Important but financially impossible for most<\/p>\n
Leo Wahyudi S, Contributor, Jakarta<\/p>\n
Despite the controversy over the weakness of education for the
\nvery young, some parents still consider it vital.<\/p>\n
Nini, mother of four-year old Veraldi, said her only son
\ndeserved the best education she could offer him.<\/p>\n
Having recently moved from Singapore, she enrolled her son in
\npreschool early this year. Veraldi attends the Doctorabbit
\npreschool in South Jakarta three times a week to learn how to
\ninteract with his schoolmates.<\/p>\n
\"Early education is very costly, but it is not the money
\nthat's important,\" Nini said, adding that the tuition at the
\npreschool was relatively low compared to other schools. She paid
\nRp 1 million to enroll her son and pays Rp 500,000 monthly for
\ntuition. Some play groups can charge up to Rp 15 million for
\nenrollment, she said.<\/p>\n
The outdoor activities at Indonesian play groups are much
\nbetter than at Singaporean preschools, Nini said. She said that
\nin Singapore similar activities were mostly staged in shopping
\nmalls or indoor playgrounds, but Singaporean play groups had a
\nbetter curriculum and methods.<\/p>\n
Unlike in other countries, preschools in Indonesia are
\nconsidered a luxury, with many people considering them schools
\nonly for the rich. Not everyone can afford to send their toddlers
\nto preschool.<\/p>\n
Noted psychologist and social observer Tika Bisono
\nacknowledged that preschooling was important but costly, and said
\nthat institutions involved in providing early education should
\nnot be allowed to operate purely as business entities that focus
\nmainly on turning a profit.<\/p>\n
\"Investors in (early) education should not necessarily burden
\nparents with all the costs,\" Tika said, saying preschools could
\nfind patrons for funding.<\/p>\n
Tika also appreciated the development of local preschools. She
\nsaid that the quality of learning, equipment and toys used by
\npreschools met most standards.<\/p>\n
The ratio between teachers and students was ideal, with the
\naverage school having one teacher to every five children. She
\nalso said that many preschools involved the parents in
\neducational programs.<\/p>\n
For example, many preschools invite parents, as well as
\nnannies, to take part in workshops to help the toddlers adjust to
\nschool life.<\/p>\n
At some preschools, a pediatrician regularly monitors and
\nexamines the children. \"This is part of the improvements at
\npreschools today,\" Tika said.<\/p>\n
She said the Ministry of National Education should measure
\nearly education more comprehensively. In her opinion, the
\ngovernment only facilitates early education improvement upon
\nrequest and case by case.<\/p>\n
\"The government should be open to not only education
\nconsultants, but more important to the users,\" Tika said. She
\nstressed that the education ministry was in dire need of real
\ninput from users since it was the ministry who implements
\nregulations and government policies, applies the curriculum and
\nschool tuition schemes.<\/p>\n
According to ministry data, in 2000 there were 26 million
\nchildren aged six years and younger. Of the total, only 2.6
\nmillion between four and six years old went to preschool and
\nkindergarten. Nearly 99 percent of them went to private schools.<\/p>\n
Ministry of National Education's Director General for Informal
\nEducation and Youth Affairs Fasli Jalal acknowledges that
\npreschools are still dominated by the children of the elite in
\nmajor cities.<\/p>\n
Fasli also admitted that his office did not oversee preschool
\nactivities.<\/p>\n
\"We let the elite institutions operate as they wish,\" Fasli
\nsaid. Were a preschool to be reported for inappropriateness, the
\ngovernment would summon its management to discuss the matter with
\nexperts, he added.<\/p>\n
Preschools using international education programs should be
\nencouraged, he said. \"Reliable education programs provided by
\nsuch schools could inspire local schools,\" he said.<\/p>\n
He said that the ministry was promoting preschool activities
\nin rural areas through an education program for the young called
\nPAD.<\/p>\n
Pilot projects were introduced in 1999 to follow up the
\nsigning of an international agreement in Senegal in 2000 on the
\nneed for education for all. Now there are 12 regencies running
\nprojects.<\/p>\n
The government has provided Rp 25 billion fund for projects
\nsince early 2002. Most of the funds have been used to pay for the
\nconstruction of preschools in poor communities in the 12
\nregencies.<\/p>\n
\"This program is important to avoid educational discrepancy
\nbetween the villages and cities,\" Fasli stressed.<\/p>",
"url": "https:\/\/jawawa.id\/newsitem\/important-but-financially-impossible-for-most-1447893297",
"image": ""
},
"sponsor": "Okusi Associates",
"sponsor_url": "https:\/\/okusiassociates.com"
}