منصة الحدث ـ بقلم ـ الدكتورة سمية محمد اليوسف ـ تنمية برامج البكالوريا الدولية في المملكة
We live in a complex, rapidly changing and interconnected world in which global challenges facing our planet and our societies affect us all. They include conflict, terrorism, epidemics, poverty, climate change, environmental degradation, and management of natural resources. In order to deal with the problems of the twenty-first century and find solutions to address them locally and globally, we need to be equipped with the relevant skills, knowledge, attitudes and values.
The increasing global interconnectedness that characterizes our time requires a generation of youth who are able to think critically in order to be able to solve problems, and to effectively participate in national, regional and global public life. Therefore, preparing our students to participate fully in the world of today and tomorrow requires us to enhance their global competencies by developing their capabilities and willingness to understand and work on issues of global importance.
Research has proven that learning and teaching in the International Baccalaureate (IB) programmes has succeeded in bringing about a conceptual shift in the discourse and practice of education. https://ibo.org/news/news-list/international-mindedness-helps-students-make-sense-of-the-world/ https://ibo.org/research/outcomes-research/pyp-studies/the-impact-of-the-pyp-exhibition-on-the-development-of-international-mindedness-critical-thinking-and-attributes-of-the-ib-learner-profile-2017/
Learning and teaching in the IB focuses on the importance of students’ role in understanding and solving global issues within their social, political, cultural, economic and environmental dimensions, without ignoring the local environment and its values. It also recognizes the role of learning beyond the acquisition of knowledge and cognitive skills to build values and life skills that can facilitate international cooperation and promote social transformation. Education in IB programmes is based on developing concepts within a global context that prepare students to approach problems from multiple perspectives and to act on them globally. The programmes also focus on the development of identity, mother tongues and national values through creativity, resilience and responsibility. IB students exercise agency and are responsible for their own learning with their strong sense of identity and self-belief, and in association with others, they build a sense of community and an awareness of the diverse opinions, values, and needs.
As one IB student described: “International-mindedness is best defined as a ‘frame of mind.’ Perhaps though, a ‘philosophy for living’ would be more appropriate for it enables and empowers individuals with
the ability to perceive the world in a manner that disregards the ‘self’ and its prejudices while embracing a greater sense of the ‘other’.” Cahiro Maina, The Aga Khan Academy, Nairobi
The benefits of education must permeate all aspects of life, including the elimination of poverty and hunger, the improvement of health, the protection of our planet, and the building of more peaceful societies. Therefore, everyone must be empowered to have access to quality, lifelong learning. Education within IB programmes is consistent with the vision of the Kingdom 2030 because it is not limited to learning academic subjects, but rather is about empowering students, building peace and global thinking by developing knowledge, attitudes, values and skills in a global context, and it enables students to be able to lead a positive life and participate as active citizens in meeting the changing challenges of the twenty-first century.
Growth in the number of IB World schools in Saudi Arabia has increased significantly in the last five years. Twelve out of 23 schools have been authorized to teach the IB programmes during this period (since 2016). The adoption of the IB by Saudi private and international schools continues at a fast pace with the increasing awareness of the value and effectiveness of these programmes. The partnership project between the IB and the King Faisal Foundation had a major role in intellectual investment through IB programmes. Thus, the Kingdom of Saudi Arabia has a pioneering role in developing education in the Middle East.
This kind of education paves the way for a brighter and more peaceful future. Our students are the hope for a better world and I am delighted to see the IB stand up for this trustworthy cause to enable them to achieve this noble goal towards a more just, peaceful, open-minded, inclusive, secure and sustainable world. https://ibo.org/contentassets/76d2b6d4731f44ff800d0d06d371a892/what-is-an-ib-education-2017-ar.pdf
Dr. Sumaya Alyusuf
International Baccalaureate Development and Recognition-Saudi Arabia