Collateral Damage – Part 2 (Indonesia)

Education is about individual improvement, not nominal benchmarks.”
–  Jack Cornish

Part 1 (UK) is here,

I have written a great deal about Indonesia’s Education system, and I don’t intend to rehash it here. For your convenience I’ve compiled much of it in an anthology, Opening Minds, which you can download from here (pdf).

Having been taken aback by last week’s news about pupils being excluded from academically selective schools in the UK for not meeting the schools’ priorities in terms of sufficiently high exam grades, it seems natural to offer an overview of similar Indonesian practices.

One of the most obvious examples in Indonesia is the Putera Sampoerna Foundation: “In 2015, we recognized the importance of education in molding the minds of the next generation. With education as our sole pillar, we realized that its contribution to the nation could be maximized by making quality international education available to every Indonesian youth.”

Every Indonesian youth”?

A couple of years earlier, gambling tycoon and tobacco heir Putera Sampoerna said this: “We take in the top 5% academically from middle schools (SMP), and then put them through a very rigorous ‘culling‘ process for those kids who show leadership potential.

What does PS mean by “leadership potential”?

How to be morally corrupt and get rich though culling, gambling, and tobacco1?

Listen to him …

Download (pdf) my series of in depth articles about Putera Sampoerna.

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Children must be taught how, not what, to think.
Margaret Mead

Visit the more mainstream schools, especially those in the faith-based private sector, and one of the first things you’ll see in the entrance is a glass-fronted cabinet laden with plastic trophies. Read the inscriptions and you will see the name of the student who has won a competition, often one organised by the network of schools. Those students who have brought ‘glory’ to the school are not allowed to keep their prizes.

None I’ve asked about this have objected, but then I don’t suppose they would: they’re well trained: “Come one, come all. Make your school proud …”

A couple of years back, I was asked to substitute for a sick teacher in a school I hadn’t been to before. I recognised one of the students though: we’d last met at the faith-based fee-paying school which was my regular gig. She had been ‘culled’ because her grades weren’t good enough, yet the school wasn’t offering an international curriculum.

And neither school was teaching their students ‘how to learn’. The essays I set were often copied and pasted from the internet, or copied from classmates. These I always rejected: they were/are symptomatic of an education system which mirrors industrial production lines, viz. chalk and talk plus government approved textbooks make for passivity, and multi-choice tests are concocted because they are easier to mark

On the other hand, if local teachers aren’t trained to teach, let alone teaching their students how to learn, and think it’s reasonable to pay for faux degrees rather than working for them.

Last month I spent a week leading a workshop of lecturers2 at a university on using English as the medium of instruction in lectures. I was astonished to discover that none of them had received any training in how to teach their undergraduates how to learn, i.e. classroom methodology. No wonderresearch productivity in Indonesia to date is still low … at 0.02 percent, still far below the ideal rate of 15 percent.“.

I mentioned this to a friend who has worked closely with the Dept. of Education and international NGO’s here. He told me that he’d once lead a training workshop for teacher trainers!

Is it any wonder then that in general schools here have been more concerned with results measured in percentage points than in student centred group and individual creativity?
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1fr. the Online Journal of Health Ethics Volume 11 |ssue 1 Article 3
CSR activity of tobacco companies in Indonesia: Is it a genuine social responsibility?
Tobacco companies can build a good corporate image among smokers and society, given the positive reporting and wide publicizing of their CSR activities (D’Amato, 2009). In fact, a recent study in Indonesia shows that tobacco companies’ CSR activities have resulted in the reinforcement of smoking behavior among smokers (Arli, 2013). On the other hand, the tobacco industry has been perpetually opposed to the health warning labels on cigarette packs (Hillamo, 2012).

2Note: All the lecturers I was teaching who had a Ph.D had earned them from overseas universities of great repute.

Part 3, a ‘history’ of private schools in Indonesia, is a work in progress.

Collateral Damage – Part 1 (UK)

I’ve often said that I became a teacher because I hated school.

