Int'l-standard schools: Road to a better future

Int'l-standard schools: Road to a better future

Suroso, Contributor, Yogyakarta

The number of schools offering international curricula
continue to increase from year to year, offering more options for
parents to provide world-class education to their children
without having to send them abroad.

Aside from "real" international schools, which are generally
provided for expatriate children, national-plus schools also
provide quality education to Indonesian children through a
combined national and international curriculum.

The international schools generally offer an internationally
accredited educational program like the Geneva-based
International Baccalaureate Diploma program, or IB, which is
recognized by the world's top universities such as Harvard,
Cambridge and Australia's Monash University.

The IB Diploma provides university credit through a worldwide
program involving accredited external examiners. The IB program
offers a broad range of courses -- including some university-
level courses, such as economics, philosophy, psychology and
advanced mathematics and sciences -- spanning modern languages,
world literature, Asian history and fine arts.

The IB is particularly essential for students intending to
pursue tertiary education in the UK or Europe, where universities
generally require advanced study -- such as the A- or O-levels --
for entry, and IB credits are applicable.

Students may enroll in either a full- or partial IB program.

As for national-plus schools, they began to emerge in the
1990s, offering both foreign and local children an alternative
world-class education.

Unlike international schools, not all national-plus schools
have adopted the IB Diploma program, but most provide an
international curriculum in affiliation with prestigious
educational institutions from the United Kingdom, Australia, New
Zealand or Singapore, in addition to the national curriculum.

Their core curricula consist of Bahasa Indonesia and English,
social sciences, information technology, the basic sciences, arts
and sports. Students are generally led to explore those subjects
best suited to their interests and talents.

In all learning activities, students study their own religion,
as is regulated by national law. Students can also try courses
such as the arts -- popular and classical music, theater and fine
arts -- and physical education, and other activities.

Finding an international or national-plus school that truly
offers students world-class education is, however, still requires
some assessment. Many schools claim that they are national-plus
due to the absence of the government's standardization.

One simple way to determine this is to check the curriculum,
faculty, teaching methods, facilities, management and alumni.

Without internationally certified teachers, national-plus
schools do not seem to produce quality graduates. Such teachers
-- whether Indonesian or foreign -- are not only fluent in
English, but also have at least a Master's degree in a relevant
discipline. It is also important to check whether the national-
plus school has an administrator with a background in curriculum
development, preferably from a Western university, as they have
the most advanced programs in the field.

As for extracurricular and other learning activities, they
should all promote human rights, democracy, pluralism and
multiculturalism.

Besides such qualities, parents also need to pay attention to
the teaching methods employed, the facilities available and to
noticeable changes in their children during their studies, as
well as the vision, mission and goals of the school.

Particularly in regards international schools, parents must
remember not to be swayed by the "international" in the school's
name, as international schools also have varying educational
standards. The best on offer are accredited every two years or so
by an independent, international scholastic body and are ranked
accordingly among all international schools in the world.

For national-plus schools, see whether they have an
established cooperation with an overseas counterpart.

This way, parents will not be lured merely by the leaflets and
brochures distributed by the schools.

Parents also need to pay a visit to the school to observe
classes, speak to teachers and administrative staff, tour the
facilities and obtain some feedback from alumni.

Educational expenses will appear more reasonable if the school
actually fulfills students' educational needs and provide the
necessary support in learning and development toward successful
academic and professional careers.

A good school is capable of integrating classroom studies and
community service activities in connection with a variety of
academic subjects. It has outbound programs such as visits to a
nursing home, orphanages, street-children foundations and other
social welfare institutions. Other programs may offer cultural,
agricultural and environmental field trips of several days that
provide an opportunity for students to stay with a villager's
family in a remote region.

Many schools also offer community service programs in which
students provide aid to victims of a natural disaster. And of
course, there are the ever-popular environmental programs, such
as helping out at an orangutan rehabilitation center.

Modern society certainly realizes the importance of investment
in education, and it goes without saying that quality does not
come cheap; on the other hand, it must also be remembered that
expensive costs do not necessary mean the education provided is
one of high quality.

Producing children with intelligence, good manners and
disposition, as well as with spiritual and moral awareness,
requires good facilities, a supportive and open environment and a
solid, accredited curriculum.

There are no grounds for parents to worry that going to an
international school will erode their children's sense of
cultural and spiritual identity -- obviously, their ideas may
change and evolve, but a scholastic environment is only one
component of their overall education. Other fundamental aspects
of their growth must be taught at home and within their
community.

The writer is a senior lecturer of the Faculty of Language and
Art at the State University of Yogyakarta