Schools stress quality thinking

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