study of ib alumni explores the...

IBGLOBALNEWSVOL. 2, ISSUE 5, 2014

© International Baccalaureate Organization 2014International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

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MYP online workshops offered in French and Spanish more

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Nine Diploma Programme subjects complete review

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Remembering Chris Mannix, founding father of the IBCC

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Study of IB alumni explores the lasting impact of IB programmesKatie Wright at the University of Melbourne conducted 23 in-depth interviews with IB graduates between the ages of 20 and 63, from 14 countries. The interviews explored the ways in which IB programmes may have influenced their professional pathways, attitudes toward learning as well as personal beliefs and overall view of the world.

“It gave me a perspective that I would never have had otherwise. I would not be the person that I am today … there’s nothing that was more important and more influencing on me than that two year period.”—Jessie completed two Diploma Programme (DP) courses in her public high school in Canada more than twenty years ago. Her quote illustrates one of the many perspectives of IB alumni from this study.

IB alumni suggested that one of the key impacts of the programmes was how they helped them to develop dispositions and skills that have served them well both in further education and in life beyond. Among them,


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Featured teacher: Shamita Johnson from Atlanta, Georgia, USA more

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Ministry of Education in Buenos Aires achieves goal of ten new public DP schools

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IB graduates cited the development of international-mindedness, love of learning, analytical and writing skills, and notably, critical thinking skills.

A number of students suggested that it was not until many years later that they were able to see the full benefit of courses such as theory of knowledge (TOK). As one student commented on his DP experience in the mid- 1970s: “You know, I benefited more from [TOK] after I did it than when I was doing it … I think I was a bit immature from the academic perspective, I mean that was a very interesting subject, and I probably now get more out of thinking about the things that were presented at that time than I did when I was a student there.”

Read the summary of this study plus the full research report.

Second pilot of new support service seeks applicants for trainingThe latest new service to schools is preparing to start its second trial phase. The IB’s Global School Services team is looking for motivated IB educators to receive training that will enable them to provide support to the schools taking part.

This is the second pilot for Building Quality Curriculum, a service that will provide feedback to improve a school’s pedagogical approaches to PYP (programme of inquiry and units of inquiry) and/or to support curriculum changes in MYP unit planning. The service is available to both IB World Schools and candidate schools.

Are you or do you know an IB educator who would like to get involved? The IB seeks experienced practitioners with expertise in PYP and MYP curriculum planning. Please share with your friends and colleagues. For more information, email [email protected].

Study of IB alumni explores the

lasting impact of IB programmes

Second pilot of new support

service seeks applicants for

training

TED-style talks spark creativity

debate at the Peterson Academic

Symposium

Get a PD tune-up online in 60

minutes or less!

Qatar Foundation approved

to deliver IB professional

development workshops

School-based PD cluster events

gain momentum in the Middle East

Featured DP students take on the

Interest Rate Challenge

Newly authorized programmes in

Africa, Europe and Middle East

Former Prime Minister of Australia

speaks at IB conference in Macau

Featured school: “Two schools

together” in Japan


Asia Pacific

Michael & Susan Dell Foundation

grant bridges equity gap for US

students

Ministry of Education in Buenos

Aires achieves goal of ten new

public DP schools

Featured teacher: Shamita

Johnson from Atlanta, Georgia,

USA


the Americas

Published by IB Communications and Marketing, IB Global CentreChurchillplein 6, 2517 JW, The Hague, The Netherlands

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TED-style talks spark creativity debate at the Peterson Academic SymposiumSpeakers have been confirmed to present TED-style talks at the 2015 Peterson Academic Symposium from 23–24 April in The Hague, Netherlands.

This is the fourth Peterson Academic Symposium, named after the former IB Director General and one of the founders of the IB – Alec Peterson. The symposiums are a forum for IB academic staff to both discuss with and learn from educators within and beyond the IB community on a given theme. The insights gained are used for curriculum development and also serve to start an ongoing dialogue on that theme between the IB and experts in the field.

The IB community was invited to participate by proposing speeches, of which two were selected. These two IB practitioners will deliver their ideas in person to IB staff in the form of TED-style presentations. They join eight other speakers who were invited to present.

As this year’s theme is Making time for creativity: Why does it matter? the invitation was extended to include submissions of video content that demonstrates creativity in practice in the context of IB World Schools globally.

