LIVING
LIVING
OCTOBER 2010
I.B OR NOT I.B …………ITS
VALUE IS OUR QUESTION
Given the current economic
crisis, and being an immigrant in a country with a less
organized infrastructure, we have been faced with many dilemmas
concerning our children’s’ education.
When we arrived here on the
island, it was quite refreshing to be able to send our children
to the local schools. There was no issue of comparing best Sat
results or preparing for competitive secondary schools, they
simply attended their local school. At school, they were taught
modern and ancient Greek, pure mathematics to a high standard
and all the theory of science. Not being facilities for
laboratory experiments, the children were advised to conduct
some experiments at home and although they were taught
rudimentary art and music, there was not the input that they’d
experienced at their English schools where they visited
galleries to consolidate their learning of art history and
prepared for concerts to demonstrate their music skills…but the
Greek s believe in teaching only essential core subjects and
perhaps they have a point, after all, why waste so many hours
arranging trips for children who have no artistic interest when
(it has been argued) they can have extra lessons privately or
can indulge their interests at home? Whilst teaching
concentrates on more factual ‘useful’ subjects, that said, what
if a family cannot afford extra lessons? How does a talented
child then realize his artistic talents?
What mainly concerned us
though was the future picture…. Where would our children attend
university? One cannot assume ones child will attend university
in Athens as it seems that EVERY Greek wants to attend
university there. Not being at all familiar with Greece outside
Athens, I wouldn’t have the time or energy to traipse around
peripheral cities looking for accommodation and then what about
the job market? Do we really want our children to fight their
way through a market which is tainted with meson(knowing the
right people) and devoid of meritocracy?
No, for us and particularly
me, I want our children to attend a university where
accommodation officers are in place, where friends and family
can help in a crisis and where their CV matters more than their
personal contacts.
So we visited every English
senior high school in Athens, looking at the environment, the
school philosophy and location in relation to Aegina and whether
a school bus was available that might travel as far down as
Piraeus
We finally found a school
where the headmaster was delightfully intelligent, wonderfully
eccentric in the wholesome English way and devoid of
showmanship, whose shoes and personality were sensible Clarks
and not Gucci, who wasn’t eager to grab business but
demonstrated an interest in the child.
The syllabus it offered though
was the International Baccalaureate, not A levels which are
taught in England. Universities require 3 A levels. Oxford
University will normally ask for 3 A levels at grade A.
For the I.B, children have to
study three subjects at higher level and three at standard. They
are also required to write and extended essay and a paper on
theory of Knowledge. Failing either of these papers but passing
the exams, results in failure of the I.B. They are also expected
to dedicate many hours to community service
Our eldest son wanted to read
Economics at university. To get into a prestigious university
like L.SE. he would need A level maths, grade A.
He was studying higher maths
for I.B which cannot be compared to A level; it is much more
difficult. LSE want higher level 7 for economics, a higher level
than that required at A level. ( A* )My son then decided to
choose another course for which level 6 maths was required at
I.B.
Perhaps then a solution is to
organize a maths tutor. Here in Greece, one will meet a
situation of staggering immorality. Here, maths tutors charge on
average 100 Euro per hour, taking full advantage of a need that
is difficult to meet. Do they pay tax? Of course not! It all
goes straight into their pockets.
Our son is a serious student
who has won several prizes and works hard towards exams. He
didn’t achieve the required level for mathematics, not helped by
the fact that his Greek tutor let him down before his last
paper. (we struggled to find enough money to buy a few hours
support) Claiming to be ill, I have to believe him but a small
nagging doubt in my mind suspects another desperate parent might
have offered to grease his greedy palm with more money.
He didn’t get into his
university of choice but all has worked out well as he has
gained a place at a university with an excellent business school
and an equally excellent reputation but he was lucky. I think
though, had he have studied 3 A levels, he would have reached
wherever he wanted
When looking through the UCAS
site at entry qualifications, I have noticed that several
universities ask I.B students for English language at standard
level. English children only need a minimum of G.C.S.E English,
grade B. The I.B course is taught in English and my children
have English as their first language, plus they both have passed
their G.C.S.E exams in both language AND literature yet they are
required to prove this extra capability . This is understandable
if they were to read English at university but for other
subjects, such as geography and economics, it makes no sense.
Academics argue that the I.B
is sound preparation for university but that is only if a child
can get in and after all their hard work, is it really an
achievement to attend an obscure university that is nearing
number 100 in the league tables?
My friend is right. A highly
educated doctor, her son attended a school where the children
could decide to prepare for A levels or the I.B. After much
extensive research, she concluded that the I.B cheats children
in the U.K. Where they can concentrate all their effort s on
three subjects versus six plus community service and two
academic papers, she verbalized what I had been worrying about.
Why put a child through such hoops when there is an easier path
towards a goal!? Our eldest child is considering a year of
commercial work experience abroad. On the application form it
claims that potential candidates must have 3 ‘A ’levels, grade A
or 320 UCAS points. Our son’s UCAS score is 480 when one
converts his I.B scores. Translated, his I.B score is worth 4
‘A’ levels, grade A.
Unfortunately, our second
child is keen to study towards the I.B much to our
discouragement…we wanted him to change school to follow an
easier path towards university in England. He however, cannot
bear to separate from his friends
We will be looking very
closely at his end of year exam results and if they show little
promise, we will insist he changes direction which will mean
changing school and although it may be considered a waste of
money, it might at least be considered good preparation for A
levels! …. Watch this space……
Alison Lorentzos
copyright 2010
