Striking the balance
You do not need to look far for the inspiration, necessity and relevance of the core programme.
A report in January 2020 by Michaela Horvathova at the Center for Curriculum Redesign on key competencies and employability skills developed in the DP and CP, concluded that '21st Century competencies and a deep understanding of content knowledge are needed' by students in the future. Furthermore, at the The Global Innovation Session, Education Korea 2020, IB Asia Pacific stated 'knowledge is important but it's actually the skills and aptitude that we're developing within learning that are really crucial' as well as asserted that 'IB programmes prepare students for jobs that do not exist yet'.
From here, the first thought is the learner profile that pervades all IB programmes. Certainly the CP core draws completely on the attributes of the learner profile, to develop:
• Considerate and involved citizens
• Autonomous lifelong learners
• Able communicators
• Complex and flexible thinkers
• Globally empathetic
• Sensitive the others' views and needs
• Embracing of intercultural education
However, what makes the CP core unique? Funnily enough, understanding the CP core is to look up from a bullet-pointed list of attributes and look out across each element of the core, how they connect together and with the wider world.
Each element of the core provides the opportunity to explore and develop all these characteristics but it is the way such development works concurrently (or simultaneously) across all aspects of the core. The core is also the place where the implicit becomes explicit; the skills quietly being developed across the career-related study and DP subjects that might go unnoticed without the right attention. When students clearly realise which skills are being developed and how they connect between subjects and their real world relevance, their confidence and self-awareness increase greatly.