The International Baccalaureate Organisation has also developed a set of standards and practices which have been produced to outline how the goals in the mission statement will be achieved (IBO, 2010). The IB standards and practices holds many values and beliefs which enable 21st century learners to develop the skills necessary for them to be successful in modern society.“The school is committed to a constructivist, inquiry-based approach to teaching and learning that promotes inquiry and the development of critical-thinking skills” (IBO, 2010, pg.6) complements the need for a 21st century learner to develop critical thinking and problem solving skills. This inquiry based approach encourages students to think critically and problem solve in order to achieve an outcome, a skill which they will need in order to adapt to various situations in future employment (Harstie, 2001).

It is essential that in today’s global economy that 21st century students become effective global citizens with the ability to collaborate and learn from students from different cultural backgrounds. “The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school community” (IBO, 2010, pg. 6) and “The school places importance on language learning, including mother tongue, host country language and other languages” (IBO, 2010, pg.6) are just two statements found in the IB philosophy will actively encourage 21st century learners to become effective global citizens and to respect and learn from students with diverse cultural and religious backgrounds.

The International Baccalaureate Learner Profile is in essence, designed to convert the IB mission statement into a set of learning outcomes for the 21st century learner (International Baccalaureate Organisation, 2006). The profile is tailor made to benefit 21st century learning and complements the necessary skills and characteristics perfectly. The profile contains values and beliefs which encourage international learning as well as lifelong learning and all of the characteristics which are necessary for the 21st century learner to succeed in modern society.

The learner profile states, “They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others” (IBO, 2006, pg. 5). This refers directly to striving to develop communication and collaborative skills in order to become an effective global citizen. Being able to effectively and efficiently communicate and collaborate with others are two very important characteristics of 21st century learners (Delp, 2011;NEA, 2012).

“They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions” (IBO, 2006, pg.5). This statement from the learner profile relates to students becoming effective critical thinkers and problem solvers in order to make the correct decisions, all of which are essential skills for a 21st century learner (PPRC, 2010; NEA, 2012).

“They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions” (IBO, 2006, pg.5).

“They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.” (IBO, 2006, pg. 5) and, “They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.” (IBO, 2006, pg.5). These two statements taken from the IB learner profile show the profile’s commitment to developing students into inter-culturally sensitive and internationally collaborative global citizens (IBO, 2006). This is the primary focus of the IB learner profile and is an essential characteristic of a 21st century learner (NEA, 2010). Striving to become an IB learner will encourage the development of 21st century skills as all are directly correlated to necessary skills needed by any student in modern and future society.

The IB mission statement also states “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” (IBO, 2005). 21st Century students are and need to become lifelong learners, and are encouraged to understand and learn from their differences with other students (Mauch, et. al., 2001). 21st century students are educated as lifelong learners to develop the ability to adapt to constant changes in technology and society in the future (Mauch, et. al., 2001).

Both IB and IGCSE reference Bloom's taxonomy. Both also reference Sir Ken Robinson in blogs/power points etc.

Following safe online practices – to protect yourself and your school

Understanding & managing career development options and techniques

Within the IB DP holistic curriculum there is the expectation that ICT will play a significant role. Specifically, within the Group 4 and Group 5 subjects, the use of technology is explicitly referred to in the curriculum documentation which can be viewed in Appendices 1 and 2. The following is taken from an IBO publication outlining the Philosophy and Principles of the Diploma Programme (IBO, 2009, p. 13): Information literacy, in the broadest sense, is a competence that students need to develop as part of learning how to learn. ICT provides a rich environment for learning beyond the classroom. Therefore, the development of virtual learning environments should be encouraged as a means to enhance access to course materials and to extend collaborative learning. ICT provides unique opportunities for creative learning through student collaboration and the use of digital media products. ICT can be effectively used in supporting the school’s assessment policy, particularly in formative and peer evaluation activities. ICT plays a critical role in accessing IB networks and communities of practice. Increasing access will support programme implementation, creative teacher professionalism and student learning.

IB is famous for positioning itself as an education framework as opposed to IGCSE which is a school curriculum system.

IB or International Baccalaureate is a non-profit educational institution that was founded in 1968. Its programs are for children aged 3-19. It does not have any formal examinations. Instead, it issues certificates to students who fulfil their standards. IGCSE or the International General Certificate of Secondary Education is taken under the Cambridge International Examinations (CIE). It has been offering international qualifications in over 160 countries. It is the international equivalents of the GCSE qualification of the British. It prepares students for further levels like A/AS level, BTEC Level 3, Cambridge Pre-U, IB Diploma Program and other certifications. Its certification is based on individual subjects.

The Programs offered by IB are: Primary Year Program (PYP) for 3-12 years old, Middle Year Program (MYP) for 11-16 years old, IB Diploma for 16-19 years old and Career-related for 16-19 years old.

The Programs offered by the CIE are: Primary for 5-11 years old, Secondary 1 for 11-14 years old and Secondary 2 for 14-16 years old

IB is not a curriculum, but an education framework. The IGCSE is for a specific subject for a specific country. IB guide students through their Diploma programs for their graduation. Students get mastery in certain subjects. IGCSE, on the other hand, involves preparation for an examination for a prescriptive course.

IB is not a prescriptive curriculum. It can be moulded according to the administrator. The teachers control the needs of the students and the culture of the school. IGCSE gives a straightforward path on where to go for the tertiary education. Also, in IGCSE, certificates are externally graded. So, they have more accountability. The bodies responsible for assessments are Edexcel (London Examinations) and CIE.

In IB teachers have to design a curriculum and come up with the best method to deliver the lessons. It is good for teachers who want their curriculum to be designed in a specific manner. In IGCSE, teachers don’t have to create curriculum or resources for the students.

IB offers knowledge and experience in subjects selected by the students. They have to choose one subject from 6 different groups. This offers a lot of flexibility. There are some compulsory subjects like Theory of Knowledge, Extended Essay, and Creativity Action Service. The IGCSE has over 70 subjects to choose from.

Both the boards emphasize on skill development, application of the knowledge and understanding of the subject rather than the students’ ability to memorize all the concepts and learning and recall it during an examination.

IB, as well as IGCSE, is a tough, demanding framework. They grade the students on the basis of all year assessments. Internal assessments keep the students on their feet a whole year. These assessments test the problem solving and oral skills of the students.

IB doesn’t have any fixed textbooks. It provides flexibility to the students by providing recommended readings. IGCSE, on the other hand, provides recommended as well as prescribed readings.

Both focus on 21st Century Skills, as well as developing the student in the holistic sense.

Detailed curriculum and teaching methods are outlined in the standards and practices, designed to achieve the goals set out by the International Baccalaureate (IBO, 2010). These standards and practices are therefore a perfect complement to the objectives outlined in 21st century learning, as both will encourage students to become effective global citizens, critical thinkers, collaborators, communicators and lifelong learners in the process.

CIE follows the British curriculum. Whereas IB does not follow any set curriculum.

21st Century skills are more explicit within the CIE. Whereas in the IB they are learnt through the Learner Profile.