Education after catastrophe<\/p>\n
Alpha Amirrachman, Jakarta<\/p>\n
Contemplating the magnitude of the catastrophe, it is clear
\nthat education is a key factor in enabling the Acehnese to
\nrebuild their lives. Rebuilding education in the devastated
\nprovince is one of the most urgent tasks for the government.<\/p>\n
Its positive long-lasting impacts cannot be guaranteed, but it
\nis because of this long-term issue that people's and the
\ngovernment's commitment needs to be tested. Short-term goals may
\nappear pertinent and seem to be more crucial, but long-term goals
\nare equally as important.<\/p>\n
It should be borne in mind that the disappearance of about
\n1,000 teachers, and the fact that 50 percent of school buildings
\nwere crushed by the earthquake-triggered tsunamis, was also a
\nmassive \"mental quake\" for the Acehnese students. Around 140,000
\nelementary school students and 20,000 junior high school students
\nhave been left stranded, with no school buildings in which to
\nstudy. We should remember, however, that even before the natural
\ndisaster, education in Aceh had suffered much from the prolonged
\nwar between the Indonesian Military (TNI) and the Free Aceh
\nMovement (GAM).<\/p>\n
Many of the youths are still trying to cope with the bitter
\nreality that their beloved classmates -- with whom they used to
\nsit, play, \"fight\", study or share student jokes with -- are
\ndead. It is, therefore, crucial that we help bring back the
\nstudents' confidence.<\/p>\n
It is encouraging that people have begun to switch from
\ndonating secondhand clothes and dry food to other things, such as
\nbooks, pencils and pens. Therapy-like education has slowly been
\nintroduced, while volunteer teachers of many religious and social
\norganizations are streaming into the province.<\/p>\n
While mosques are widely used as emergency schools -- also
\noffering religious guidance -- other emergency school buildings
\nare being erected. Also, several school buildings that remained
\nintact were cleared of refugees so that classes could be held
\nthere.<\/p>\n
These efforts, however, are insufficient and more needs to be
\ndone accordingly.<\/p>\n
First, it should be realized that the province was not only
\ndevastated by a colossal calamity, but has also been a war-zone
\nfor decades. The recent restriction imposed on foreign
\nvolunteers, while understandable as far as \"sensitivity\" and
\n\"security\" issues are concerned, is still regrettable as it could
\nhinder the reconstruction process.<\/p>\n
In this case, priority should be given to volunteers who are
\nwilling to work in rebuilding the education system -- be they
\nnational or international volunteers.<\/p>\n
Because of these restrictions, however, national teacher
\nvolunteers should be given wider access to more volatile areas
\nthat have been closed to international volunteers. Alternatively,
\ninternational volunteers could be accompanied by officials or
\nlocal non-governmental organization (NGO) representatives.<\/p>\n
This requires not just good coordination, but awareness from
\nall sides of the significance of providing decent education for
\nAcehnese students.<\/p>\n
Second, education under these circumstances will require more
\npatience than in normal times. As many national volunteers are
\nuniversity students with more physical energy than most teachers,
\nit is hoped that they can conduct their mission with vigor.<\/p>\n
Likewise, counseling, for example, might be better conducted
\nby university students, especially from the schools of education
\nor psychology, who can act as \"brothers and sisters\" to the
\nAcehnese students.<\/p>\n
Third, volunteer teachers should also act as role models for
\nthe disturbed Acehnese students.<\/p>\n
Fourth, the tragedy and education reconstruction efforts could
\nbe a moment of truth that becomes the foundation for the
\nrebuilding of Acehnese society. At the same time, people in the
\ntroubled province could be more convinced that they are an
\nintegral part of Indonesia.<\/p>\n
The fact is that many Indonesians, irrespective of their
\nethnicity and religion, volunteered or donated funds to the
\nprovince in a national show of solidarity and compassion for the
\nAcehnese.<\/p>\n
Through education reconstruction efforts, the sincerity and
\nwarmth of their brothers and sisters across the archipelago, as
\nwell as the empathy shown by the international community, may
\nbecome lasting memories for the younger generation of the
\nAcehnese.<\/p>\n
The writer (a.amirrachman@edfac.usyd.edu.au) is a lecturer at
\nthe Faculty of Education at the University of Muhammadiyah Prof.
\nDr. Hamka Jakarta. The views expressed are his own.<\/p>",
"url": "https:\/\/jawawa.id\/newsitem\/education-after-catastrophe-1447893297",
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"sponsor": "Okusi Associates",
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