How is MYP Different from CBSE/ICSE 6 to 8 and Upper Secondary Education?
When considering international education programs in India, two popular systems often come to mind - the Central Board of Secondary Education (CBSE) and the Council for the Indian School Certificate Examinations (CISCE) - which operate as 6 to 8 and upper secondary education systems, respectively. Another broad-based system is the International Baccalaureate (IB) Middle Years Programme (MYP). This article will explore the structural and contextual differences between MYP and the CBSE/ICSE 6 to 8 and upper secondary education systems in India. Additionally, it will discuss the learning methodologies and assessment methods used in these systems.
Structure and Context Based Differences
India’s national education framework is largely overseen by the National Council of Educational Research and Training (NCERT), which develops key principles for curriculum textbooks and themes, along with the topics to be covered. The Central Board of Secondary Education (CBSE) and Council for Indian School Certificate Examinations (CISCE) use the NCERT syllabi for developing their respective syllabi and assessments for all individual subjects. Through this process, both CBSE and CISCE based syllabi are framed in a national context.
IB MYP, on the other hand, is defined by a framework for developing the attributes of the IB learner profile among students. Unlike CBSE and CISCE, the MYP does not specifically tie its programs to any national context. Instead, it encourages the development of a common set of core skills, attributes, and objectives among all learners. Each IB world school develops a syllabus that reflects the regional or national context where the school is located.
Difference in Learning Methodologies
NCERT-based curriculums adopt a knowledge-based approach, with specific content outlined for each teaching hour recommended for major topic areas. These curriculums aim to fill students with knowledge and understanding of specific subjects through structured learning.
In contrast, the MYP is outcome-based. The overall expectations for a specific topic are included as part of the framework, but the content and teaching time dedicated to each subject are determined by the schools themselves. This approach emphasizes the development of critical thinking, problem-solving, and interdisciplinary understanding over rote memorization.
Difference in Assessment Methods
CBSE assesses students through a wide variety of question types, including knowledge recall, understanding, application, and evaluation. The assessment is designed to test a broad spectrum of skills and knowledge. Typically, this involves a higher number of questions, with each question focused on a single typology.
IB MYP assessment, however, focuses on a more holistic evaluation. The assessment questions primarily test application and evaluation, as well as higher-order thinking skills. While the overall assessment includes testing across all the mentioned typologies, it generally involves fewer questions. This approach ensures that students are evaluated based on their ability to apply knowledge in real-world scenarios and to think critically.
Conclusion
While both CBSE/ICSE and IB MYP offer structured and outcome-based educational approaches, their key differences lie in the structural framework and the specificity of the assessment methods. CBSE and CISCE-based curriculums are more rigid and national-focused, while MYP encourages regional adaptation and a more flexible approach to learning and assessment. Understanding these differences can help educators, students, and parents make informed decisions about the most suitable educational pathway for their needs.