Academic Contents

INTRODUCTION TO EARLY CHILDHOOD EDUCATION (ECE)

Curriculum is an indispensable instrument in any educational programme. It has often been contended that its fundamental nature derives from the fact that it is the very foundation for any education system. A longstanding curriculum debate in early childhood education centres on whether early childhood education should follow the traditional academic model of education used with older students (that is, large group, teacher-directed, formal instruction) or whether learning experiences for preschool children should be informal and consist
largely of child-initiated activities.

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PHILOSOPHY OF CHRISTIAN EDUCATION

Education, as defined by American scholar and biblical thinker Noah Webster, “comprehends all
that series of instruction and discipline which is intended to enlighten the understanding, correct the temper,
form the manners and habits of youth, and fit them for usefulness in their future stations.” Webster’s
definition is itself a demonstration of the chief aim of Christian education—a biblical world view. The
Apostle Paul, in his treatise on the value and authenticity of Scripture, explains that “All Scripture is
inspired by God and is useful for teaching, for correction, for reproof, for training in righteousness, so that
the man of God may be adequate, equipped for every good work.” (II Timothy 3:16-17)

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INTERNATIONAL BACCALAUREATE

What is an IB education?

IB learners strive to become inquirers, knowledgeable, thinkers, communicators, principled, openminded, caring, risk-takers, balanced and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success. This is the IB’s educational philosophy.

Getting to know your IB coordinator

If you are already at an IB World School, get to know your school’s programme coordinator. They are ready to answer questions about the general characteristics of IB programmes, the administration, and implementation at your school. They are the intermediary for communication with the International Baccalaureate and are there to support IB candidates. Find an IB World School to contact the coordinator.

Assessment and results

In the Diploma Programme (DP) and Middle-Years Programme (MYP), the International Baccalaureate conducts two examination sessions each year. We work to the core principles that all students receive a result that is fair, reliable and recognized. Our assessments give students the opportunity to demonstrate not just what they have learnt, but how they can apply this learning.

Results day for DP students

For the May exam session, results are issued to schools on 5 July. For the November session, results are issued to schools on 2 January 2021. Students will be able to access their results electronically via the candidate website on 6 July for the May session and 2 January 2021 from 12:00 GMT (noon) for the November session. To access the site, please contact your school’s IB programme coordinator.

Find out more about results day

Requesting transcripts

Before results are released, students can request to have results sent to six universities. This service is free of charge.

All requests must be submitted by the programme coordinator of the school where the student is taking the DP. After results day, additional transcripts will incur a fee.

Find out more

University recognition

IB graduates are academically prepared for university coursework, and research shows that they perform exceptionally well when compared to their non-IB peers. Many universities publish their own policies explaining exactly how an IB student can apply.

Find out more

Frequently asked questions

If you have a specific question, the following information can help you with your query. This section is frequently updated and we’ll be adding more information soon on other related topics.

Assessment FAQ

Transcripts FAQ

Programmes and enrollment

If you are just beginning to explore and IB education, the resources below will help you learn about the programmes we offer in partnership with IB World Schools.

Primary Years Programme
(ages 3-12)

pyp logo

Through emphasis on the whole child, Primary Years Programme (PYP) students are encouraged to be active, caring, lifelong learners with personal, positive attributes and the capacity to take responsible action.

PYP for parents

Middle Years Programme
(ages 11-16)

myp logo

With great care given to social and emotional wellbeing, students in the Middle Years Programme (MYP) are encouraged to become creative, critical and reflective thinkers prepared for further studies.

MYP for parents

Diploma Programme
(ages 16-19)

dp logo

In preparation for university and beyond, students in the Diploma Programme (DP) develop a breadth and depth of knowledge needed to flourish as creative problem-solvers and lifelong independent thinkers.

DP for parents

Career-related Programme
(ages 16-19)

cp logo

Fusing academic subjects with professional interests, Career-related Programme (CP) students engage in a practical, real-world approach to learning combined with two challenging DP courses of their choosing.

CP for parents

Student and alumni stories

IB programme graduates often reflect positively on the impact of the IB experience on their lives. Read these stories from IB World School alumni from every corner of the globe.

Alumni stories

Enrolling at an IB World School

To enrol your child at an IB World School, we encourage parents to contact the school’s admissions office directly for more information. The IB provides a curriculum and assessment framework that is used by IB World Schools. As independent organizations, each school has its own admissions criteria.

 

Find a school

 

INTERNATIONAL BACCALAUREATE

CURRICULUM FRAMEWORK

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Challenges in Implementation of Early Childhood Education

in Nigeria: The Way Forward

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Inaugural Lectures from Great Professors in Nigeria Institutions

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I. What is Hybrid Learning?

Hybrid learning combines face-to-face and online teaching into one cohesive experience.
Approximately half of the class sessions are on-campus, while the other half have students
working online. Although that may sound like a cut-and-dry formula, a lot of planning is needed
to ensure that hybrid works well, allowing its two formats to capitalize on each other’s
strengths.
Given the unique opportunities that hybrid can offer, approach planning carefully. Instructors
need to be familiar with not only the strengths of online and face-to-face teaching in their
rights but also how they can feed into each other over the longer-term.
But before we take a more in-depth look at how to plan a hybrid course, let’s make sure we’re
clear on terms. For example, many people might use the words “hybrid” and “blended”
interchangeably, but in fact, they mean different things. That difference is based primarily on
the proportion of face-to-face and online sessions or instructional material in a given course.
Whereas hybrid refers to teaching that is roughly balanced between its two formats (think
50/50), blended refers to a mostly traditional face-to-face course that incorporates a few class
Introduction to Hybrid Teaching, by the Center for Excellence in Learning and Teaching (CELT) at Iowa State University is licensed under Creative

Read more…

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