Although its learning environment is now very different … see here … by and large I enjoyed my time in Charlton Manor Primary (elementary) school; I had few resentments, one of which was that I couldn’t join the art class because the enrolment was full. I also learned to ignore the taunts of “four eyes” because I wore glasses.

At that time, as now,  there was a leaving exam called the eleven plus for pupils in “their last year of primary education, which governs admission to grammar schools and other secondary schools which use academic selection. The name derives from the age group for secondary entry: 11–12 years.”

[I may not pass it now … can you?]   

I breezed through it, and that made me eligible to sit another test for entry into a local grammar school*. The one my father chose was the boys only Colfe’s Grammar School because the Deputy Headmaster, Trevor Davies, had taught my father geography at his secondary school. (Coincidentally, Mrs. Davies had been my first teacher at Charlton Manor.) And Colfe’s accepted me.

*[Note: This is a sample English paper for entrance to Colfe’s, and this is a sample Maths paper.]

Colfe’s is an independent school which can trace its history back to 1494. In my time it was housed in prefabricated classrooms as the school built in 1890 had been destroyed by a WWII flying bomb. All the teachers had been through that war or postwar national service in the army, navy or air force. So there was a militaristic discipline they imposed, was familiar to them, but not myopic me. I still have a scar to prove that I failed to do a forward roll or climb a rope at the behest of the gruff ex-sergeant major of a sports teacher.

I was the only pupil from Charlton Manor to go to Colfe’s that year. My choice would have been Shooter’s Hill Grammar; we lived in Shooters Hill Road, and at least one friend, Martin Fisher, went there. As it was, I was like a fish out of water in Colfe’s, and there was no escaping the suffocating regime headed by Maj.(ret). Herbert Beardwood MSc. Infringements meant writing out 500 lines, or chapters of the Bible, and/or detention (being kept behind after school), and my end-of-term reports invariably suggested that I had ability, but should “try harder”.

To what end?

Apparently it was to go to a top university, and the only way to achieve that was to get good grades in various subject exams, the General Certificate of Education. And the only way to get those was to regurgitate ‘facts’, such as dates, and through rote learning to remember that “the square on the hypotenuse is equal to the sum of the squares on the other two sides.”

And forever embedded in my mind’s dusty attic is the old school song Carmen Colfanum which starts “Come one, come all ...”, another excuse to be rebellious of an independent frame of mind. Yes, the emotional scars left by my grammar school ‘education’ are very much the foundation of the who and what I am today.

Ok, so it was a generational thing, and looking through the websites of both schools I am suitably impressed with statements such as “at Colfe’s, we want you to learn how make your own decisions, to organise your time and your thoughts, to be original and creative: in short, to become an individual.” Another key factor there is learning how to learn, something I learned all by myself once I’d left school and gone to Teacher Training College (and majored in Art, as well as the Theory and Practice of Education.)

Colfes received an Educational Quality inspection in November 2016 and according to the report (pdf) there are very few dissatisfied students, most praising the empathy shown by the teaching staff and senior years.

If that had been their philosophy back in my day … those interminable years … I might not have decided to become a teacher …

Apart from Shooters Hill, there were other grammar schools within the catchment area of my childhood home. In Greenwich, there was Roan Grammar School for Boys founded in 1677. In 1983, it became a comprehensive school (i.e. not “academically selective”), when it merged with Roan School for Girls and Charlton Boys School, coincidentally my father’s secondary school.

Then there was St. Olave’s School. Founded in 1559, in my time it was based in Southwark, within easy reach. It has since relocated to leafy Orpington in Kent, on London’s south-eastern boundary. In terms of its educational philosophy, St. Olave’s does not appear to have changed much over the years. This past week it has featured on the front page of national media for prioritising exam results above the needs of its students in order to be near or at the top of government league tables.

As at Colfe’s, its students are selected at age 11 because they are considered to be academically bright. The expectation of St.Olave’s is that by the time they are 18 years old and graduate from the ‘sixth form’, they will have got consistent B (or better) grades in a slew of exams, both internal and external, in order to be accepted into the country’s A-list universities, e.g. Oxford and Cambridge.

