Indonesia's Best International Schools Educating Tomorrow's Leaders.pdf

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September 2023 | www.theeducationview.com
Center for Excellence
THE
Vol. 09 Issue-01
Pioneering Educational
Excellence in Indonesia
Indonesia's
International
SCHOOLS
Best
Educating
Tomorrow's
Leaders

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Volume - 09
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and Visualiser
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The Education View

Letter
from the
Editor
Education is a social
process. Education is
growth. Education is not a
preparation for life;
education is life itself.
- John
Dewey
I
n an era of unprecedented change and evolution, the role of education has never been
more vital. Our future leaders must be armed not only with knowledge but also with
the multifaceted skills and qualities essential for thriving in an ever-more
interconnected and intricate global society.
Amidst the lush tapestry of Indonesia, where tradition harmoniously dances with
innovation, The Education View embarks on an enthralling odyssey. Within the pages
'Indonesia's Best International Schools Educating Tomorrow's Leaders,' we journey
through the vibrant educational landscape of Indonesia. This edition unveils the most
exceptional international schools in the archipelago, where the pursuit of excellence
knows no boundaries. These esteemed institutions shine as beacons of hope, sculpting
the intellects of our prospective leaders with an unwavering commitment.
In the ensuing pages, each spotlighted school has chiseled its own distinctive path
toward educational eminence. From groundbreaking pedagogical techniques to the
cultivation of a global perspective, these institutions transcend mere academia; they
are nurturing grounds for dreams, dedicated to nurturing the latent potential within
our youth.
As you delve into these enlightening stories, you will bear witness to tales of
metamorphosis, determination, and a resolute dedication to fostering well-
rounded individuals poised to embrace the challenges of our evolving world.
These schools are not merely repositories of knowledge; they are sanctuaries
of values, crucibles of creativity, and forges of character.
We welcome you to a world of educational excellence to explore the
narratives of these exceptional educational establishments, the
vanguards molding the leaders of tomorrow. May their
unwavering devotion and inventive spirit kindle your own
passion for the realms of education and community.
Have a captivating read!
- Anish David
V
Visionaries
of a Changing World
Equipping the
T H E

Contents
Table of
Upholding Rigorous
Academic Standards
20
Green School Bali
Fostering a Diverse and
Dynamic Learning
Environment
28
Singapore School,
Pantai Indah Kapuk
(SIS-PIK)
Proﬁles
Page
Page
28
20

08
Cover
Story
The Role of Technology
in Transforming
Indonesian Classrooms
24
Digital Innovations
Reshaping Education
Inclusivity in
Indonesian Education
32
Progress and Barriers
Articles

ndonesia's journey
Itoward educational
excellence is a story of
determination, progress,
and potential. Through
strategic investments,
inclusive policies, and
curriculum reforms, the
country has made
remarkable strides in
expanding access to
education, improving
teaching methods, and
fostering a generation of
well-rounded learners.
As Indonesia continues to
address challenges and
build upon its successes, it is
poised to cultivate a highly
educated and skilled
workforce capable of driving
the nation's growth and
development. By sustaining
its commitment to education
and embracing innovation,
Indonesia can realize its
vision of a prosperous future
where every citizen has the
opportunity to thrive and
contribute to the nation's
success.
Nord Anglia School
Jakarta is one of the
frontrunners of this
educational excellence in
Indonesia.
NAS Jakarta is a member
of the Nord Anglia
Education family of schools,
the world's leading
premium school
organization, with 82
schools located across over
32 countries in the
Americas, Europe, China,
Southeast Asia, India, and
the Middle East. Together,
its schools educate over
74,000 students from early
childhood through to the
end of secondary school.
Fostering an International
Learning Environment
NAS Jakarta specializes in
Early Years and Primary
education for a diverse
community, mainly
expatriate in nature. With
no particular nationality
groups dominating the
school community, NAS
Jakarta is proud of its
diversity, and of the truly
international experience it
can provide students.
NAS believes its job as an
educational institution is to
ensure its students will
Cover
Story

We value and embrace
all families in our
diverse se ing and
ensure that everyone
feels connected.
Connected within our
community; connected
with the educational
journey; connected
with our sta ; and
connected globally
with their own culture
and others.
leave the school with
everything they need for
success – whatever they
choose to be or do in life.
NAS shapes its students to
be creative and resilient
global citizens. Being
curious, respectful, and able
to collaborate with others
eﬀectively is what learning
at NAS is all about. Its
pledge is supported by the
six values of creativity,
curiosity, respect,
collaboration, resilience,
and global citizenship.

