Developing skills for youth in the 21st century: The role of elite International Baccalaureate Diploma Programme schools in China

Ewan Wright, Moo Sung LEE

    Research output: Contribution to journalArticle

    15 Citations (Scopus)

    Abstract

    There is a growing body of research suggesting that schools need to respond to changing social and economic dynamics by prioritising "21st-century skills". Proponents of this view, who have been termed "the 21st century skills movement", have called for greater emphasis on cognitive and non-cognitive skills development, alongside the learning of subject content and technical skills. This paper explores the potential of International Baccalaureate Diploma Programme (IBDP) schools to respond to this mandate in China, one of the fastest-growing markets for International Baccalaureate® (IB) schools globally. The authors' research team undertook a multi-site case study of five elite IBDP schools in China. Their findings revealed confidence among interviewees that the IB educational philosophy was conducive to 21st-century skills development, especially through the provision of the three IBDP "Core Requirements", which are Creativity, Action, Service (CAS), Extended Essay (EE) and Theory of Knowledge (TOK). Despite this confidence, concerns remain about the implementation of the IB educational philosophy in the context of IBDP schools in China. © 2014 Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning.
    Original languageEnglish
    Pages (from-to)199-216
    Number of pages18
    JournalInternational Review of Education
    Volume60
    Issue number2
    DOIs
    Publication statusPublished - 2014

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    Cite this

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    abstract = "There is a growing body of research suggesting that schools need to respond to changing social and economic dynamics by prioritising {"}21st-century skills{"}. Proponents of this view, who have been termed {"}the 21st century skills movement{"}, have called for greater emphasis on cognitive and non-cognitive skills development, alongside the learning of subject content and technical skills. This paper explores the potential of International Baccalaureate Diploma Programme (IBDP) schools to respond to this mandate in China, one of the fastest-growing markets for International Baccalaureate{\circledR} (IB) schools globally. The authors' research team undertook a multi-site case study of five elite IBDP schools in China. Their findings revealed confidence among interviewees that the IB educational philosophy was conducive to 21st-century skills development, especially through the provision of the three IBDP {"}Core Requirements{"}, which are Creativity, Action, Service (CAS), Extended Essay (EE) and Theory of Knowledge (TOK). Despite this confidence, concerns remain about the implementation of the IB educational philosophy in the context of IBDP schools in China. {\circledC} 2014 Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning.",
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