As an IB PYP Coordinator, I have often been asked this question and in this article , I would like to share my opinions and experiences as not only a pedagogical leader but as a parent, change agent to bring reforms to the Indian education system.
When I came across Jay Thadeshwar’s thoughts (Marketer, Entrepreneur, Investor) on how he always had a desire to pursue studies at an IIM and made two attempts, but unfortunately, success eluded him. As a former aspirant, he had often pondered about the curriculum and the secret behind the soaring success of IIM alumni. Working closely with them he has unveiled the answer – they are exceptionally well-trained.
Ashalatha Ravishankar,
IB PYP Coordinator, Radcliffe School
First and foremost, their work ethic is impeccable. They approach tasks with unwavering dedication, never settling for mediocrity. The self-management skills in the IB PYP curriculum nurtures these attitudes as the learners work towards their SMART goals every term
Secondly, they cherish every moment and value time like no other. Efficiency is their mantra, evident in their meticulous time management skills. Developing Balanced  learner profile attribute alongside the time management skills in completing their tasks when the educator puts on the timer in the classroom builds this in the IBPYP learners and Exhibition is a project in the final year of the PYP where the learners demonstrate these by developing a timeline for PYPX
Thirdly, their proficiency in deciphering numbers sets them apart. They possess an innate ability to glean insights from data swiftly and accurately. The Data handling strand in Math of IB PYP helps learners build a foundation of collecting, organizing, representing, interpreting and evaluating the data as conducting a survey is part of the inquiry process and showcases transdisciplinary connection between social studies/science and math.
Moreover, they are inherently competitive and relentlessly ambitious. Complacency is not in their vocabulary; they constantly challenge the status quo. The Risktaker, Principled, Thinker learner profile attributes embedded in the curriculum develops these competencies from Nursery to Garde 5 and thereby builds a strong foundation as they pursue their passion through personal inquiries and feedback to feedforward in assessments helps them to know their strengths and areas of improvement to be able to challenge themselves further.
Their organizational prowess is remarkable. From communication to documentation, and from planning sheets to reporting, everything is meticulously arranged, amplifying efficiency manifold. The IB curriculum thus builds all the 21st century skills in the foundational years in the PYP and in the higer grades in the DP to enable the children to develop entrepreneurship skills and interact with the wider community through TAKING ACTION or SERVICE LEARNING on independent projects.
Lastly, their resilience and risk appetite are unparalleled. They thrive under pressure, navigating through challenges with ease. It’s as if they’re forged in the crucible of IIMs, emerging invincible. Adversity quotient is tested when the children participate in trips/ camps in IB PYP whereas through expeditions in IBDP.
While not all share these traits, most IIM graduates embody these qualities. Though I couldn’t tread the halls of an IIM, my observations have been enlightening.
Let’s ponder over the question:
Why do we parents want our children to study in IIM at the age of 18 while IB school builds these qualities all through their lives and moulds them into a global citizen for a better and peaceful world?
References:
Jay Thadeshwar | I’ve always had a desire to pursue studies at an IIM. I made two attempts, but unfortunately, success eluded me. However, fate had… | Instagram