The symposium will focus on the following questions:

❍ What is creativity?❍ Why are creativity and creative thought important in schools, in industry, and in life?❍ Where are creativity, creative thought and creative learning fostered and stimulated?❍ How can education promote and develop creativity in all subject areas and all age ranges?

Day 1 will be hosted by The American School of The Hague (ASH), Netherlands. Day 2 will take place at the IB Global Centre, The Hague.

❍ READ about this year’s speakers.❍ Join or follow the conversation during the two days on twitter #IBPAS2015.

WATch a video of former and current Chief Academic Officers expressing their support for greater creativity in education.


https://www.ash.nl/

http://blogs.ibo.org/blog/2015/02/10/petersonsymposiumspeakers2015/

https://twitter.com/hashtag/ibpas2015

http://player.vimeo.com/video/119316777

http://player.vimeo.com/video/119316777

Get a PD tune-up online in 60 minutes or less!If it’s been more than a year since your last professional development (PD) workshop, you may be due for a refresher course! One easy way to get a quick, monthly PD session is through the IB webinar pass—perfect for individuals, an entire teaching team or a whole school. IB webinars are one hour-long, informative, interactive online sessions to deepen understanding of a specific IB programme. Once logged into the event, participants can pose questions to the presenter in real time and listen to other participants’ comments and questions. Join a webinar from home, school or even your mobile phone. They run throughout the year.

DP educators, check out the new online destination, IB DP Advantage for easy ways to refresh your teaching skills. One subscription covers the entire DP staff and lasts a full year.


Latest researchavailable now

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Featured DP students take on the Interest Rate challengeDiploma Programme (DP) students Thanh Thao Truong and Thao Ha competed in the 2014 Interest Rate Challenge. In the competition, students present their opinions on the policies that would help the UK economy reach the target inflation rate of 2%.

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Featured school: “Two schools together” in JapanSenri and Osaka International Schools of Kwansei Gakuin in Japan collaborate closely in educating students to share their different cultures. William Kralovec, Head of School at Osaka International School of Kwansei Gakuin, tells IB Global News about the collaboration.

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Featured teacher: Shamita Johnson from Atlanta, Georgia, USA In light of recent events at Charlie Hebdo Magazine in Paris, France students and teachers at Willis A. Sutton International Middle School in Atlanta, Georgia, US will soon host 24 students and 3 French teachers from their sister school, Saint Joseph school, Toulouse, France. The aim of the visit is to garner intercultural understanding and enable the students to learn each others’ language in an authentic context. Driving the initiative is Dr Shamita Johnson, an MYP French teacher at Willis A. Sutton.

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MYP teacher Shamita Johnson

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Latest on the IB BLog

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Thanh Thao Truong (left) and Thao Ha

Visionary architecture allows for two schools to operate together within one building


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Qatar Foundation approved to deliver IB professional development workshopsQatar Foundation for Education, Science and Community Development (QF) has signed an agreement with the IB to provide a series of teacher training workshops.

In supporting Qatar on its journey from a carbon economy to a knowledge-based economy, QF is furthering the mission by building on its core education activity to become an approved provider of IB Professional Development workshops for educators. The first is scheduled to take place in March.

QF currently develops skilled graduates and first-class teachers through an innovative and multidisciplinary education model. And in keeping with its objectives to enhance educational standards, the IB workshops will further develop teacher training skills.

The workshops will be conducted in both English and Arabic.

QF’s Director of Academic Outreach in the Pre-University Education Office, Noof Ahmed al-Thani, said: “Qatar Foundation believes that professional development should be on-going for all educators, irrespective of experience—not only for continuous professional and personal growth, but also to ensure that educators keep improving the learning experiences and outcomes of all their students.”

IB Regional Director for Africa, Europe, Middle East, Adrian Kearney said: “This agreement represents an important step for the IB in Qatar and enables greater access to the professional development workshops for which IB is renowned. We hope this will lead to further collaboration with the educational authorities in Qatar.”

Find out more about QF’s IB workshops.

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School-based PD cluster events gain momentum in the Middle EastCluster events are designed to provide training for IB educators at a host school’s premises. This solution also accommodates gaps in Professional Development (PD) opportunities in the Africa, Europe, Middle East region.

