'Internationalizing' local school standards

'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.