Implementation in public schools in Latin America
Jason Beech, Jennifer Guevara and Pablo del Monte—Universidad de San Andrés-CONICET
The aim of this study was to analyse the implementation and impact of the International Baccalaureate (IB) Diploma Programme (DP) in public schools in Costa Rica, Argentina (Buenos Aires) and Peru. The study involved a mixed-methods design. The qualitative component included interviews with IB staff and officials from ministries of education, focus groups with students, document analysis and case studies in nine schools (three in each country). The quantitative portion involved analysis of a student survey (n = 1,121) and data on student demographics and performance on DP exams (n = 6,786). The models for implementing the DP in public schools varied greatly across the three counties, as did the levels of support from governments or the private sector. A common trend in all contexts was that teachers were highly motivated and committed to being a part of the DP, largely due to characteristics of the programme and the opportunity to work with engaged students. Overall, students in the three educational systems had very positive views of the DP, particularly in helping them to develop research and critical thinking skills. They also tended to value the DP’s learning style as well as closer relationships with teachers. Common challenges included teacher and coordinator workload and student stress.