Newswise — Results of a critical study of the International Baccalaureate (IB) Primary Years Programme (PYP) in India, conducted by the Department of Educational Administration of Maharaja Sayajirao University, Baroda, Gujarat, were released at the annual IB Asia-Pacific conference today. The research study provides evidence that PYP school leaders, teachers, students, and parents have formed positive opinions of the PYP in India, based on curriculum adaptation, implementation, and the education programme’s impact on learning outcomes. Taught in 41 schools in India, the PYP curriculum was examined in 12 schools where PYP students displayed high emotional intelligence and most students demonstrated positive academic performances in most academic areas. The PYP, launched globally in 1997 for students aged 3 to 12, focuses on holistic development of children as inquirers, both inside and outside the classroom.
Director Ian Chambers, who leads the IB Asia-Pacific Regional Office in Singapore, observes that “In India’s national context, where educational access, enrollment and quality are national priorities, IB World Schools have gained popularity and attention for the rigor of their curriculum, for effectively producing desirable learning outcomes in students, and for demonstrating high engagement among both teachers and students.”
“India has strategically progressed from strength to strength and emerged as a global economic giant,” states Dr. Karanam Pushpanadham, departmental director of the University of Baroda’s faculty of education and psychology. “In India’s knowledge economy, education is the key for nation building.”
“The PYP in particular,” adds Chambers, “is a good fit in India where families are increasingly seeking learning opportunities that nurture their children to be creative and that enable them to apply their knowledge in different contexts. The PYP connects learning to the world outside the classroom and builds a solid foundation for lifelong engagement in learning.”
The University of Baroda study included 16 school leaders, 79 teachers, 386 students and 96 parents from 12 PYP schools. Key findings (grouped below by study participants) provide a snapshot of how the PYP operates in Indian schools and how its impact is evident to its primary stakeholders: School leaders The majority of school heads indicated in a questionnaire that they coordinate with other PYP schools in India regarding curriculum design. Half of the school leaders surveyed recognized parents as important contributors to the PYP experience, and cited the PTA as an important organization within their schools. Teachers surveyed in a leadership behavior questionnaire rated their school leaders both high in the ability to establish mutual trust and respect, and in the ability to establish effective communication. School leaders indicated their appreciation of IB induction and professional development as tools that sustain teacher development. Teachers Following observations in 32 classrooms, PYP teachers were found to be well prepared; either ‘effective’ or ‘good’ in leading interactive lessons and in applying teaching skills. Assessment and evaluation processes were rated as ‘effective’ or ‘good’. The majority of PYP teachers indicated satisfaction with the professional programming conducted by their schools, with the training they received, and with the level and flow of communication and information in their schools. Moreover, they indicated satisfaction with school leadership, collegial relationships, and parental involvement in the PYP. Using an adaptation of Bandura’s Teacher Self Efficacy Scale, the PYP teachers scored highest in self efficacy beliefs related to disciplinary action, enlistment of parental involvement, and creation of a positive school environment. Students Students surveyed in their final year of the PYP demonstrated a high degree of overall emotional intelligence, responding with strong agreement to positive items and with strong disagreement to negative items. Statements included items such as “I am fully aware of my anger and its consequences” (positive) and “If I don’t succeed in homework, I quit” (negative). More than 90 percent of students surveyed indicated positive feelings towards their school: about the teaching-learning process, that school projects assigned to them held meaning, and that they were involved in making decisions about their school work and learning. In high percentages, students felt their teachers were supportive, that they gave praise for accomplishments, and that hard work reaps rewards. In terms of academic performance, students:o Showed strength in a math questionnaire, specifically in determining time and in finding profits/losses. o Excelled on the writing skills section of an English test, with more than 80 percent of test-takers answering each item correctly.ParentsAttitude information data was collected from parents related to their involvement with PYP: 96 percent of parents agreed that their PYP school regularly invites them to discuss progress of their children. Most parents believe their children’s teachers are competent, that the PYP provides a quality education, and that their children are performing well. More than 80 percent of parents agreed that the PYP curriculum was both challenging and enlightening and immerses children in global issues/global awareness. Parents indicated that the curriculum was appropriate for students of all cultures. To see the full University of Baroda report on PYP in India, go to www.ibo.org/research/policy/programmevalidation/pyp/
About the IBFounded in 1968, the International Baccalaureate (IB) is a not-for profit foundation which offers four high quality and challenging educational programmes for a worldwide community of schools. For 45 years, IB programmes have gained a reputation for rigour and high academic standards, for preparing students for life in a globalized 21st century, and for helping to develop citizens who will create a better, more peaceful world. The Primary Years Programme (PYP), operating since 1997, is offered in 976 schools worldwide. Currently, more than 1 million IB students attend nearly 3,500 IB World Schools in 144 countries. To learn more, visit www.ibo.org.
About University of BarodaThe Baroda College of Science, established in 1881, became known as The Maharaja Sayajirao University of Baroda in 1927. The University was established to provide a residential teaching university with freedom to adapt to the needs of the region and the country. The Faculty of Education and Psychology was incorporated into the university in 1949, with special focus on research and development. Faculty alumni are spread worldwide, working on behalf of education.
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