This blog was kindly authored by Richard Markham, Chief Executive Officer of the IB Schools and Colleges Association (IBSCA).
At International Baccalaureate (IB) schools and colleges, we have always been ambitious for our students. We know what they can achieve and support them to reach their goals. Through its broad curriculum – including Maths, English, a humanities, science, arts and language subject – the IB Diploma Programme (DP) provides stretch and challenge, developing a thirst for lifelong learning in our 16 to 19-year-olds. And, through extended essays, theory of knowledge and service in the community, it produces confident, well-rounded citizens who thrive in life and work. Year after year, we join our students and their families in celebrating their outstanding destinations at top universities and apprenticeships.
That is why it is deeply disappointing that the Government is axing the financial uplift for schools and colleges delivering the IB DP in the state sector, as soon as the next academic year.
Disappointing, but also surprising. By axing the large programme uplift – the top-up funding awarded to schools and colleges to reflect the additional teaching time required to deliver the IB DP – the Government risks tripping over its own hurdles. The post-16 white paper sets “objectives” for the 16-19 sector, with the first being that it “delivers world-leading provision that breaks down the barriers to opportunity”. The imminent final report of the Curriculum and Assessment Review will set out its recommendations to ensure that “every child” has “access to a broad range of subjects”.
On this front, it is vital that we keep the IB alive in the state sector. Far more extensive than A Levels, T Levels and now V Levels, the IB proves that creativity is not the preserve of the arts, nor logic the preserve of science. Both belong together in world-class education. It is a rigorous, aspirational study programme, offering all the advantages of a private school education, accessible to families who couldn’t dream of affording tuition. We should be expanding opportunities to an IB education, not shutting them down.
The second objective set for further education is that it supports the Government’s “ambition for two-thirds of young people to participate in higher-level learning” after they leave school. IB DP students in the UK are three times more likely to enrol in a top-20 higher education institution. Deep thinkers, broad skill sets – they excel at university-level study. DP students are 40% more likely to achieve a first-class or upper second-class honours degree. If the Government does not find a way through, the higher education sector will be poorer for it.
Moreover, UCAS data from the 2021/24 cycles gives us an indication of just how well the IB DP supports progression into courses that closely align with the UK’s Industrial Strategy priority sectors. The greatest proportion of DP students (4,900) accepted university offers in courses related to the life sciences sector, driven by medicine, dentistry and nursing. This was closely followed by professional and business services – with 3,365accepted offers for subjects like economics, law, management and politics – and upwards of 1,000 accepted offers in crucial science and engineering courses.
Evidently, this is a financial decision, not one taken in the best interests of our education and skills system. To dress it up in any other way does our educators a disservice. The large programme uplift given to IB DP schools is worth just £2.5 million a year. That is 0.0025 per cent of the Department for Education’s £100 billion annual budget. A drop in the ocean, and yet the programme delivers true value for money.
On Wednesday, MPs across the House united to fight for the future of the IB in Westminster Hall, calling for an urgent reversal of these cuts to provide certainty for school and college leaders, current and prospective IB students and their families, universities and employers. MPs questioned the very basis for the Department’s decision: “how can the Government can claim to want more students, particularly more girls, on STEM pathways while cutting funding for a qualification that demonstrably helps to achieve exactly that?”
Let us not forget, it was a Labour Government under Prime Minister Tony Blair that pledged an IB school in every local authority, but subsequent Prime Ministers have recognised the value and championed a baccalaureate-style education system. Support for the IB cuts across party lines and nation’s borders – reflecting the shared values of its global community of alumni, prospective students, parents, teachers, and policymakers who see its potential to raise ambition and foster international understanding. That cross-party appeal is no accident: many MPs, former IB teachers and alumni, know first-hand what the programme can do. They recognise its power to develop deeper thinkers, broader skill sets and more adaptable young people – qualities our economy and universities urgently need right now.
Find out more about the ‘Save the IB’ via the IBSCA website: www.ibsca.org.uk/save-the-ib-with-ibsca