Education

Brainstorming

2009-08-19T21:22:00.000-07:00

brainstorming is a group creativity technique designed to generate a large number of ideas for the solution of a problem. The method was first popularized in the late 1930s by Alex Faickney Osborn in a book called Applied Imagination. Osborn proposed that groups could double their creative output with brainstorming.[1]

Although brainstorming has become a popular group technique, researchers have not found evidence of its effectiveness for enhancing either quantity or quality of ideas generated. Because of such problems as distraction, social loafing, evaluation apprehension, and production blocking, brainstorming groups are little more effective than other types of groups, and they are actually less effective than individuals working independently.[2][3][4] In the Encyclopedia of Creativity, Tudor Rickards, in his entry on brainstorming, summarizes its controversies and indicates the dangers of conflating productivity in group work with quantity of ideas.[5]

Although traditional brainstorming does not increase the productivity of groups (as measured by the number of ideas generated), it may still provide benefits, such as boosting morale, enhancing work enjoyment, and improving team work. Thus, numerous attempts have been made to improve brainstorming or use more effective variations of the basic technique.
Contents
[hide]

* 1 Ground Rules
* 2 Method
o 2.1 Set the problem
o 2.2 Create a background memo
o 2.3 Select participants
o 2.4 Create a list of lead questions
o 2.5 Session conduct
o 2.6 The process
o 2.7 Evaluation
* 3 Variations
o 3.1 Nominal group technique
o 3.2 Group passing technique
o 3.3 Team idea mapping method
o 3.4 Electronic brainstorming
o 3.5 Directed brainstorming
o 3.6 Individual brainstorming
o 3.7 Other variations
* 4 Conclusion
* 5 Controversy over term
* 6 See also
* 7 References
* 8 External links

[edit] Ground Rules

There are four basic rules in brainstorming.[1] These are intended to reduce social inhibitions among groups members, stimulate idea generation, and increase overall creativity of the group.

1. Focus on quantity: This rule is a means of enhancing divergent production, aiming to facilitate problem solving through the maxim, quantity breeds quality. The assumption is that the greater the number of ideas generated, the greater the chance of producing a radical and effective solution.
2. Withhold criticism: In brainstorming, criticism of ideas generated should be put 'on hold'. Instead, participants should focus on extending or adding to ideas, reserving criticism for a later 'critical stage' of the process. By suspending judgment, participants will feel free to generate unusual ideas.
3. Welcome unusual ideas: To get a good and long list of ideas, unusual ideas are welcomed. They can be generated by looking from new perspectives and suspending assumptions. These new ways of thinking may provide better solutions.
4. Combine and improve ideas: Good ideas may be combined to form a single better good idea, as suggested by the slogan "1+1=3". It is believed to stimulate the building of ideas by a process of association.

Indonesian-made robot wins gold medal in San Francisco

2009-08-18T02:37:00.000-07:00

New York (ANTARA News) - A robot made by the Bandung-based Indonesian Computer University (UNIKOM) won a gold medal at the International RoboGames at the Fort Mason Festival Pavilion, San Francisco, California, on Sunday.

The gold medal was presented to Rudy Hartono, a student of UNIKOM, who made the robot dubbed "Robot DU-114."The Robot DU-114 came out as the winner in the international robot competition for the category of open fire-fighting autonomous robots, Andi Rahadian, head of education, social and cultural affairs at the Indonesian consulate general in San Francisco, told ANTARA News on Sunday.

"For this category, 11 teams from different countries took part in the competition. Robot DU-11 was the fastest in putting out a fire," Andi Rahadian said.

In addition to DU-114, Indonesia also presented another robot, Next 116, to participate in the contest, he said.

The RoboGames, the world`s largest robot competition, was held in San Francisco, June 12-14, 2009, and participated in by teams from 20 countries competing in various categories.

The participating countries included Australia, Austria, Brazil, Canada, Colombia, Egypt, Hong Kong, India, Indonesia, Iran, Japan, Mexico, Peru, Russia, South Korea, UK, and the United States.

The Indonesian robot team from UNIKOM was led by Dr. Aelina Surya, assistant to the university`s rector, and the team members would return to Jakarta on Tuesday (June 16).

During their stay in San Francisco, the UNIKOM Robot team visited among other things a robotic laboratory at the University of California (UC) in Berkeley. They discussed the possibility of establishing cooperation between UNIKOM and the University of California in Berkeley.

When visiting the UC in Berkeley, the Indonesian team was received by among others George Anwar, an Indonesian national who held the position of head of UC-Berkeley`s robotic division. (*)

64th independence day of Indonesia

2009-08-17T01:31:00.000-07:00

Jakarta - Indonesia on Monday marked its Independence Day amid tight security a week after police said they had foiled a plot to assassinate President Susilo Bambang Yudhoyono using a bomb-laden car driven by a suicide attacker. Yudhoyono led a moment of silence for the people who died in the struggle for independence from Dutch colonial rule in a ceremony at the state palace in Jakarta.

Yudhoyono made no speech at the solemn ceremony as tens of millions of people across the world's fourth most populous nation celebrated Independence Day with joyful activities, such as fireworks, neighbourhood contests, parades and dance performances.

Among the most popular games to mark the celebrations is "Panjat Pinang," in which individuals and groups struggle to reach the top of a greased betel nut palm trunk, vying for prizes ranging from new motorcycles to towels and plastic buckets.

In Indonesia's easternmost province, Papua, Independence Day celebrations were marred by the hoisting of a flag belonging to the Free Papua Movement, a separatist group fighting for an independent Papua, the state-run Antara news agency reported.

In Jakarta, security was tight around the presidential palace as thousands of police and soldiers were deployed to safeguard the ceremony there attended by hundreds of guests, including foreign dignitaries and diplomats. Security personnel also closed down several roads around the palace.

After a four-year lull in terrorist attacks, the world's most populous Muslim nation was jolted July 17 by bombings at Jakarta's JW Marriott and Ritz-Carlton hotels, which killed nine people, including two suicide bombers, and injured 53.

In a state-of-the-nation address Friday, Yudhoyono, who was re-elected to a second, five-year term July 8, pledged to defeat terrorism and urged Indonesians to support the government's effort to fight terrorism.

"I would like to reaffirm that the nation must not and will not be defeated by terrorism," Yudhoyono said. "The government that I am leading will run its course to protect serve and improve the welfare of the whole nation."

Police said they had foiled a plot to blow up Yudhoyono's private residence using a suicide truck bomb when officers on August 8 raided a house rented by suspected militants involved in last month's hotel bombings.

Police had intensified the hunt for terrorist suspect Noordin Mohammed Top, one of Asia's most wanted terrorist suspects, accused of masterminding the July 17 bombings.

The Malaysian-born militant managed, however, to elude police in a dramatic raid on a house in Central Java, also on August 8. Contrary to earlier media reports that Noordin has been killed in the raid, DNA test confirmed last week that the man slain in 18 hours of gunfire at the house was a hotel florist named Ibrahim whom police claimed helped plan the hotel bombings.

Noordin, believed to be the leader of a splinter group of the radical Islamist terrorist network Jemaah Islamiah, is also accused of masterminding the 2003 suicide bombing on the same Marriott hotel in Jakarta, which killed 12 people, and the 2004 attack on the Australian embassy in the Indonesian capital, in which 11 people were killed.

Industrial engineering

2009-08-13T19:28:00.000-07:00

industrial engineering is also known as operations management, management science, systems engineering, or manufacturing engineering; a distinction that seems to depend on the viewpoint or motives of the user. Recruiters or educational establishments use the names to differentiate themselves from others. In healthcare, for example, industrial engineers are more commonly known as management engineers or health systems engineers.

The term "industrial" in industrial engineering can be misleading. While the term originally applied to manufacturing, it has grown to encompass virtually all other industries and services as well. The various topics of concern to industrial engineers include management science, financial engineering, engineering management, supply chain management, process engineering, operations research, systems engineering, ergonomics, value engineering and quality engineering.

Examples of where industrial engineering might be used include designing a new loan system for a bank, streamlining operation and emergency rooms in a hospital, distributing products worldwide (referred to as Supply Chain Management), and shortening lines (or queues) at a bank, hospital, or a theme park. Industrial engineers typically use computer simulation, especially discrete event simulation, for system analysis and evaluation.
Contents
[hide]

* 1 Universities
o 1.1 History
o 1.2 Postgraduate curriculum
o 1.3 Undergraduate curriculum
* 2 Salaries and workforce statistics
* 3 See also
* 4 References
* 5 Further reading

[edit] Universities

US News and World Report's article on "America's Best Colleges 2009" lists schools offering Undergraduate engineering specialties in Industrial or Manufacturing whose highest degree is a doctorate as Georgia Institute of Technology, University of Michigan, Purdue University, Pennsylvania State University University Park, University of California at Berkeley, Southern Polytechnic State University, Stanford University, Virginia Tech, Texas A&M University, Lehigh University, Northwestern University,University of Arkansas, University of Florida, The Ohio State University, Texas Tech University, University of Houston and the University of Wisconsin-Madison.[1]

[edit] History

Industrial engineering courses had been taught by multiple universities in the late 1800s along Europe, especially in developed countries such as Germany, France, the United Kingdom, and Spain[2]. In the United States, the first department of industrial engineering was established in 1908 as the Harold and Inge Marcus Department of Industrial and Manufacturing Engineering. In India, the first department was established at the National Institute of Industrial Engineering, Mumbai.

