FOCUS ISSUE -- INTERNATIONAL SCHOOLS -- MAY 9 checked by Rich

Internationalism in education, a logical development

Simon Marcus Gower, Executive Principal, High/Scope Indonesia School Jakarta

It is probably accurate to say that by now the notion that we are living in the age of globalization has become something of a cliche.

But it is a reality that, practically each day, that is brought to our doorsteps. From the repercussions of economic fallout on the other side of the world to the ongoing struggles that the international community is facing with terrorism, we are now, more than ever, existing in a global community - a global village.

It is, then, reasonable and appropriate that schools and education, in general, target a more internationalized approach to bringing education to school-aged students in the twenty-first century. This is clearly in evidence in Indonesia with all the new international and internationally orientated schools that are now available here, mostly in the capital.

These schools very obviously are bringing curricula and methods that have the potential to help in the advancement of education here - not just for the expatriate community but also local people too.

Perhaps ironically, the difficulties of the economic crisis in Indonesia did create a condition in which many Indonesians were forced to return to this country to continue their education and so they sought the systems of education that best matched their overseas experiences. Simultaneously, international schools needed to be opened up to receive more of the local population - not least to maintain their enrollments, in some cases to remain viable ventures.

But even without such ironies, the community of international schools and education institutes here is able to contribute to the ongoing development of education. International schools offer curricula that are internationally orientated, recognized and accredited. Typically being delivered in English, these curricula offer qualifications that more readily allow graduates to meet the requirements of many different national education systems around the world.

For example, the International Baccalaureate system that can be followed at certain schools is widely recognized and is administered by literally thousands of examiners worldwide. With systems such as this a high degree of 'compatibility' is automatically being achieved. The standards that students are working towards here in Indonesia are going to be very close to those of students studying in countries all over the world.

Very often too a more internationalized model of education offers something that is, perhaps, only gradually being realized by Indonesian schools.

International schools will, very commonly, look to offer and achieve a mode of education that balances out academic skills and development with life skills to help nurture the whole human- being.

In this mode of education there is a great deal of integration of subjects to help students make sense of the learning in a more holistic and realistic way. Interestingly, it is quite a common experience to encounter international systems of education that very deliberately consider social and emotional development in conjunction with academic development. But in addition, and this is very important, they will also consider cultural needs and awareness.

This kind of 'more holistic approach' very directly means that many internationalized systems of education explicitly set out to maintain a balance between their international ways along with local culture and community sensitivity.

It is an observable fact that international schools will consistently be able to offer superior facilities and built environment in comparison to many local school settings. But this should not overwhelm us and lead us to simplistically think that just because the buildings are better, the system is automatically too. However, it is a quite consistent experience to encounter international settings for education that have a good built environment but also a good community and social environment too.

There is, then, a consistency of international schools that can and do build upon social and community awareness and in so doing generate forums ripe for the development of international understanding. International schools will, though, quite often reflect the sources from which they come and so naturally enough there may be subtle or even significant differences in the way in which they deliver their education.

For example, a school based on a Korean model for schools and schooling might offer quite different learning experiences to one based on an American model for education. This is reasonable and a reflection of the way the world is; with all its glorious cultural diversity. It does, though, mean that anyone considering an international school should consider the source and whether or not it fits their own philosophy.

International schools will often, though, hold similarities in curriculum applied and methodologies used. Subtle differences that exist should be considered and accommodated by parents that are examining an internationalized model of education for their child(ren). Some schools may follow a more formal and strict route to education provision, whilst others may be more open and relaxed.

International schools do, though, typically bring about a greater choice in education and also typically greater quality. An often repeated statement regarding the approach and target for international schools is that they bring about greater international understanding but this understanding is also promoted to local, national schools too.

Around the world some international schools will even go so far as to claim that they are targeting the furtherance of world peace, tolerance and understanding. Such ideals as these are high indeed but they do also reflect how international schools can be seen as a response to our age of globalization.

Years ago, international schools and internationalized approaches to schooling may have been seen as highly selective and exclusive; literally excluding many. In Indonesia it is possible to see something of a history of this kind of exclusion mentality towards internationalized schooling. The Dutch colonial era saw policies of exclusion from schools that were certainly divisive and far from the high ideals of promoting tolerance and understanding.

But international schools and greater internationalism in education is now more commonplace. Enlightening and effectively borderless approaches to education have broken down the barriers of exclusion and exclusivity. Tolerance and community orientation directly engenders greater cross-cultural interaction and communication.

Of course, a certain amount of exclusivity does, though, remain. It has to be realized that international schools are able to offer far more in facilities and methods than most national Indonesian schools but this is an unavoidable fact of life for education here.

Exclusive they may be but, with a continued commitment to interaction and participation in the local scene and maintaining awareness and respect for the local culture, schools that implement international curricula and methods can help to advance the cause of education more generally.

The opinions above are personal.