This document outlines a strategy and action plan to grow the presence of the International Baccalaureate (IB) program in China and Malaysia. In China, it recommends emphasizing the IB's value as an internationally recognized and controllable form of "western education". The plan is to increase Chinese national pride in the program by offering an international Chinese education and building the IB's brand among Chinese educators. In Malaysia, the strategy focuses on engaging the government to recognize the IB diploma and gaining momentum for a Chinese IB program, while positioning Malaysia as a lower-cost destination for international education. The overall aim is to promote the IB as a more humanistic alternative to traditional Asian educational systems, leveraging China's rise and Malaysia's proximity

1. Strategy and Action Plan forStrategy and Action Plan for
Growing the Presence of theGrowing the Presence of the
IB in China and MalaysiaIB in China and Malaysia
Michael Chan, MBA, Dip EdMichael Chan, MBA, Dip Ed

2. IntroductionIntroduction
• IBO started in Geneva, 1968.IBO started in Geneva, 1968.
• 50% of schools running the IB today are50% of schools running the IB today are
state schools.state schools.
• Consists of PYP, MYP and DP.Consists of PYP, MYP and DP.
• Diploma recognised by 2544 universitiesDiploma recognised by 2544 universities
in 75 countries.in 75 countries.

3. Current Status of IB in ChinaCurrent Status of IB in China
• 58 schools in China offering IB.58 schools in China offering IB.
• No formal recognition in state universities.No formal recognition in state universities.
• Chinese students with IB must enrol inChinese students with IB must enrol in
foreign universities.foreign universities.

4. Opportunities and Challenges inOpportunities and Challenges in
ChinaChina
• Increasing affluence and One Child Policy.Increasing affluence and One Child Policy.
• Liberalisation and reform of theLiberalisation and reform of the
educational system starting.educational system starting.
• Local recognition of IB not a major issueLocal recognition of IB not a major issue
with students, currently.with students, currently.
• Cost and brand recognition of IB a majorCost and brand recognition of IB a major
consideration for schoolsconsideration for schools

5. Strategy and Action Plan (China):Strategy and Action Plan (China):
Driving FactorsDriving Factors
• Chinese very nationalistic but also welcomesChinese very nationalistic but also welcomes
“western education” and any form of value-for-“western education” and any form of value-for-
money proposition.money proposition.
• Government very wary of external influencesGovernment very wary of external influences
upon the nation but is willing to entertain theseupon the nation but is willing to entertain these
influences if they are perceived to beinfluences if they are perceived to be
controllable.controllable.
• Currently very little IB presence in the nativeCurrently very little IB presence in the native
language, for presentation to ministry andlanguage, for presentation to ministry and
school officials in the cities.school officials in the cities.

6. Strategy and Action PlanStrategy and Action Plan
(China)(China)
• Value for money – truly internationalValue for money – truly international
education.education.
• Chinese national pride – internationalChinese national pride – international
Chinese education.Chinese education.
• Increasing brand name among ChineseIncreasing brand name among Chinese
educators.educators.

7. Current Status of IB in MalaysiaCurrent Status of IB in Malaysia
• 11 schools offering the IB programme.11 schools offering the IB programme.
• 3 national universities recognising IB on a3 national universities recognising IB on a
case-by-case basis.case-by-case basis.
• Natives still considered for matriculationNatives still considered for matriculation
based on STPM or Malaysia Matriculationbased on STPM or Malaysia Matriculation
Exams.Exams.

8. Opportunities and Challenges inOpportunities and Challenges in
MalaysiaMalaysia
• Alternative educational systems already inAlternative educational systems already in
place in Malaysia.place in Malaysia.
• Proximity of Singapore to Malaysia.Proximity of Singapore to Malaysia.
• Determination of Malaysian government toDetermination of Malaysian government to
compete with Singapore as an educationcompete with Singapore as an education
hub.hub.

9. Strategy and Action PlanStrategy and Action Plan
(Malaysia): Major Thrusts(Malaysia): Major Thrusts
• Chinese education needs.Chinese education needs.
• Engaging the government to allowEngaging the government to allow
explicit recognition of the IB Diploma.explicit recognition of the IB Diploma.

10. Strategy and Action PlanStrategy and Action Plan
(Malaysia)(Malaysia)
• Gain momentum for Chinese IB DiplomaGain momentum for Chinese IB Diploma
in Malaysia, if unable to do so in China.in Malaysia, if unable to do so in China.
• Work with government to offer Malaysia asWork with government to offer Malaysia as
a lower-cost country for internationala lower-cost country for international
education.education.

11. ConclusionConclusion
• IB as a more humanistic and internationalIB as a more humanistic and international
educational system compared to theeducational system compared to the
traditional ones offered in Asia.traditional ones offered in Asia.
• Rise of China, proximity of Malaysia toRise of China, proximity of Malaysia to
Asia-Pacific HQ, to raise profile of IB.Asia-Pacific HQ, to raise profile of IB.