Ful illing Individual
Educational Needs
The Early Years at NAS
Jakarta is a holistic, child-
centered programme
inspired by the educational
philosophies of Reggio
Emilia. It recognizes every
child's individual strength
and unique nature and
draws on these to create a
learning environment and
inquiry-based projects
driven by the child's
interests and respect.
Communication and
connection are key driving
Rosy Clark
Principal ,
Nord Anglia
School Jakarta
Cover
Story

Building Open, Honest,
and Collaborative
Relationships
Parents are involved in their
child's learning journey at
the Nord Anglia School
Jakarta from the very
beginning. Starting with a
family 'Meet and Greet'
experience before the
school year even begins,
teachers build an open,
honest, and collaborative
relationship with each
child's parents. NAS believes
that if a child feels happy
and safe, and has a great
relationship with their
teacher, then they will
lourish at school.
Parents are welcomed on
campus for drop off and
pick up times, as well as a
wide range of learning-
related events such as Book
Week, assemblies, or
'Learning Showcases'.
NAS has an active and
enthusiastic team of parent
helpers who support the
school, for example, in the
library.
It also has a group of
Parent Ambassadors who
work closely with school
leaders to welcome new
families, provide feedback,
and facilitate events. These
Parent Ambassadors
represent different
nationalities in the
community and can share
their experience of living in
Jakarta with newcomers as
well as support the smooth
running of the school.
A Lively After-School
Environment
After school, parents may
select from a wide range of
enrichment activities such
as 'Bricks for Kids,' weaving,
French language learning,
photography, taekwondo,
ballet, cheer pom, and rock
band.
NAS facilitates day trips
throughout the school year
for all ages. Even its
youngest students, from 18
months of age, are able to
participate in a learning
experience off-campus with
their teachers and parents.
Older students visit a
variety of locations in or
near Jakarta linked to their
units of learning. For
example, bringing their
learning about cacao and
the production of chocolate
to life, Year 3 recently
visited a chocolate factory
in Jakarta where the
students impressed the
owner with their
understanding of the
history of, and issues
around, sustainable cacao
farming.
A sleepover at school for
Year 3 and Year 4 students
brings great excitement to
the second half of the school
year. A valuable opportunity
for the development of
personal and social skills,
the sleepover includes a
'pool party,' a scavenger
hunt following clues around
campus, and a camp ire in
the school grounds before
sleeping overnight in the
sports hall with classmates
and teachers. Breakfast the
next morning is an
invitation for parents to
participate too and enjoy
hearing all about the fun
and challenges involved in
the sleepover.
Older NAS students travel
away from Jakarta for their
residential trip. Taking
responsibility, caring for
their classmates, exploring a
new environment, learning
new skills, and building
resilience are important
elements that ensure that
the students return with
greater maturity,
con idence, and
independence, as well as
vivid memories of their
experiences away from
home and school.
Enhancing Growth
through Incorporating
Technology
Technology is incorporated
into the learning
environment with
interactive whiteboards or
panels in classrooms and a
'Bring Your Own Device'
programme. Sensitive to the
fact that during the
pandemic students
experienced a prolonged
online learning programme
due to lengthy country-wide
restrictions, students aged
six and above bring their
tablets to school for speci ic
tasks or projects, not
necessarily every day.
As a member of the Nord
Anglia family of schools,
factors in its practice. It
values and embraces all
families in its diverse
setting and ensures that
everyone feels connected.
Connected within the
community; connected with
the educational journey;
connected with the staff;
and connected globally with
their own culture and
others. Through these
values, promotes the
NAS
learning of the whole child -
personally, socially,
emotionally, physically, and
academically.
We shape our
students at NAS to be
creative and resilient
global citizens.

Cover
Story
Weekly sta meetings
and training days are
provided throughout the
school year, and as we
believe that we are all
learners, ongoing
professional
development forms part
of every employee's
annual performance
review.