The first doctoral degree in industrial engineering was awarded in the 1930s by Cornell University.

[edit] Postgraduate curriculum

The usual postgraduate degree earned is the Master of Science in Industrial Engineering/Industrial Engineering & Management/Industrial Engineering & Operations Research. The typical MS in IE/IE&M/IE & OR/Management Sciences curriculum includes :

* Operations research & Optimization techniques
* Engineering economics
* Supply chain management & Logistics
* Systems Simulation & Stochastic systems
* System Dynamics & Policy Planning
* System Analysis & Techniques
* Manufacturing systems/Manufacturing engineering
* Human factors engineering & Ergonomics
* Production planning and control
* Management Sciences
* Computer aided manufacturing
* Facilities design & Work space design
* Statistical process control or Quality control
* Time and motion study
* Operations management
* Corporate planning
* Productivity improvement
* Materials management

[edit] Undergraduate curriculum

In the United States, the usual undergraduate degree earned is the Bachelor of Science in Industrial Engineering (BSIE). The typical BSIE curriculum includes introductory chemistry, physics, economics, mathematics, statistics, properties of materials, intermediate coursework in mechanical engineering, computer science, sometimes electrical engineering, and additional specialized courses in management, systems theory, and computer science.

[edit] Salaries and workforce statistics

The total number of engineers employed in the U.S. in 2006 was roughly 1.5 million. Of these, 201,000 were industrial engineers (13.3%), the third most popular engineering specialty. The average starting salaries being $55,067 with a bachelor's degree, $64,759 with a master's degree, and $77,364 with a doctorate degree. This places industrial engineering at 7th of 15 among engineering bachelors degrees, 3rd of 10 among masters degrees, and 2nd of 7 among doctorate degrees in average annual salary.[3] The median annual income of industrial engineers in the U.S. workforce is $68,620.

Typically, within a few years after graduation, industrial engineers move to management positions because their work is closely related to management.

Industrial Engineer

2009-08-13T18:42:00.000-07:00

A Day in the life of a Industrial Engineer

Industrial engineers analyze and evaluate methods of production and point out ways to improve them. They decide how a company should allocate its limited tangible resources (equipment and labor) within the framework of existing physical constraints (physical plant). Each company that hires an industrial engineer, either as a consultant or as an internal manager, has its own specific limitations. An industrial engineer must quickly become an expert not only in the manufacturing and production processes of the industry, but also in the specific culture, problems, and challenges that the company faces. This may mean face-to-face meetings with executives, extensive stays on manufacturing floors, and review of historical production data. Industrial engineers receive information from others about what goes on in the day-to-day work environment, but they must also make their own observations of these activities. Many employees are uncomfortable being “watched” by industrial engineers, and industrial engineers often walk a thin line between being an analyst and being a detective. An industrial engineer’s most difficult task is communicating his observations and suggestions to company executives, many of whom are emotionally invested in their traditional way of doing business. Industrial engineers must be tactful in what they say and in how they say it. In addition to tact, being a successful industrial engineer requires charm and the willingness to stand by one’s recommendations even in the face of unresponsive management. The large majority of industrial engineers—around 70 percent—works at manufacturing companies, and many have specific areas of specialization, such as assembly, raw-product processing, or administrative (paperwork) practices. Most industrial engineers have good working conditions, intellectually challenging work, and a high level of satisfaction. Hours can be long, but this tends to be outweighed by the satisfaction derived from the education that each different project brings.
Paying Your Dues

To become an industrial engineer, you must have a bachelor’s degree in industrial engineering. Recommended coursework includes statistics, computer skills, ergonomics, management science, quality control, sociology, psychology, organizational behavior, economics, finance, labor relations, and mathematics. Those who plan to specialize in manufacturing areas find it useful to study shipping, billing, and automated systems, along with computer science. Graduate programs in industrial engineering are primarily for those who wish to enter academia. Employers consider production or manufacturing experience extremely useful; they also favorably view administrative experience in large-paperwork industries (such as insurance, health care, or brokerage). Many find joining a professional organization supportive of their careers (some join while still in school) because it helps them to keep them abreast of important topics and trends in industrial engineering.
Associated Careers

Most industrial engineers are consultants in the manufacturing and administrative industries. The expertise they gain as consultants or internal managers leads many of them to accept management positions in these industries. Since the core of an industrial engineer’s job is the proper allocation of resources, industrial engineers are valuable to any organization with limited resources and large responsibilities.

Education: Enhancing US-RI education cooperation

2009-08-13T03:16:00.000-07:00

Education: Enhancing US-RI education cooperation
Evolution of teaching methods

[edit] Ancient education

About 3000 BC, with the advent of writing, education became more conscious or self-reflective, with specialized occupations requiring particular skills and knowledge on how to be a scribe, an astronomer, etc.

Philosophy in ancient Greece led to questions of educational method entering national discourse. In his Republic, Plato describes a system of instruction that he felt would lead to an ideal state. In his Dialogues, Plato describes the Socratic method.

It has been the intent of many educators since then, such as the Roman educator Quintilian, to find specific, interesting ways to encourage students to use their intelligence and to help them to learn.

Medieval education

Comenius, in Bohemia, wanted all boys and girls to learn. In his The World in Pictures, he gave the first vivid, illustrated textbook which contained much that children would be familiar with in everyday life, and use it to teach the academic subjects they needed to know. Rabelais described how the student Gargantua learned about the world, and what is in it.

Much later, Jean-Jacques Rousseau in his Emile, presented methodology to teach children the elements of science and much more. In it, he famously eschewed books, saying the world is one's book. And so Emile was brought out into the woods without breakfast to learn the cardinal directions and the positions of the sun as he found his way home for something to eat.

There was also Johann Heinrich Pestalozzi of Switzerland, whose methodology during Napoleonic warfare enabled refugee children, of a class believed to be unteachable, to learn - and love to learn. He describes this in his account of the educational experiment at Stanz. He felt the key to have children learn is for them to be loved, but his method, though transmitted later in the school for educators he founded, has been thought "too unclear to be taught today". One result was, when he would ask, "Children, do you want to learn more or go to sleep?" they would reply, "Learn more!"

[edit] 19th century - compulsory education
Main article: Prussian education system

The Prussian education system was a system of mandatory education dating to the early 19th century. Parts of the Prussian education system have served as models for the education systems in a number of other countries, including Japan and the United States. The Prussian model had a side effect of requiring additional classroom management skills to be incorporated into the teaching process. [1]

[edit] 20th century

In the 20th century, the philosopher, Eli Siegel, who believed that all children are equally capable of learning regardless of ethnic background or social class, stated: "The purpose of all education is to like the world through knowing it." This is a goal which is implicit in previous educators, but in this principle, it is made conscious. With this principle at basis, teachers, predominantly in New York, have found that students learn the curriculum with the kind of eagerness that Pestalozzi describes for his students at Stanz centuries earlier.

Many current teaching philosophies are aimed at fulfilling the precepts of a curriculum based on Specially Designed Academic Instruction in English (SDAIE). Arguably the qualities of a SDAIE curriculum are as effective if not more so for all 'regular' classrooms.

Some critical ideas in today's education environment include:

* Instructional scaffolding
* Graphic organizers
* Standardized testing

According to Dr. Shaikh Imran, the teaching methodology in education is a new concept in the teaching learning process. New methods involved in the teaching learning process are television, radio, computer, etc.

Other educators believe that the use of technology, while facilitating learning to some degree, is not a substitute for educational method that brings out critical thinking and a desire to learn. Another modern teaching method is inquiry learning and the related inquiry-based science.

Elvis H. Bostwick recently concluded Dr. Cherry's quantitative study "The Interdisciplinary Effect of Hands On Science", a three-year study of 3920 middle school students and their Tennessee State Achievement scores in Math, Science, Reading and Social Studies. Metropolitan Nashville Public School is considered urban demographically and can be compared to many of urban schools nationally and internationally. This study divided students on the basis of whether they had hands on trained teachers over the three-year period addressed by the study.

Students who had a hands-on trained science teacher for one or more years had statistically higher standardized test scores in science, math and social studies. For each additional year of being taught by a hands-on trained teacher, the student's grades increased.

[edit] 21st century - rise of metacognition

The latest teaching approaches encourage development of metacognition skills, and often leverage information available from neuropsychology studies.

[edit] See also

* educational psychology
* educational philosophy
* Lesson plan
* Teacher
* Learning by teaching (LdL)
* Case method
* Business game
* Experiential learning
* Learning

[edit] References

1. ^ name = Gatto>Gatto, John Taylor. A Different Kind of Teacher: Solving the Crisis of American Schooling. Berkeley Hills Books. ISBN 1-893163-21-0.