Host schools require a minimum of two participating schools in order to qualify for hosting a cluster event. The IB will ensure that expert workshop leaders deliver on-site training to meet the needs of all participants.

Apply to host a cluster event at your school. Find details online.

“We had an awesome cluster workshop! All participants were very happy, enthusiastic and consistently engaged thanks to the outstanding abilities of the two workshop leaders (flexible, knowledgeable, caring and very good listeners) that [the IB] chose. Participants’ needs were perfectly met”—Lina Ghamra, Ph. D., DP Coordinator, Emirates National School Mohamed Bin Zayed City Campus, Abu Dhabi, United Arab Emirates

Featured DP students take on the Interest Rate challengeDiploma Programme students from Rossall School, England, Thanh Thao Truong and Thao Ha, competed in the 2014 Interest Rate Challenge. In the competition, students present their opinions on the policies that would help the UK economy reach the target inflation rate of 2%.

Q: What were the highlights and challenges of the competition?

Thanh Thao Truong: The Interest Rate Challenge was one of the most exciting experiences during my time as a sixth form student. I particularly enjoyed the presentation of our policies, the group discussion, and watching competitor presentations. These aspects enabled me to explore the diversity of economics and gain knowledge outside the classroom.

Thao ha: My main highlight was voicing our opinions to the officials from the Bank of England. It was nothing like I had imagined; we were grilled by the judges, under a lot of pressure to deliver prompt and accurate responses.

Q: how have your experiences as an IB student prepared you for this challenge?

Thao ha: My IB experience kept me relaxed during the preparations, despite being out of my comfort zone. When dealing with inflation reports, it was frustrating to realize that the data from different sources did not match up—I felt like we had reached a dead end. However, having been encouraged to nurture my skills in research and critical thinking since the start of the DP, I was able to tackle this new and challenging task.

Thanh Thao Truong (left) and Thao Ha


http://ibo.org/en/about-the-ib/the-ib-by-region/ib-africa-europe-middle-east/pd-africa-europe-middle-east/

Thanh Thao Truong: I have acquired skills over the last two years that helped me in the preparation stage. For example, when doing research for our presentation, the procedure was similar to the research conducted for my internal assessments—it was easier for me to find information from reliable sources.

Q: What did you learn by participating in the challenge?

Thanh Thao Truong: I learned many different things about economics and its integration into the real world. I had the privilege to watch professional economists debating and questioning policies raised by students. I learned that though policies and theories can be studied from textbooks, the overall assessment of the economy is influenced by personal opinion.

Thao ha: I gained practical insight into monetary policy and how macroeconomics works in the real world. Not only did this reinforce what I had learned in class, but also it taught me to appreciate the problems that policymakers face on a daily basis to accommodate changing market conditions.

Q: how has this experience impacted your outlook on economics as a subject?

Thao ha: The challenge reinforced my interest in economics. It is a popular topic in the news, and I am grateful for the chance to assess economic events from my own viewpoint. I highly recommend IB students to take the opportunity to stretch their knowledge outside of the classroom and grasp the chance to participate in an active learning dimension.

Thanh Thao Truong: The experience provided an opportunity to put my economic knowledge to the test, and it changed the way I see economics as a subject. I now realize that in order to understand an area of economics, I need to develop first a personal viewpoint on the matter. It also encouraged me to keep up with current economic events, a great contributor to what I wish to pursue at university.

Newly authorized programmes in Africa, Europe and Middle East Welcome to the following 17 schools, authorized to offer an IB programme in Africa, Europe and Middle East since January.

School Name Programme Location

GKv Cemil Alevli College DP Sehitkamil, Gaziantep, Turkey

British International School of Stavanger DP Stavanger, Norway

Ecole Montgomery DP Brussels, Belgium

Complejo Educativo Mas Camarena DP Bétera, Spain

Lemania - verbier International School DP verbier, Switzerland

International School of Como MYP Italy

International School of Surrey CP Surrey, UK

Esbjerg Gymnasium & HF CP Esbjerg, Denmark

Children’s International School MYP Fredrikstad, Norway

The International School Stuttgart, Sindelfingen Campus MYP Sindelfingen, Germany


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Mencia de Mendoza, Breda MYP Breda, Netherlands

Shahid Mahdavi MYP Tehran, Iran

International School Breda MYP Breda, Netherlands

International School SEK Dublin MYP Co. Wicklow, Ireland

Children’s International School PYP Fredrikstad, Norway

IS of Samara PYP Samara, Russia

Kaluga International School PYP Kaluga, Russia

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to SEK International School – Dublin for becoming the �rst Middle Years Programme (MYP) school in Ireland.