About 16 pupils, all of whom had successfully met the high threshold required to get into ‘sixth form’, were told that their places for year 13 – the last year of school – “had been withdrawn after they failed to get the required three Bs in their GCE A-levels. One father accused the school of dumping his son like “old garbage”.”

A former student Jack Cornish says: “The school clearly has never been very good at gauging happiness and welfare, or at least it has never been good at caring about it. It was always made clear to us that the focus was on the school’s performance, to the neglect of individuals’ welfare.

Such has been the outrage and uproar of condemnation, that the school has now agreed to take the sixteen back. However, some may prefer to sit their exams in a more welcoming environment where they would not be treated as ‘collateral damage‘.

Testimony from parents and students suggests St Olave’s Grammar School is just one of many institutions ‘weeding out’ students who ‘under-achieve’ in their latter school years. One may be pleased that a painful boil has now been lanced.

Exam Factory

Footnotes:
1. A Dept. of Education spokesperson said: “Students enrolled in a sixth form cannot be removed because of academic ability. The law is clear on this and we expect all schools to follow it. We have reminded headteachers of their responsibility on this point.
2. It seems that Aydin Önaç, the headmaster of St. Olaves, is incredibly devious

3. In other news


Pupils lined up while headteacher compares trousers to a colour swatch…

Nicky Cooper, the school’s headteacher, defended the move, saying: “We are very, very particular about the uniform because we need consistency right across the board. …  If you have different types of trousers it leads on to different types of shoes, different types of shirts, etc.”

Note to Nicky Cooper: You might get different types of students too …

Part 2 (Indonesia) to follow whenever …

Education is Life

Education is not preparation for life; education is life itself.”
– John Dewey (1859 – 1952)

Psychologists will tell you that the first three years of one’s life are the most important. In terms of bonding with one’s mother, of having a healthy diet, learning to walk and talk, one can but agree.

But at the age of five or thereabouts, the expectation is that human babes leave the nest and go to this strange place called school.  If we’re lucky, there is a mother figure in charge of the reception class for initiates. I was lucky with Mrs. Davies, even though I got pushed off the rocking horse on my first morning and got a bloodied nose

Looking back on those few years I can reflect on learning to play a musical instrument well – the descant recorder. I collected stamps so I knew where countries were on the map. I read about them from books I got from my local public library, where I also came to love adventure stories. As a member of my local Wolf Cub pack (junior boy scouts) I learned about the importance of social service because we’d take part in Bob-a-Job week. This meant going around our neighbourhoods and doing odd jobs such as mowing someone’s lawn or running errands to the shops in return for a ‘bob’, a shilling in pre-decimal money (and 5p in today’s currency).

Inevitably there came a time when life changed drastically: I sat the 11+, the school leaving exam. At that time in post war Britain, there were two streams of schools: secondary moderns, where students were prepared for life as workers, and grammar schools where bright students were groomed for tertiary education and an adult life in charge of the workers.

I was one of those bright students, and have regretted it ever since… none of my former classmates were with me. Life became a matter of competition rather than the fostered co-operation of my elementary school years. At my élitist grammar school with its carrot and stick regime exam results were important if we were to achieve greatness. The top A stream students were groomed by being appointed school monitors and given free rein to boss we lesser mortals in grade C, my natural level. The ultimate prize was to have our names on the ‘Roll of Honour’ because we’d brought reflected glory by going on to a top notch university. My name isn’t there, thankfully. I resented the fact that I was expected to be someone I wasn’t and that I hadn’t been given the opportunity to discover who I was going to be.

So I became a teacher.
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The word ‘education’ is derived from the Latin word ‘educare’ which means ‘to bring up’.  The methodology decrees the acquisition of knowledge as provided by teachers through a school curriculum as determined by ‘authority’ (i.e. the government of the day and its bureaucracy). A simplistic term is schooling, which is the regimen used to train circus seals to honk horns and to clap with their flippers.

