IB best practices can be emulated informally
Having observed the Hong Kong handover to the International Baccalaureate Organisation for some time, I have noted a few perspectives not made clear in 'Secondary revolution' (Education Post, October 27). While the IB brand is gaining momentum, it should be pointed out that several of the practices that distinguish the programme may be developed by schools regardless of having the IBO designation.
In the lower levels, many excellent schools increasingly employ good practices like collaborative planning and integrated instructional units. And it is increasingly common for secondary schools to give students an opportunity to perform community service.
The IB diploma distinctive, the Theory of Knowledge course, provides excellent training in developing students' cognitive philosophical reasoning abilities and a means of integrating various disciplinary skills. But again, some excellent schools that do not seek IBO designation do likewise.
The American alternative to A-levels and the IB diploma is not the Scholastic Aptitude Test (SAT). The SAT is meant as a standardised instrument to assess students' preparation for university studies.
The SAT originated in a nation of 50 states, each with its own curriculum and each often containing several highly autonomous school districts. In this context, the SAT provides universities a common benchmark when evaluating student applicants.