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media type="custom" key="5782947" =Nature of the IB learner profile=
 * Note: I suspect the first section may be difficult for Google Translate, so I copied in three sections. If you choose a language, it immediately goes back to the orginal when you click on the various tabs at the top ie. Discussion, History. **

The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century. The attributes of the profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme and, therefore, the culture and ethos of all IB World Schools. The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.

The IB’s concept of an educational continuum, and of a coherent, broad-based international curriculum, was fully realized in 1997 with the introduction of the PYP. The IB is now able to offer three programmes of international education and, with them, the prospect of a continuous international educational experience from early childhood to pre-university age. While the IB now offers a sequence of three programmes—the PYP, the MYP (introduced in 1994) and the Diploma Programme (introduced in 1969)—each programme must continue to be self-contained, since the IB has no requirement for schools to offer more than one programme. However, they must also form an articulated sequence for those schools that teach all three programmes or any sequence of two.

With the development of a continuum of international education, it is intended that teachers, students and parents will be able to draw confidently on a recognizable common educational framework, a consistent structure of aims and values and an overarching concept of how to develop international-mindedness. The IB learner profile will be at the heart of this common framework, as a clear and concise statement of the aims and values of the IB, and an embodiment of what the IB means by “international-mindedness”.

=Aims of the IB learner profile=

The attributes and descriptors of the learner profile define the type of learner the IB hopes to develop through its programmes. It originated in the PYP where it was called the “PYP student profile”, but practitioners from all three programmes identified it as a set of qualities that could also enhance learning in the MYP and the Diploma Programme—learning that should not come to a stop at the age of 11, but should carry through to the completion of the Diploma Programme. It is now called the “IB learner profile” to make it applicable to all students and adults involved in the implementation of IB programmes, that is, to the IB community of learners.

The IB has incorporated the learner profile into all three programmes so that it is the common ground on which all IB World Schools stand, and contains the essence of what they, and the three programmes, are about.

IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. By focusing on the dynamic combination of knowledge, skills, independent critical and creative thought and international-mindedness, the IB espouses the principle of educating the whole person for a life of active, responsible citizenship. Underlying the three programmes is the concept of education of the whole person as a lifelong process. The learner profile is a profile of the whole person as a lifelong learner.

As a key cross-programme component, the learner profile will become the central tenet of the IB programmes and central to the definition of what it means to be internationally minded. Thus, the IB is placing the focus for schools where it belongs: on learning. It is not intended to be a profile of the perfect student; rather, it can be considered as a map of a lifelong journey in pursuit of international-mindedness. It places the learner firmly at the heart of IB programmes and focuses attention on the processes and the outcomes of learning.

It is the IB’s intention that the learner profile will help develop coherence within and across the three programmes. It provides a clear and explicit statement of what is expected of students, teachers and school administrators in terms of learning, and what is expected of parents in terms of support for that learning.

=The IB learner profile in schools=

Implementing the IB learner profile
A school’s curriculum includes all those student activities—academic and non-academic—for which the school takes responsibility, since they all have an impact on student learning. The development of the written curriculum, the expression of ideas on paper, is necessary, but alone is not sufficient. The curriculum can be defined as what is to be learned (the written curriculum), how it is to be learned (the taught curriculum) and how it is to be assessed (the learned curriculum). This gives equal focus to content, teaching methodologies and assessment practices. The IB prescribes, to varying degrees in each of its three programmes, the written, taught and learned curriculum, but relies on schools for its implementation.

The successful implementation of these three dimensions of the curriculum in each IB programme depends on the culture and ethos of the school. The values and attitudes of the school community that underpin the culture and ethos of a school are significant in shaping the future of its young people. In a school that has a commitment to the values inherent in the IB learner profile, these values will be readily apparent in classroom and assessment practices, the daily life, management and leadership of the school. The IB believes that the learner profile will provide a shared vision that will encourage dialogue and collaboration among teachers and administrators about how to create the best environment for learning.

The IB recognizes that the introduction of the IB learner profile may present a challenge for schools. It invites schools to evaluate critically their learning environment and make the changes necessary to enable all its students and teachers to work towards developing the values of the profile. Such changes should lead to a truly collaborative learning environment, the strengthening of professionalism among the teaching staff and a commitment by the school to invest in professional development. For most schools this will not mean starting from the beginning, but may involve a refocusing of attention, creative thought and resources. For some schools the introduction of the learner profile will necessitate a major shift in direction.