowledge he/she has acquired in all subjects for the extended essay for instance,” comments Lucien Finette.
Some pupils are, however, fully satisfied with the HSC. This is the case of Jonathan, 30, a former student of a private college and now manager in a top company, “I considered the HSC as a passport for university. I knew what subjects I wanted to study at HSC level to start my studies in a specific field afterwards. I really can’t see why I should have chosen any other course.”
But what about those who won’t go to university and who start working immediately after school? “The HSC is a pre-university qualification. It does not really prepare the child for the labour market although we are starting to bring in some changes and add some vocational subjects to the syllabus,” explains Lucien Finette.
He further points out that the core objectives of the IB and the HSC are totally different: the former aims at developing the whole personality of the child whereas the latter tries to develop knowledge in a number of subjects. Does this mean that the HSC could be considered as being a bit narrow? “The problem is that the HSC is so result-oriented at the moment that pupils have no time for other activities. Even if some activities such as those included in the IB were proposed at HSC level, pupils would say they have no time for them. They don’t even have time to read… And the competition for scholarships makes this problem even more serious,” the director of the MES points out.
Committed teachers</B>
In fact, the whole system would have to be reviewed if the IB were to be implemented in our schools. It presupposes that teachers be better trained and more committed to their pupils – which means that they would have to be better paid. The programme is very different from that of the HSC and teachers would have to be trained to offer such a type of education. But, more importantly, the main problem would be one of financial means. Exam fees are far higher for the IB than for HSC. Such fees are not affordable by a majority of parents.
“It is an excellent thing that private schools can offer such a course for those wishing to take it. But it would not be realistic to suggest that all Mauritian schools implement such a system,” stresses the MES director. Although there is no doubt that the IB has a more holistic approach to the child’s development, the system may not correspond to Mauritian realities – at least for the moment.
The authorities would however be well advised to start looking at what can be changed in the present system to improve it for all students. The IB may not be the final objective but a more holistic approach could be adopted while keeping the HSC system.
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WHAT’S HAPPENING ABROAD?
<B>The British fascination with IB</B>
■ According to The Independent, 94 British institutions are already running the IB and this number may be set to double by 2010. The British prime minister, Tony Blair, recently announced his desire to offer the IB in at least one sixth-form institution in each local education authority area. The “international” dimension of the diploma, added to the debate over declining A-Level standards in Great Britain, may have been the main reasons behind Tony Blair’s sudden convictions about the IB. “Of course, the majority of students will continue to do A-levels and GCSEs but, for some, IB will offer new options,” he said.
<B>Pauline ETIENNE</B>
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Our questions answered by... Rasika Khadun
IB Coordinator - Le Bocage International School
<B>“Enhanced learning opportunities”</B>
● Why adopt the IB Diploma?</B>
In the words of Alec Peterson, the first director general of the International Baccalaureate Organization (IBO), the aims of the programme were “to develop to their fullest potential the powers of each individual to understand, to modify and to enjoy his or her environment, both inner and outer, in its physical, social, moral, aesthetic, and spiritual aspects”. The holistic philosophy of the IB emphasizes academic excellence in areas of first and second languages, mathematics, humanities and science, coupled with emphasis on personal development in areas such as philosophy, social awareness and the arts.
The Diploma programme provides enhanced learning opportunities and brings with it adaptability and mobility which increase tertiary education opportunities and are also an advantage in the increasingly globalized world.
Success in the IB is determined by external examinations as well as internal assessment, which are externally moderated. This means that students have to take ownership of their education and are rewarded for their efforts in school.
Le Bocage International School started as an idea in the minds of a few founding members who as parents shared a dream about their children’s education and future. The holistic philosophy of the IB programme is quite suitable as an “education for citizens of a better world.”
● <B>What are the advantages of this system?</B>
The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
To earn an I.B. diploma, students must prove written and spoken proficiency in a second language, write a 4,000-word university-level research paper, complete a real-world service project and pass rigorous oral and written subject exams. All the subject areas offer an international perspective to build something known as international mindedness.
The programme caters to today's economy demands of a high-level competence in the traditional academic disciplines and also what might be called 21st century skills, such as being sensitive to different cultures, conversant in different languages, able to think across disciplines, able to distinguish between reliable and unreliable sources of information, developing good people skills.