Another Latin word is ‘educere’ which means to ‘bring forth’, the drawing out and encouragement of individual talents and innate abilities developed both in and outside the classroom.

So how does this relate to Indonesia? Education consultant Mark Heyward succinctly points out that “Indonesia’s education system was designed to provide the nation’s huge population with the basic skills of literacy and numeracy, religious piety and nationalistic values. It has succeeded well in these goals. But the world has changed and the education system has not changed with it. The system fails to produce an educated population with the skills of critical thinking necessary for a modern, open and democratic society or with the workplace skills necessary for a competitive economy.“

In 1950, when the first post-Independence Education Act was brought into law, the population’s illiteracy rate stood at about 50%. According to UNESCO, in 1970, when this had been brought down to about 21%, Suharto’s government introduced the Package A programme, which was divided into 100 modules, of which A1-A10 were basic literacy, and A11-A100 were focused on literacy in the context of life skills. Over the period of the next three decades illiteracy was reduced to approximately 11 per cent in 2000.

However, basic literacy refers to the ability to read simple instructions, whereas the failure is in Functional, or Critical literacy, the ability to form opinions beyond the printed words. Since 1998, the downfall of Suharto and the dawn of the internet, one may have expected that conditions within the state schools system would have improved.

A fellow qualified teacher from the UK writes that “a school is only as good as its teachers – and its teachers are only as good as their education, professional training and job satisfaction.

Well, they and the current students’ parents were afraid to express contrary thoughts during the Suharto era and this has lead to the inability to be responsible or to think of consequences. I discovered this early in my teaching here in Jakarta. I asked my advanced English class of business executives how they would have spent $1,000 if I had given it to them the previous week. One of them said that he couldn’t answer the question.

”Why not?”, I asked him.
”Because you didn’t give me $1,000.”

He’d grasped the grammatical structure, but not the concept.

Twenty percent of the government budget is supposedly allocated for education; that is a figure within the country’s Constitution, but only recently during SBY’s presidency has it been enforced. The budget is transferred to regional authorities for ‘operational expenditure’, thus adding further layers of bureaucracy to the process, and expanding the potential for delays and embezzlement. Just this month we read of a primary school’s ceilings collapsing on four classes: the school had been waiting renovation for three years….

Teacher training is geared to classroom practices and the need to ‘teach to the test’, all of which in terms of ranking are multi-choice. There is a government programme to ‘certify’ teachers, yet that too has been criticised in that materials for the courses are not always available.

Ministers come and go, each one seeking changes to the curriculum. Although the national tests are no longer the factor which determines whether students graduate between the three school levels and into universities, that they are now extended to those schools outside the state system which offer curricula from abroad is yet another indication that the powers that be have no underlying philosophy of educational value. Everything is a bandaid solution.

My fellow teacher perhaps best. expresses my frustration as both a teacher and parent.

In spite of all the problems, a visit to a local Jakarta school shows keen and dedicated teachers, who – while painfully aware of their professional limitations – do their level best to provide a good education for their students. Indonesia’s future development and economic success depends so much on the nurturing of an educated workforce, that to not invest in its teachers and make the teaching profession an attractive and adequately-remunerated career is more than a misfortune – it is a crime.”
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First published in the Indonesia Expat magazine.

2B or not 2B?

That is the question —
Whether ’tis Nobler in the mind to suffer
The Slings and Arrows of outrageous Fortune,
Or to take Arms against a Sea of troubles,
And by opposing end them?
William Shakespeare (Hamlet)

Our Kid who will be sitting the SMA national exam today, tomorrow and Wednesday, and will therefore be coming to the end of a dozen years of suffering the slings and arrows of outrageous schooling. It is certain that he has enough pencils to fill in rows of circles marked A, B, C and D, because that is all he’s been doing during the current school year.

He hasn’t learnt anything new because everything has been geared to reinforcing the sets of knowledge inculcated by his teachers in the past school years in order to maximise his grades.

Taken from umpteen practice tests, teachers use these for assessment purposes and we parents are handed computer printouts which give percentages of each tested subject.