* Everett Dean Martin, The Meaning of a Liberal Education, Norton, 1926.
* Paul Monroe, A Text-Book in the History of Education, Macmillan, 1915.
* Gilbert Highet, The Art of Teaching, Knopf, 1950.
* The Aesthetic Realism Teaching Method.
* Palmer, Parker. Teaching Practice: Teaching Methods.
* National Board Certified Digital Edge Teachers. Teaching Methods: Demonstrations.
* Lieberman, Ann. Teacher Leadership. California: Jossey-Bass, 2004

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Education: Multicultural education in Indonesia: Opportunities and challenges

2009-08-13T03:08:00.000-07:00

Education: Multicultural education in Indonesia: Opportunities and challenges

Enhancing US-RI education cooperation

2009-08-13T03:00:00.000-07:00

The United States-Indonesia Society (USINDO) Special Event: “Expanding Bilateral Education Cooperation under the Forthcoming Comprehensive Partnership between the United States and Indonesia”, and the 90th anniversary of the Institute of International Education (with counterpart the Indonesian International Education Foundation), are very timely, and have left us with both challenges and hopes.

The speakers tried to explain why the number of US-Indonesia educational exchanges has declined over the years. What would it take to increase those numbers under an Indonesia-US comprehensive partnership, currently being planned?

What needs to be done to familiarize Indonesians with opportunities to study in the US? What fields are suggested for partnership between American and Indonesian institutions?

What role can the Indonesian public play in the development of partnership goals in education?
Increasing the number of Indonesian students to study in American universities for degrees (undergraduate and graduate) and the number of American students to study in Indonesia is one such challenge.

The appeal of Indonesia to American students and public, and America to Indonesian students and public cannot be increased without proactive and strategic marketing from both ends.

Information about opportunities, including scholarships and assistantships and procedures to prepare and to succeed needs to be supplied more effectively and attractively through websites, brochures, visits, and students, teachers and alumni ambassadors.

Partnership implies equality, but Americans thus far have more financial and technical resources than their Indonesian counterparts.

For example, it is more likely to have American students self-financed to visit and study in Indonesia than to invite Indonesians to fund themselves to study in America.

Scholarships are for most Indonesians the only possible means, but there are an increased number of such scholarships (provided by international funding agencies, departments, universities and research centers), but the information is yet to be disseminated more aggressively to a wider networks of Indonesian educational institutions and the public.

The National Education Ministry and its directorates play a crucial role, but NGOs and private educational institutions should have more initiatives to start building relationships with American institutions through correspondences and visits followed up with joint programs. Networking is the key to mutual gains, but effective and sustained networking seems still to be lacking.

Americans, either paid or working as volunteers, are expected to teach, train, or guide Indonesian teachers and or students in Indonesia, not only in lectures, but also focused workshops in fields of common interest, such as English, research methodology and writing, American history and cultural diversity.

On the other hand, Indonesian educators, paid or volunteer, can teach American teachers and students in America about Indonesian language, history, culture, economy, politics, and so forth.

Faculty exchange will help improve mutual understanding and appreciation of shared characteristics, unique histories and diversities.

Fields of study have varied, including political sciences, anthropology, sociology, religious studies, Islamic studies, and other arts, humanities and social sciences, but also climatology, tourism, arts, business and management, urban planning, computer science and other natural sciences and technology.

The key idea here is that people know what they want and are excited to learn and how what they learn can benefit the advancement of knowledge and science in both countries.

Each university needs to recognize what gaps in fields of study that could reduce the over-supply of certain fields and a lack in other fields. Distribution of fields of study in universities or regions is important.

Indonesian scholars fall short in international publications, especially in English. Local scholarly journals have increased in quantity, but few Indonesian scholars publish and are cited internationally.
To improve this gap, American and Indonesian scholars who have published internationally should help their Indonesian fellows individually or collectively in conducting research and writing scholarly articles.

In writing scholarly articles, access to primary and secondary sources is crucial, and American universities can help Indonesian institutions build and improve their library collections of books and journal databases.

Apart from electronic materials, another aspect of educational development is the availability of affordable printed books. In India, for instance, publishers have been able to reproduce international books in local papers with affordable prices.

It is also strategic to increase translations of quality Indonesian research products into English, not simply English materials into Indonesian.

Indonesia has become a field of research for many American scholars, but Indonesians have yet to make Indonesia as their field of research and make themselves as producers of knowledge, but also make America and other countries their research fields. Indonesians and Americans have learned from each other’s strengths and weaknesses, but more importantly, this mutual learning should be recorded as research can help strengthen knowledge and technology development.

An increased literacy of both Indonesians and Americans requires political and social engineering, but there is the prerequisite of a cultural paradigm, that is, to be educated is a public right.

The writer, Ph.D, is an assistant professor at the Religious Studies Department, the University of California, Riverside and a summer lecturer at the State Islamic University, Jakarta.

Multicultural education in Indonesia: Opportunities and challenges

2009-08-13T02:56:00.000-07:00

As a nation-state with a pluralistic society, Indonesia is prone to social unrest and intra-group tension in terms of race, ethnicity and religion. Recent media headlines reported that discrimination and intolerance toward other religions were on the rise, the latest case being the closure of a Jewish synagogue in Surabaya, East Java. This was done in a show of solidarity with Palestinians being attacked in the Gaza Strip.

This, however, is just one indication of the fragility of our democracy, which upholds freedom of choosing different faiths. Another case of religious intolerance was the barring of Ahmadiyah followers from disseminating their religious dogma, which is considered heretical and blasphemous by hard-line Muslims.

Still another case was the Islamic Defenders Front's (FPI) ambush of a peaceful rally for religious tolerance at the National Monument, Central Jakarta.

Instances of opposition against religious pluralism prevailed long ago and are likely to continue to prevail in the future.

As part of its concerns about the real threat against pluralism, education practitioners once proposed that multicultural education be part of the school curriculum and be made a compulsory school subject.

The discourse on multicultural education was voiced in an effort to counteract growing radicalism in the country and to instill a sense of inclusiveness in the young generation.

When effectively implemented in a multiethnic society like ours, multicultural education provides the opportunity for young and adult learners to learn fundamental principles that help them critically evaluate and respond to what they see and experience as they live in a culturally heterogeneous society.

These principles include learning for the acquisition of social skills important for interacting with students from other racial, ethnic, religious and cultural groups; learning to understand universal values shared by all cultural groups such as compassion, justice, equality, tolerance, peace, freedom and care; learning about possible stereotypes and other related bias that could produce deleterious effects on racial, ethnic and religious relations.

In practice, teachers can, for example, assign students with meaningful tasks such as a case study, problem-solving approach and discovery learning, which will help students demonstrate universal values shared by other religious and ethnic groups, and critically analyze, weigh and evaluate prejudices.

As schools here are now experimenting with multicultural education, it is perhaps too premature to arrive at a definitive conclusion that they are doomed to failure in implementing multicultural education.

However, the increasing rate of violence against minority religious groups and the rise of radicalism among both youth and adults is a test case that poses a challenge to schools in effectively implementing multicultural education.

What is more, regional autonomy granted by the central government has made it possible for all regions to impose local ordinances that tend to favor the dogmas of the dominant religion. This is just antithetical to multilingual education, which respects and values freedom and differences in all walks of life.

In fact, the country has been embroiled in a seemingly never-ending spat regarding the imposition of sharia bylaws, with opponents arguing that it can destroy the spirit of pluralism in the country.

Another potential challenge is that teachers might not be ready, if not unsure, how to teach multiculturalism. Multiculturalism is a highly intricate and elusive concept, demanding teachers to learn about the multiple perspectives from multidisciplinary studies such as education, sociology, psychology, politics and history.

Mary Stone Hanley, a proponent of multicultural education, warns that knowledge construction drawn from this multidiscipline is imperative because before teachers can effectively teach multiculturally they must reconstruct their world views.

Diminishing cultural pride is also important for teachers to be able to teach effectively. In a primordially-rooted culture, doing so is difficult, if not impossible.

It is also important to note that as multiculturalism embraces an assimilationist ideology, it contradicts both teachers' and students' community cultures where homogeneity and commonality are highly valued, and where ethnocentricity is deeply rooted.

Not all teachers and students are willing to take the risk of losing their ethnic identity and being socially and politically alienated within their cultural community simply because they are invited to adhere to assimilationist ideology.

As a final remark, multicultural education has the potential to equip students with skills needed to interact with others from different faiths, ethnicities, races, cultures. But without a deeper and sound understanding of it, and political commitment to support its implementation, we are just trivializing its goal -- the transformation of society via education.

education news today

2009-08-11T22:48:00.000-07:00

# Earthquakes shake Tokyo area, Indian Ocean 12 Aug 2009 04:33 GMT
... tsunami watch was called for India, Myanmar, Indonesia, Thailand and Bangladesh. The caution was later ... killed 6,400 people. Katsuyuki Abe, a Tokyo University seismology professor, said experts were studying whether Tuesday’s quake ...