NAS students in Jakarta
learn how to access, upload
their learning and respond
to the 'Global Campus'
platform alongside their
peers in other Nord Anglia
schools around the world.
The MakerSpace is an
exciting area for NAS
teachers to take their
classes to engage in STEAM
learning. In a safe and easily
accessible environment,
students can select tools
and materials, make use of
the green screen, engage in
teamwork, pose questions,
and problem-solve as part
of the design cycle.
Wellbeing was, of course,
a particular focus during the
pandemic and the school
continues to give time and
attention to this. In its Early
Years department, Personal,
Social, and Emotional
Development (PSED) is one
of the most important areas
of learning. Likewise, in its
Primary Years classes,
Personal, Social, Health, and
Economic education (PSHE)
is a timetabled element of
every student's weekly
programme.
Daily circle times are
valuable sessions for
children to share their
thoughts and ideas through
discussion, stories, or songs.
Time is given to learning
how to express their
emotions in a safe
environment, how to
manage their feelings, and
how to care for and respect
others.
Parents and teachers use
both informal and formal
methods of communication,
online and face-to-face, to
ensure that information
about learning and progress
is shared throughout the
school year. Methods of
communication include
celebrations of learning
during class assemblies
attended by all of the
parents, blog posts to
highlight learning during a
speci ic session or series of
lessons, insightful
conversations at drop-off
time in the morning, parent-
teacher conferences and
written reports. Every NAS
student is supported and
encouraged in their
development through
effective relationships and
communication between
home and school.
Empowering the Teaching
Process
As a member of the Nord
Anglia Education group, all
staff at the school have
access to an online platform
called Nord Anglia
University which provides a
large number of courses, an
extensive online library, and
forums for professional
collaboration. All employees
(teaching and non-teaching)
are required to regularly
participate in training for
safeguarding, health, safety,
and irst aid. The staff also
attend professional
development conferences
provided regionally by Nord
Anglia Education on a
variety of topics.
Training days and weekly
staff meetings are provided
throughout the school year
and, as NAS believes that
everyone is a learner,
ongoing professional
development forms part of
every employee's annual
performance review.
Ongoing teacher
assessment of learning is
based on observations,
marking, and feedback.
Summative assessments
in the older year groups
allow the school to measure
itself against other schools.
Maintaining Close
Collaborations
Nord Anglia Education
School has collaborations
and partnerships with:
• Juilliard for the Music
curriculum
• MIT for the STEAM
programme of learning
and teaching
• UNICEF for work on the
Sustainable Development
Goals and other projects
The measures to ensure
the safety and security of
students on the NAS campus
include:
• A trained Designated
Safeguarding Leader

assisted by two Deputy
Designated Safeguarding
Leaders. All members of
staff undertake regular
safeguarding training.
Parent helpers and extra-
curricular providers also
participate in
safeguarding training.
• 24/7 security staff
• Regular health and safety
training for all staff
appropriate to their role
• Regular drills with staff
and students to practise
for emergencies ( ire,
earthquake, lockdown)
• Outer gated perimeter
walls and inner perimeter
security gates and doors
• Security cameras around
campus
• All visitors on campus
must sign in and wear
visitor badges
• Families are issued with
ID badges to wear on
campus
• Staff are all issued and
required to wear
identi ication badges
Cover
Story

The school's student
leadership programme
('Student Voice') is actively
and enthusiastically
involved in various projects.
These young, elected
leaders have been recently
working on engine idling (a
common issue in Jakarta
when cars are parked with
their engines idling); eco
bricks reusing plastics to
create bricks that can be
used for making furniture
or structures; gardening to
grow vegetables or herbs
for the local community.
Student Voice
representatives carry out
research, problem-solve,
and encourage the whole
student body to participate
in projects and develop
their understanding of
environmental issues.
NAS is currently a school
oﬀering high-quality
education for Early Years
and Primary Years from 18
months to the age of 11 or
12, and it is looking to open
a Secondary school in the
near future to extend its
provision for students up to
18 years of age.
NAS maintains a close
relationship with the local
'kampungs' located over the
road from its school. The
school provides a place of
safety to local families
during times of looding. It
collaborates with the local
community in recycling
schemes and supports
speci ic local schools.
Being curious,
respectful, and able to
collaborate with others
e ectively is what
learning at NAS is all
about. Our pledge is
supported by the six
values of creativity,
curiosity, respect,
collaboration,
resilience, and global
citizenship.
T H E

