FOCUS ISSUE -- INTERNATIONAL SCHOOLS -- MAY 9

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.