'Internationalizing' local school standards

Pieter Van Der Vienhart, Tilburg, Netherlands

Mismanagement and corruption in the affairs of humanity are, sadly, to be found all around the world. A lifetime of travel and working around the world firmly establishes this. Indonesia does, however, have more than its fair share of mismanagement and corrupt practices that are massively costly to both its current performance and its future prospects.

Nowhere is this more telling and disturbing than in the field of education where mismanagement and corruption infects and stunts growth. From textbooks to equipment, buildings and land acquisitions, corruption and malpractice have spread their icy fingers and strangled efficiency and effectiveness.

But elsewhere too in education, where we should suppose that higher standards and qualities would prevail, acts and actions of a questionable nature can be observed. In Indonesia the claim that something has "international" or even "export" quality is seen as a mark of superior quality; but many times this is just a claim and does not actually represent anything of higher quality.

On Dec. 11, 2004 the Jakarta Post published an article by one Simon Marcus Gower that praised the virtues of "internationalized education". In the same issue a piece by a Susan Natih appeared, discussing character building in schools. Both pieces touched on issues that are worthy of greater exploration.

In the piece by Gower, he asserted a belief that the presence of international schools in Jakarta would cause a "trickle down" effect that he claimed would help to improve education across the nation. I have read Gower's writing before and I suspect that he is trying to present a positive outlook for educational prospects across the country as a whole, but when it comes to international schools this is a really very limited prospect.

Although it was suggested that higher quality schools are now available, meaning that they are no longer exclusively limited to Jakarta expatriates, we have to acknowledge that these schools still function within a very limited segment of Indonesian society; the segment that is rich enough to be able to afford such schools.

We must also question why these richer people are sending their children to these kinds of schools. Perhaps the school facilities are generally better than those available at state-run schools, but what about the teaching staff?

Expatriate teachers can be out-dated and out-of-touch in their methods, and sadly stuck in the misguided belief that they know best. This can lead to the offensive condition whereby they are arrogant and disrespectful to Indonesian parents. A friend of mine suffered such humiliating treatment, despite the fact that he is a graduate of a renowned European university.

Also Indonesian teachers may not always be of a higher or even equal caliber to state-run school teachers. More than one Jakarta school follows ridiculous policies for employing teachers, less on their teaching skills, and more on their English language ability. Here mismanagement means that former employees of English language courses end up in positions of responsibility in schools with practically no pedagogical skill or knowledge. Worse still -- they are not offered any training to overcome such shortcomings.

English is therefore a noticeable priority for these schools and this too could be viewed as an aspect of mismanagement. Natih in her Jakarta Post article of Dec. 11 referred to Mahatma Gandhi's assertion that language is a reflection of character that shapes the culture of homes, schools and work. This is a true enough assertion.

Gandhi, though, made powerful assertions -- that could be called indictments -- on the use of the English language in his native land. He proposed that "to give millions knowledge of English is to enslave them". He posed the question "is it not a sad commentary that we (the people of India) have to speak of Home Rule in a foreign language?"

Evidently for Gandhi the English language was part of the imperial problem for India. Times, it must be said, have changed and few people today would have such a severe take on the English language; but a preoccupation with English in the schools of Jakarta can be hazardous.

To neglect the mother-tongue is truly sad but to openly shun it is shameful. But this is what could be happening in "internationally orientated" schools. Children are being compelled to use English and sometimes receive reprimands or silly fines for using their mother-tongue.

It has to be remembered that English is a foreign language in Indonesia and it should be taught and learnt as such. Making it the language of instruction is severe on children. Some schools are making unreasonable demands of their students to use English as their primary language of study. Often students are barely able to use their mother-tongue but yet they are still forced to try to use the foreign language of English.

How odd it seems that this is being allowed to happen in Indonesian schools. Absolutely, it is right for Indonesian school children to learn English; but it should be learnt as a recognized foreign language that comes after their mother-tongue of Bahasa Indonesia.

Without the mother-tongue the second language (English in this case) can end-up being more difficult to learn. For the sake of the children the mother-tongue should be well established first. Many schools are selling themselves on their English profile but Indonesia's Ministry for Education should not allow schools to neglect Bahasa Indonesia.

High standards and abiding by the rules can be challenging but the outcomes are worth it in the long-run. Indonesia's Ministry for Education needs to be solid in setting the rules and encouraging high standards as much as it can. Internationalizing education can be healthy but it must have its limits. I have seen the fruits that it can bear in many countries but Indonesia must keep its educational sovereignty or else, as Miss Natih might recognize, its true character and virtues may be lost.

The writer is a visiting lecturer and advisor on education and curriculum development based in the Netherlands. He has visited many countries (including Indonesia) offering help and assistance in these areas. He can be reached at pietervdv48@hotmail.com.