Sure. But without identification of where the problem lies how can we even begin to address the issue?

It appears that students are coming out of the Diploma programme without a basic understanding of what ToK is, let alone a good grounding in it. The IBO could not be any clearer on what ToK is, what the aims and objectives are and how it should be approached.

As an IB teacher (of 15 years) and examiner I can confidently say that the problems identified in this thread have two points of origin: 1) Schools don't care about the implementation of ToK in relation to the major subject areas and 2)in general teachers don't know (and don't care to find out) how to teach it.