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]]>With the passage of time and the completion of new studies, a new curriculum is developed. These curricula are created with the learner at the forefront. While the Indian Ministry of Education is still figuring out how to best integrate student-centred learning into the existing curriculum, multinational curricula have already established themselves in India.
The IGCSE and IB boards each have their own curriculum that not only maintains students’ interests at the forefront but also includes parents and the community in the learning process.
Let’s look at the differences between the IGCSE and IB boards.
To begin with, IGCSE is not a board. The CIE is the board that oversees the IGCSE curriculum structure. As a result, rather than IGCSE vs IB, CIE vs IBO (International Baccalaureate Organization) is a better choice when comparing boards.
The International General Certificate of Secondary Education (IGCSE) is the full form of IGCSE.
– Edexcel (or London Examinations) or Cambridge International Education (CIE) are the two UK assessment agencies that conduct IGCSE assessments. As a result, IGCSE is administered by the CIE board.-
– The Cambridge International Education (CIE) programme is broken down into four stages.
a. Cambridge International Primary Programme (CIPP, Age group – 5-11 years)
b. Secondary 1 (Checkpoint, Age group – 11-14 years)
c. Secondary 2 (IGCSE, age group 14-16 years)
d. Cambridge International A levels (Advanced, age group 16-19 years)
– The IGCSE board is similar to the 10th-grade board in different countries. After that, students can choose to take their 12th board exam through the IB (International Baccalaureate) board.
– Cambridge Secondary 1 is for students preparing for the Cambridge IGCSE or Cambridge O Level examinations.
– Cambridge Advanced is designed for those who want to study at foreign universities or pursue further education in other countries.
– There is a greater emphasis on English and technical subjects.
– The curriculum is more advanced, and students can choose from a wide range of disciplines.
– The curriculum is based on activities.
– It is pursued by students who pick the IB programme in the end.
– The curriculum is designed to help students earn high marks on external exams. As a result, accountability is externalised.
– Teachers are given teaching resources and a curriculum structure to ensure a uniform learning experience.
– The CIE curriculum is based on a syllabus and examinations.
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– IGCSE students have a firm concept of what they want to study in the future.
– The curriculum is well-structured and worldwide in scope, yet being locally relevant.
– Teachers are not required to construct a curriculum, which is something that Indian teachers are not accustomed to doing.
– It is less expensive because it does not require teachers to attend workshops as frequently as the IB.
– The results of schools may be compared internationally because an examination gives fixed assessment standards and grades earned by students.
– In India, IGCSE comes before IB, and teachers are more readily accessible for IGCSE schools, which require curriculum design.
– Teachers’ participation is limited by IGCSE, and their inventiveness is underutilised.
– Although the IGCSE curriculum is international, teachers’ attitudes regarding education remain traditional, with an exclusive concentration on tests.
– In IGCSE, the assessment of classwork and homework assignments is not included in the final grade.
– The IGCSE culminates in class X, and pupils must choose between the Cambridge advanced and the IGCSE, which they find difficult to cope with.
– Unlike the IB, the IGCSE syllabus does not change according to the needs of each new class of pupils.
Check out: MCQ Class 4 Evs | MCQ Class 5 Evs | MCQ Class 6 Science
The IB board was previously known as the IBO board (International Baccalaureate Organization). Now, International Baccalaureate is the full name of the programme.
– The International Baccalaureate (IB) offers four main types of educational programmes.
1. Primary Years Programme (age group – 3-12 years)
2. Middle Year Programme (age group – 11-16 years)
3. Diploma Programme (age group – 16-19 years)
4. Career-related Programme (optional, age group – 16-19 years)
– For students who are certain about their future path, the IB Career-related Programme offers an alternate course.
– The philosophy of language and knowledge acquisition, creative activity and service, language and literature, individuals and societies, mathematics, and the arts are all used to create the curriculum.
– The IB curriculum gives teachers more autonomy over their teaching pedagogy, allowing them to better suit the requirements of their pupils.
– The curriculum is adaptable, and teachers must collaborate with colleagues from many areas to achieve the intended learning outcome.
– The purpose of education is to develop skills rather than knowledge.
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– Teachers have an important part in designing a curriculum, and because they are closest to the students, they may tailor the curriculum’s implementation to the students’ socio-cultural setting.
– The lack of a rigid curricular design might encourage teachers’ creativity, which can lead to improved learning outcomes.
– The IB system provides for a variety of curricular ideas and may accommodate the best of each within the framework.
– The skill-based method is more interesting than the content-based approach, and it promotes the development of different bits of intelligence.
– In education, the IB provides a true and complementary balance of national and international perspectives.
– The IB anticipates curriculum revisions on a regular basis.
– More resources are needed for IB schools in order to effectively implement the IB Program.
– IB asks teachers to attend numerous workshops in order to improve their skills and gain a better understanding of the programme.
– This could be a problem for the school administration.
Summary of findings: The IB curriculum is pricier than the CIE programme, making it more exclusive. The IB diploma is still not recognised as a meaningful local diploma by many colleges around the world. However, because teachers are not restricted by the curriculum, each student’s learning experience is unique. They can modify the lesson plan to meet the needs of the child.
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