Around 300 teachers, managers and counselors participate in a meeting on Personalized Education at the university

educational professionals from various Spanish communities and international centers met last Saturday at the headquarters of the University of Navarra in Madrid at the I IB Symposium: The IB implemented under the framework of personalized Education . A meeting jointly organized by the University of Navarra, Attendis and the International high school diploma Organization where they reflected on innovative teaching processes, good practices in the work of educational guidance and in the integral training of the student.

A total of 285 teachers, managers and counselors from 15 Spanish autonomous communities - Andalusia, Aragon, Catalonia, Cantabria, Castile and Leon, Extremadura, Balearic Islands, Canary Islands, Galicia, La Rioja, Community of Madrid, Murcia, Navarre, Basque Country and Valencia - and from other parts of Europe, Portugal and Peru participated.

The goal of this meeting, says Mónica Sepúlveda, director of development of the School of Education and Psychology at the University of Navarra, was "to create a learning community that integrates research, teaching and the curricular framework offered by the international high school diploma programs. 

  
^{Photo caption: Members of the plenary session The IB implemented under the framework of personalized Education}

The workshop began with a plenary session in which they reflected on how the International high school diploma programs work under the Personalized Education model . In this sense, Carolina UgarteThe dean of the School of Education and Psychology of the University of Navarra framed personalized Education as "that which is oriented toward three distinctive features of the person: uniqueness, attending to each person in an integral way; autonomy, educating so that he or she can make good choices; and openness, so that he or she is able to live together and collaborate.

For its part, Sandra PerezThe general director of the Attendis group , highlighted the flexibility of the IB programs to adapt to the unique identities of each educational center. In her case, she explained that during the accreditation process they were able to incorporate their own attributes to the IB learning profile while maintaining the essence of their schools.

Maripé MenéndezThe head of development and government relations at high school diploma International for Ibero-America, stressed that, in a context marked by artificial intelligence and rapid technological change, the integral accompaniment of student will be decisive in fostering the development of their critical thinking, their capacity for reflection and their ethical commitment. 

 Leonel BolañosThe University of Navarra alumni and IB program alumni emphasized that those who join this model must assume a particularly high level of commitment, a demand that, as he pointed out, "is not only a challenge, but also a challenge that, as he said, must be met in the future. Militza HernandezAlegra British and International School's academic director, also relies on the faculty, whose identification and involvement with the programs is essential to guarantee their adequate implementation and the formative accompaniment of the students.

Antonio Muñoz, Senior World School Manager of the International high school diploma Organization highlighted the different pathways that the IB offers for the professional development of the faculty, underlining its role in the continuous improvement of the quality of education.
 

The symposium concluded with several sessions led by teachers, guidance counselors, directors of public, private and charter schools, as well as researchers from the educational field, who contributed complementary experiences and perspectives, enriching the discussion on the curricular framework offered by IB programs and their synergies with the student's personalized training .