# Earthquakes shake Tokyo area, Indian Ocean 12 Aug 2009 04:33 GMT
... tsunami watch was called for India, Myanmar, Indonesia, Thailand and Bangladesh. The caution was later ... killed 6,400 people. Katsuyuki Abe, a Tokyo University seismology professor, said experts were studying whether Tuesday’s quake ...

# Shifting counterterrorism measures toward prevention 12 Aug 2009 04:32 GMT
... preventive actions and policies. Preemptive measures include education, neighborhood watch, the battle against economic, social ... to conduct serious studies on terrorism in Indonesia. Despite relatively abundant studies that have been ...

# World AIDS meet hails Delhi court ruling on gay sex 12 Aug 2009 04:14 GMT
... 12 (IANS) The International AIDS Congress in Indonesia Tuesday hailed the Delhi High Court ruling ... shining example of such an approach, where education and sensitisation of these different sectors was ...

# Allies for Aung San Suu Kyi 12 Aug 2009 04:10 GMT
... democratic neighbors in Southeast Asia, such as Indonesia and the Philippines; the European Union and ... International Human Rights Clinic at Harvard Law School, commissioned by eminent former judges such as Patricia ...

# DNA shows body of slain militant not Noordin Top 12 Aug 2009 04:10 GMT
... JAKARTA, Indonesia (AP) -- A suspected militant slain during ... bombers, one of them an 18-year-old high school graduate, through the hotels on July 8, apparently ...

# Airline cuts UK fares 12 Aug 2009 03:32 GMT
... 11 to July 31 next year, including school holidays and Easter. The sale is in two ... AirAsia Group consists of AirAsia, Thai AirAsia, Indonesia AirAsia, which has just started flying to ...

# SOUTHEAST ASIA: Media 'miss point' in their coverage 12 Aug 2009 03:30 GMT
... the Asia-Pacific which opened yesterday in Bali, Indonesia. He said the media should work with ... of HIV-positive parents are affected. Australian journalism professor Trevor Cullen said HIV was regarded mainly ...

# AFP: Million HIV patients in Asia Pacific treated by 2011: UNAIDS 12 Aug 2009 02:32 GMT
... Asia and the Pacific (ICAAP) in Bali, Indonesia. An estimated five million Asians are living ... graphics. AEGiS is a 501(c)3, not-for-profit, tax-exempt, educational corporation. AEGiS is made possible through unrestricted ...

# Shouting Matches Between People, Straw Men at Town Halls 12 Aug 2009 02:12 GMT
... law he supposedly taught at the alleged "University of Chicago". However, the birther movement now ... available for Obama includes kindergarten records, Punahou school records, Occidental College records, Columbia University records, Columbia ... born in both a Mombasa slum an Indonesian madrasah. How many real people do you ...

# Quake triggers tsunami fears 12 Aug 2009 01:43 GMT
... a tsunami alert for India, Myanmar, Bangladesh, Indonesia and Thailand. Exactly 12 minutes later, another ... my bedside table," said Ch Annapurna, a schoolteacher of Madhura Nagar. The impact of the ...

# Heartening progress in war on AIDS 12 Aug 2009 01:11 GMT
... are helping to clarify bad laws. In Indonesia, the Supreme Court ruled that drug users ... and the AIDS response. Reducing poverty, increasing education and investment in health must become the ... accept her, and her children go to school, where they are being taught how to ...

# State of readiness 12 Aug 2009 00:31 GMT
... Razak was right to remark that "public education" might be "the most effective step" -- ... being manufactured off-licence in Vietnam, Thailand and Indonesia. As with AIDS vaccines in Africa, the ...

# Caregiver field now finds takers 12 Aug 2009 00:10 GMT
... 1.28 in June. Learning their needs: Two students studying nursing care speak with a man ... a man who was evacuated to a school after his nursing care center in Hofu, Yamaguchi ... have looked into the possibility of accepting Indonesians and Filipinos that they no longer feel ...

# Soldier, adventurer, royal tutor '� now is this 36-year-old Scot destined to be PM? 12 Aug 2009 00:10 GMT
... raised in Scotland and Malaysia. EDUCATION: Dragon School, Oxford; Eton College; Balliol College, Oxford (studied ... second lieutenant in the Black Watch before university. 1997–99: Foreign Office. Worked in British embassy in Indonesia; British representative to Montenegro. 2000-2: Walked 6,000 ...

# Beauties make heads turn in Petaling Street 12 Aug 2009 00:10 GMT
... shopping!� The 26-year-old purchaser, who hails from Indonesia, was among the 18 Miss Chinese Cosmos ... place to my friends,� the 24-year-old Mandarin teacher said. Together with Deputy Women, Family and Community ...

Study Methods

2009-08-06T02:19:00.000-07:00

Do you study best alone? In a group? Are you bothered by noise? Need frequent breaks? Everybody is different. By improving your study methods, you can improve your homework scores and test grades.

Types of Team Members
Many personality types come together to form a project team. If you're put in charge of a team, you should spend some time thinking about the personalities you'll face. Your charge is to use the strength of each member and minimize the negative factors.

At first, choosing individuals for a given position will seem easy: the mathematician should get the job of looking after the finances; the p…
SQ3R
SQ3R is an active reading exercise that is designed to help you get a fuller understanding of your reading materials. You will need to keep a pen and some paper on hand to use this method.
The Risk of Reactance as Motivation
When you do something that is forbidden, you may be demonstrating reactance as your motivation. Reactance is a drive to do something you’ve been told (threatened) not to do.
Visual Organization Tools
Visual organization tools are simply charts and drawings that you can use as you study any topic. As you sketch out and review your information in these visual tools, you will reinforce the information and perhaps recall it more readily during an exam.
How to Screw Up Your GPA
You're a good student and you know it. You have the potential to get into the college of your dreams. You're cruising along with a strong A average, and suddenly, out of nowhere, you take a big hit that brings you down to mediocre status. How does this happen?
Icebreakers for Study Groups
If you're meeting with a new class or study group, you might be worried that nobody will speak up when it comes time to make introductions. By using one of these icebreakers, you're sure to get your group talking. You might even find out some things that will astound and amaze you about your own group members!
Icebreaker - I'll Never Tell!
This icebreaker is sure to get some laughs and to build confidence and self-esteem at the same time. What embarrassing things will your group members reveal?
Icebreaker - Wanted Poster
If your group is charged with building or making something that involves artistic talent, you can learn a lot about strengths and weaknesses of your team with this icebreaker.
Chain Reaction Icebreaker
If you need an icebreaker for a very large group, you can use the chain reaction game to get to know your members a little better. You never know what secrets you might uncover.
Icebreaker - Totem Pole
Is your study group competing with another group? If so, you might want to start off with this icebreaker that creates a bond and helps to establish a group identity.
Icebreaker - I Have a Confession!
Do you really know your study group? If you want to get your study group off to a great start, you can begin with a fun icebreaker. Find out what secrets your group members might have locked up deep inside them!
How to Clear Your Mind
After hours of reading and studying, our brains can lock up in a state of overload. Discover how to clear your mind and unclog your head.
Free Tools to Organize Your Study Group
Trying to organize a group project? It's difficult to get everyone organized when working on a project, but there are free tools that can make your task a little easier. This list of online tools includes an online calendar and a web-based organizer where you can store documents, share calendars, keep to-do lists, store images, and post files.
Student Leadership Styles
Are you a student leader? There are many ways to categorize leadership styles. Most people can blend different types to coordinate with the specific task or group of people at hand. Each situation calls for different approaches and requires some thought before deciding how to be an effective leader. Try to use whatever approach feels natural and works best for the group as a whole.
Battling Nerves
Everybody gets nervous during a presentation or speech. If you're facing a situation that makes you nervous or anxious, you can try a few of these tricks to help you settle those jittery nerves.
5 Tips for Your First Week of School
You can get your school year off to a great start by establishing good study habits in your first week. You'll learn the necessary skills for writing assignments and organizing your homework and schedule.
How to Study in a Tight Space
It’s great to have a study space, and some houses have enough space that a special room can be set aside for homework. But many students live in apartments or small houses that make it tough to carve a special place just for homework.
Cramming
Cramming isn't a good idea, it's true, but sometimes it's a necessity. There are times when life throws us curve balls, and we're left to do what we have to do. This articles shows students how to study for a test using a mnemonic method called chunking.
Group Writing Projects
Collaboration on a group project can get confusing, especially when it involves a writing assignment. It's so difficult to get everyone involved, and one person gets stuck with all the writing. Solve this problem with the help of Google Docs and this step-by-step guide.
How to Green Your Homework
Why not turn your homework green by learning to save paper? Here are a few ideas for greening your homework. You and your teachers can do your part for the environment by making a few small changes.
Taking Class Notes
Good class notes are essential to good study skills. If you study bad notes, it's pretty clear that you won't perform very well on tests. But what are good notes? Good notes capture the most important facts and enable you to understand how every fact fits into a larger puzzle.
Noise Distraction
Are your grades affected by noise distraction? Some students struggle to pay attention in class and other study areas because small background noises interfere with their concentration.
Independent Study
An independent study is a course of study that a student pursues outside his or her normal program of study. Students plan a course of study in cooperation with an academic advisor, who also sticks around to make sure that the student stays on track and completes assignments and tests.
Memorizing Dates
Dates can be the most difficult things to recall for a test. They're often elusive because we don't have any way to link them to their meanings. We can borrow a practice from the London Cockneys to help us remember dates when it counts.
Spanish Study Tips
It's important to study Spanish language in a way that uses every learning style. This study guide will show you how to incorporate visual, tactile, and auditory techniques into your Spanish homework habits.
How to Flunk a Class
There are a few things that every failing student has in common. If you really want to flunk out of a class, all you have to do is pick up a few of these bad habits.
Preventing and Recovering Lost Documents
Avoid losing your documents and assignments by taking some precautions beforehand. If all else fails, you may be able to recover your lost work with an advanced search.
Fear of Success
Do you fear success? Psychologists say that many students don't live up to their true potential because they do. Sounds a little crazy, doesn't it? Who wouldn't want to succeed?
How to Form a Study Group
Study groups can enhance any student's performance in the classroom, because they provide a variety of views and strengths. Discover how to form a study group and keep your group on track.
Flashcards
Flashcards remain one of the best tools for memorizing information. There are many ways to add variety to the process to enhance the learning process.
Time Management Exercise
Time management skills are essential to good homework habits. This fun exercise will help you realize how you spend your time now and how you can change your schedule to improve your study habits.
Shorthand for Class Notes
Do you need to take better notes? By developing speed writing or shorthand techniques for taking notes, you can improve your grades. Avoid the frustration of missing a test question because of incomplete or innacurate notes.
Homework Contract
Is homework time a stressful time at your house? If so, you might benefit from creating a homework contract. It can eliminate the miscommunications that become arguments in many homes.
Would A Study Group Improve Your Grades?
College professors often encourage students to study in groups. Why? Group study improves old habits and expands students' perspectives.
Can You Improve Your Study Skills By Changing Your Diet?
There are lots of studies to show that certain foods affect us in specific ways. If you’re putting off your homework because you’re feeling tired, you're too grumpy, or you’re having trouble concentrating or remembering, why not try changing your diet?
Do You Create Diversions?
You just sat down to study, when suddenly you realize you forgot to feed the dog. Or, you suddenly remember you love your mom a lot and you want to tell her. Are you looking for a way to avoid doing your homework?

