Schools must win back reverence and trust<\/p>\n
By Mochtar Buchori<\/p>\n
JAKARTA (JP): Reverence and trust constitute very important
\nfundamentals in education.<\/p>\n
Teachers and schools are only effective in their task if
\nstudents and parents genuinely believe them, trust in them and
\nrevere them.<\/p>\n
Without reverence and trust, no teacher or school can perform
\nany educational task in a satisfactory manner.<\/p>\n
It is with this basic framework in mind that I have been
\ntrying to comprehend various incidents occurring in some of our
\nschools lately.<\/p>\n
Why has our educational system been so ill-fated?<\/p>\n
In my opinion the capitulation of some of our schools to
\npressures for obligatory purchase of shoes, notebooks and visits
\nto Seaworld was caused by a lack of understanding about their
\nrights and authority as an educational institution.<\/p>\n
It was really very saddening to hear that it was parents who
\nhad to protest against these various instructions or
\n\"solicitations\".<\/p>\n
In my view the school must stand at the forefront and protect
\nstudents against commercial intrusions from noneducational
\nparties.<\/p>\n
According to an old education maxim, the act of registering
\nchildren into a school signifies a social contract between
\nparents and the school.<\/p>\n
With this act, parents are requesting that the school educate
\ntheir children on their behalf. And the school's acceptance of a
\nchild as a pupil signifies that the institution accepts the moral
\nresponsibility of educating that child on behalf of the parents.<\/p>\n
The contract means two things. First, the school's educational
\nactions must take into account the parents' wishes and
\npreferences. And second, only educational interaction should be
\nallowed to take place at school.<\/p>\n
This old maxim has been largely forgotten, both by the school
\nand parents.<\/p>\n
Many parents think that the moment they enroll their children
\ninto a school, their educational obligation toward their children
\nhas ended. They think that from then on the education of their
\nchildren has become the sole responsibility of the school. If
\nsomething goes wrong it is the school that is to be blamed.<\/p>\n
They think, for instance, that it is the fault of the school
\nthat their children cannot speak proper Indonesian and English
\nafter graduating from senior high school.<\/p>\n
On the other hand, many schools forget their obligation to
\nconsult or inform parents whenever they are about to make new
\neducational decisions.<\/p>\n
Curricula have been designed and revised without giving
\nconsideration to the differing interests of students and parents.
\nEvaluations have been made without negotiating with parents and
\nstudents.<\/p>\n
Consequently, the results of evaluations have become a dead
\nweight instead of a meaningful guide for the next phase.<\/p>\n
These are only two examples of the school's neglect of its
\nethical duty to consult parents. There are many other instances
\nof this negligence.<\/p>\n
The end result of this neglect is that a kind of alienation
\nhas developed between schools and parents. This estrangement has
\nprevented schools from either reaffirming or correcting whatever
\neducation has been provided at home. This same alienation has
\nmade many parents unable to understand and support what is being
\ntaught at school.<\/p>\n
Education at home and at school does not go hand in hand. Each
\ngoes its own way and, depending upon the circumstances within the
\nfamily, educational efforts at home and at school may run
\nparallel, converge or diverge.<\/p>\n
The greater this alienation, the greater the probability that
\nabsurd conditions will arise at school.<\/p>\n
The latest incident -- in which six students were ordered by a
\nteacher to run naked in the school's courtyard with the principal
\nand other teachers watching on -- was the most absurd form of
\npunishment I have ever heard.<\/p>\n
How could such a thing happen? How could the principal approve
\nof such a punishment and calmly watch its execution? Do not they
\nhave the slightest respect for the students and their parents? Do
\nnot they realize that punishment should never be done in a way
\nthat humiliates the child or robs the child of his or her sense
\nof dignity?<\/p>\n
To me this particular incident is a sign of complete loss of
\nethical sense among the teachers involved.<\/p>\n
This situation may -- in combination with the ongoing process
\nof alienation between schools and parents -- constitute the main
\nfactor behind some of our schools entirely losing their
\ncredibility and respectability.<\/p>\n
The problem we have to solve now is how to restore public
\nreverence and trust, and how to enhance the capability of our
\nschools to prepare the young generation to meet the requirements
\nof the 21st century.<\/p>\n
This is no mere theoretical question but a question with
\npractical consequences.<\/p>\n
Unless this problem is satisfactorily solved there is no
\nguarantee that the unpleasant incidents of late will not be
\nrepeated. There is also no assurance that the school will be able
\nto improve its performance.<\/p>\n
In the majority of cases, the success in restoring a school's
\nhonor and authority depends primarily upon the efforts of the
\nschool. This is because the majority of Indonesian parents have a
\nvery limited notion about the function of the school and a
\nlimited understanding of their rights and obligations vis-a-vis
\nthe school.<\/p>\n
The only thing they understand is that the school makes their
\nchildren \"smart\", \"intelligent\" or \"educated\". But they have no
\nidea about their obligation and rights toward the school, the
\ncontribution they can make to ensure the school functions
\nproperly. They just trust that the school will give their
\nchildren the \"right\" education.<\/p>\n
Do our schools and our teachers honor this trust?<\/p>\n
It is only a tiny portion of Indonesian parents who can help
\nthe school restore its public image and reputation. These parents
\nmust be consulted. They are the allies of the school in its
\npresent \"besieged\" condition.<\/p>\n
The school and the education bureaucracy must stop assuming
\nthat nobody outside the system knows anything about the
\neducational needs of today's young generation.<\/p>\n
Indonesian schools are facing a real dilemma. They have to
\nmake thorough reforms to really prepare the young generation for
\nthe 21st century. But it is constrained by a national curriculum
\nthat makes thorough instruction in any field of learning
\nvirtually impossible.<\/p>\n
Within this kind of environment, Indonesian schools badly need
\nthe help of enlightened parents. It must stop treating parents as
\nignorant aliens in their collective effort to prepare children
\nfor their future.<\/p>\n
The writer is an observer of social and cultural affairs.<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/schools-must-win-back-reverence-and-trust-1447893297", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }