A critical analysis of the International Baccalaureate Primary Years Programme in India (2013)

Karanam Pushpanadham, Department of Educational Administration—the Maharaja Sayajirao University Of Baroda

This project aims to examine the impact of PYP adoption and implementation on learning, teaching and schooling in India. The mixed methods case study research utilizes surveys, interviews and observations to explore the salient factors that influence schools in India to embark on the PYP and the success factors and challenges encountered by schools. The study also examines how and to what extent the uptake of PYP contributes to school culture, pedagogical practice and learning outcomes. To achieve these objectives, 11 separate instruments were administered to a sample of 12 PYP schools. Both qualitative and quantitative data were collected. A total of 16 school leaders (both heads of schools and programme coordinators), 79 teachers, 368 students and 96 parents participated. Findings indicate that trust and respect exists between teachers and school leaders; teaching in PYP schools is generally rated as “good” or “effective”; teachers were generally satisfied with their positions and had high levels of disciplinary self-efficacy, while relatively less so in their ability to enlist community involvement; students indicated high levels of emotional intelligence; and parents felt involved and satisfied with the programme. Reported challenges for the PYP in India included teacher time-management issues due to heavy workload, a lack of teachers trained in international curriculum, and a need for increased recognition of the programme in the country.

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