2009-08-05T00:45:00.000-07:00

2009-08-04T22:19:00.000-07:00

International Schools
DKI Jakarta

ACG INTERNATIONAL SCHOOL
Jl. Warung Jati Barat No.19
(Taman Margasatwa)
Ragunan, South Jakarta
Tel. (62-21)780-5636
Fax (62-21) 781-4827
Email acgintsch@acg.ac.nz
Website http://www.acg.ac.nz
Curriculum: International/British and New Zealand, Kindergarten (3 years old) to grade 13
Jan Menzies, Principal

AUSTRALIAN INTERNATIONAL SCHOOL
Pejaten Campus-Secondary Senior School
Tel: (62-21) 7821141, 7824024
Email: admin@ais.or.id

Kemang Campus - Junior Primary School
Phone (62-21) 71792949, 71790437
Fax (62-21) 7179-0937
E-mail kemang@ais.or.id
Superkids preschool program-Sara Oxley-Furney 719-7319
Website http://www.ais.or.id
Levels - Preschool, elementary and junior high school
Principal: Penny Robertson O.A.M.
Enrollment: 400

Superkids-Bayi Gemes
Phone: +62 21 7197319
fax: (62 21) 718-1245
email: admin@koleseaustralia.or.id
website: http://www.gemes.or.id

AL-HARAMAIN AL-SAUDIAH ACADEMY
Jl. Cipinang Cempedak No. 25
Jakarta Timur
Phone (62-21) 819-1254
Fax (62-21) 851-5154
Curriculum - Saudi Levels - elementary and junior high school
Mohamad Mubarat Al-Zaid, Principal
Enrollment - 300 students

BRITISH INTERNATIONAL SCHOOL
Bintaro Main Campus
(Pre-School to Year 13, ages 3-18)
Bintaro Jaya Sektor 9
Jl Raya Jombang
Ciledug, Pondok Aren
Tangerang 15227
(Mailing: PO Box 4120 CPA POE, Ciputat 15224, Jakarta, Indonesia)
Phone (62 21) 745 1670
Fax (62 21) 745 1671
E-mail Enquiries@bis.or.id
Website http://www.bis.or.id/
Curriculum: UK National Curriculum, GCSE/(I)GCSE, IB.
Mr Peter Hoggins, Principal
Enrolment: 900 students

Pondok Indah Early Years Education Centre
Jl Metro Pondok Indah Kav 3 BB
Jakarta 12310
Tel: Please contact the Admissions Office at the main campus

DEUTSCHE INTERNATIONALE SCHULE
(German International School)
Jl. Puspa Widya No. 8
Bumi Serpong Damai
Tangerang 15322, Indonesia
Phone (62-21) 537-8080
Fax (62-21) 537-5102
Website http://www.dis.or.id
Dr. W. Hinners, Principal
Enrollment - 250
Kindergarten - Deutsche Internationale Schule Jakarta
Jl. Puspa Widya No. 8, Bumi Serpong Damai, Tangerang 15322
Phone (62-21) 537-8080 Fax (62-21) 537-5102

Jl. Adiyaksa VI No. 36, Lebak Bulus - Jakarta Selatan
Phone (62-21) 744-3682

GANDHI MEMORIAL INTERNATIONAL SCHOOL
PRJ Kompleks Kemayoran Blok D Kav. No.1
Jakarta Pusat, Indonesia
Phone No. (62-21) 658-65667, 658-65668, 658-65669
Fax No. (62-21) 658-65677
Website http://www.gandhijkt.org
Curriculum - Indian Levels - elementary, junior and senior high school
A.P. Singh, Principal
Enrollment

JAKARTA INTERNATIONAL KOREAN SCHOOL
Jl. Bina Marga No. 56
Ceger Timur, Jakarta Selatan
Phone (62-21) 844-4958 - 61
Fax (62-21) 844-4927
Email jiks@jiks.com
Website http://www.jiks.com
Curriculum - Korean Levels - elementary and junior high school
Principal
Enrollment

JAKARTA INTERNATIONAL MONTESSORI SCHOOL
Komplek ISCI
Jalan Ciputat Raya No. 2
Jakarta 12063
Tel: (62-21) 741-1222 or 911-7549
Fax: (62-21) 741-1222
Email: khresna@bit.net.id, jims@bit.net.id
Website http://www.kiefschools.com/
Campus in Komplek ISCI, Jl. Ciputat Raya
Curriculum: British/Australian/New Zealand Levels - kindergarten, elementary and junior high school
Mrs Sherisada Manaf-Richardson, Directress
Enrollment

JAKARTA INTERNATIONAL SCHOOL
Admissions Office
P.O. Box 1078 JKS
Jakarta 12010
Phone (62-21) 769-2555 ext. 16566
Fax (62-21) 750-7650
E-mail admissions@jisedu.or.id
Website http://www.jisedu.org/
Curriculum - British/Australian/New Zealand Curriculum: kindergarten,
elementary and junior high school
Prep Center (Prep Reception and Prep Junior)
Jl. KH Muhasyim Raya #39
Cilandak, Jakarta Selatan 12430
Phone (62-21) 765-9607, Fax (62-21) 765-9608
Principal

Pattimura Elementary School
(Prep Senior - Grade 5)
Jl. Pattimura Blok I #2
Kebayoran Baru, Jakarta 12110
Phone (62-21) 720-0536-39 Fax (62-21) 722-2301
Principal

Pondok Indah Elementary School
(Prep Senior - Grade 5)
Jl. Duta Indah III
Pondok Indah, Jakarta 12310
Phone (62-21) 769-2555 Fax (62-21) 750-7618
Principal

Middle and High School
(Grades 6-12)
Jl. Terogong Raya #33
Cilandak, Jakarta Selatan 12010
Phone (62-21) 769-2555 Fax (62-21) 750-7650
Principal

JAKARTA JAPANESE SCHOOL
Jl. Elang
Bintaro Jaya Sektor 9
Perigi Lama, Tangerang Banten
Phone (62-21) 745-4130
Fax (62-21) 745-4140
E-mail jakarta@jjs.or.id
Website http://www.jjs.or.id
Curriculum - Japanese Levels - elementary and junior high school
Principal Mr.Naoru Kiryu
Enrollment 860 students

JAKARTA TAIPEI SCHOOL
Jl. Raya Kelapa Hybrida Blok QH
Kelapa Gading Permai, Jakarta Timur 14240
Phone (62-21) 452-3273
Fax (62-21) 452-3272
E-mail jts71568@rad.net.id
Website http://www.jits.or.id/
Curriculum - Taiwanese Levels - elementary and junior

