For many years the IB qualification has been looked upon as the ‘new kid on the block’, but actually the IB is only 20 years younger than the A-level and it was introduced into the UK in 1971. It is now offered by over 100 schools across England, Wales and Scotland. So what are the real merits of each qualification?

Firmly In the pro-IB corner is Andrew Rattue, Principal St Clare’s Oxford. St Clare’s was the first college in England to offer the IB in the late 1970’s. Andrews argues that the broader IB curriculum with a focus on study in two languages, a mixture of science, maths and arts offers students a better preparation for future study and career.

Additionally, he argues that there are a number of valuable, additional requirements which are an integral part of the IB that are not integrated into an A-level syllabus but generally rely on A-Level pupils volunteering to gain similar experiences. These extra IB elements include a 4000-word essay based on an original piece of research and a compulsory programme known as CAS (Creativity, Action and Service) which involves pupils taking part in Creative, Active or Community activities with a reflective writing component at the end.

“The highest possible score for the IB is 45 points – only 0.2% of students worldwide are able to achieve this each year. The percentage of students achieving a Diploma each year has remained constant over the last decade which indicates that, unlike the A-level, there has been little grade inflation.”

These points are particularly relevant as life-long learning becomes a reality for most workers struggling to keep pace with technological change. It is arguable that the broader IB curriculum better prepares pupils for this uncertain world where it won’t be possible to ignore technical skills such as data analysis and AI and so keeping learning broader fits this new reality. Likewise, soft skills may be the only skills that differentiate us from robots as the 21st century progresses, and so the compulsory community engagement and voluntary aspects of the IB may also become more important to economic survival.

However, firmly in the A-level corner is Gareth Collier, Principal of Cardiff 6th Form College, which ranks 1st in the top 100 independent schools A* and A pass rate in 2017.

“A-levels provide a depth of study unparalleled in post-16 education. They are the gold standard of British education and prepare students well for university study where specialising in a subject and career of interest is important. Both knowledge and application are important aspects of deeper learning and studying three or four subjects at A-level allows both to be achieved. This degree of specialisation allows students to progress into areas of strength and interest which sets them up for positive achievement, and allows them to move away from areas less suited to their interests or learning style.”

So, the depth of study afforded by A-levels might seem in some ways to be a better preparation for the specialism of university study, rather than the broader approach offered by the IB.

The depth of study afforded by A-levels also taps into enhanced soft-skill development with a focus on in-depth critical reasoning and analytic skills.

An interesting perspective is offered by Brentwood School which offers a choice of A-levels and IB to its students. Students selecting A-levels additionally study an Extended Project Qualification and a General Studies Option to maintain a wider breadth of study than simply three A-level subjects.

However, both Gareth Collier and Nicola Walker, Head teacher of King’s College St Michaels (KCSM), agree that one size does not fit all and so it is great if students can choose between IB and A-level programmes – and Nicola’s advice to students is to, “think carefully about their study style, skills and future plans and then make the choice that is right for them”.

A-levels might be better for a student who wishes to specialise “notably in sciences or the humanities”, argues Caroline Nixon, General Secretary, British Association of Independent Schools with International Students (BAISIS), whereas the IB will suit a student more interested in a “wide-ranging curriculum without the need to specialise, with the different subjects bound together by a philosophical approach”.

So, the ideal world would be that all institutions would offer both the IB and A-levels for pupils to pick from as there is no clear ‘winner’. Looking ahead, both qualifications offer skills that will be invaluable when the robots get a firm grip on the global economy and life-long learning becomes a pre requisite for all who wish to stay in gainful employment…

Pat Moores is the Director of UK Education Guide, an independent resource on UK secondary schools options for UK and international families.

https://studytravel.network/magazine/news/2/25824