Indonesia's Best International Schools
Educating Tomorrow's Leaders
SEPTEMBER - Issue 01
Mawar Sharon
Christian School
https://mscs.sch.id/
Nord Anglia School Jakarta
Singapore School,
Pantai Indah Kapuk (SIS-PIK)
Surabaya Intercultural School
Green School Bali
https://www.nordanglia
education.com/
https://www.sis-pik.com/
https://sis.sch.id/
https://www.green
school.org/
Nord Anglia School Jakarta is a member of the
Nord Anglia Education family of schools, the
world’s leading premium school organization, with
82 schools across over 32 countries.
Singapore School, Pantai Indah Kapuk, is an
extraordinary school passionate about Indonesian
cultural pride and identity; it has a unique vision of
combining the best educational traditions.
Surabaya Intercultural School oﬀers an academically
rigorous curriculum within a dynamic learning
community where students are engaged, enlightened,
and empowered.
Green School Bali's mission is to ignite passion in
learners and the community so they can thrive with
purpose and create positive, sustainable change in
the world.
Mawar Sharon Christian School aims to enrich every
child with knowledge based on the word of God and
applicable to every profession that God calls them to be.

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20
Upholding Rigorous Academic Standards
Green School's living,
evolving curriculum equips students
with skills including the ﬂexibility,
resiliency and agency to meet the
challenges and opportunities of their
changing world without feeling
overwhelmed.
nternational school
Ieducation in Indonesia
has evolved into a
thriving sector that caters to
the needs of a diverse group
of students. These schools
not only prepare students
for global citizenship but
also contribute to the
educational landscape of
Indonesia by promoting
cultural exchange and
academic excellence. While
there are challenges, the
future of international
school education in
Indonesia looks promising
as it continues to bridge the
gap between local traditions
and global perspectives.

Features
Green School Bali, one of
the prominent schools in
Indonesia, has a mission to
ignite passion in learners
and the community so they
can thrive with purpose and
create positive, sustainable
change in the world. It is a
K12 International school
celebrating 15 years since it
irst opened back in 2008.
What sets Green School
apart is how it keeps the
environment at the very
center of how the school
educates learners for life.
It fosters curiosity, well-
being, and connectedness to
the planet while enabling
learners to discover their
agency and purpose. The
school delivers a broad-
based curriculum that
threads sustainability
across all subject disciplines
and equips learners with
21st-century skills to create
positive change and
sustainable solutions for the
world.
Fostering Positive Actions
Green School's living,
evolving curriculum equips
students with skills,
including the lexibility,
resiliency, and agency to
meet the challenges and
opportunities of their
changing world without
feeling overwhelmed. It
joyfully engages students in
high-quality, solution-based
learning experiences to
tackle real-world problems,
allowing students to see for
themselves the positive
impact they can have on
their world, no matter their
age or experience level, and
empowering them with the
con idence to continue
taking positive action in
their future.
Its signature Green
Literacies Framework
provides the bedrock of any
Green School education.
This framework builds the
luency necessary for
success as the school
transitions to a more
sustainable future for itself
and the planet. It is a
dynamic interdisciplinary
approach grounded in real-
world sustainability
challenges while providing
future-focused and
ambitious academic
pathways. When combined
with the Green Skills and I -
RESPECT values, its
curriculum builds
individuals who are well-
equipped to navigate life
beyond its campus gates.
Fuelling Lifelong Love of
Learning
Like many schools, Green
School oﬀers a range of
versatile extracurricular
activities designed to fuel its
learners' lifelong love of
learning by providing
additional opportunities to
pursue their passions.
Examples include sports
like soccer, sur ing,
volleyball, and Balinese
Martial Arts. The school also
has an after-school science
lab, permaculture
gardening, cooking lessons,
and more. In addition, its
students are encouraged to
connect with and support
local non-pro it and
community organisations
that are working for
something the student is
passionate about. In this
way, the school is
empowering its learners to
have an impact at any age,
as well as uplifting local
community through these
mutually supportive
relationships.
Green School has a whole
building dedicated to
innovation on campus at
Green School Bali, called the
Innovation Hub or "iHub," -
where students take part in
hands-on, experiential
learning by making practical
use of technologies like
renewable energy,
distillation, fermentation, or
creating bioresin products.
Sometimes, the space is for
experimentation; other
times, students are using it
to prototype products or
services they plan to scale
up as solutions to local
environmental challenges.
One example of this is the
Green School Bali Bio-Bus.
When students objected to
the use of polluting diesel
fuel in school buses, they
sought to ind an
alternative. While exploring
the interconnected
elements of the issue, they
discovered that many local
restaurants disposed of
used cooking oil in the
nearby village's open
sewage system. Both
activities were having a
detrimental impact on the
local environment. By
examining the complex
interrelationships of waste
disposal and recycling
science, the students were
able to design a solution to
The Education View September 2023