LYCÉE INTERNATIONAL FRANÇAIS
Jl. Cipete Dalam No. 32
Cipete, Jakarta Selatan 12410
Phone (62-21) 750-3062
Fax (62-21) 750-3624
Headmaster proviseur@lifdejakarta.org
Administration secretaire@lifdejakarta.org
Comptabilité intendant@lifdejakarta.org
Teachers professeur@lifdejakarta.org
Website http://www.lifdejakarta.org
Curriculum - French Levels - elementary and junior high school
Yves Dietrich, Headmaster
Enrollment 327 students

NEDERLANDSE INTERNATIONAL SCHOOL
Jl. Jeruk Purut
RT 003/RW 03
Cilandak Timur, Jakarta Selatan 12560
Phone (62-21) 782-3929, 782-3930
Fax (62-21) 782-3929
Website http://www.nis.or.id/
Curriculum - Dutch Levels - elementary and junior high school
Arja Slagboom, Principal

NEW ZEALAND INTERNATIONAL SCHOOL
Jalan Benda No. 78
Kemang, Jakarta Selatan 12710
Phone (62-21) 7884-1225, 7884-1226, 7884 1227
Fax (62-21) 780-5541
E-mail infor@nzis.net
Website http://www.nzis.net
Curriculum - Kindergarten to Year 9, New Zealand Curriculum conducted in English by experienced New Zealand teachers.
Principal Mrs Linda Holdaway-Howard
Enrollment 90

Senior Secondary Campus
Kemang Raya No. 35
Kemang, Jakarta Selatan
Curriculum - Years 10-13 Cambridge International Examinations.
Approved as a Cambridge International Centre. All curriculrm delivered in English by expatriate. Teachers from New Zealand, Australia and USA.

NORTH JAKARTA INTERNATIONAL SCHOOL
Jl. Raya Kelapa Nias
Kelapa Gading Permai
Jakarta Utara 14250
(P.O. Box 6759/JKUKP, Jakarta 14240)
Phone (62-21) 450-0683
Fax (62-21) 450-0682
E-mail info@njis.or.id
E-mail Admissions Office - arangkuti@njis.or.id
Website http://www.njis.org
Curriculum - American, assisted within an international framework with streaming towards IB and AP programs for Senior High School
Levels - elementary school, middle school, and junior high school
Allan Forslund, Headmaster
Enrollment - 340 students

PAKISTAN EMBASSY SCHOOL
Jl. Dempo Matraman Dalam II No.1
Matraman, Jakarta Pusat
Phone (62-21) 390-4137, 390-4138
Fax (62-21)
Web Site http://www.geocities.com/pes_us/
Curriculum - Pakistani Levels - elementary and junior high school

Raffles International Christian School
Ora Et Labora Building, Jl. Gedung Hijau Raya 1 no:1 Pondok Indah Jakarta Selatan 12310
Indonesia, Jakarta Selatan
Telephone: 75903342 - 75903414
Fax: 75903414
School E-Mail: admission@raffles-international.org
School Website: http://www.raffles-international.org
Type of Curriculum: IGCSE,Cambridge
School Description:

Level of Programs: Junior Secondary
Principal: Mr. Clement Franklin
Contacts:
Enrollment:

SINGAPORE INTERNATIONAL SCHOOL
Bona Vista Complex
Jl. Bona Vista Raya
Lebak Bulus, Jakarta Selatan 12440
Phone (62-21) 75914414
Fax (62-21) 7591-4418
E-mail sisjkt@sisjakarta.com, peter@sisjakarta.com
Website http://www.sisjakarta.com
Curriculum - Singaporean Levels: Pre-Primary, Primary and Secondary
Ms Jyoti Mayall, Principal
Enrollment - 400

Other campuses:

SIS Pantai Indah Kapuk
Jl Mandara Indah 4, PIK,
Jakarta Utara 14470
Phone (62-21) 5883835
Fax (62-21) 5883836
web site: http://www.sispik.com
enrollment: 550
Curriculum - Singaporean Levels: Pre-Primary, Primary and Secondary
Ms. Nanda Bandara, Principal

SIS Kelapa Gading
Jl Pegangsaan Dua No.83, Kelapa Gading, Jakarta Utara
Phone: 4608888
Fax: 4535499
web site: http://www.siskg.com
enrollment: 300
Curriculum - Singaporean Levels: Pre-Primary, Primary and Secondary
Dr Anula Samuel, Executive Principal
Meenu Nanwani, Principal

SIS Kebon Jeruk
Jl Pesanggrahan Raya No. 80, Kebon Jeruk, Jakarta Barat
Tel: 5867570
Fax: 5867573
enrollment: 150
Curriculum - Singaporean Levels: Pre-Primary, Primary and Secondary
Ms. Irene Alisjahbana, Principal

INTERNATIONAL CENTER FOR SPECIAL CARE IN EDUCATION (ICSCE)
Jl. Jati Padang Utara No. 8 B
Pejaten - Jakarta 12540
Tel. 62 21 780-7313
Fax. 62 21 7884-4313
E-mail: special_care@cbn.net.id
Website: http://www.icsce.or.id
Curriculum:
- special education for children with special needs age 4 years and up
- work training and placement for young adults with special needs age 16 years and up
- work shelther for young adults and adults with special needs age 20 and up who cannot join the work placement at companies

BALI

AUSTRALIAN INTERNATIONAL SCHOOL - BALI Phone (0361) 739-627, 739-628
Fax (0361) 732-209
E-mail bali@ais.or.id
Website http://www.ais.or.id
Curriculum - Australian Levels kindergarten, elementary, junior and senior high school.
Mrs. Katie Jones, Head of School
Enrollment - 150

BALI INTERNATIONAL SCHOOL
Jl. Danau Buyan IV #15
Sanur, Bali
(P.O. Box 3259, Denpasar, Bali)
Phone (62-361) 288-770, 288-467
Fax (62-361) 285-103, 288-770
E-mail bis@denpasar.wasantara.net.id
Website http://www.baliinternationalschool.com
Curriculum - American Levels - Pre-kindergarten, elementary and junior high school through grade 10
Murray Vosper, Principal
Enrollment - 230 students

BATAM

INTERNATIONAL SCHOOL BATAM (ISB)
The International School Batam (ISB)
Kompleks Rosedale Block E No. 123 - 124
Batam Centre, Batam Island
Indonesia 29400
Tel. (62-778) 461-696
Fax (62-778) 461-696
E-mail theisb@indosat.net.id, alandani@indosat.net.id
Website: http://international-school-batam.piczo.com
Curriculum - British National. Levels - Prekindergarten, elementary
Ramdani Chancellor, Principal
Enrollment - 54 Students

CENTRAL JAVA

MOUNTAINVIEW INTERNATIONAL CHRISTIAN SCHOOL
(formerly Central Java Inter-Mission School)
Jl. Nakula Sadewa Raya No. 55
Cabean RT 5 RK I Mangunsari
Salatiga, 50701 Jawa Tengah
(P.O. Box 142, Salatiga 50711)
Phone (62-298) 311-673, 311-674
Fax (62-298) 321-609
E-mail office@mountainviewics.org
Website http://www.mountainviewics.org
Curriculum - American Levels - Pre-kindergarten, elementary, junior and senior high school
William Webb III, Superintendant
Lisa Richardson, high school principal
Laura Armstrong, elementary school principal
Enrollment - 140 students

Semarang International School
Jl Jangli 37. Semarang
Central Java
Telephone: 024 8311424
Fax: 0248311994
School E-Mail: info@smg.bit.net.id
School Website: http://www.semarangis.or.id
Type of Curriculum: IB World school PYP curriculum.
Junior High school Australian Curriculum

School Description:
One campus Junior School and senior school. Hall/Gymnasium, Science and computer lab. Extensiove playgrounds. Internationally qualified EXPAT teachers and Fully trained Indonesian assistant Teachers
Level of Programs: K - Junior Secondary
Principal: Barry Burns
Enrollment: 70

SINGAPORE INTERNATIONAL SCHOOL SEMARANG Jl Diponegoro 38B, Semarang, Jawa Tengah
Tel:024-8318753
Fax: 024-8318653
enrollment: 100
Curriculum - Singaporean Levels: Pre-Primary, Primary and Secondary
Ms. Teresa, Principal

International Schools
EAST JAVA

SURABAYA INTERNATIONAL SCHOOL
Citra Raya International Village, Lakarsantri
Tromol Pos 2/SBDK
Surabaya 60225 Jawa Timur
Phone (62-31) 741-4300, 741-4301
Fax (62-31) 741-4334
E-mail sisadmin@sisedu.net, suptsis@sisedu.net
Website http://www.sisedu.net/home.html
Curriculum - American curriculum modified for International Students. Program includes pre-school(age 3) through Advanced Placement (AP) studies and American HS Graduation diploma.
Larry Jones, Superintendent
Enrollment - 240 students

SURABAYA JAPANESE SCHOOL
Jl. Jetis Seraten
Ketintang, Gayungan
Surabaya, Jawa Timur
Curriculum Japanese Levels - Elementary and Junior High school