A rapidly increasing number of top-ranking universities regard the IB Diploma as a preferred high school qualification.
An inquiry was carried out in 2003 at UK universities and institutions of higher education about the perceptions of the IB Diploma Programme. A part of that report states, “The majority of respondents (96%) favoured a broad curriculum and were particularly enthusiastic about this aspect of the Diploma Programme. A small number were concerned about dilution, but most appreciated the confidence, wide knowledge and skills that the breadth of the Diploma Programme seemed to endow. The numerical rating given by respondents placed the Diploma Programme ahead of national qualifications for this aspect.”
● <B>Who can offer the programme?</B>
The IBO works with 1,920 schools in 124 countries to offer the three IB programmes to approximately 501,000 students.
The IBO offers three programmes for students aged 3 to 19. The programmes can be offered individually or as a continuum by IB World Schools.
The Primary Years Programme (PYP) for students aged 3-12 started in 1997 and is now offered by 318 IB World Schools.
The Middle Years Programme (MYP) for students aged 11-16 started in 1994 and is now offered by 517 IB World Schools.
The Diploma Programme for students aged 16 to 19 started in 1968 with first examinations in 1970 and is now offered by 1,489 IB World Schools.
Only those schools that are authorized by the IBO as IB World Schools can offer the programme. Its international foundation allows schools anywhere in the world to apply for authorization to teach it.
The authorization process, which may take two or more years, consists of two phases:
Feasibility study and identification of resources :The school makes an in-depth analysis of the philosophy and curriculum, and identifies the resources needed to deliver it.
School visit: On receipt of a formal application to teach the programme, a delegation appointed by the IBO visits the school and reports on the school’s capacity to deliver the programme. If the outcome is positive, the school becomes authorized to offer the programme and attains the status of IB World School.
The school’s delivery of the programme is evaluated by the IBO every five years after authorization.
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CLASSROOM
<B>How to achieve discipline...</B>
Teachers play a major role in maintaining discipline in class and createing a healthy classroom environment through proper attitudes. Discipline should be consistent and reasonable. It should neither be too strict nor too lax, as extreme forms of discipline only lead to extreme forms of behaviour among children. In fact, the most effective form of discipline is a mixture of the authoritative and democratic approaches. According to the Education adviser at the Lycée Labourdonnais, Mr. Appasamy, “discipline should be seen as part of the pastoral care of pupils. The latter must be made to understand that they have duties and rights which they must exercise in order to become good citizens”. The objective is that the adult and the child forge a common and consistent understanding of and agreement on the rules of discipline and a code of conduct. A democratic form of discipline leads to a healthy classroom environment, which in turn promotes a respect for education and a desire for knowledge.
Lack of discipline may be due to various reasons – emotional immaturity leading to children seeking attention, no role models from parents, teachers or peers or over-permissiveness at home are among them – but the challenge for teachers is to make all pupils abide by a certain number of rules. They must however always explain why discipline is important, why education can’t move forward if there is no discipline in class. “The best way of achieving discipline is through dialogue. When the undisciplined child arrives at school, he must be told that he will be living in a community and that teachers are there to guide its members in the right direction. Pupils must be given a chance to take part in some decisions,” concludes Mr. Appasamy.
<B>Here are some tips on how to achieve discipline!</B>
● The teacher needs to have an ability to understand each class situation and decide whether it is a problem or not.
● The teacher should set his/her own code of discipline among the students.
● However, a teacher must be able to appear flexible and accept to modify disciplinary standards according to the situation.
● Being too strict in discipline will lead the students to feel suppressed and rebellious. Using very harsh punishment might lead to hostility towards the teacher by the student.
● On the other hand, the discipline should not be lax because the students may disregard rules and become irresponsible.
● Teachers should always make sure they explain the reasons for punishment and suggest appropriate conduct.
● The teacher needs to specify and provide appropriate rewards or punishments for performance and behaviour in the class, especially in the early school years.
● The teacher must make sure he/she holds the attention of the class. Generally, if the students are bored in the class, there is a greater chance of indiscipline.
● The teacher needs to have the ability to interact with students on a personal level and show regard for their wishes and thinking if it is suitable to class behaviour.
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