Our signature Green
Literacies Framework
provides the bedrock of any
Green School education. This
framework builds the ﬂuency
necessary for success as we
transition to a more
sustainable future for
ourselves and the planet.

both problems. They took
that used cooking oil back
to the i-Hub, where they
were able to turn it into a
cleaner biodiesel fuel.
The project culminated in
Bio-Bus, which still runs
today. Students now
regularly collect used
cooking oil from local
restaurants and use a
student-designed recycling
process to recover the
cooking oil so it can be used
to fuel the school bus. From
the start, the project was
student-driven and required
impressive negotiation
skills to bring the local
restaurant owners on board
and raise funding for the
recycling apparatus.
Importantly, it applied
interdisciplinary academic
knowledge to solve an
authentic environmental
problem.
Uplifting the Local
Community
From the day Green School
Bali opened, it has been
committed to connecting
with and uplifting the local
community. It uses the
power of community to
teach connection – to itself,
to each other, and to the
earth. Green School
community encompasses
students, staff, parents, and
local Indonesian
neighbours. Connecting
schools to surrounding
communities and
communities to their
schools not only enriches
the school experience
through real-world learning
opportunities but positions
schools as culture-setting
hubs where the values of
the school also become the
values of the communities
of which they are a part. In
every classroom, the school
has both Indonesian and
expat teachers working
side-by-side. Its students
learn Bahasa Indonesia and
pay respects on Saraswati
Day.
Innovative Infrastructure
The school believes that the
well-being of students
matters more than their
grades. Green School was
built in and around the low
and curves of nature. With
gardens and jungles
surrounding each campus
building, wall-less
classrooms.
Its wall-less classroom
blends with the outdoor
learning spaces to form a
living, thriving ecosystem
that wraps around its
students, holds them,
inspires them, and
nourishes them.
Student well-being is
infused into everything
from campus design to
programs to its values and
sense of community. A
perfect example is its daily
"mindful moment" – at the
sound of its gong, its entire
campus takes one minute to
center itself, breathe, and be
mindful before continuing
with the day. Wellbeing is
the foundation on which
learning builds, and it starts
with each child being seen
as an individual. It does not
mean that everything is
perfect all the time for
everyone. In fact, the school
understands that removing
every reasonable obstacle
and challenge is not helpful
and does not build skills
that every learner needs for
life.
Testimonies of Success
The school is so proud of its
incredible alumni, who
inspire every day. Its
students have literally gone
all over the world. It has had
admissions to universities
in 18 different countries;
the school has had rock
stars who've toured across
India, a sailor who sailed
around the world to raise
awareness about ocean
conservation, and
individuals who've gone on
to start their own NGOs,
start-up companies, or
present at TED talks and UN
conferences. The school has
had individuals who've gone
on to be advocates and
activists, individuals who've
gone on to become artists
and open art galleries; it
really runs the gambit.
When the school says, it is
educating young
changemakers, the idea of
being a changemaker is
really just about instilling
this responsibility to make
the world a better place,
and that can be in ways big
or small by the world's
standards, but they're ALL
big. Green School students
and alumni know that as
long as they're doing
something, as long as
they're trying to be a part of
the solution and not
resigning themselves to the
status quo, they are a
success.
Going back to its focus on
community, Green School
strongly encourages its
parents not just to be
involved with their own
child's education but with
the learning programme as
a whole. Parents can serve
as mentors for its High
School students as they
work toward their senior
capstone, or Greenstone,
project.
Connecting with the
Parents Community
The school has an on-
campus space called 'The
Bridge,' where parents are
invited to stay after drop-
off, connect with other
parents and community
members, co-work, and
collaborate. The school has
often hosted workshops on
everything from
regenerative agriculture to
making organic cosmetics
using local ingredients.
By fostering this open,
welcoming dynamic on
campus, parents feel more
at ease coming to faculty
members with questions
about their children.
Beyond that, Green School,
of course provides the
normal parent-teacher
meetings and
communicates regularly
with parents through the
Green School app and
weekly digest.
Green School values bind
it together as a community
and shape mindsets. Its
learning programmes
provide opportunities for
everyone to live their
values. While sustainability
is at the core of everything
it does, it understands that
it cannot achieve true
sustainability without
integrity, responsibility,
equality, peace, empathy,
community, and trust.
Features
T H E