That Our Kid has a stash of 2B pencils is but one indication of how well schooled he has become, much like the performing monkeys, the tethered topeng monyet now banned by Jokowi from Jakarta’s streets. The most creative part of his ‘education’ has been in working out the intentions of the test setters in writing the questions.

Because he’s on the cusp of being free to leave the family nest, and Our Kid becomes Our Lad, my immediate role is to teach him how to fly in safety. There’s a big wide world to explore, and I want him to go where he will and where the wind blows him with his mind’s eye wide open. We can but wish him a good life, full of curiosity, creativity and communality.
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From my standpoint as a both a teacher and a parent I have often – too often – posted here criticisms of what I came to call the ujian monyet. I hope that this is my final rant against anti-standardised tests, but suspect it won’t be.

I’d be happy to leave the subject to others.

We need to stop thinking of our brains as filing cabinets, and treat them more like the creative, indulgent creatures that they are.
– Tristan Verboven, editor in chief of The Class Struggle.

The entire schooling system with its emphasis on assessment and marking is geared towards the end result: the grade rather than the content, and this inevitability led to a feeling I would have been better off going home to study independently.
– Harry Cunningham, currently studying English at Loughborough University in the UK.

Therry says that “the education system in [Indonesia] has taught us all to do things as told. There is too much time spent copying down and memorising useless facts, [but] not to do things because we are passionate about it; or because we want to know how and why things work.

We are never taught to think, to solve problems, to question, to wonder, to challenge and to argue [against] what is already there.

In the USA, teachers are banding together to boycott standardised tests. Manycan no longer implement policies that seek to transform the broad promises of public education into a narrow obsession with the ranking and sorting of children.”
See FairTest for similar campaigns.

The goal needs to shift from one of making a system that teaches children a curriculum more efficiently to one of making the system more effective by inspiring lifelong learning in students, so that they are able to have full and productive lives in a rapidly shifting economy.
Steve Denning

If we first teach children how to learn, they will not only learn the ‘basics’ but more and in much greater depth.
– Tony Buzan, inventor of mind maps

Education is what remains after one has forgotten everything learned in school.
– Albert Einstein

Known knowns

There are known knowns; there are things we know that we know.
There are known unknowns; that is to say, there are things that we now know we don’t know.
But there are also unknown unknowns – there are things we do not know we don’t know.
Donald Rumsfeld, the then United States Secretary of Defense in 2002.

I know the 12 times table and at a pinch I could probably recite the 13 times table quite quickly too. I was drilled at school. I can also tell you that the square of the hypetonuse is equal to the sum of the squares of the other two sides, though I have no idea of its relevance.

Hypotenuse (n.) is an interesting word for some folk: 1570s, from Late Latin hypotenusa, from Greek hypoteinousa “stretching under” (the right angle), fem. present participle of hypoteinein, from hypo- “under” (see sub-) + teinein “to stretch” (see tenet). Formerly often erroneously hypothenuse.

Thankfully I didn’t study Greek at school, but Latin was a pain. I thought I could remember the conjugation of the verb amo (to love), but had to check here only to discover that the infinitive is amā́re.

Those two bits of etymology … now three … are available in my Webster’s New World College Dictionary which sits on my home desk and is way too heavy to carry around. Naturally, I’ve copied and pasted from the internet rather than copying and formatting verbatim from that tome.

Learning by rote to the nth degree in order to pass exams is a pain!

The nth degree – maybe.

However, learning basic techniques and rules of operation etc. in subjects are a necessary basis for enabling answers to one’s curiosity. Regarding the use of calculators, I now quote freely from Wikipedia, the open source encyclopedia.

In most countries, students use calculators for schoolwork – but not generally in Indonesia. There was some initial resistance to the idea out of fear that basic arithmetic skills would suffer. There remains disagreement about the importance of the ability to perform calculations “in the head”. I can do simple calculations in my head and give rough estimations, and that’s all I need: I’m not an engineer or a scientist.

Research suggests that inadequate guidance in the use of calculating tools can restrict the kind of mathematical thinking that students engage in.

