Top Quality Education

By Steven Bligh McNutt

I am currently serving as the head of the social studies department at Taejon Christian International School (TCIS). This year, the school, located in Daejeon, celebrates its fiftieth year of existence.

In my opinion, part of the school's success rests upon a series of conscious decisions that served to promote academic excellence, particularly with regard to the promotion of the International Baccalaureate Program as a means to better prepare students for the challenges of an increasingly complex and interconnected world.

For those who may not be familiar with the IB program, let me provide a brief description. There are actually three IB programs ― one for elementary, middle school, and high school students, respectively.

Although different in some ways, each has the ultimate goal of educating the whole student by providing a curriculum that ensures academic rigor, intellectual skill development, the instilment of universally embraced virtues, and the promotion of an international perspective.

With regard to the high school program, students seeking the IB Diploma take an array of courses in areas including mathematics, science, language, fine arts, and social studies.

Additionally, they are required to submit a comprehensive research project and engage in 150 hours of volunteer activity.

The IB Diploma is recognized by leading universities throughout the world for both its commitment to scholastic excellence and developing the student as a global citizen.

The success of the program is reflected by its rapid expansion in schools throughout the world. In fact, not only are international schools adopting the program; also, state schools in China and India are now implementing the IB, as are many public schools in the United States.

In fact, there are now more IB schools in the United States than anywhere else in the world. I just recently came back from an IB Conference in Singapore. The educators there came from incredibly diverse national, ethnic, and religious backgrounds.

Whether a student attends a Christian international school in Korea, an Islamic school in Saudi Arabia, or a state school in China, he or she can be assured of a quality education because the IB exams and major assignments are externally assessed by experienced graders.

As an educator, I have been so impressed with the manner in which the IB program has served to develop the critical thinking skills of my students. In addition to IB history, I also teach a course called Theory of Knowledge. It is a challenging course taken by high school students wishing to obtain the IB Diploma.

What I really appreciate about this course is that it encourages students to critically examine their own assumptions about the manner in which they understand the world. I also value the flexibility of the curriculum and how it encourages students to understand and embrace their own culture.

For example, IB students at my school can study the Korean language, learn about Korean historical events such as the Korean War, and better appreciate Korean art forms such as traditional pottery making.

Perhaps the best testimony for the IB program comes from my students themselves. I receive comments from last year's graduating students that the IB experience has served them very well in terms of preparation for the rigors of university. In fact, many have noted that their first year of university is far less intense than the IB program.

During a recent IB Symposium at TCIS involving educators from various nations, one of my students, Sam Kim, noted that the program enhanced his ability to critically examine the world around him.

As he stated, ``I tended to view life through the lens of a single camera ― if you will. But, by challenging myself to pursue the IB Diploma, I now find myself setting up multiple cameras that allow me to understand various aspects of life from multiple angles."

Indeed, one of the aspects of the IB program I appreciate the most is that develops students who are true thinkers and are able to apply what they learn in the classroom to the real world.

It is perhaps no secret that many Korean parents are frustrated by the quality of education that their children receive in the public schools here. It is clear too that many are seeking alternative routes with regard to the public system.

Every time, I attend an international education conference, I am amazed at how many schools have an incredibly high percentage of Korean students. In some sense, it represents a potential ``brain drain" with regard to the future.

Also, the economic costs associated with this trend are obvious. While I profess no great understanding of the public school system, I am certain that many Korean parents send their children abroad because they are looking for an education with greater depth and well-roundedness.

From my experience, I believe that the IB program offers this, while at the same time not sacrificing academic rigor.

Next year, I will begin a new position as IB Diploma program coordinator at Gyeonggi Suwon International School, a sister school of TCIS. I am excited about the prospect of implementing the IB program there.

One of my great hopes is that more Korean parents take time to investigate the positive benefits of this program, which, in my opinion is not an educational fad, but rather, a model that will increasingly prove to be the norm for top quality education in the future.

Steven Bligh McNutt is head of the social studies department at Taejon Christian International School in the central city of Daejeon.