Providing superschools for all<\/p>\n
By John Phillips<\/p>\n
This is the first of two articles on the definition of
\nsuperschools and on how to foster such schools.<\/p>\n
YOGYAKARTA (JP): In recent articles, Mochtar Buchori
\nperceptively outlined some of the basic questions in education
\nfacing Indonesian society with the rapid development of \"super\"
\nschools and, perhaps more importantly, the misconception about
\nwhat constitutes good education.<\/p>\n
He raised two important questions that Indonesia needs to
\nanswer in order to develop its school system for future
\nchallenges: (1) what is a \"super\" school and, are superschools
\nexpensive and so, by definition, exclusive; and, (2) who is
\nultimately responsible for educating our children?<\/p>\n
I would like to suggest answers to these questions by looking
\nat the problem in terms of how to achieve \"super\" education for
\nall children.<\/p>\n
The questions raised here about Indonesia are the key problems
\nfacing all international educational development, what do we mean
\nby a \"good\" education and can any society afford \"not\" to provide
\nit?<\/p>\n
Answers have varied with shifts in educational philosophy as
\nwell as public sentiment about the appropriate goals of education
\nas the perceived needs of society have shifted with changes in
\npolitical, social, economic, and even spiritual environments in
\nwhich the answers are rooted.<\/p>\n
But, in one common definition good education is seen as
\nproviding the information processing, socialization, and
\ntechnical skills needed by society and the individuals in it.<\/p>\n
Obviously, educational systems have had to change considerably
\nas the world has changed and continues to change at an
\nincreasingly rapid pace. It is precisely this pace of change in
\nIndonesian society and in the world at large which is making it
\neven more difficult to answer the question of what a good
\neducation (and \"super\" school) should be?<\/p>\n
Buchori has provided a partial answer in his elucidation of
\nthe desires of Indonesian parents. This included fluency or
\nliteracy in English, and basic understanding of science and
\ntechnology such as computers.<\/p>\n
The real answer lies not so much in his list or even in the
\nspecial features super\/elite schools have used to attract
\nstudents (such as superior facilities and instruction in English)
\nas it does in the fact that what makes a good education comes
\nfrom what the society believes it is.<\/p>\n
That is, a partial definition of a good education is one which
\nprovides education to meet the perceived needs of those being
\neducated.<\/p>\n
Most educators know that this seemingly simple task is easier
\nsaid than done, but they also know that meeting the current needs
\nof the students is critically important to ensuring that learners
\nwant to learn, acquire basic learning skills, and become
\nsocialized -- things considered essential by most educational
\nsystems.<\/p>\n
But few educational systems are current enough, flexible
\nenough, and knowledgeable enough about learner needs to be able
\nto actually deliver such basic education. The reasons schools
\nfail to provide this kind of education are many, but in large
\npart it is because educational systems have not been able to
\nadapt easily to changes in society.<\/p>\n
Ironically, one criterion of a superschool may simply be that
\nthe school is able to meet its most basic educational goals and
\nthat these goals are at least currently relevant to the lives of
\nthe children.<\/p>\n
But, this is only a partial definition of the problem alluded
\nto earlier. Rapid changes in society make it even more difficult
\nto predict what the needs of our children will be in the future.
\nFor example, suppose voice recognition becomes a standard feature
\nin computer software in the future, then why would one need to
\nlearn to operate computers the way that is in favor currently?<\/p>\n
Education in a changing world is not just about what is useful
\nnow, but also what will be useful in the future.<\/p>\n
A good example of this, as Buchori noted, is that many
\nIndonesian parents want their children to become literate in
\nEnglish because, even though it may not be particularly useful to
\nthem now, they believe it is a key to gaining future access to
\ninternational communication, business and technology.<\/p>\n
Thus, educators must also include a future orientation in
\nsetting educational goals and devising instructional strategies.<\/p>\n
But, who among us is able to predict the future with enough
\naccuracy to be able to say what will be useful ten, twenty or
\nfifty years from now?<\/p>\n
Even though educational systems must be open and responsive to
\nthe current and future perceived needs of students, there must
\nalso be a means by which systems can train students to adapt
\nquickly to the ever changing world.<\/p>\n
In Indonesia as elsewhere, the flexibility needed to
\naccomplish this means that school systems have to decentralize
\nand educational decisions have to be made at the community level
\nwith input from \"futurologists\", people who make predictions
\nabout what educational needs will be.<\/p>\n
It also means establishing solid minimum educational goals as
\nwell as more learner-centered, active learning methods and less
\nemphasis on rote memorization or even specific information.<\/p>\n
Finally, it is no secret that the current Indonesian
\ncurriculum is deficient in teaching the critical learning and
\nthinking skills needed by all people to adapt quickly to a
\nchanging environment even past their formal education years.<\/p>\n
Another piece of the \"super\" school puzzle is that
\nsuperschools are ones that concentrate on teaching students the
\nskills and the attitudes they need for continuing learning.<\/p>\n
Finally, superschools are not necessarily the ones with better
\nfacilities, the most modern equipment, or the most fashionable
\ncurricular content.<\/p>\n
These things may be desirable and beneficial, but they do not
\nconstitute a superschool. Instead, a superschool is one in which
\na committed and farsighted educational system empowers local
\ncommunities to make crucial decisions, and dedicated educators
\nteach avid and voracious learners with the full backing and
\nsupport of involved parents and the local community.<\/p>\n
In short, superschools are readily available and relatively
\ninexpensive.<\/p>",
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