A new force in Indonesian education

A new force in Indonesian education

Raden Dunbar
Chairman
Association of
National Plus Schools
Jakarta
raden@citabuana-jkt.sch.id.

It is now just over 10 years since the first "National Plus"
(NP) private school was established in Indonesia. Over the
subsequent decade many more of these schools have opened as the
popularity of bilingual education has increased.

The National Plus network is very small -- presently about 60
to 70 schools and 10,000 students -- compared with the vast
mainstream national system of 2.5 million schools and 60 million
students.

However, because of their bilingualism and international
orientation, NP schools are beginning to exert influence on
Indonesian education: They are proving that given the right
conditions, Indonesian schools can successfully adopt and adapt
international educational techniques, and achieve international
education standards.

As private schools registered and accredited with the Ministry
of National Education, NP schools conform to the same rules
governing all schools, offer government-issue subjects in Bahasa
Indonesia, and submit to occasional inspection by ministry
officials.

The "Plus" in "National Plus" derives from additional
provision of an international curriculum, usually taught in
English, sometimes separated from the Indonesian curriculum and
sometimes conjoined.

Most schools develop their international curriculum using
public domain frameworks and materials obtained from education
providers in English-speaking countries. Although not all schools
register their international curriculums, senior high school
courses must always be fully accredited by an overseas authority
to give validity to the tertiary matriculation certificates
issued.

The Association of National Plus Schools (ANPS) has developed
a set of seven characteristics defining the expected educational
attributes of member schools. Taken together these describe what
is meant to have been developed in every NP school:

o A set of clear policies that has been developed, documented,
published, and implemented by the school;

o Knowledge of and respect for Indonesian cultural values,
diversity, and the natural environment;

o Education of students in the use of both Indonesian and
English;

o A commitment to plan and implement ongoing staff
professional development;

o Development and use of national and international learning
outcomes in the curriculum framework;

o Educational programs, teaching methodologies and a range of
assessment practices support student-centered learning;

o An appropriate range of resources and facilities provided to
achieve described learning outcomes.

Most teachers in NP schools are Indonesians possessing three
professional attributes: Fluency in English, appropriate
qualifications and demonstrated teaching ability. Many have
university degrees earned in English-speaking countries. Some
have lived overseas and become "bridges to other cultures".

Indonesian teachers form the core of the permanent teaching
force in NP schools, but are usually supplemented by a smaller
number of expatriate teachers fulfilling native English-speaker
roles, or teaching or skilling in specialized areas.

Each day Indonesians in NP schools teach children using a
language which is not their own, and teaching materials and
methods imported from other cultures. Many perform brilliantly,
proving that Indonesian teachers can be of world class standard.

Although some NP schools have not yet submitted to
international assessment at all, many are increasingly
discovering the need to prove that they are of verified
international standard. At least one school will soon attempt to
obtain an International Standards Organization certification.
Others must routinely comply with accreditation standards of the
International Baccalaureate Organization, or Cambridge GCE/IGCSE,
or Australian state Boards of Education Studies, or other
accreditors.

One accurate way to determine educational outcomes in schools
is to invite external assessment of student performance. The
Australian Council for Education Research (ACER) has developed a
method for assessing the educational performance of
internationally-oriented schools by testing students in the areas
of English language and mathematical literacy.

The first ACER International Schools Assessment (ISA) was
conducted worldwide in October 2002 with 4 Indonesian NP schools
participating. The ISA tested students in grades 3, 5, 7, and 10,
and provided a very clear and detailed indication of true
standards.

To reform its huge system of schools, the Ministry of National
Education is devolving authority and responsibility for education
to district and school levels. This has involved introducing
community participation into education governance; school-based
management, and school-based curriculum development. These are
all well-established features of NP schools.

Senior education officials at national and provincial levels
recognize that leading NP schools are valuable models to emulate.
A senior official recently commented that NP schools were
"setting the pace" in Indonesian schooling. There is talk of
offering international, bilingual curriculums at handpicked
national schools.

The number of National Plus schools continues to increase.
However the challenges are many and varied. They include
misunderstanding about profitability versus social purpose. Can
schools ever be profitable businesses?

Also, the use of the title "National Plus" by schools where
quality standards may fall far short of expectations.

Further, use by some schools of home made "international"
"English language" curriculums, which are never inspected or
validated by an external appraiser.

There is also a government policy vacuum: Presently there are
no rules to assist with development and recognition of the
National Plus concept.

Given these challenges the Association of National Plus
Schools attempts to encourage high educational standards among
its members.

Notwithstanding these bumps in the path of progress, the
future of these complicated and unique schools seems to be
bright. More and more parents seem to be prepared to make the
financial sacrifices necessary to enroll their children,
recognizing that a bilingual, internationally-recognized and
accredited private education will provide far more choices and
opportunities in the fiercely competitive world of the future.

The writer is also Principal Counterpart of Sekolah Cita
Buana. The above views do not necessarily reflect those of Cita
Buana or the Association of National Plus Schools.