Wanting to keep all doors open at the time of decision making - esp in Europe.

Cost is lower in EU and alternative pathways are not as widely accepted at publics

Already tracked based on where they want to study

Culture is very rigorous and wanting the 'top names' with a gold standard of education

'Paying' for the 'best' education at school and want to continue to do that in IBDP

Australia school much easier as a different culture for admission

Japan culture was different and wanted to go to the named university.

Found understanding of what university is about differs so greatly around the world.

University may be - for people who don't know what they want to do - rather than innovation may be for kids who DO know what they want to do and in this day and age can actually carve their own path.

Parents

Peers and ..... presser

If looking at Universities in Europe and ministry of education not excepting them.

Culture and values

stigma connected to a (perceived) 'lesser' pathway

family expectations / legacy

perceived peer pressure (though students are often more supportive of each other in reality!)

students' comparison with each other - rather than focusing on own path, they can get preoccupied (social media!)

ego! social capital! status!

building students' understanding of selves from a younger age (pre-DP age) to truly choose what fits their talents

we need to trust students more with this too!

do kids know all of the options? (do we?)

universities trust the more conventional/ simpler path

university 'quotas'

bias / marketing (if your UC team have better relationships with certain colleges)

parental expectations -- understanding of this pathway

fear or discomfort of the unknown -- trust of the 'new' -- no roadmap of previous successes that anchor parents

'less traditional' approach

cultural definitions of success

Working against limited/traditional definitions of success.

Perception of whether or not school-based courses/diplomas are "as good" and where students matriculate as a result.

Gaining community buy-in.

Working through demands and pressures of accreditation.

Gathering data on outcomes and impact of program.

National laws and rigid ministry regulations.

Very sure of what they want in terms of the values and so if they can do it and it will get them there they are going to do it may sway them to want to take an innovation program - but parents then step in - and they swing the other way :-( - so fear from parents

Talking to IB to talk about certificates vs DP

Talk to Ministries of education. .... looking at requirements

Educate parents ... sell successes ... of these programs and pathway classes starting in MS

partnering with universities (showing the curriculum, seeing facilities, and other possibilities to partner) -- both local and abroad

when considering courses like medicine, look at courses that might match -- dual credits would be appealing to parents on a financial front

bearing in mind the local context (if Panama = business, what is your country's context and it's future? language context of your school)

time + resources liasing with universities -- critical number / mass and others will join

leveraging successes to influence