WESLEY INTERNATIONAL SCHOOL
Jl. Simpang Kwoka 1
Malang, JATIM 65145
(P.O. Box 275, Malang 65101)
Phone (62-341) 586-410
Fax (62-341) 586-413
E-mail wesley@wesleyinterschool.org
Web site http://www.wesleyinterschool.org
Curriculum - American Levels - Pre-kindergarten, Elementary, Junior and Senior High School
Principal, Mr.Jonathan Heath
Enrollment 100

Sophomore International School
Jl. Raya Darmo Permai - II, No:17, Surabaya
East Java
Telephone: +62 31 7314047, 70237052
Fax: +62 31 7348790
School E-Mail: admin@spinschool.net
School Website: http://www.spinschool.net
Type of Curriculum: Selected from Singaporean and Indian Curriculum to ensure a wide perspective for students of different cultures.
School Description:

The School is dedicated to the development of young talents to enable them compete at all levels. Sports, dramatics, Music, Karate and field trips are given equal weightage. Presently the school has students of 17 different nationalities studying in classes from Kindergarted upto the High School level
Level of Programs: K - Senior Secondary
Principal: Ms. Sanjana Bhat
Contacts: Ms. Ditas Beltran Ms. Rani Vishwanath
Enrollment: about 300

SMA Khadijah Surabaya
Jl. A. Yani No. 2 - 4 Surabaya
Jawa Timur
Telephone: 031 8284161
Fax: 031 8293154
School E-Mail: sma_khadijah@yahoo.co.id / info@smakhadijah-sby.sch.id
School Website: http://www.smakhadijah-sby.sch.id
Type of Curriculum: Adaptive Curriculum - Combine Kurikulum 2006 (as the National Standar) with International curriculum, language of instruction is English & Arabic and Indonesian. Nasional Plus - Islamic Curriculum.
School Description:

Established in 1954, Vision of SMA Khadijah it was to be International Islamic Education who create the Great and Competitif Personality. All we need is togather give our children with the best education, about morals (akhlaq), education and technology to make better person in life and after (Hasanah Fiddiiny Wal Akhiroh).
Level of Programs: Senior Secondary
Principal: Drs. S U W I T O
Contacts: Dra. Hj. MAHMUDAH M. SOHIBUL ANHAR, S.Pd
Enrollment: 600

IRIAN JAYA

HILLCREST INTERNATIONAL SCHOOL
Jl. HIS
Sentani, Irian Jaya 99352
(P.O. Box 249, Sentani 99352)
Phone (62-967) 591-460
Fax (62-967) 591-673
E-mail director@hismk.org
Curriculum - American Levels - elementary and junior high school
Margaret Hatzler, Director
Enrollment - 150 students

MT. ZAAGHAM INTERNATIONAL SCHOOLS
International School -- Tembagapura, Irian Jaya
c/o Freeport Indonesia, Inc.
P.O. Box 696
Cairns, Queensland 4870 Australia
Phone (62-979) 540-7641
Fax (62-979) 540-3170
E-mail
Website
Curriculum - American Levels - Pre-kindergarden, elementary and junior high school
Jeffrey Crawford, Principal

International School - Kuala Kencana
c/o Freeport Indonesia
Cairns, QLD 4870 Australia
Phone (62-901) 301-678
Fax (62-901) 434-158
Website http://www.homeroom.net/Schools/schlsintl/
Curriculum - American Levels - Pre-kindergarden, elementary and junior high school
Tom Castagnola, Principal

KALIMANTAN

BALIKPAPAN INDEPENDENT PERSONAL SCHOOL
Vilabeta Residence No.26
Jl. Marsma Iswahyudi
Gunung Bakaran, Balikpapan 76113
East Kalimantan
Phone (62-21) 735-0505, (62-21) 911-7549
Fax
E-mail khresna@bit.net.id
Website http://www.kiefschools.com
Curriculum Australian (Victorian) Levels - kindergarten and elementary school
Enrollment

RAFFLES INTERNATIONAL SCHOOL
Jl. MT Haryono No 88
Gunung Bahagia
Balikpapan 76113 East Kalimantan
Phone (62-542) 876 388
Fax (62-542) 876 389
Email RafflesEd@gmail.com
Info Page http://raffles.sekolah.ws
Curriculum
Australian based/International IBO Curriculum
Levels - Kindergarten - Elementary
Jay Gilbert, Principal
Enrollment - 36 students

TANJUNG BARA INTERNATIONAL SCHOOL
c/o Kaltim Prima Coal Mine Site
Sangatta, Kutai Timur East Kalimantan
Phone (62-549) 523007
Fax (62-549) 523446
E-mail bruce.fraser@kpc.co.id
Curriculum - Curriculum Western Australia Elementry and junior high school
Principa - Bruce Fraser
Enrollment 32

PASIR RIDGE INTERNATIONAL SCHOOL
Area: ASIA
Country: Indonesia
School name: Pasir Ridge International School
Last Revised: 17 January 2009
Mail Address 1: Pasir Ridge International School c/o Chevron Indonesia Co
City: Balikpapan
State/Province: East Kalimantan
Mailing country: Indonesia
Telephone: +65 542 543474
Fax: +65 542 767 106
E-mail: office@pris-school.com
Administrator: Mr. Rick Bowden
Position: School Director
Other Administrators:
Number of Faculty: 15
Grades: pre-k to grade 8
Ages: 3-15
Number of Students: 75
School Year: August to June
Holidays: June to August
Sponsoring Organization: Chevron Oil
Year Founded: 1975
Description of Curriculum: USA/International
Accreditation: WASC
Curriculum, US and International

SULAWESI

MAKASSAR INTERNATIONAL SCHOOL
Jl. Andi Mappanyukki No. 15
Makassar, Sulawesi Selatan 90125
(P.O. Box 1327, Makassar 90125)
Phone (62-411) 872-591
Fax (62-411) 873-035
E-mail mischool@indosat.net.id
Website http://mischoolsulsel.tripod.com
Curriculum - Australian based/International curriculum Levels - Kindergarten, elementary and junior high school
Steve Keighran, Principal
Enrollment - 26 students

SUMATRA

MEDAN INTERNATIONAL SCHOOL
P.O. Box 1190
Medan, Sumatra Utara 20122
Phone (62-61) 836-1894, 836-1816
Fax (62-61) 836-1894
E-mail mismedanadmin@mis-medanintschool.com,
Website http://www.mis-medanintschool.com
Curriculum - American Levels - elementary and junior high school
John Burns, Principal
Enrollment

MEDAN JAPANESE SCHOOL
Jl. Sei Asahan No. 50
Medan, Sumatera Utara
Curriculum - Japanese Levels - kindergarten, elementary and junior high school

CALTEX AMERICAN SCHOOL
(Schools located in Duri and Rumbai, Sumatra)
c/o American Overseas Petroleum
P.O. Box 237, Orchard Post Office
Singapore 9123
Duri Campus:
Phone (62-765) 995-501
Fax (62-765) 996-321
E-mail danhovde@aol.com
Daniel Hovde, Superintendent

Rumbai & Minas campuses:
Phone (62-761) 594-466
Fax (62-761) 593-797
E-mail rlvoruz@aol.com
Website http://www.caltexamericanschool.org
Curriculum - American Levels - pre-kindergarten, elementary and junior high school
Enrollment - 183 students

SINGAPORE INTERNATIONAL SCHOOL MEDAN
Jalan Abdullah Lubis No.14, Medan Sumatra Utara
Tel: 061-4143180
Fax:061-4525328
enrollment: 550
Curriculum - Singaporean Levels: Pre-Primary, Primary and Secondary
Ms. Eileen Gomez, Principal

TEXMACO DPS INTERNATIONAL SCHOOL
Desa Kiara Payung, Klari,
Karawang Timur 41300, Indonesia
Phone (62-267) 432-105, 436-746
Fax (62-267) 434-273
E-mail tdis@cbn.net.id
Curriculum - Indian - kindergarden, Elementary, Junior and Senior High School
Principal: Manoj Dubey
Enrollment: 90

Kinderland Preschool
Jl. Tumapel No. 12 Medan
North Sumatra
Telephone: +62 (61) 4516410, 4510795
Fax: +62 (61) 4515712
School E-Mail: enquiries@kinderland-medan.com
School Website: http://www.kinderland.com.sg
Type of Curriculum: Curriculum : Singapore International Curriculum Levels : Kinderplay (18 months to 2 years old), Pre-Nursery (2-3 years old), Nursery (3-4 years old), Kindergarten 1 (4-5 years old), Kindergarten 2 (5-6) years old.
School Description:

Kinderland Preschool Medan is a franchise from Kinderland Educare Services, Pte. Ltd. Singapore, a leading child care service provider since 1978 having more than 50 preschools and child care services spanning across Singapore, Malaysia, Indonesia, the Phillipines, China and Bangladesh.
Level of Programs: Kindergarten
Principal: Ms. Asni
Contacts: Ms. Feri

SMA Negeri 1 Kayuagung
Jlm. Letnan Muchtar Saleh No 7 Kayuagung OKI
Sumatera Selatan
Telephone: 0712 321147
Fax: 0712321147
School E-Mail: contact@sman1-kag.sch.id
School Website: http://sman1-kag.sch.id
Type of Curriculum: International and national plus education from preschool through grade six and international distance education
School Description:

Director of Academic Affairs: Mrs. Dra. Woro Kusdarini. Head of School is: mr. H. Abdul Gofar, S.Pd
Level of Programs: Kindergarten
Principal: Mr. Rifky Heriyanto, S.Pd
Contacts: Mr. M. Sabit, S.Pd Mr. H. Abdul Gofar, S.Pd
Enrollment: 750

SUMBAWA

BATU HIJAU INTERNATIONAL SCHOOL
Jl. Raya Ketimus 387, Townsite, Batu Hijau Project
Sumbawa, NTB - Indonesia
Phone 62 372 635318 ext. 48424
Fax 62 037 635399
Website http://www.bhis.org
Curriculum - American Levels - Kindergarten, elementary through grade 8
Rupert Bale, Principal
Enrollment - 70 students

WEST JAVA

BANDUNG ALLIANCE INTERNATIONAL SCHOOL
Jl. Gunung Agung No. 14
Bandung 40142 Jawa Barat
Phone (62-22) 203-1844
Fax (62-22) 203-1844
E-mail info@baisedu.org
Website http://www.baisedu.org/
Curriculum - American Levels - pre-kindergarten, elementary, junior and senior high
Barry Bennett, Principal
Enrollment - 153 students

Bandung International School
Jl. Prof. Drg. Suria Sumantri No. 61
West Java
Telephone: (62-22) 201-4995, 201-9495
Fax: (62-22) 201-2688
School E-Mail: bisadmin@bisdragons.com
School Website: http://www.bisdragons.com
Type of Curriculum: Curriculum - Fully accredited by NEASC and CIS; pre-school, elementary school, middle and high schools. International Baccalaureate: PYP and IB-Diploma
Oscar Nilsson, Head of School
Enrollment - 218 students

BANDUNG JAPANESE SCHOOL
Jl. Ciumbuleuit No. 199
Bandung, Jawa Barat
Phone (62-22) 231-532
Curriculum - Japanese Levels - elementary and junior high school

The International School of Bogor
Jl. Papandayan No 7
West Java
Telephone: 62 0251 324360
Fax: 62 0251 328512
School E-Mail: isb@isbogor.org
School Website: http://www.isbogor.org
Type of Curriculum: Authorised for Primary Years Program Preschool to Year 8 Program commences with Playgroup for 2 year olds Principal - Mrs Chris Rawlins
School Description:

A small caring environment in the safe location of Bogor. We have a range of international students from 14 different countries. School is well resourced and was first International school to gain creditation for the Primary Years Program. Re-authorised in January, 2006
Level of Programs: Kindergarten
Principal: Mrs Christine Rawlins
Contacts: Mrs Rani See
Enrollment: 86

CILEGON INTERNATIONAL SCHOOL
Jl. Raya Merak No. 49
Cilegon, Jawa Barat 42414
Phone (62-254) 396-552, 394-461
Fax (62-254) 394-335
E-mail cisind@indosat.net.id
Website
Curriculum - American Levels - elementary and junior high school
Stephen Palmer, Principal
Enrollment

DEUTSCHE SCHULE BANDUNG
Jl. Kyai Gede Utama No. 12
Bandung, Jawa Barat 40132
Phone (62-22) 250-1925
Fax (62-22) 250-1925
E-mail hmdsb97@bdg.centrin.net.id
Website http://bdg.centrin.net.id/~hmdsb97/
German Curriculum - Levels - Pre-kindergarten, elementary and junior high school (junior high available if sufficient demand)
Angela Tanudjaja, Principal
Enrollment - 20

NEHRU MEMORIAL INTERNATIONAL SCHOOL
Jl. Lembong 40
Bandung, Jawa Barat
Phone(62-22) 4234-479
Fax (62-22) 4234-479
E-mail nmis_bandung@attglobal.net
Curriculum - GCE.O' Level Levels - Primary, Elementry, Secondary 1, Secondary 2
Principal DR.TK. Viswanath PhD
Enrollment

RAMA INTERNATIONAL SCHOOL
Kembang Kuning - Ubrug - Jatiluhur
Purwakarta, Jawa Barat
(P.O. Box 60, Purwakarta 41101)
Phone (62-264) 207-052
Fax (62-264) 204-691
E-mail ramaintl@telkom.net, bcaszo@yahoo.com
Website http://www.ramaschool.or.id
Curriculum - Indian (ICSE) Levels - elementary and junior high school
Brian B. Caszo, Principal
Enrollment - 140 students

SINGAPORE INTERNATIONAL SCHOOL CILEGON
Jl Raya Merak No. 49, Bonakarta, Cilegon Banten
Tel: 0254-394460
Fax: 0254-394335
Enrollment: 50
Curriculum - Singaporean Levels: Pre-Primary, Primary and Secondary
Ms. Anne Acampo, Principal

YOGYAKARTA

YOGYAKARTA INTERNATIONAL SCHOOL
Jl. Kaliurang Km. 5
Pogung Baru Blok A-18
Yogyakarta 55284 D.I.Y.
(P. O. Box 1175, Yogyakarta 55011)
Phone (62-274) 586-067, 545-464, 545-614
Fax (62-274) 586-067
Website http://www.yis-yog.sch.id/
Type of Curriculum: Curriculum - International / American Levels - Pre-kindergarten, Elementary, Middle School, and High School (Distance Learning)
David Warken, Director
Enrollment - 60 students

List of schools in Indonesia

2009-08-04T03:13:00.000-07:00

In Alphabetical Order

A

B

C

D

Don Bosco Pondok Indah, Jakarta

J

K

S

T

Taruna Nusantara, Magelang, Central Java

W

Wenhua Qiaoliang Trilingual National School

2009-08-04T02:56:00.000-07:00

Current structure

Primary education

Early childhood

From birth until the age of 5, Indonesian children do not generally have access to formal education. From the age of 5 to 6 or 7, they attend kindergarten (Taman Kanak-kanak). This education is not compulsory for Indonesian citizens, as the aim of this is to prepare them for primary school. The majority of kindergartens are private schools, with more than forty-nine thousand kindergartens, 99.35% of the total kindergartens in Indonesia, privately operated^[1]. The kindergarten years are usually divided into "Class A" and "Class B" students spending a year in each class.

2. Elementary School

Children ages 7–12 attend Sekolah Dasar (SD) (literally Elementary School). This level of education is compulsory for all Indonesian citizens, based on the national constitution. In contrast to the majority of privately run kindergartens, most elementary schools are government operated public schools, accounting for 93% of all elementary schools in Indonesia^[2]. Similar to education systems in the U.S. and Australia, students must study for six years to complete this level. Some schools offer an accelerated learning program, where students who perform well can finish elementary school in five years.

3. Secondary Education

a. Middle School

Middle School, generally known by the abbreviation "SMP" (Sekolah Menengah Pertama) is part of primary education in Indonesia. After graduating from elementary school, students attend Middle School for three years from the age of 13-15. After three years of schooling and graduation, students may move on to High School or College, or cease formal education. There are around 22,000 schools in Indonesia with a balanced ownership between public and private sector^[3].

b. High School

In Indonesia, generally known as by the abberviation "SMA" (Sekolah Menegah Atas), "SMU" (Sekolah Menengah Umum), and SMK (Sekolah Menengah Kejuruan) . SMA/SMU differ than SMK in their studies. The students at SMU are prepared to advance to tertiary education while students of SMK are prepared to be ready to work after finishing their school without going to university/college. Based on the national constitution, Indonesian citizens do not have to attend high school as the citizens only require nine years of education. This is also reflected by the number of high schools in Indonesia, with just slightly below 9,000 schools^[4].

c. Tertiary education

After graduation from High school or college, students may attend a university.

History

The Dutch introduced a system of formal education for the local population of Indonesia, although this was restricted to certain privileged children. The system they introduced was roughly similar to the current structure, with the following levels:

ELS (Dutch: Europeesche Lagere School) - Primary School
MULO (Dutch: Meer Uitgebreid Lager Onderwijs) - Middle School
AMS (Dutch: Algeme(e)ne Middelbare School) - High School or College

By the 1930s, the Dutch had introduced limited formal education to nearly every province of the Dutch East Indies.

Law No. 20/2003

2009-08-04T02:34:00.000-07:00

Based on the correct constitution , education is defined as a planned effort to establish a study environment and education process so that the student may actively develop his/her own potential to gain the religious and spiritual level, consciousness, personality, intelligence, behaviour and creativity to him/herself, other citizens and for the nation. The constitution also noted that education in Indonesia is divided into two major parts, formal and non-formal. A formal education is divided again into three levels, primary, secondary and tertiary education

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Study Methods

List of schools in Indonesia

In Alphabetical Order

A

B

C

D

J

K

M

N

P

R

S

T

W

Current structure

Primary education

Early childhood

2. Elementary School

3. Secondary Education

a. Middle School

b. High School

c. Tertiary education

History

Law No. 20/2003