“We are proud to be the �rst MYP school in Ireland. Quality standards in infrastructure, resources and the methodologies required reinforce the values

that SEK has imparted for more than 30 years”—Fidelma Murphy, director of SEK-Dublin International School.

“This recognition culminates the educational model and the values of the SEK Educational Institution that we have applied at SEK - Dublin since its

foundation in 1981. The participation of students in their own learning process and the rigour with which they undertake this task has been recognized by the

IB, which con�rms, if con�rmation were needed, that we are working in the right direction and encourages us to keep on improving”

—Marta Rodger, General Manager of SEK International Schools.

SEK’s �rst school to be authorized for an IB programme was at SEK - El Castillo, Spain in 1977.

Congratulations


http://www.sek.es/index.php?section=colegios/dublin/presentacion#en

Former Prime Minister of Australia speaks at IB conference in MacauIn March, Julia Gillard, former Prime Minister of Australia (2010-2013), joined a host of expert speakers in Macau, China, for the 2015 IB Asia Pacific Annual Conference.

Attracting more than 1,200 participants, the conference was the region’s largest yet. Motivated by the IB mission, the conference fosters partnership and participation, providing a forum for discussions on educational quality, pedagogical leadership and international mindedness. Search #IBMO2015 on Twitter to hear from participants about the conference highlights.

Featured school: “Two schools together” in JapanSenri and Osaka International Schools of Kwansei Gakuin in Japan collaborate closely in educating students to share their different cultures. William Kralovec, Head of School at Osaka International School of Kwansei Gakuin, tells IB Global News about the collaboration.

Q: How do the two schools work as “two schools together”?

The idea of two schools together was brought to life 24 years ago with the founding of the schools. Osaka International School (OIS) serves the English-speaking international

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community of Osaka. Senri International School (SIS), serves Japanese returnee families (from living overseas) and local students in Japanese language instruction. The schools are managed by the non-profit educational foundation, Kwansei Gakuin, and are designed to work closely together in sharing the best of Japanese and non-Japanese educational ideas.

Q: What are the benefits and challenges of working so closely together?

The collaboration offers a closer connection between the local culture and our faculty, students and parents. The challenge is that it takes longer to get things done. Dealing with the different requirements of the Japanese education ministry can make practical considerations, like scheduling, complicated.

Q: how does the ‘Shared Program’ manifest in the student culture at the school(s)?

The two schools combine for visual arts, physical education and music classes, as well as for all extracurricular programs. Sharing students gives OIS, with an enrolment of 270 students, the advantages of a larger school, with full music and sports programs, which would not be possible with just our students. When walking through the hallways or cafeteria, it is difficult to distinguish the students from a particular school. It is a stimulating environment to be in.

Q: how do the schools’ teaching of the ‘common ground’ impact the wider community surrounding them?

Constantly needing to consider the perspective and values of another culture is good for our school community. Students from both schools are easily recognized in the community because of the way that they carry themselves: they have a high level of expressiveness and individual focus, balanced with empathy for one of the oldest and most distinct cultures on earth. This is carried on to the wider community in many ways; for example, the IB philosophy of service learning resulted in our students continuing to support victims of the Tohoku earthquake and tsunami (2011) still today. They also carry the IB Learner Profile traits into universities in Japan and throughout the world.

High school Japanese students teach elementary students in collaborative children’s literature class

All school productions bring together elementary through grade 12 across both schools in visually rich performances


Q: how has offering the full IB continuum shaped the school’s way of teaching?

There is a movement in the Japanese educational system to reform schools to align more with the IB philosophy and practices. OIS is the oldest school in Japan to offer the IB Primary Years Programme, Middle Years Programme and Diploma Programme. We are working closely with SIS to get more of their students to enrol in our Diploma Programme. SIS is a very progressive Japanese school and much of our professional development is shared. We are an ideal model for Japanese schools, and our international faculty works closely with the Japanese faculty, to develop a school-wide IB system of education in the Japanese context.

