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International Baccalaureate

Policy, June 2006

That the AEU is opposed to the introduction of the International Baccalaureate (IB) into Victorian Government schools, at primary, middle years and senior secondary levels, for the following reasons:

1. It is overseas developed and determined by a private company rather than a certificate developed within Victoria to cater for the needs of all Victorian students.
2. It is a significant cost for the individual student and the school.
3. It adds to teacher workload.
4. It devalues the ongoing work of teachers, schools and their communities who develop quality programs to meet the needs of their students.
5. Schools can feel forced to take on the IB as a marketing strategy and so distort the enrolments of other schools in the area.

Recently the Minister, Lynne Kosky, announced that "Victorian Government schools have been given the green light to offer senior secondary students" the IB. The AEU acknowledges that the VCE is already internationally respected and has been introduced into a number of other countries. It also has mutual recognition with most major education systems in the world. Rather than introducing the IB, the VCAA and Office of Learning and Teaching should be putting their efforts and resources into ensuring the ongoing development of the best pedagogical practices within the VCE.

Specifically, if the IB is introduced at senior secondary level in government schools:

1. It must constrain a school's ability to run an appropriate range of subject options within the VCE and VCAL.
2. It will reduce the already limited resources available in schools to adequately resource the VCE and VCAL, including the VET subjects.
3. It will introduce a competing general certificate and thereby create confusion for students, parents, teachers, employers and the community as a whole.
4. It fails to recognise the enormous amount of time, effort and expertise which Victorian teachers have contributed to the development and implementation of the VCE and VCAL.
5. It will offer students only a narrow pathway rather than the range of options within VCE and VCAL.

 

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