That’s possibly true; I’ve no idea what a lot of buttons on my calculator mean, let alone what they do, or why, but that surely is of very little importance. Maybe it’s cos it’s no sin to not know.

Some curricula restrict calculator use until a certain level of proficiency has been obtained, while others concentrate more on teaching estimation techniques and problem-solving.
Perhaps a balance is needed between the two.

Others have argued that such use can prevent understanding of advanced algebraic concepts.
That’s not a problem for most of us; I don’t even understand most simple algebraic concepts,

In Indonesia teachers have to teach to tests written by those who can’t teach and, yes, I do know that I’ve written about that umpteen times before.

However, in a recent debate organised by the British Council* and the World Innovation Summit for Education (WISE), Professor Sugata Mitra argued that students be allowed to use the internet to answer exam questions.

Take away the paper and pencil and say this time you have to answer the [exam questions] differently. All you have is [an internet enabled device]. You can email your friends, you can look up on the internet, do whatever you like. And answer the questions.

If you do that the entire system will change. Teachers are intelligent people; they will start immediately to teach differently. They will insist that you don’t memorise; you can look it up on StartPage or Ixquick which “were the first search engines to use automatic encryption on all connections to prevent snooping.”

Teachers will insist that you do not need to know the 17 times tables because the machine will do it for you. They will insist that you do not need to have good handwriting because you will not hand write at all, you will type. They will insist that you don’t need to memorise spellings because the tablet corrects spellings for you, that you do not need good grammar because the machine suggests grammar for you.

What it does not do is tell you how to discriminate. So, [students] will concentrate on how to discriminate between good info and bad info. The present day teacher, the existing teaching system does not do that. Because the examination system is obsolete. Teachers are trained to prepare students for an obsolete examination system. Such teachers are themselves obsolete.

Well not yet, especially in countries such as Indonesia which has only had 15 years to undo the blinkered control mechanisms of colonialism.

But one can dream of a time, of future generations of students who learn to know what they want to know, even if in so doing they wish to remain unknown.
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*Anyone wanting to know about the role of the British Council in “Internationalising Higher Education” in Indonesia can download a 31 page ‘Country Profile‘ .pdf file for a mere US$200.00.

Alternatively, you may want Student Insight – Indonesia .pdf which is based on data collected from more than 2,600 prospective international students from Indonesia. That’s the same price but just 19 pages.

Education Degeneration

The philosophy of the school room in one generation will be the philosophy of government in the next.
– Abraham Lincoln
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On National Education Day, May 2nd, Minister of Education and Culture Mohammad Nuh said: “The national exam plays only a little part in the country’s education system. The most important thing is to ensure that all children receive education services.”

Since 2008, spending on education has been set at 20 percent of the total budget thanks to a constitutional amendment. The 2013 state budget for education shows an increase of 6.7 percent to Rp.331.8 trillion ($34.9 billion) from the Rp.310.8 trillion allocated in 2012, and is above the mandated 20 percent of anticipated government state revenues (Rp.1,508 trillion)

As reported in the Jakarta Globe, President Yudhoyono said that the budget would be used to continue the School Operational Aid (BOS) program for elementary and junior high school students, build 216 new schools while renovating hundreds of old ones, as well as to support the Scholarship for the Poor, which is aimed at 14.3 million indigent students across the country.

“We will also launch the Universal Secondary Education program (PMU) through school operational aids for 9.6 million high school students. We must make the most of the growing education budget to improve the quality of education and expand the outreach of it.”

However, only Rp.66 trillion, just under 20 percent of the total, is allocated to the Education and Culture Ministry, with most of the money set to go directly to other districts through programmes such as BOS and PMU.

It is clear from World Bank stats published last year, but only given up to 2010, that in some areas  improvements have been made. For example, the primary school (SD) pupil-teacher ratio (the number of pupils per teacher) was down to 15.97 from 20.41 when President SBY was first elected, while the secondary schools’ (SMP and SMA) pupil-teacher ratio was reduced to 12.18 from 14.2.

