From the late Sir Ken Robinson to the World Economic Forum, Peter Diamandis, and UNESCO, they all agree on the importance of personalised attention, skill development, and learning to solve real-world problems.
The International Bureau of Education (IBE), dependent on UNESCO, defines the term competency as “the ability to interactively mobilise and ethically use information, data, knowledge, skills, attitudes, and technology in order to effectively engage and act in various contexts of the twenty-first century and achieve individual, collective, and global benefits”.
The objective of this structure is the development of the key competencies defined by the IBE:
1. Lifelong learning. (The habit of constantly learning. Curiosity. Love of culture and for acquiring in-depth knowledge.)
2. Self-management. (Entrepreneurship skills; adaptability, self-confidence, Design Thinking and creativity; resilience, responsibility.)
3. Interactive use of tools and resources. (Dexterity in various fields and technologies; physical health; responsible consumption of intellectual, cultural, religious, linguistic, material, technical, fiscal, physical, and virtual resources, the interaction between humans and machines in Industry 4.0 smart factories, the use of multiple technologies, etc.)
4. Interaction with others. (Ability to successfully collaborate with others, seeking justice, balance, and fair progress.)
5. Interaction with the world. (Multilingualism, multiculturalism, and social, local, and global awareness and commitment. Leadership skills.)
6. Multi-literacy. (Fluency in languages, mathematics, digital environment, culture, health, finance, media, and their updates; beyond the three “Rs”, microskills such as digital, cultural, financial, health, and media literacy.)
7. Transdisciplinarity. (Practical integration of multiple disciplines to tackle complex issues.)
The content is not organised according to traditional subjects, but also integrates a varied set of curricular contributions grouped in the following modules:
1. Six units of enquiry, one for each of the six International Baccalaureate global contexts.
2. An eleven-week entrepreneurship programme, “Conexión Eureka!”, which is based on the Eureka-Startup Days of previous years and which was a pilot last year during lockdown, with resounding success and international participants.
3. Five successive study and research topics, each lasting for four weeks, individually chosen by each student who later shares what they learned with the group.
4. Ten sessions (one every other week) with entrepreneurs, researchers, and artists who share their personal experience, the difficulties they have had, and their determination, passion, and perseverance.
5. Weekly planning and organisation sessions to work on self-discipline and independence, as well as group collaboration.
6. Mindfulness sessions at the beginning of every morning to enhance the students’ self-control and concentration.
7. Physical exercise sessions at the end of every morning to promote the students’ wellbeing and fitness.
8. Specific training on future studies and scenario planning to help students understand life’s inherent uncertainty and the importance of individual commitment.
9. Access to the library and specific training on informative literacy led by our team of experts, who run the most active and the highest quality school library in Spain.
10. Personalised attention by the tutorial staff and our Counselling Service.
11. Weekly sessions about each subject, with highly experienced teachers to set individual goals and priorities as well as to facilitate progress in the class.
12. Weekly coding sessions, adapted to each student’s level and maturity, which focus on the programming aspects of the units of enquiry.
13. High exposure and practice with digital exponential technologies.
14. Emphasis on learning values as an essential part of the approaches, analysis, activities, attitudes, and results of each stage of the course.
If you want to know the frequently asked questions of this program, click HERE