Newly authorized programmes in Asia Pacific Welcome to the following 16 schools, authorized to offer an IB programme in Asia Pacific since January.


Nagoya International Junior and Senior High School DP Nagoya, Japan

Xi’an Hanova International School DP Xian, China

Guangdong Shunde Desheng School DP Shunde, China

The Cathedral and John Connon School DP Mumbai, India

YK Pao School DP Shanghai, China

Le Bocage International School MYP Curepipe, Mauritius

Utahloy International School Zengcheng MYP Guangdong, China

Southern Christian College MYP Kingston, Australia

Pathways World School MYP Delhi, India

Southern Christian College PYP Kingston, Australia

Mentari School, Jakarta PYP Jakarta, Indonesia

Premier International School PYP Lalitpur, Nepal

The Learning Tree PYP Karachi, Pakistan

European International School PYP Ho Chi Minh City, vietnam

The International School PYP Karachi, Pakistan

Beijing Huijia Kindergarten PYP Beijing, China

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THE AMERICAS

VOL. 3, ISSUE 2, 2015

Michael & Susan Dell Foundation grant bridges equity gap for US students Last year, the IB received a US$1.3 million grant from the Michael & Susan Dell Foundation. The grant will identify ways to increase the number of low-income US students participating and succeeding in the IB Diploma Programme (DP) and help them persist and succeed at college. In the last five years, the number of low-income students participating in the DP in US public high schools has nearly doubled.

The “Bridging the Equity Gap” project was developed as the mechanism to deliver on the grant’s promise. It began with the selection of five schools—through a competitive application process—for participation in a three-year pilot. Schools will receive mentoring and services that support the implementation of a model consisting of five components.

To enable the whole IB community to participate actively in the implementation, progress and findings of the Bridging the Equity Gap project, the E2: Excellence and Equity blog has been created. If you have an interest in expanding access to an IB education for low-income, minority and first-generation students, take a look and sign up to our mailing list. Regular posts will address issues related to access plus reports on the project’s findings. Prominent guest bloggers will include Carol Burris among many others.

Join the discussion—post your feedback and comments on the E2 blog!

Ministry of Education in Buenos Aires achieves goal of ten new public DP schoolsThe IB welcomes ten public secondary schools in the City of Buenos Aires, Argentina that are now authorized to offer the Diploma Programme (DP). The schools join 2 existing public schools and 45 private schools that offer the DP across Argentina.

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The Ministry of Education—part of the Government of the City of Buenos Aires—initiated the project under the leadership of Mrs. Mercedes Miguel, General Director of Education Planning and Innovation. The schools joined the initiative as volunteers to become IB World Schools. Each school will offer the DP to one class as part of an initial pilot stage and to promote access and innovation. The initiative also ensures that the DP courses offered best suit the school communities.

Mrs. Miguel reflects, “We are delighted to have reached authorization—coordinating the requirements for ten schools was a huge undertaking. During the two-year authorization process, in-situ training was provided to over 250 heads of schools, teachers and administrative personnel at the schools and within government.”

Featured teacher: Shamita Johnson from Atlanta, Georgia, USA In light of recent events at Charlie Hebdo Magazine in Paris, France students and teachers at Willis A. Sutton International Middle School in Atlanta, Georgia, US will soon host 24 students and 3 French teachers from their sister school, Saint Joseph school, Toulouse, France. The aim of the visit is to garner intercultural understanding and enable the students to learn each others’ language in an authentic context. Atlanta, Georgia, USA and Toulouse, France have been sister cities since the 1970s. Over 40 years later, MYP teacher Shamita Johnson is driving this initiative to help students from both cities to develop intercultural awareness and respect, and continue the tradition of cities’ partnership in the 21st century.

Q: What activities are you planning for your visitors?

I want to give the students an opportunity to practice their intercultural skills, enhancing their cognitive development and global literacy. They will work collaboratively, enabling connections between their academic course studies and the real world, thereby developing an understanding of global challenges.

Academic field trips will include the Dr. Martin Luther King Jr. National Historical site, The National Center for Civil and Human Rights, and The Atlanta History Center.

Q: how will you prepare your MYP students for the experience?

