2016年2月11日，國際組織發(fā)布了由高等教育統(tǒng)計機構(gòu)(HESA)針對IBDP和A level學(xué)生進行的大學(xué)入學(xué)和學(xué)業(yè)成就的研究結(jié)果報告。

　　February 11, 2016, the International Baccalaureate (IB) released a summary of findings from research conducted by the Higher Education Statistics Agency (HESA) examining the university enrollment and achievement of matched cohorts of IB Diploma Programme (DP) and A level students.

　　部分重要發(fā)現(xiàn)包括：

　　l IB學(xué)生就讀排名前20高等教育機構(gòu)的機會遠(yuǎn)高于A level學(xué)生

　　l IB學(xué)生獲得一等榮譽學(xué)位的機會遠(yuǎn)高于A level學(xué)生

　　l IB學(xué)生大學(xué)畢業(yè)繼續(xù)進行學(xué)業(yè)深造的機會也明顯更高

　　Some of the key findings included:

　　l IB diploma students were significantly more likely than their A level peers to attend a top 20 HEI

　　l IB diploma students had a significantly greater likelihood of earning a first-class honours degree than did A level students.

　　l IB diploma students were significantly more likely to be engaged in further study after university graduation

　　本項研究還跟蹤了學(xué)生們大學(xué)畢業(yè)后在各個行業(yè)就業(yè)的情況。根據(jù)HESA的報告，IB學(xué)生就業(yè)于以下行業(yè)的可能性更高：專業(yè)/科學(xué)/技術(shù)工作(18.3%)，健康和社會活動(14.6%)。

　　The study also looked at post-graduation destinations among students working after higher education, by industry type. IB diploma graduates were more likely to be employed in professional, scientific and technical activities (18.3%) or human health and social work activities (14.6%) according to the HESA report.

　　研究者們對三組不同的學(xué)生群體進行了分類分析。

　　“學(xué)生”組：樣本包括IB學(xué)生和A level學(xué)生(樣本量各為11,055)，就讀于英國的高等教育機構(gòu)的全日制第一學(xué)位項目的一年級;

　　“預(yù)選”組：樣本包括IB學(xué)生和A level學(xué)生(樣本量各為6,455)，已經(jīng)在英國的高等教育機構(gòu)完成全日制第一學(xué)位項目的學(xué)習(xí);

　　“離校”組：樣本包括IB學(xué)生和A level學(xué)生(樣本量各為5,295)，已經(jīng)在英國的高等教育機構(gòu)完成全日制第一學(xué)位項目的學(xué)習(xí)并在6個月后完成了HESA“高等教育完成后去向”的調(diào)查。

　　Researchers conducted analyses based on three different groups of students.

　　The “student” cohorts; samples included IB diploma students and A level students (N=11,055 each) enrolled full-time, for a first degree, in the first year of study at an HEI in the UK.

　　The “qualifier” cohorts; samples included IB diploma and A level students (N=6,455 each) who had successfully completed a full-time first degree at a UK HEI.

　　The “leaver” cohorts; samples included IB diploma and A level students (N=5,295 each) who had successfully completed a full-time first degree at a UK HEI and had completed the HESA “Destinations of Leavers from Higher Education” (DLHE) survey six months later.

　　(本文轉(zhuǎn)載自中國IB教育者)

　　突出優(yōu)勢 Distinct Advantages

　　1. 純正國際學(xué)校標(biāo)準(zhǔn) An International School Culture

　　按照國際學(xué)校標(biāo)準(zhǔn)建造、管理，不出國門享受純正國際教育，打造中國人自己的國際學(xué)校。

　　Built and managed according to international school principals and philosophies. We provide an international education without going abroad. Building a Chinese school that offers the CNC and the IBDP Programme in an international setting.

　　2. 融合課程、中西合璧 Integrated Curriculum of Chinese and Western

　　北大附屬嘉興實驗學(xué)校自主課程體系，兼顧國內(nèi)外規(guī)劃要求，使課程既保持了中國傳統(tǒng)文化，又充分體現(xiàn)了世界多元文化。

　　Integrating the IB and the Chinese National Curriculum, with domestic and foreign entrance requirements, the school maintains a Chinese traditional culture while fully reflecting the many cultures of the world.

　　3. 特色教育、全人培養(yǎng) Featured Education and Holistic Cultivation

　　以探究為核心的教學(xué)模式，培養(yǎng)學(xué)生的好奇心與感知力，特別是發(fā)展探索精神與創(chuàng)新能力。

　　Enquiry-based teaching develops students' curiosity and perceptions. It especially cultivates the spirit of exploration and innovation.

　　4. 一站式教育通道、世界A FastTrack to World Top Universities

　　從幼兒園到高中十五年一貫制教育，學(xué)生獲得國際組織頒發(fā)的國際后，就等于取得了通往世界的“通行證”。

　　We provide education for K-12. Students in Grade 12 who obtain the diploma issued by the International Baccalaureate giving a competitive edge for our students’ accessing world renowned universities.