what the IB means to me
Vicki Hird PYP teacher Southbank International School, London, UK I remember when I first discovered the IB PYP after years teaching in the state sector. I couldn’t believe there was another way to teach that fitted so closely with my own philosophies. Since then I’ve also learned about the Diploma Programme, and CAS in particular. As part of CAS, our Grade 11 students spend two weeks each year in Moshi, Tanzania in Mwereni Primary School, a school that caters for blind, albino and partially sighted students. I wanted to see the school for myself and to take photographs and film footage to share with our primary-aged students. This led to a two-week trip – my first
to Africa – where I filmed interviews with the students to show that, despite our differences, we have many things in common. The response of our primary school community was incredible – children donated their birthday money, fundraised or busked on the street in order to support an appeal to build a perimeter wall around the school, and clearly cared deeply about these students so many miles away. Parents and students approached me to ask how they could help. There is now a much stronger link between the primary campus and the Mwereni School, because they can clearly see what a difference their support is making. There are such benefits for both sides – I love doing assemblies and talking about life in Tanzania and the challenges these students face. As the students are of similar ages, my kids really connect with the project and want to help. It reminds me what can be achieved through partnership and support.
Vicki with students at Mwereni Primary School
What the IB Powerful education can transform lives – something our sample of parents, students, teachers and staff know only too well
26 IBWorld
Umanga Pandey IB alumnus, Kathmandu, Nepal I studied the IB at Li Po Chun United World College (UWC) of Hong Kong and have great memories from my time there. When we first arrived, we had an orientation session and were told that we had to make our own rules. We soon realized that we couldn’t live without rules so it was up to us students to make a stand. That was a very interesting experiment. Another remarkable experience was being told by the director of education that if you are late to class because you have been talking with your friends and sharing your culture, it’s OK. To me, the IB ties in with the UWC ethos – the global outlook, trusting cultural sensitivities, offering different perspectives on
the world that students had to develop throughout their education. In terms of subjects, I really enjoyed world literature, which has had a huge impact on my appreciation of poetry and novels from different cultures. At the time, I probably didn’t understand the impact the IB was having on me but in hindsight I can recognize the more human approach to the curriculum rather than force-feeding hard facts. Recently, when I was talking to a friend in Nepal and outlining what I do now, he pointed out that the mission I have and the values I have all stem from the IB teachings of global citizenship and human responsibility. I am trying to achieve this today through my work with Kehi Garoun, a non-profit organization that enables students with economic difficulties to gain access to education. Please visit www. kgnepal.com.np to find out more and support our work.
“At the time, I probably didn’t understand the impact the IB was having on me”