One of the most exciting aspects of the IB Career-related Programme (CP) is its flexibility.
Unlike traditional pathways that lock students into a single curriculum, the CP allows schools to offer career-related studies (CRS) that align with their unique community, student interests, and future workforce needs.
The CRS component is where theory meets practice — where students take what they’ve learned in their academic IB Diploma Programme (DP) courses and apply it directly to real-world, professional contexts.
But what exactly counts as a “career-related study”? How do schools choose or design one? And what options exist for students around the world?
Let’s unpack how CRS works and explore examples of what schools can offer.
Quick Start Checklist: What You Should Know About CRS
- Every CP student completes one approved Career-related Study.
- CRS can be delivered in-house or through recognized external providers.
- The CRS must develop professional, technical, and practical skills.
- It must include assessment, reflection, and certification.
- CRS should align with the student’s career goals and DP subjects.
1. What Is the Purpose of Career-related Studies?
The Career-related Study (CRS) is designed to connect academic learning to professional experience. It gives students a structured opportunity to develop both hard and soft skills — everything from technical knowledge to teamwork, communication, and time management.
In simple terms, the CRS answers the question:
“How can I use what I’m learning in school in the real world?”
By linking DP courses and CP Core components with the CRS, students build a complete, well-rounded skillset that prepares them for university, apprenticeships, or direct employment.
2. The Flexibility of CRS Options
One of the IB’s guiding principles is that schools can adapt the CP to their context.
That means there’s no single CRS syllabus — schools have the freedom to select or create options that meet IB quality standards.
Schools can:
- Partner with external providers (e.g., BTEC, Microsoft, SCAD, or sustainability institutes).
- Offer national or local qualifications (e.g., state-certified vocational programs).
- Design school-based career studies tailored to student needs.
This flexibility ensures that the CP looks different in every school — always relevant, always meaningful.
3. Examples of Recognized CRS Providers
To maintain quality and consistency, the IB formally collaborates with several trusted CRS providers known as Strategic Providers.
These partners offer industry-recognized qualifications that integrate smoothly into CP frameworks worldwide.
Some of the IB’s recognized CRS Strategic Providers include:
- Pearson (BTEC): Qualifications in business, engineering, creative media, and health.
- Microsoft Corporation: Microsoft Skills Learning Path (MSLP) for technology and digital innovation.
- Savannah College of Art and Design (SCAD): Courses in design, media, and creative arts.
- Arizona State University (ASU): Online, university-level career courses in global innovation and sustainability.
- World Academy of Sport (WAoS): Specialized learning for sports management and athlete development.
- Sustainability Management School (SUMAS): Focus on sustainable business and environmental leadership.
- Association of Chartered Certified Accountants (ACCA): For students pursuing finance or accounting pathways.
These partnerships reflect the IB’s commitment to offering high-quality, internationally relevant options.
4. Examples of CRS by Career Field
To illustrate the variety of CRS possibilities, here are common fields and examples of how schools structure them:
Business and Entrepreneurship
- BTEC in Business or Enterprise.
- Microsoft Entrepreneurship modules.
- In-school business incubator projects.
Skills Gained: Financial literacy, leadership, marketing, innovation.
Health and Social Care
- BTEC in Health Sciences or Early Childhood Studies.
- Partnerships with local medical colleges or hospitals.
Skills Gained: Empathy, ethics, communication, community well-being.
Information Technology and Engineering
- Microsoft Learning Path, Cisco Networking Academy, or CompTIA.
- Robotics, programming, or cybersecurity courses.
Skills Gained: Coding, data analysis, systems thinking, teamwork.
Arts, Design, and Media
- SCAD design modules, BTEC Creative Media, or local studio apprenticeships.
Skills Gained: Creativity, storytelling, project management, digital fluency.
Environmental and Sustainability Studies
- SUMAS or local sustainability projects.
Skills Gained: Systems thinking, leadership, environmental ethics, innovation.
Hospitality and Tourism
- AHLEI or TAFE Queensland certifications.
Skills Gained: Cultural awareness, customer service, management, logistics.
Each of these can be tailored to fit the school’s location, partnerships, and resources — meaning CRS options can evolve as industries and technologies do.
5. How Schools Design Their Own CRS
Schools not working with external providers can create custom CRS frameworks, provided they meet IB standards for quality and assessment.
When designing a CRS, schools should:
- Align with IB’s educational philosophy and mission.
- Clearly define learning outcomes and competencies.
- Include both formative and summative assessment.
- Establish structured reflection and feedback processes.
- Ensure pathways connect meaningfully to higher education or employment.
For instance, a school with strong ties to local environmental agencies might develop an in-house Sustainability Leadership CRS focusing on community action, ethics, and innovation.
6. The Role of the CRS in the Overall CP Framework
The CRS works alongside the other two major CP components:
- DP courses (academic foundation)
- The CP Core (skills and reflection)
Together, these ensure that learning is integrated, not fragmented.
The CRS brings theory to life — students apply what they’ve learned in DP subjects and reflect on it through the Core.
Example:
A student studying DP Psychology and DP Business might complete a CRS in Marketing, using research skills from Psychology and analytical tools from Business to design ethical campaigns.
This synergy makes learning coherent, practical, and deeply engaging.
7. How the CRS Builds Employability and Transferable Skills
Through hands-on projects, workplace simulations, and professional collaboration, CRS experiences help students build employability skills that are relevant across industries.
These include:
- Problem-solving and innovation.
- Professional communication.
- Time and project management.
- Research and ethical decision-making.
- Collaboration and leadership.
Graduates of the CP leave school with more than academic knowledge — they have practical experience that gives them a head start in university and career pathways.
8. CRS Assessment and Certification
Each CRS includes its own assessment framework, depending on the provider or program.
Assessments can take many forms, including:
- Portfolios and project reports.
- Examinations and practical demonstrations.
- Presentations and reflective journals.
Students receive certification from both the IB (for the CP) and the CRS provider.
These combined credentials show evidence of both academic and professional achievement — a valuable combination in global education.
9. Ensuring Quality and Alignment with IB Standards
For a CRS to be approved as part of the CP, it must:
- Have clearly defined learning outcomes.
- Include rigorous assessment.
- Support personal and professional growth.
- Maintain consistency with the IB’s values and mission.
Schools work closely with the IB during authorization to ensure every CRS meets these standards, guaranteeing credibility and international recognition.
10. The Future of CRS: Innovation and Global Relevance
As technology and society evolve, so do CRS options.
Emerging trends include:
- AI and data science in education and business.
- Sustainability and ethical entrepreneurship.
- Digital design, animation, and media communication.
- Health technologies and sports science.
The IB continues to encourage schools to innovate — developing CRS options that respond to local needs while connecting to global opportunities.
Frequently Asked Questions (FAQs)
1. Can schools create their own CRS instead of using external providers?
Yes. Schools can design their own CRS, as long as it meets IB standards for rigor, relevance, and assessment quality.
2. Are all CRS qualifications recognized internationally?
Many are, especially when offered by global providers like BTEC, Microsoft, or SCAD. Locally designed CRSs can gain recognition based on their structure and partnerships.
3. How do students choose the right CRS?
Students select their CRS based on career interests, university goals, and DP subject choices. It’s a collaborative decision with school counselors and teachers.
4. Can CRS studies be completed online?
Yes. Many CRS providers offer hybrid or fully online delivery, expanding access and flexibility for students worldwide.
5. Does the CRS replace traditional academic study?
No. The CRS complements DP courses and the CP Core, integrating theory with practice rather than replacing academic learning.
Conclusion: The Bridge Between Learning and Life
The Career-related Study (CRS) is what makes the IB Career-related Programme truly transformative.
It connects students’ academic knowledge with hands-on experience, helping them see the value of learning through action.
Whether through global partnerships or locally designed courses, the CRS empowers students to graduate not just as scholars — but as innovators, collaborators, and leaders ready to make an impact in the world.
