Schools stress quality thinking

James Alderson, Jakarta

National plus schools came into being as a result of two factors. Most importantly, a growing number of parents (often, but not always, educated overseas themselves) believed that the Indonesian national education system was not delivering the learning outcomes, skills, attitudes and knowledge, that their children needed to be successful in their education and later professional lives.

The second factor was that the only alternative available was the distressing one of sending their children to study overseas from a young age, as at that time, international schools here were not allowed to admit Indonesian students (now a days, there is a quota system). So, in response to these two factors, the first national -- plus schools were allowed to operate as schools where the Indonesian national curriculum was delivered using different approaches to student learning and with extra time allowed for certain areas, especially English. However in recent years the number of national -- plus schools has increased tremendously.

So, what is the plus in national plus schools? Well, firstly prospective parents need to realize that there is a lot of variety between different national -- plus schools in the "plus" that they offer to their students. For many schools this means English, English and more English! While English proficiency is very important, to be a real plus for the students other skills and attitudes are also important for the student to acquire. These include attitudes such as independence, responsibility, morality, tolerance and becoming a life-long learner.

Thinking skills such as analysis, and synthesis are also vital to be a successful student in an overseas university and yet are often overlooked.

I have taught many prospective post-graduate Indonesian students who have lamented that "My English is not good enough". However, as I worked with them it would become clear that the quality of English was obscuring a deeper problem; that of poor quality thinking (as accepted in American/British/Australian academic culture).

I would say to these students that the foreign universities were not so interested in their English but in their ideas. "Even if your English was perfect, if your ideas and understanding were poor you would fail. The reverse would not be the case" (within some limits of course).

So, the message for prospective parents is, do not fall into the trap of not seeing the wood for the trees. Improved English is important but needs to be part of a bigger picture of attitudes and skills that will truly allow your child to compete in the international arena, both academically and professionally.

Yet, how can a national -- plus school hold itself accountable for the quality of its "plus" program in terms of improved learner outcomes. The answer for most schools is to submit to 1 or more international accreditation processes.

Accreditations are of two main types; a, holistic, whole school one or one that is based upon a curriculum framework. WASC (Western Association of Schools and Colleges, U.S.) is an example of a whole school accreditation whereas the IBO (International Baccalaureate Organization, Switzerland) programs (PYP, MYP and Diploma) are examples of curriculum framework accreditations. A word of caution to prospective parents here. Check it out! There are definitely schools out there who are misrepresenting their accreditation status.

Accredited schools will be able to give prospective parents the contact details for their accreditation bodies. However, these overseas organizations are not able to accredit a school's Indonesian language or Indonesian -- medium programs.

It may seem ironic then, that one of the major differences in the "plus" offered by different national -- plus schools is in the role of the national language, Indonesian, in the school: Parents will find a variety of school policies in this area, including the belief that Indonesian is irrelevant to their students' needs and future.

However, many educational studies show the importance of home language support in a variety of bi-lingual educational environments and the valuing in school of the home language contribute to improved literacy outcomes and thinking skills in the second language or language of instruction.

Also, home language support is important too for helping students to develop the deeper understandings and higher level thinking and communication skills they need to be successful international students. Many students benefit from the chance to consolidate mathematical and scientific concepts in Indonesian and in some schools these concepts are introduced in Indonesian and consolidated in English to ensure a stronger and deeper level of understanding for all of the students. Approaches such as these also can accommodate some degree of difference in individual student's English skills.

From my own recent personal experience, I have also seen the pleasure that parents get from being able to share fully in and celebrate their child's learning when a student can demonstrate their improved skills, attitudes and knowledge in both English and Indonesian. (The English skills of parents also vary.)

Many "progressive" education models strive to encourage students to use their school developed skills to engage with and apply their knowledge in the communities and environment around them. This can be through in -- depth research, interviewing community members or through social or environmental action or advocacy programs, among others. Yet, surely to do this effectively in this country, more than a basic level of Indonesian is needed.

However, the development of higher literacy and thinking skills in Indonesian is not an easy one to take on due to a combination of factors such as very limited, quality published materials, previous curricula and methodologies and sometimes an ambiguous message about what parents want. For some schools it may be easier to opt for an all-English program but in some cases this may lead to an international -- minus rather than a national -- plus education. I believe that improving learning of and in Indonesian in addition to teaching and learning in English will provide a much stronger foundation for Indonesian students' future learning both in Indonesia and overseas.

So, lets' keep the plus in National -- plus education. Finally, prospective National -- plus school parents need to check out a school carefully to see if what is on offer is National -- plus, international minus or just slick advertising .

The writer is Primary EFL Co-ordinator of the Sekolah Global Jaya. The opinions expressed above are personal