EL PROGRAMA DEL DIPLOMA DE BACHILLERATO INTERNACIONAL EN INSTITUTOS PÚBLICOS ESPAÑOLES: TRES MIRADAS SOBRE LAS VOCES DE SUS ANTIGUOS ALUMNOS

Bianca Thoilliez, Soledad Rappoport

Resumen


THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME IN SPANISH PUBLIC INSTITUTES: THREE LOOKS AT VOICES OF THE ALUMNI

Abstract 

This article is the first study on national level with attempt to collect experiences among graduates of the International Baccalaureate Diploma Programme in Spanish public high schools. The three views referred in the title of this article respond to three approaches and collected data addressed to this approaches. In the current context of expansion of this Programme in Spanish schools (both public and private), it seems pertinent to know what it means for former students who followed this curriculum, and what memories and personal experience they associate with the Programme in personal level, as well as academic and professional levels. After presenting the methodology and describing a sample participating in the study, results are presented according to the three perspectives (quantitative, qualitative and narrative) to which the collected data have been analyzed. Finally, we present some conclusions and lines of discussion opened in this study.

Key words: International Baccalaureate; Diploma Programme; Spanish public high schools; post-compulsory secondary education; alumni.


EL PROGRAMA DEL DIPLOMA DE BACHILLERATO INTERNACIONAL EN INSTITUTOS PÚBLICOS ESPAÑOLES: TRES MIRADAS SOBRE LAS VOCES DE SUS ANTIGUOS ALUMNOS

Resumen

El presente artículo es el primer estudio a nivel nacional que trata de recoger las experiencias entre los graduados del Programa del Diploma de Bachillerato Internacional en institutos públicos españoles. Las tres miradas a que se refiere el título responden a los tres enfoques con que los datos recogidos son abordados. En el actual contexto de expansión de este programa entre la red de centros educativos españoles (tanto públicos como privados), parece pertinente conocer qué ha supuesto para los estudiantes haber realizado ese currículo, y qué recuerdo o huella reconocen que el mismo ha tenido en sus vidas, tanto a nivel personal como académico y profesional. Tras presentar la metodología y describir la muestra participante en el estudio, ofrecemos los resultados de acuerdo con las tres miradas (cuantitativa, cualitativa y narrativa) a que se han sometido los datos recogidos para, por último, terminar ofreciendo unas conclusiones y líneas de discusión a las que este estudio se abre.

Palabras clave: Bachillerato Internacional; Programa del Diploma; Institutos de Educación Secundaria; educación secundaria postobligatoria; antiguos alumnos.



Texto completo:

PDF

Referencias


Analytical Services team at the Higher Education Statistics Agency (HESA). (2016). International Baccalaureate students studying at UK higher education institutions: how do they perform in comparison with A level students? Final report. Recuperado de: http://ibo.org/contentassets/d1c0accb5b804676ae9e782b78c8bc1c/hesa_final_report.pdf.

Ateşkan, A., Onur, J., Sagun, S., Sands, M., y Sencer Çorlu, M. (2014). Alignment between the DP and MoNEP in Turkey and the effects of these programmes on the achievement and development of university students. Final report. Recuperado de: http://ibo.org/globalassets/publications/ib-research/dp/turkey-postsecondary-study-report-en.pdf.

Barratt Hacking, E., Blackmore, C., Bullock, K., Bunnell, T., Donnelly, M., y Martin, S. (2018). International Mindedness in Practice: The Evidence from International Baccalaureate Schools. Journal of Research in International Education, 17(1), 3-16. doi: 10.1177/1475240918764722.

Belal, S. (2017). Participating in the International Baccalaureate Diploma Programme: Developing international mindedness and engagement with local communities. Journal of Research in International Education, 16(1), 18-35. doi: 10.1177/1475240917702789.

Bunnell, T. (2015). The rise and decline of the International Baccalaureate Diploma Programme in the United Kingdom. Oxford Review of Education, 41(3), 387-403. doi: 10.1080/03054985.2015.1035703.

Bunnell, T. (2011). The Growth of the International Baccalaureate® Diploma Program: Concerns about the Consistency and Reliability of the Assessments. The Educational Forum, 75(2), 174-187. doi: 10.1080/00131725.2011.552700.

Culross, R. y Tarver, E. (2011). A summary of research on the International Baccalaureate Diploma Programme: Perspectives of students, teachers, and university admissions offices in the USA. Journal of Research in International Education, 10(3), 231-243. doi: 10.1177/1475240911422139.

Dvir, Y., Yemini, M., Bronshtein, Y., y Natur, N. (2017) International education as a novel entity in a public education system: the establishment of a new public international school in Israel. Compare: A Journal of Comparative and International Education. doi: 10.1080/03057925.2017.1369865.

