FOCUS ISSUE -- INTERNATIONAL SCHOOLS -- MAY 9
\n checked by Rich<\/p>\n
Internationalism in education, a logical development<\/p>\n
Simon Marcus Gower,
\nExecutive Principal, High\/Scope Indonesia School
\nJakarta<\/p>\n
It is probably accurate to say that by now the notion that we
\nare living in the age of globalization has become something of a
\ncliche.<\/p>\n
But it is a reality that, practically each day, that is
\nbrought to our doorsteps. From the repercussions of economic
\nfallout on the other side of the world to the ongoing struggles
\nthat the international community is facing with terrorism, we are
\nnow, more than ever, existing in a global community - a global
\nvillage.<\/p>\n
It is, then, reasonable and appropriate that schools and
\neducation, in general, target a more internationalized approach
\nto bringing education to school-aged students in the twenty-first
\ncentury. This is clearly in evidence in Indonesia with all the
\nnew international and internationally orientated schools that are
\nnow available here, mostly in the capital.<\/p>\n
These schools very obviously are bringing curricula and
\nmethods that have the potential to help in the advancement of
\neducation here - not just for the expatriate community but also
\nlocal people too.<\/p>\n
Perhaps ironically, the difficulties of the economic crisis in
\nIndonesia did create a condition in which many Indonesians were
\nforced to return to this country to continue their education and
\nso they sought the systems of education that best matched their
\noverseas experiences. Simultaneously, international schools
\nneeded to be opened up to receive more of the local population -
\nnot least to maintain their enrollments, in some cases to remain
\nviable ventures.<\/p>\n
But even without such ironies, the community of international
\nschools and education institutes here is able to contribute to
\nthe ongoing development of education. International schools offer
\ncurricula that are internationally orientated, recognized and
\naccredited. Typically being delivered in English, these curricula
\noffer qualifications that more readily allow graduates to meet
\nthe requirements of many different national education systems
\naround the world.<\/p>\n
For example, the International Baccalaureate system that can
\nbe followed at certain schools is widely recognized and is
\nadministered by literally thousands of examiners worldwide. With
\nsystems such as this a high degree of 'compatibility' is
\nautomatically being achieved. The standards that students are
\nworking towards here in Indonesia are going to be very close to
\nthose of students studying in countries all over the world.<\/p>\n
Very often too a more internationalized model of education
\noffers something that is, perhaps, only gradually being realized
\nby Indonesian schools.<\/p>\n
International schools will, very commonly, look to offer and
\nachieve a mode of education that balances out academic skills and
\ndevelopment with life skills to help nurture the whole human-
\nbeing.<\/p>\n
In this mode of education there is a great deal of integration
\nof subjects to help students make sense of the learning in a more
\nholistic and realistic way. Interestingly, it is quite a common
\nexperience to encounter international systems of education that
\nvery deliberately consider social and emotional development in
\nconjunction with academic development. But in addition, and this
\nis very important, they will also consider cultural needs and
\nawareness.<\/p>\n
This kind of 'more holistic approach' very directly means that
\nmany internationalized systems of education explicitly set out to
\nmaintain a balance between their international ways along with
\nlocal culture and community sensitivity.<\/p>\n
It is an observable fact that international schools will
\nconsistently be able to offer superior facilities and built
\nenvironment in comparison to many local school settings. But this
\nshould not overwhelm us and lead us to simplistically think that
\njust because the buildings are better, the system is
\nautomatically too. However, it is a quite consistent experience
\nto encounter international settings for education that have a
\ngood built environment but also a good community and social
\nenvironment too.<\/p>\n
There is, then, a consistency of international schools that
\ncan and do build upon social and community awareness and in so
\ndoing generate forums ripe for the development of international
\nunderstanding. International schools will, though, quite often
\nreflect the sources from which they come and so naturally enough
\nthere may be subtle or even significant differences in the way in
\nwhich they deliver their education.<\/p>\n
For example, a school based on a Korean model for schools and
\nschooling might offer quite different learning experiences to one
\nbased on an American model for education. This is reasonable and
\na reflection of the way the world is; with all its glorious
\ncultural diversity. It does, though, mean that anyone considering
\nan international school should consider the source and whether or
\nnot it fits their own philosophy.<\/p>\n
International schools will often, though, hold similarities in
\ncurriculum applied and methodologies used. Subtle differences
\nthat exist should be considered and accommodated by parents that
\nare examining an internationalized model of education for their
\nchild(ren). Some schools may follow a more formal and strict
\nroute to education provision, whilst others may be more open and
\nrelaxed.<\/p>\n
International schools do, though, typically bring about a
\ngreater choice in education and also typically greater quality.
\nAn often repeated statement regarding the approach and target for
\ninternational schools is that they bring about greater
\ninternational understanding but this understanding is also
\npromoted to local, national schools too.<\/p>\n
Around the world some international schools will even go so
\nfar as to claim that they are targeting the furtherance of world
\npeace, tolerance and understanding. Such ideals as these are high
\nindeed but they do also reflect how international schools can be
\nseen as a response to our age of globalization.<\/p>\n
Years ago, international schools and internationalized
\napproaches to schooling may have been seen as highly selective
\nand exclusive; literally excluding many. In Indonesia it is
\npossible to see something of a history of this kind of exclusion
\nmentality towards internationalized schooling. The Dutch colonial
\nera saw policies of exclusion from schools that were certainly
\ndivisive and far from the high ideals of promoting tolerance and
\nunderstanding.<\/p>\n
But international schools and greater internationalism in
\neducation is now more commonplace. Enlightening and effectively
\nborderless approaches to education have broken down the barriers
\nof exclusion and exclusivity. Tolerance and community orientation
\ndirectly engenders greater cross-cultural interaction and
\ncommunication.<\/p>\n
Of course, a certain amount of exclusivity does, though,
\nremain. It has to be realized that international schools are able
\nto offer far more in facilities and methods than most national
\nIndonesian schools but this is an unavoidable fact of life for
\neducation here.<\/p>\n
Exclusive they may be but, with a continued commitment to
\ninteraction and participation in the local scene and maintaining
\nawareness and respect for the local culture, schools that
\nimplement international curricula and methods can help to advance
\nthe cause of education more generally.<\/p>\n
The opinions above are personal.<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/focus-issue-international-schools-may-9-1447899208", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }