The value and impact of the International Baccalaureate Primary Years Programme in Two Australian Schools: Perceptions of students, teachers, administrators and parents

Abstract

The International Baccalaureate® (IB) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. It consists of four programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP) and the Career-related Programme (CP). IB programmes have an increasing presence in the field of education worldwide. This case study examines the perceptions of students, parents, teachers and administrators (including school principals) of the value and impact of the PYP for Australian students’ education. Two schools were selected for this research: one independent/fee-paying private school and one independent public school. The value and impact of the PYP for the students was examined in relation to the understanding of the key principles of the International Baccalaureate that are embedded within the framework of the PYP. This research explores both the effectiveness of delivery of the IB PYP and the extent to which Bourdieu’s concept of cultural and social capital influenced its implementation and selection in the two schools. A qualitative case study research methodology was adopted to examine the perceptions of students, teachers, administrators and parents of the value and impact of the PYP in the two schools selected. Qualitative data was gathered through a series of in- depth interviews, focus groups and observations. Key features of the PYP that contributed to the perceived value and impact of the programme for the students included the philosophy, pedagogy, and curriculum of the programme. Leadership and management, the roles of teachers and parents, and the participation of students in the two schools studied were also significant in creating value from the PYP framework. The study concluded that the perceived value and impact of the PYP was determined by the extent to which key features of the PYP and the IB were embraced and enabled by the school environment, and that the PYP was providing an opportunity to produce cultural and social capital. The study highlighted the IB principles and contributing factors that play a vital role in effective implementation of the PYP and in creating value for students. Possible areas for future research include: the long- term impact of the PYP on students in continuing their education, the development of values through the demonstration of key components of the learner profile, and the impact on student outcomes.