24
Digital Innovations Reshaping Education
Technology
profound transformation not
only in Indonesia but
worldwide. With the
pandemic necessitating
remote learning, Indonesia
has adapted swiftly to ensure
continuity in education. From
interactive online platforms to
virtual classrooms,
technology has become the
backbone of the Indonesian
education system.
This shift has not only
enabled students to continue
their studies but has also
empowered educators to
deliver high-quality lessons
remotely. Furthermore,
ndonesia, a captivating
ISoutheast Asian nation,
is a stunning land
enriched with diverse
cultures, mesmerizing
natural landscapes, and a
vibrant mosaic of cultural
rituals. Amidst this cultural
diversity, Indonesia has
seen a wave of technological
advancements, particularly
during the COVID-19 era.
The country is making
signi icant headway in
harnessing the power of
technology to revolutionize
its educational sector. In the
realm of digital innovations,
education is undergoing a
The
Classrooms
of
in

Article

the integration of
technology into Indonesian
classrooms extends beyond
the pandemic response. It's
part of a broader strategy to
equip the nation's youth
with digital literacy and
skills, preparing them for
the evolving job market and
the challenges of the digital
age.
In this era of rapid
technological change,
Indonesia's commitment to
leveraging technology for
education is not only
reshaping its own
educational landscape but
also positioning it to thrive
in a digitally connected
world.
This article delves into the
role of technology in
revolutionizing Indonesian
classrooms.
Empowering Educators
One of the signi icant
aspects of this digital
transformation is
empowering and equipping
educators with tools and
resources to deliver high-
quality education. The
strength of an education
system rests upon its
teachers, and technology is
enhancing their capabilities
in numerous ways.
Skill Building
Professional development
and skill building are
encouraged by providing
courses on online platforms.
They have access to a vast
array of resources,
webinars, and get to
collaborate with educators
globally. This continuous
learning ensures that
teachers stay updated with
the latest teaching
strategies and subject
matter knowledge. Every
student is unique, and their
requirements vary
accordingly.
Technology enables
educators to tailor their
teaching methods to
individual student needs.
Adaptive learning software
can identify areas where
students struggle and
provide targeted exercises
and resources to help them
improve. This personalized
approach enhances the
overall learning experience.
Technology can provide
better engagement and
interaction, particularly for
younger generations of
students who have grown
up in a digital world. Digital
textbooks and multimedia
resources bring learning to
life. Interactive simulations,
videos, and animations can
help students grasp
complex concepts and make
learning fun.
Gami ied learning
platforms turn education
into a game, increasing
student engagement and
motivation. Points, rewards,
and competitions make the
learning process enjoyable
while maintaining
educational rigor.
Expanding Horizons
Indonesia is vast and
diverse nation. Providing
equal access to quality
education can be
challenging. Hence,
technology helps to
eradicate geographical and
socio-economic gaps. E-
learning platforms enable
students from remote areas
to access education that
may not be available locally.
They can take courses,
attend virtual classes, and
interact with educators and
peers from anywhere in the
country. Smartphones have
proved helpful; it has made
it possible for students to
access educational content
on their devices. This
lexibility is crucial for those
who may not have regular
access to computers.
Future Ready Plans
Indonesia realizes that its
youth must be prepared for
the rapidly evolving job
market, which increasingly
demands digital skills.
Therefore, technology is
infused into the curriculum
to equip students with the
tools they need for future
success. Digital literacy is as
crucial as traditional
literacy in today's world.
Indonesian students are
taught not only how to use
technology but also how to
think critically, evaluate
online information, and
protect themselves in the
digital sphere. Coding and
STEM (Science, Technology,
Engineering, and
Mathematics) programs are
gaining prominence. These
courses nurture problem-
solving skills and prepare
students for careers in
technology-related ields.
Challenges and
Considerations
Indonesia is very promising
after the successful
integration of technology;
still, it's not without
challenges. Reliable internet
and electricity connection to
all parts, even the remote
areas, is a considerable
undertaking. Infrastructure
development is crucial to
realizing the potential of
technology in education.
Equipping educators with
the skills to eﬀectively use
technology in teaching is
essential.
Training programs must
be comprehensive and
ongoing. The digital content
used in classrooms must
meet high standards of
quality and accuracy.
Educational authorities
must establish guidelines
for content selection and
development. Ensuring that
technology bene its all
students, regardless of their
socio-economic background
or physical abilities, is a
priority. Special attention
must be given to making
digital resources accessible
to everyone.
Conclusion
Integration of technology is
a catalyst in transforming
Indonesian classrooms,
oﬀering empowerment to
educators, student
engagement, broader access,
and digital readiness.
Addressing infrastructure,
teacher training, content
quality, and accessibility
challenges is imperative for
equitable bene its. As
Indonesia strives for
educational excellence,
technology integration
remains central.
By tackling hurdles with
innovation, the nation is
poised to equip its students
for the digital era, reshaping
not just education but also
its future. Indonesia's
cultural richness, natural
beauty, and diverse heritage
make it a captivating
Southeast Asian gem,
fostering unity amidst
geographical diversity.
T H E
26
Digital Innovations Reshaping Education

