The IB Diploma is clearly international but how far does it reach within society? In the early days almost all IB schools were private schools which just educated the elite. Now in many developed countries such as the US and the UK more and more state (public) schools have joined the IB so that in theory the course is open to any 16-19 year old. This is far from true in many other countries though where only those who have received an education in English (or Spanish or French) and who have sufficient financial means and social standing can follow the programme. I feel that the IB Chemistry syllabus and examinations do not always reflect this.

Some years ago there was a question on Paper 3 for the Environmental Chemistry option. The question basically asked how a householder could save water. What was interesting were the two suggested answers. 1. Take a shower rather than a bath and 2. Put a brick in the toilet cistern. Both of these answers showed how culturally ignorant the examiners were. Many households throughout the developing world do not have baths, shower or toilets or even taps and running water. Many people have to go to a well or pump or river to get their water. For these households the answers were a nonsense but, of course, generally these are not the homes where our  IB students come from .

A similar issue arises with pollution. The Environmental option tends to be much more concerned with pollution caused by the rich people of the world who drive cars and have refrigerators etc. In fact the world’s most deadly pollution comes from smoke within peoples own homes. In many parts of the world families cook on wood or dried animal dung fires without proper ventilation. The fumes from these cause many respiratory and eye-related diseases.

It is estimated that over two million people die each year from the pollution caused by these fires with 44% of these being from childhood pneumonia – the biggest cause of child death in the world.

The Global Alliance for Clean Cookstoves supported by the UN has recognised this and has launched an initiative to try to reduce this death toll. Perhaps as well as focusing on catalytic converters and alternatives to CFCs the IB syllabus should also look at the pollution problems associated with the many people who probably will never get the chance to study for the IB Diploma.

Perhaps at least we can make our students more aware of the problems faced by many in their day to day living. This could also provide fertile ground for meaningful CAS projects.