International education case study

This paper will develop a case study to highlight the case of International Baccalaureate (IB) education system as one of the best education systems aimed at developing international mindedness. The case study will highlight the educational setting provided by the IB system and the teaching and learning methods that contribute to developing individuals with a global view. Case studies, in any field, provide practical challenges that call for observation and analysis in seeking a solution or solutions to the challenges. As a result, it is important to build a case study for different educational levels that is related to the quality of education at the specified level. The process of developing a case study involves careful observation of the systems at work, collection of data that describes the systems, an analysis of the data to identify the challenges and, ultimately, presenting the data in a format that highlights the challenges synthesized through the observations undertaken.

As the world grows into a global village, and boundaries are broken down in terms of employee pools, it is more important to provide a learner with a global-based education to prepare them for the collaboration that has already begun. Case studies provide the best means through which the challenges and success of the IB system can be analyzed and the eventual adaptability of the system in more institutions around the world can be determined. Qualitative and quantitative research presents data and information with regard to the topic under research. This data, in form of facts and figures, is not always the best way to present information in all cases. Case studies are used in situations that involve storytelling as a means of passing information.

These aspects were realized by the founders of the IB educational system more than 50 years ago. Their research into international education and its ability to produce an internationally minded individual led them to establish the IB education system. They have continued to carry out research and improve the system throughout its existence as they spread it to all four corners of the world. International education took root in the education sector during the same period that IB was established. A large amount of the research that has been carried out within the field of international education has influenced the growth and development of the IB education system. International education was developed on the basis of cherry picking from each of these systems to produce a system that can meet the demands of an international minded individual (Hill, 2015, 29).

And international education system promotes the industrious nature of the western education system and the collective agency of the eastern education system as a single system. With the development and spread of technology, many countries and companies are in the market for internationally minded individuals to provide the best services towards their own growth and development in the new environment. The fusion of the east and west through political and other social, and cultural factors has given internationally minded individuals an edge over those who are excellent in locally-base education systems. The IB system has expanded at a rapid rate as demand for the unique form of international education grows. This aspect of experience is med through the Creativity Activity Service (CAS).

CAS, together with the academic courses offered within the IB curriculum provide the focus on international education and the development of international mindedness (Belal, 2017, 22). CAS promotes student participation as they are at the heart of the experience. Through participation, students are also encouraged to develop their personal attributes and a unique value system that is intended to guide their mission in their individual lives and careers (Belal, 2017, 22). The students are also engaged in activities such as the arts and sports. Through this form of education, students are able to develop and accurately express international mindedness. They are able to work in a culturally dynamic environment as they easily adapt to different cultures while using their theoretical knowledge to fulfill the tasks they are expected to fulfil.

The teaching and learning processes within the IB education system have been developed to meet the demands of the education system. The IB education system is based on the Theory of Knowledge (TOK). The TOK provides the framework on which the IB education system is developed and governed in all regions around the world and is the core of the educational philosophy of the IB system (Belal, 2017, 23). d, 1). This question ensures the IB system is able to provide analytical skills to students as an important area of academic learning. The final question seeks to understand the relationship between a theory taught in class and its aspects in the real world (IBO, n. d, 1). The IB system is dependent on such relationships to ensure the students are able to understand the existence of diverse cultures and can apply a theory learned within classroom setting to these cultures.

IB as an educational system has overcome significant challenges over the years. However, as its demand forces it to take on different education systems in different regions, the system is undergoing significant development to ensure its challenges are minimized and growth is promoted without unnecessary impact on quality (1Bunnell, 2008, 3). Like any other education system, IB is managed by the IBO. The IBO is responsible for ensuring every institution that offers IB is registered and follows the code of practice as outlined by the IBO. The IB education system has a strength in being able to provide unmatched international education. Education scholars are yet to adequately study the education system and provide analysis on its significance in the current century or the future.

Much of the data is solely based on the promise of the IBO which governs the IB education system. Case studies on the IB system can be used to provide significant insight into an area of education that holds promise yet little is understood of it in the public domain. The tension between the IB system and the education offered by international schools is an issue that continues to be questioned through the development of IB. The position of international schools in preparing students who can meet the requirements and standards of global minded individuals. 1Bunnell, T. The International Baccalaureate and its Diploma Programme online: The challenges and opportunities. Journal of Research in International Education, 7(3), 327-345. 2Bunnell, T. The International Baccalaureate: Its growth and complexity of challenges.