Fostering a Diverse and Dynamic Learning Environment
tudying in Indonesia
Soffers international
students a chance to
experience a unique blend
of academic excellence and
cultural enrichment. With
affordable education,
diverse landscapes, and a
warm and welcoming
population, Indonesia
provides a ful illing
environment for personal
and academic growth.
In the long list of
prominent educational
institutions in the country,
Singapore School Pantai
Indah Kapuk comes as one
of the topmost names.
The school's vision is: For
all learners to be offered
world-class educational
opportunities where they
can bene it from a well-
rounded and innovative
education in order to
achieve their full potential.
By this, the school aims to
ensure that it is amongst the
very best international
schools in Jakarta and
Southeast Asia, with a
curriculum that fuses the
world's very best
educational systems at each
level – the holistic and
rigorous Singapore
Curriculum in Primary, and
the respected Cambridge
IGCSE programme,
vocational British BTEC
quali ications and the
International Baccalaureate
Diploma Programme in
High School.
Eye for Progression
The school aims for a
progressive and innovative
curriculum focusing on
building students' learning
power, inculcating vital
independent learning skills,
and creative and critical
thinking. The most
important tenet of its
mission is to ensure that
each child reaches their
own potential. This means
each child at SIS-PIK has a
bespoke curriculum, with
tailored support for areas of
weakness and many
opportunities to develop
their strengths. It
understands that all
children are different, and
success looks different for
each child. Some students
thrive in a traditional exam-
based environment; others
excel through vocational
assignment-based project
work. Each child at SIS-PIK
can choose a pathway that
works for them – all leading
to fantastic international
university options.
It is the only school in
Indonesia that offers a wide
range of Cambridge IGCSE &
IB Diploma subjects
alongside International
BTEC vocational
quali ications in a huge
range of subjects, including
Engineering,
Entrepreneurship, Applied
Science, Art & Design,
Creative Media, Sport, and
Esports.
Instilling Evidence-Based
Pedagogy
The school ensures that all
its students (from Preschool
Nursery to High school
Grade 12) are trained in the
'4Rs' of independent
learning: Reciprocity,
Resourcefulness, Resilience,
and Re lection. Teachers are
trained in evidence-based
pedagogy to develop these
skills in all lessons,
encouraging collaborative
and active learning. These
skills are all transferable
and allow students to adapt
to ever-changing situations.
It establishes a strong
knowledge-based
curriculum through the
Singaporean and Cambridge
programmes but alongside
st
developing 21 Century
skills.
Changing Educational
Landscape with Hands-on
Experiences
The school has a wide range
of CCAs, including a variety
of competitive and non-
competitive sports at all
levels and creative options,
including performance,
multi-media, public
speaking, and cooking.
Other opportunities for all
students include a bespoke
Harvard Leaders
Programme, the World
Scholar's Cup (where
dozens of its students were
chosen to attend the
Tournament of Champions
at Yale University), a
student-run professional
café, and a student-led
charity, the YSPB, which is
their own legally registered
charity. Previous projects
that students have led
themselves include building
a village school library and
sports complex.
All students from Grades
5 to 12 use a Macbook for
learning, and classes are
managed through Google
Classroom, with interactive
e-books and platforms
preferred over textbooks.
The school uses Class VR
headsets to bring learning
to life, ensuring that
28

