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The IB World Schools Yearbook 2012: available for pre-order January 11, 2012

Posted by Alex, Managing Director in International education, New releases.

We have just received from our printers Wyndeham Grange the proof copies of the IB World Schools Yearbook 2012, the latest edition of our hugely popular guide to all 3300+ International Baccalaureate schools around the world.

It is another fantastic issue, truly an indispensable guide to one of the world’s leading curricula, featuring: information from the IB on their three programmes and their organisation, conferences, staff and facilities; directory information on every IB World School in almost 150 countries; and more detailed descriptions and photos of over 200 leading IB World Schools.

The book will be published next week and is available to pre-order here. In the meantime, here is a blog post written for us by Julie Booth, explaining why more and more schools are choosing to offer the International Baccalaureate and how technology can help manage the complexities of delivering it.


More and more schools are offering the International Baccalaureate (IB) alongside, or in some cases instead of, traditional GCSEs and A Levels as a way of attracting the best students. As the employment market becomes increasingly global, providing a qualification that is recognised across the world can be a decision-maker for many parents wanting to educate their child privately.

However, with a possible six different subject areas to be assessed, the breadth of study involved with the IB makes it more complicated for schools to manage than single subject courses.

Juggling timetables

The subjects covered in the IB include literature, one foreign language, a social science, an experimental science, mathematics and one arts course. Students can select the subjects they wish to study. This flexibility is one of the things that is boosting its popularity in many schools.

But creating individual timetables and ensuring the necessary staffing resources are available can be incredibly time consuming – particularly if the school is running the IB alongside GCSE and A Level courses.

The vast majority of schools use a management information system (MIS) to store school and pupil data electronically. Some systems offer powerful tools that use existing information on pupils and their subject choices to automate the timetabling process. The time this saves can be considerable but it also allows schools to match staff specialising in specific subject areas with the relevant pupils, whilst keeping class sizes to a minimum. This is essential to delivering the educational excellence that parents expect.

Raising attainment

Children who can study the subjects that interest them are more likely to achieve in school but they can be stronger in some subjects than in others. Tracking the learning progress of IB pupils in each area of study is key to raising their attainment across the curriculum.

By storing assessment results electronically, a broad range of data is available that can be analysed with minimum time and effort. This allows pupils’ achievement to be monitored more easily than it can when this information is held in paper files.

A child could be doing well in science but might be at risk of falling behind in German. With a clear picture of the progress pupils are making displayed on a classroom computer, teachers can quickly identify where action needs to be taken to ensure pupils have the best chance of achieving good grades in all their chosen subjects.

Simplifying the management of the IB is one thing. But what schools really want to ensure is that their pupils are benefiting from the highest standards of education – which in turn, will improve their chances of becoming parents’ first choice school. With the ability to track the impact of introducing the qualification on both achievement and pupil numbers through the MIS, the answer will surely be in the data.

Julie Booth is head of independent schools at Capita SIMS. www.capita-independent.co.uk



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