Savoir-Faire: Challenges with Leading Learning in IB Authorized Schools in Japan

Abstract

The study explores the reception of the new IB evaluation process by several IB authorized Article 1 schools in Japan, and how they responded to the challenges they faced during the implementation of their respective program development plans. The study examines the nature of the learning process that took place during implementation, focusing on the strategies that the schools came up with to overcome the challenges they encountered. The evaluation process introduced by the IB likely presented new and complex challenges to the schools, such as adapting to new evaluation criteria or meeting the expectations of the IB. By examining the responses of the schools to these challenges, the study may offer insights into effective strategies for managing complex educational programs and for implementing new evaluation processes. This information could be useful not only to other IB authorized schools in Japan, but also to educational institutions around the world facing similar challenges.