Since 2022, Ecctis has been carrying out a series of studies assessing the level of alignment between the IB Diploma Programme (DP) and reference points within upper secondary education systems across multiple countries.

The original commission comprised six country studies: Australia (Victoria), Canada (Ontario), the USA, Finland, Singapore, and South Korea.

Two additional studies were commissioned in 2024 for the upper secondary education systems of France and Spain.

Each study includes both programme-level and subject-level comparative analysis, with a focus on DP mathematics and DP science subjects for all countries. Additional subject focuses were included for specific countries: DP English for the USA, DP history for Australia, DP philosophy and DP theory of knowledge for France, and DP economics and DP business management for Spain.

The project supported the client’s overarching objectives, specifically:

• To explore the alignment between the IB Diploma Programme (DP) and selected comparison points within the upper secondary education systems of Australia, Canada, the USA, Singapore, South Korea, Finland, France, and Spain
• To identify areas of similarity and difference between the IB DP at Standard Level (SL) and Higher Level (HL), and the national upper secondary education systems, by comparing both programme-level and subject-level components

At the programme level, the studies assess alignment by identifying similarities and differences between the key features of the IB DP and the comparison curricula, including:

• Philosophical underpinnings
• Structure and entry requirements
• Learning pathways
• Assessment methods

At the subject level, the studies assess alignment between the IB DP and comparison subjects by examining:

• Learning outcomes
• Content
• Level of demand

Ecctis has extensive experience in reviewing mathematics and science curricula, pedagogical practices in teaching and learning, and assessment in both national and international contexts. This expertise informed the development of a bespoke, rigorously tested, and clearly communicable methodological approach for this project.

During the alignment studies, Ecctis complemented its standard comparative methodology with a comprehensive mapping process. This involved extracting key themes from the IB Diploma Programme (DP) and evaluating their presence within the selected comparison points.

To assess demand at subject level, Ecctis designed and implemented an expert panel approach. Subject specialists independently scored each IB DP subject against a common set of demand criteria, ensuring consistency and rigour in the evaluation.

To carry out analytical comparisons at both programme and subject level, a structured mapping exercise was undertaken to identify similarities and differences across the selected alignment criteria.

This process involved identifying equivalent structural features in both the IB Diploma Programme (DP) and the comparison programme, and applying a consistent analytical method to each dataset.

The approach is methodical, testable and repeatable, ensuring transparency and reliability throughout the analysis.

Ecctis developed a bespoke, project-specific approach to measuring curriculum demand, based on four key criteria: revised Bloom’s cognitive skills, depth of knowledge, volume of work, and areas of outstanding demand.

A panel of subject specialists, teaching experts, and curriculum design professionals was convened to analyse each subject curriculum in detail. Through discussion and consensus, the panel identified the score descriptor in each category that best aligned with the curriculum under review, resulting in a detailed comparison and final evaluative judgement.

Figure 2: Example of the visual representation of alignment between IB DP subjects and comparison subjects, as used in the final reports

• A uniform and coherent methodology that was robust enough to inform qualification development and withstand scrutiny
• A set of standardised research questions (RQs) used across all country studies at both programme and subject levels
• A shared report structure, presented in a visually engaging format across all studies. This supported the dissemination of findings to different internal and external audiences, in line with the client’s needs

• In addition to the core RQs, supplementary RQs were developed and applied as appropriate to individual country contexts
• The use of a flexible report design that accurately reflected both the commonalities and distinctions between the IB DP and each comparison programme
• The production of subject-level reports, enabling cross-jurisdictional analysis by subject area and allowing for more detailed comparison across systems

• Eight comprehensive country reports
• Executive summaries for each country study
• Two post-project presentations to IB audiences

Taken together, these studies provide robust evidence that the IB Diploma Programme (DP) courses examined represent rigorous curricula. They are designed to support substantial depth and breadth of learning and can be effectively implemented within a range of national contexts.

Ecctis triangulated and synthesised multiple strands of analysis to develop targeted, actionable recommendations for IB stakeholders. This research supports the following outcomes:

• The development of tools and resources for IB teachers, helping them navigate the relationship between the IB and local curricula in the target countries
• Improved recognition of the IB DP at both programme and subject level by institutions, employers, and other key stakeholders, thereby supporting fair recognition, progression, and mobility for IB DP holders

Full reports for each country study are available on the IB curriculum research page.

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