Promoting peace and harmony among students<\/p>\n
Sudibyo M. Wiradji
\nThe Jakarta Post
\nJakarta<\/p>\n
International schools are becoming increasingly popular among
\nexpatriate and local parents not only because of their high
\nquality of education but also due to the positive cultural values
\nresulting from their multicultural environments.<\/p>\n
In addition to the indisputable quality of their educational
\nprograms, the different nationalities of the students allow them
\nto become familiar with a multicultural environment, thus helping
\nthem develop a sense of trust and mutual respect.<\/p>\n
The British International School's principal, Peter Hoggins,
\nfor instance, said that the school provides a good opportunity
\nfor children from a wide range of religious and cultural
\nbackgrounds to learn about each other.<\/p>\n
"A better understanding will hopefully move us towards a more
\npeaceful and harmonious world," Hoggins said.<\/p>\n
Quoting a winner of the Noble Peace Prize, Lester B. Pearson,
\nhe said, "How can the peoples of the world live in peace unless
\nthey know each other?"<\/p>\n
To appreciate cultural diversity at secondary level, the
\nschools hold cultural programs as special events in various
\nforms, including traditional dance and musical performances from
\ndifferent nationalities.<\/p>\n
At the Gandhi Memorial International School (GMIS), diversity
\nis considered a strength and a positive value. "The school
\nencourages students to develop respect and sympathy for other
\nhuman beings and their rights regardless of race, religion, creed
\nor gender," said the GMIS's principal Ashok Pal Singh.<\/p>\n
Despite being open to all nationalities, most international
\nschools in Jakarta saw only small numbers of students from a few
\nnationalities during the earlier years of their existence.<\/p>\n
But as time goes by, the schools have developed into large and
\ntruly international schools embracing more and more
\nnationalities, including Indonesians.<\/p>\n
The Jakarta International School (JIS) was established in
\n1951, with the students exclusively coming from the United
\nStates, Great Britain and Australia. Currently, the school has 60
\nnationalities represented in the 2350 student body. The school
\nwas known as the Joint Embassy School until it became the Jakarta
\nInternational School in 1971. It was not until 1971 that a senior
\nhigh school was added to the existing grades 1-8.<\/p>\n
Before evolving into an international school with around 40
\nnationalities, the GMIS also saw only a few nationalities, mostly
\nIndians, when it first operated in 1950. It had between 22 and 36
\nnationalities several years later.<\/p>\n
Similarly, the majority of students attending high school at
\nthe BIS were British when the school started operating in Jakarta
\nin 1973. But the number of nationalities increased from year to
\nyear and currently, there are over 45 nationalities attending the
\nschool.<\/p>\n
With an increasing number of nationalities, the schools are
\nstriving to accommodate the differences in religious and cultural
\nbackgrounds. The GMIS, for instance, has a diverse student body
\nrepresented by about 40 nationalities.<\/p>\n
The differences in religious and cultural backgrounds are
\nreflected in the schools' activities. At the BIS, students are
\nencouraged to celebrate different cultures through the marking of
\nthe major events of the world's religions and through school
\nevents such as International Day. "All members of the community
\nare treated with equality and respect," he said.<\/p>\n
Historically, the emergence of the international schools was
\nclosely linked to the existence of embassies in Jakarta. The
\nschools were established in response to the educational needs of
\nexpatriate parents working as diplomats or UN staff posted to the
\ncapital.<\/p>\n
But with the increasing number of expatriate parents residing
\ntemporarily in Indonesia for business or professional reasons,
\nmore expatriate parents from various professional backgrounds
\nstarted sending their children to the international schools. The
\nquality educational programs presented in multicultural
\nenvironments has also attracted local parents.<\/p>\n
Parents have their own reasons why they choose a particular
\ninternational school.<\/p>\n
The JIS's Publication Director, William Woodruff, said that
\nmany expat parents chose the JIS because it had a worldwide
\nreputation of offering high quality education to high school
\nstudents.<\/p>\n
Woodruff said that the goal of the high school programs was to
\nprovide students with the skills to be self-reliant, contributing
\ncitizens in a complex and a changing world.<\/p>\n
The JIS has 921 high school students who started its current
\nacademic year in September 2002.<\/p>\n
The high school curriculum focuses on college and university
\npreparation, offering the International Baccalaureate and
\nAdvanced Placement International diploma.<\/p>\n
The JIS has grown rapidly due to the growing demand for a
\nquality international school in parallel with the growth of the
\nexpat population in Jakarta.<\/p>\n
The JIS is managed by an 11-member School Council and elected
\nparents of JIS students. The JIS is a non-profit, independent
\nfoundation,headed by a board of governors comprised of
\nrepresentatives of the three founding embassies, America,
\nAustralia and Great Britain.<\/p>\n
The GMIS's principal, AP. Singh, said that parents send their
\nchildren to the school because they are interested in the
\neducational system, the cultural values and the ethos of the
\nschool.<\/p>\n
"We have a safe and stimulating environment that encourages
\nstudents to become compassionate thinkers and life-long
\nlearners," he said, adding:"There is an excellent rapport between
\nthe principal, students, teachers and parents."<\/p>\n
Located on Jl. Pangandaran IX, Ancol Barat, North Jakarta, the
\nGMIS has been set up to educate, motivate and inspire students
\nand to prepare them to be confident, successful and responsible
\ncitizens of the world. "It offers a high quality, internationally
\naccredited English language curriculum in a diverse multinational
\nacademy," Singh said.<\/p>\n
To ensure the quality of the educational programs, the GMIS
\nhas become affiliated with the International Baccalaureate
\nOrganization and offers a Diploma Program, equivalent to the
\nthird grade of senior high school (SMU 3) and the Cambridge
\nInternational Examinations-UK (IGCSE) program.<\/p>\n
The school maintains high academic standards through the use
\nof the International Baccalaureate, Singh said.<\/p>\n
The GMIS's curriculum is professionally managed by the
\nprincipal through his team of teachers.<\/p>\n
Hoggins of the BIS said that parents and children chose the
\nBIS because "they know our reputation for enabling all students
\nto achieve their full potential."<\/p>\n
"Academic standards are very high and there is emphasis on the
\npartnership between home and parents," he added.<\/p>\n
Currently, the BIS has 400 high school students.<\/p>\n
Located near the Serpong toll road, the BIS provides a
\nBritish-style education in superb surrounding. It is based on an
\n18-hectare campus which has outstanding facilities, including an
\nOlympic size pool.<\/p>\n
Older children at the BIS study the International
\nBaccalaureate Diploma pre-university course. "Students are
\nencouraged to develop a wide range of skills through a
\nstimulating curriculum matched to their individual needs, and a
\ncomprehensive extra-curricular activities provide further
\nopportunities for personal growth," Hoggins said.<\/p>\n
The BIS is a 'Yayasan', or foundation, led by a Council of
\nTrustees who delegate executive responsibility for the
\nadministration of the school to the Board of Governors and the
\nprincipal.<\/p>",
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