Students from both schools are exchanging letters twice a month and conducting regular video conferences via Skype. In doing this, they are already having the opportunity to reflect

Authorities from schools and Government celebrating the authorization

MYP teacher Shamita Johnson


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critically and creatively on ideas and behaviors to develop intercultural awareness and become more motivated to learn English and French, respectively, in authentic contexts.

Q: how was the program designed?

The program is founded upon three fundamental concepts: intercultural awareness, holistic learning, and communication. The design is based upon a child-centered pedagogy that includes community service, human ingenuity, environment, health, and social education. Students will immerse in the language studied—French or English—through five basic skills: writing, reading, listening, speaking (presentational), and interacting (interpersonal communication). Their experience will be further enhanced by living with families from their sister schools. All students will gain academic credit toward their foreign language course and will present their skills to peers at school plus district personnel, policymakers, and others from the community.

Q: how have your professional achievements prepared you for your current role?

Education in the 21st century is measured by global standards, and the U.S. public education system is not competitively keeping pace with that of other nations. Because of this, I decided to dedicate my professional life to international education.

After graduating from Pennsylvania State University, I spent time in Sénégal, Africa conducting research toward my master’s degree. After two years and two more languages (Arabic and Wolof ), I was fortunate to be selected by the Ministry of Education in France to develop my experience of the European curriculum in Paris. As a James William Fulbright World Exchange Educator, I was educating native French students in English Language Arts at a middle school—Collège Boris vian in Paris. During this time, I developed my purpose, vision and passion that became my driving force to becoming a doctoral learner. I was humbled that the Ministry of Education in Paris later bestowed me with a knighthood of a distinguished academic in the world of culture and education. It was originally founded by the former Emperor of France, Napoléon Bonaparte, who honored eminent educators!

Through my dissertation, A Case Study of How an International Baccalaureate Middle Years Programme and Leadership Synergistically Promoted Student Learning and School Success, I maintain my purpose, vision and passion, working towards ensuring middle school students at Willis A. Sutton International Middle School become thoughtful citizens of the 21st century.

Shamita and her MYP students at Willis A. Sutton International Middle School


Newly authorized programmes in the Americas Welcome to the following 80 schools, authorized to offer an IB programme in the Americas since January.


Instituto Educacional Juan XXIII CP venezuela

Downtown Magnets High School DP Los Angeles, USA

Unidad Educativa Kleber Franco Cruz DP Machala, Ecuador

Colegio Fiscal Técnico Agropecuario Galo Plaza Lasso

DP Daule, Ecuador

Unidad Educativa Fiscal Dolores Sucre DP Guayaquil, Ecuador

Unidad Educativa Fiscal “Leonidas García” DP Guayaquil, Ecuador

Colegio de Bachillerato Atacames DP Atacames, Ecuador

Academia Fórum DP Coclé, Panama

Colegio N°4 DE 9° “Nicolás Avellaneda” DP Buenos Aires, Argentina

Escuela Tecnica 32 DE 14 - Gral. Jose de San Martin

DP Buenos Aires, Argentina

Colegio Fiscal vicente Rocafuerte DP Guayaquil, Ecuador

Escuela Técnica N°28 D.E. 10 “República Francesa” DP Buenos Aires, Argentina

Unidad Educativa Eugenio Espejo DP Babahoyo, Ecuador

Escuela Normal Superior en Lenguas vivas N°1 DP Buenos Aires, Argentina

Chippewa Secondary School DP North Bay, Canada

Dunbar High School DP Fort Myers, Florida, USA

Colegio Técnico Nacional Carmen Mora de Encalada

DP Pasaje, Ecuador

U.E. Liceo Naval de Guayaquil “Cmdte. Rafael Andrade Lalama”

DP Guayaquil, Ecuador

Colegio Fiscomisional Alejandro Humboldt DP Puerto Baquerizo Moreno, Ecuador

Colegio Nº 6 D. E. 02 “Manuel Belgrano” DP Buenos Aires, Argentina

Colegio Caluma DP Caluma, Ecuador

Unidad Educativa del Milenio “Nela Martínez Espinosa”

DP La Troncal, Ecuador

Unidad Educativa 24 de Mayo DP Quevedo, Ecuador

Colegio Fiscal Dr. Eduardo Granja Garces DP Pedro Carbo, Ecuador

Unidad Educativa “El Carmen” DP El Carmen, Ecuador

Unidad Educativa “Santa Elena” DP Santa Elena, Ecuador

Colegio Fiscal el Empalme DP El Empalme, Ecuador

Colegio Fiscal Técnico valdivia DP Santa Elena, Ecuador

Colegio Réplica vicente Rocafuerte DP Guayaquil, Ecuador

Colegio Fiscal Guillermo Ordoñez Gómez DP Santa Elena, Ecuador

Unidad Educativa Fiscal Uruguay DP Portoviejo, Ecuador

Unidad Educativa Fiscal Aguirre Abad DP Guayaquil, Ecuador

Cathedral City High School DP Cathedral City, California, USA


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The Odyssey Institute for Advanced and International Studies

DP Buckeye, Arizona, USA

St. Joan Antida High School DP Milwaukee, Wisconsin, USA

Westlake High School DP Westlake, Ohio, USA

Unidad Educativa ventanas DP ventanas, Ecuador

Unidad Educativa Fiscal Tosagua DP Tosagua, Ecuador

Unidad Educativa “Manta” DP Manta, Ecuador

Colegio Fiscal Tecnico Industrial Ancón DP San José De Ancón, Ecuador

Unidad Educativa Fiscal Paján DP Paján, Ecuador

Unidad Educativa del Milenio Carlos Romo Dávila

DP Flavio Alfaro, Ecuador

Unidad Educativa “Quince de Octubre” DP Naranjal, Ecuador

École secondaire Macdonald-Cartier DP Sudbury, Canada

Unidad Educativa Eloy Alfaro DP Cariamanga, Ecuador

Lt. General William H. Harrison Preparatory School

DP Lakewood, Washington, USA

Thornridge High School DP Dolton, Illinois, USA

Spring Lake High School DP Spring Lake, Michigan, USA

Unidad Educativa Fiscal Sucre DP Ecuador

Colegio de Bachillerato Técnico Rafael vasconez Gómez

DP La Maná, Ecuador

Bishop Macdonell Catholic High School DP Guelph, Canada

Pioneer valley Chinese Immersion Charter School

DP Hadley, Massachusetts, USA

Thornton Township High School DP Harvey, Illinois, USA

Sarasota Military Academy DP Sarasota, Florida, USA

Lighthouse International School DP Escazu, Costa Rica

Bronte College DP Mississauga, Canada

Hilton High School MYP Hilton, New York, USA

Quest Elementary School MYP Hilton, New York, USA

village Elementary School MYP Hilton, New York, USA

Merton Williams Middle School MYP Hilton, New York, USA

Northwood Elementary School MYP Hilton, New York, USA

Fresno High School MYP Fresno, California, USA

St. Cecelia Interparochial School MYP Clearwater, Florida, USA

Greene County High School MYP Greensboro, Georgia, USA

Pilot Butte Middle School MYP Bend, Oregon, USA

Dr. Orlando Edreira Academy, School 26 MYP Elizabeth, New Jersey, USA

The Healdsburg School PYP Healdsburg, California, USA

Colegio Bosques PYP Aguascalientes, Mexico

Esprit International School PYP The Woodlands, Texas, USA

Pulaski International School of Chicago PYP Chicago, Illinois, USA


Chimborazo Elementary School PYP Richmond, virginia, USA

Summit Charter Academy PYP Porterville, California, USA

Lord Byron School PYP Lima, Peru

Fundación Gimnasio Los Portales PYP Bogotá, Colombia

Arroyo Elementary School PYP Ontario, Canada

Knightsbridge Schools International Bogota PYP Bogotá, Colombia

York Academy Regional Charter School PYP York, USA

Hawthorn Academy PYP West Jordan, Utah, USA

Scandia Elementary School PYP Scandia, California, USA

REAL Learning Academy PYP Austin, Texas, USA

TH

E A

ME

RIC

AS

to Academia Fórum, Panama, one of the �rst schools in Panama to be authorized to o�er the Diploma Programme

(DP) in Spanish in Panama.

This school is distinct for its access project, developed speci�cally as a tuition-free private boarding school for rural students in poverty. The school is located in the rural mountains of Panama and supported by

Forum Foundation, a US non-pro�t foundation which was established by a former Peace Corps volunteer, John Ke�er, who worked in the region

decades previously. All students at the school receive full scholarships for room and board, and the foundation does a lot of important work in and

around the local community.

Congratulations


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