Edwards, D. y Underwood, C. (2012). IB Graduates in Australian Universities: Entry and Outcomes. A case study of two institutions. Project Report. Recuperado de: https://www.ibo.org/contentassets/d1c0accb5b804676ae9e782b78c8bc1c/acer-ib-australian-he-pathways-report-final-120928---revis.pdf.

Gardner-McTaggart, A. (2014). International elite, or global citizens? Equity, distinction and power: the International Baccalaureate and the rise of the South. Globalisation, Societies and Education, 14(1), 1-29. doi: 10.1080/14767724.2014.959475.

Gordon M., VanderKamp E., y Halic O. (2015). Resumen de investigación. Los programas del Bachillerato Internacional en colegios de Título I de Estados Unidos: accesibilidad, participación e ingreso a la universidad. Recuperado de: http://ibo.org/globalassets/publications/ib-research/title-1-schools-researc-es.pdf.

International Baccalaureate Organization (IBO) (2018). El IB por país. España. Recuperado de: https://www.ibo.org/es/about-the-ib/the-ib-by-country/s/espana/.

International Baccalaureate Organization (IBO) (2017a). The IB Diploma Programme Statistical Bulletin, May 2017 Examination Session. Recuperado de: https://www.ibo.org/contentassets/bc850970f4e54b87828f83c7976a4db6/dp-statistical-bulletin-may-2017-en.pdf.

International Baccalaureate Organization (IBO) (2017b). Annual Review, 2016-2017. Recuperado de: https://www.ibo.org/contentassets/9faa0cd4d3eb4c4ab5f239f7342d4547/annual-review-2017-en.pdf.

International Baccalaureate Organization (IBO) (2017c). El Gobierno de Andorra elige el IB para complementar el currículo nacional. Recuperado de: https://www.ibo.org/es/news/news-about-schools-and-programmes/government-of-andorra-chooses-ib-to-complement-national-curriculum/.

Lee, M., Spinks, J.A., Wright, E., Dean, J., y Ryoo, J.H. (2017). A Study of the Post-Secondary Outcomes of IB Diploma Alumni in Leading Universities in Asia Pacific. Research summary. Recuperado de: http://ibo.org/globalassets/publications/ib-research/dp/postsecondary-outcomes-asia-pacific-full-report-en.pdf.

Menéndez, M. (2015). International Baccalaureate: a supranational curriculum for global citizens. Bordón, 67(1), 179-192. doi: 10.13042/Bordon.2015.67112.

Mourshed, M., Farrell, D., y Barton, D. (2014). Education to Employment: Designing a System that Works McKinsey Center for Government. Recuperado de: https://www.mckinsey.com/~/media/McKinsey/Industries/Social%20Sector/Our%20Insights/Education%20to%20employment%20Designing%20a%20system%20that%20works/Education%20to%20employment%20designing%20a%20system%20that%20works.ashx.

Resnik, J. (2016). Struggling for recognition: access to higher education through the International Baccalaureate. Critical Studies in Education. doi: 10.1080/17508487.2016.1263222.

Resnik, J. (2015). The development of the International Baccalaureate in Spanish speaking countries: a global comparative approach. Globalisation, Societies and Education, 14(2), 298-325. doi: 10.1080/14767724.2015.1051951.

Rosefsky Saavedra, A., Lavore, E., y Flores-Ivich, G. (2014) The International Baccalaureate Diploma Programme in Mexico as preparation for higher education. Compare: A Journal of Comparative and International Education, 46(3), 344-368, doi: 10.1080/03057925.2014.896188.

Sanders, J. y Ishikura, Y. (2018). Expanding the International Baccalaureate Diploma Programme in Japan: The Role of University Admissions Reforms. Journal of Research in International Education, 17(1), 17-32. doi: 10.1177/1475240918765528.

Valle, J., Menéndez, M., Thoilliez, B., Garrido, R., Rappoport, S., y Manso, J. (2017). Implementación e impacto del Programa del Diploma (PD) del Bachillerato Internacional (IB) en los colegios públicos de España. Resumen de investigación. Recuperado de: http://ibo.org/contentassets/d1c0accb5b804676ae9e782b78c8bc1c/dp_spanishschools_es.pdf.

Wright, K. (2014). International Baccalaureate Programmes: Longer Term Outcomes. Research Report. Recuperado de: http://www.ibo.org/globalassets/publications/ib-research/continuum/longer-term-outcomes-final-en.pdf.


Enlaces refback

  • No hay ningún enlace refback.


Journal of Supranational Policies of Education (JoSPoE)

DOI: 10.15366/jospoe

ISSN-e: 2340-6720