IBDP and IBCP: exploring educational pathways with a vision for global citizenship​

Dulwich College (Singapore) considers the strengths and differences between the two IB curriculum programmes and how to make an informed choice on which pathway is most suitable.

At Dulwich College (Singapore), students entering their final years at the College have the option to choose from two pathways within the International Baccalaureate: the IB Diploma Programme (IBDP) and the IB Career-related Programme (IBCP). Established in 1968, the IBDP is an academically challenging and balanced programme for students aged 16-19. It is organised into six subject groups and underpinned by the IBDP core, providing excellent breadth, rigour, and depth. 

While the IBDP is well-known and widely recognised, the IBCP is the newest IB programme, created in its current form in 2014. It addresses the growing demand for transferable and lifelong skills. The IBCP design fosters these skills through three components: career-related study (CRS), 2-4 diploma courses, and the IBCP core, encouraging students to reflect on their personal and professional skills (PPS). Given that the IBCP is lesser known, it is valuable to take a deep dive into this programme and understand how it compares to the more familiar IBDP.

The IBCP is designed to meet the needs of students who wish to engage in career-related learning while gaining transferable skills and knowledge. The programme is structured to provide a balanced education that fosters both academic and practical skills:

• Career-related study (CRS): students select a CRS aligned with their career interests, gaining specialised knowledge and skills in that field. This component allows students to delve deeply into their chosen profession, making their education relevant and engaging.
• Diploma courses: students choose 2-4 IB diploma courses that complement their CRS. These courses provide a solid academic foundation and enhance the students’ overall learning experience.
• IBCP Core: comprising the reflective project, personal and professional skills (PPS), service learning, and language development, the core encourages students to reflect on their learning, develop key personal and professional skills, and engage with their communities.

In short, the IBCP focuses on practical, real-world applications and career readiness, integrating academic learning with professional skills and experiences. 

Whichever pathway a student chooses, both are strongly aligned with the Dulwich College (Singapore) desire for students to ‘Live Worldwise’; to be equipped with the knowledge, skills and motivation to have a positive impact on society and the planet. The IB sets itself apart from other curriculum offerings with a mission statement that goes beyond curriculum, stating: “The IB develops inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect.” (www.ibo.org/about-the-ib/mission). 

We see this alignment between our vision and IB mission statement manifested in several areas.

International Mindedness and Intercultural Understanding 

An adaptable curriculum and diverse contexts ensure students see their cultures reflected in the classroom. Both programmes’ core components explore the effect of culture on knowledge, for example, in the Theory of Knowledge exhibition. This approach helps develop global citizens who appreciate and respect diverse perspectives, preparing them to make positive impacts in a multicultural world.

Developing a Future-Ready Skillset 

The IB articulates what it calls Approaches to Teaching (ATT), which are pedagogical strategies, skills, and attitudes that permeate IB teaching and learning. These approaches are intrinsically linked to the IB Learner Profile and prepare students for their IB assessments and more importantly, life beyond school. An IB classroom is interactive, multidirectional, and planned around collaboration and teamwork. Units of work are inquiry-based so that students develop their understanding rather than simply being told what to think and what to know by a teacher. Teachers plan curriculum which is conceptual and rooted in local and global contexts. Students are taught to ask and answer questions around big ideas and make links between and across their different subjects. Lessons are informed by assessment and continuously adapted to meet the needs of all learners.

At Dulwich College (Singapore), we fully embrace these benefits of IB pedagogy through our own Learning Principles. These have two core outcomes: the long-term retention of valuable knowledge, concepts, and skills and the ability to transfer what has been retained into different contexts and situations. Through this approach to teaching and learning, our students are future-ready; universities around the world will comment on the critical thinking and the inquiry mindset which students from the Diploma Programme and the Careers Programme have.

Holistic Education and Community Engagement 

As well as the ATT, which allow our students to explore the ‘bigger picture’ of what they are learning, the core components of both programmes allow students to build a more holistic understanding of education. In both the IBDP and the IBCP, students are required to submit an extended piece of writing centred around either one of their DP courses (for IBDP) or Career-related study (for IBCP). Research shows how highly this is valued by university admissions staff in developing cognitive, research, writing, and communication skills. Students are encouraged, through the core, to engage both with the College and wider community through Creativity, Activity and Service (in the IBDP) and Service Learning (in the IBCP). Our students demonstrate this commitment to personal growth outside of the classroom in numerous projects such as creating social media accounts for our neighbours at St. Luke’s hospital, supporting our junior school students at athletics days, or organising the TEDx Dulwich College (Singapore) event for fellow students.

Recognition by Universities and Employers

The importance of this holistic approach to learning and life is very much recognised by universities and employers. As Andreas Schleicher of the OECD stated: “The world no longer rewards people for what they know… but for what they can do with what they know. Because that is the main differentiator today, global education today needs to be much more about ways of thinking, involving creativity, critical thinking, problem solving and decision-making” (Educating for the 21st Century, Big Think). At the College, we believe that the IB programmes help develop these attributes in our students so that they may continue to ‘Live Worldwise’. 

By understanding both the well-established IBDP and the innovative IBCP, parents and students can make informed decisions about which path best suits their educational and career aspirations. Each programme offers unique strengths and opportunities, contributing to the development of well-rounded, future-ready individuals.

This article first appeared in the 2024/25 edition of John Catt's Guide to International Schools, which you can read here: