An evaluation of the IB career-related programme implementation in Kent, UK

ABSTRACT

This study evaluates the implementation of the International Baccalaureate (IB) Career-Programme (CP) in secondary schools in Kent, United Kingdom. Launched by the IB and Kent County Council in 2012, the initiative offered students from disadvantaged areas the opportunity to participate in a programme to prepare them for future careers and/or higher education. A mixed method design was adopted to investigate the CP’s impact on student outcomes and to identify successful implementation strategies. IB examination data and schools register data from 379 CP graduates were analysed in addition to interview data and online surveys (302 current CP students from 31 schools). Analysis of the interviews and surveys with IB coordinators and teachers suggest that the CP, with its focus upon local knowledge, civic responsibility and personal growth, has successfully inspired students and teachers. Successful strategies include capacity building, dedicated leadership, and collaboration between teacher teams and schools. The results demonstrate that the CP improved participation in higher education for students in a region that historically had low participation rates. The CP should therefore be of interest to policymakers and programme implementers at the national and international level with respect to inclusion and wider participation of students from more disadvantaged backgrounds.

KEYWORDS:

• Implementation
• evaluation
• international baccalaureate
• career-related programme (CP)
• student participation in higher education
• disadvantaged backgrounds

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The Universities and Colleges Admissions Service (UCAS) is a UK-based service that offers students with assistance (e.g., capacity building, access to online university application portals) in transitioning to a British university.

Additional information

Funding

This project was funded by a grant from the International Baccalaureate (IB) Organization. The authors have no conflicts of interest to declare. All co-authors have seen and agree with the contents of the manuscript. The funders provided feedback on the final report submitted as part of the larger project within which this study is situated. However, the funders had no direct role in the analysis or writing of this paper.