However, these figures are distorted because remoter areas of Indonesia, which commonly lack electricity, running water and/or telephone coverage, suffer from a shortage of teachers. The figures also do not take into account teacher absenteeism of around 20 percent because many in the public school system have to take second or even third jobs to supplement their meagre incomes.

What the teachers provide is determined by the national curriculum set by each incoming Minister of Education. The country is about to have yet another imposed on students and teachers, its third in just ten years. The net result, as shown by The Learning Curve, an “analysis of school systems’ performance in a global context” from the Economist Intelligence Unit, is that Indonesia is at the very bottom of 40 ranked countries, including Hong Kong. Key benchmarks were, among others, knowledge comprehension, teaching standards and the graduation rate. Since the last survey in 2006, the cognitive skills in Maths and Science have regressed.

A main stated reason for the new curriculum is to reduce the number of subjects that students are taught; some senior high school students are currently expected to study as many as seventeen (yes – 17) subjects in one year. Minister Mohammad Nuh argued that an emphasis on an integrative thematic method, was “suitable to promote students’ cohesive thinking and to boost their entrepreneurial skills.”

If “cohesive thinking” means an understanding of inter-connectedness and the nature of consequences, then one can but agree. However, this understanding can only be achieved through the exploration and development of personal interests and talents and a curriculum which encourages creativity and understanding within a communal, pluralistic context.

Howard Gardner, who developed the theory of Multiple Intelligences, argues that “students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical intelligence.”

As for “entrepreneurial skills”, having recently witnessed the activities at Sumur Batu, Bekasi’s landfill for its rubbish, it was obvious that the vast army of workers there have those skills, albeit without having received formal education, if any, beyond elementary school. Here on the streets of Jakarta, the hawkers galore, peddling plastic household supplies or vending ‘meals on wheels’, the corner kiosks and food warungs, and the unofficial parking attendants are all evidence of entrepreneurial endeavour.

Where it is lacking, I suggest, is within the corridors of power.

Writing in the Jakarta Post, Donny Syofyan opines: “While the country’s formal schooling system remains centralized, rigid and resistant to innovation from the public, various movements and alternative educational innovations currently springing from the grass roots should be appreciated as representing civic resistance and disappointment.”

Of course, a major reason for disappointment has been the recent cock-up of the distribution of the question papers and answer sheets for the Ujian Nasional, the national exams, which, in spite of an inflated budget, arrived days late for senior high school students in eleven provinces  Calls have been made for the Minister to resign, yet few have offered an analysis of the exams themselves. Teachers detest having to teach to them, partly because they are reflections of the narrow mindsets of the bureaucrats who write them – and fail to check them.

Which leads to the question: what’s the point of asking students crap questions, let alone distributing them?!

This is but one example taken from one of the up to twenty versions – to prevent cheating it is said – of the recent junior high school English exam.

I now call the UN the UM – the Ujian Monyet.

Apasi, apasi?
Scratches head, grunts – ABCD?
Ah, ini!

On May 1st, former vice president Jusuf Kalla defended the National Examination (UN) as the enhancement of education in Indonesia. He said it took 10 years for a perceived policy impact.

Need we wait that long?
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View – ‘Educating Indonesia‘, an Aljazeera documentary
Read

The Learning Curve
Good teachers are essential to high-quality education. Finding and retaining them is not necessarily a question of high pay. Instead, teachers need to be treated as the valuable professionals they are, not as technicians in a huge, educational machine.”
Multiple Intelligences
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First published in Jakarta Expat magazine 20.5.13

Graduation Day

Published in the Guardian

These senior high school students in Medan, North Sumatra, completed their national exams on Thursday.

However, compared to previous years, they had something extra to celebrate: they actually took the ujian monyet.

Students in 11 provinces were unable to sit the exams, set by the Ministry of Education and Culture, because the papers hadn’t been delivered.

Police are investigating whether “the delays were only due to technical error or possible criminal acts.”.

Junior high school students start their national exams on Monday.

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