Features
We hold regular
workshops for
parents, giving
strategies on how
to support their
children at home.
teachers are fully trained in
these possibilities, and
virtual reality adds to
learning rather than being a
token. All students take
lessons in coding and
robotics, and every year,
there are innovation weeks
to challenge students to
design solutions to world
problems. For example, last
year's STEAM Festival saw
Primary school students
develop water iltration
systems and recipes for
candy made from food
waste.
Bringing Communities
Under One Roof
Inclusivity is at the heart of
the school's 'Culture
Mountain' – its Student
Council has introduced
community boards to
ensure students feel a sense
of belonging, considered
room design/table
placements in common
areas to reduce the
possibility of isolation, and
brought students of all
faiths and nationalities
together in formal
celebrations of Chinese New
Year, Christmas, the end of
Ramadan, etc.
Every student receives
weekly life skills lessons
which support them in
dealing with childhood and
adolescent pressures such
as social media. The school
has a professional
Emotional and Wellbeing
Counsellor on staﬀ who
provides one to one support
for students. The Student
Council, alongside its
Guidance Counsellor, have
devised a peer-support
system for counselling and
well-being, where trained
student counsellors are
available for their peers to
talk to. Students are trained
on how to prioritize and
improve their own well-
being and that of others
during 'Well-being' weeks
each semester.
Testimonies of
Superiority
SIS-PIK's 2022
valedictorian, Alexandra,
struggled to achieve
through traditional exams,
and the IGCSE courses were
not working for her. She
suﬀered from exam anxiety,

30
and her test scores were not
representative of her
abilities. For her inal two
years at school, she entered
the irst BTEC Vocational
Cohort and achieved three
BTECs (Applied Science,
Creative Media, and
Enterprise &
Entrepreneurship), all at
Distinction* Level, which is
equivalent to the top scores
at IBDP or A Level. Through
these results, she obtained a
scholarship for an
International Business
degree at the University of
Nottingham, China. In the
same year, her Co-
Valedictorian, Rebecca,
undertook the IB Diploma
Programme and gained the
highest possible grade of 45,
going on to the University of
Sydney.
This year's valedictorian,
Glenn, gained a full
scholarship to NTU, Taiwan,
but whilst studying for his
IBDP, he managed to write a
children's book for
preschool/lower Primary,
challenging gender
stereotypes and inspiring
children to follow their own
path to success.
Community Showcase
SIS-PIK holds regular coffee
mornings as either a general
opportunity to catch up
with a speci ic agenda or for
particular groups of
parents. It holds regular
workshops for parents,
giving strategies on how to
support their children at
home. Each month the
school publishes its
'Community Showcase,'
which reports on the
students' activities and
successes over the previous
weeks.
Professional Development
constitutes one of the
school's largest academic
budgets, and it has a clear
and fair policy to ensure
teachers have access to all
necessary courses from
external providers such as
the IB and Cambridge.
However, the school
believes effective, lasting PD
'begins at home' and
therefore training in both
pedagogy and middle
leadership occurs regularly
throughout the year,
ensuring instruction,
coaching, feedback, and
implementation. The school
is building a team of
con ident 'Teacher
Champions' who now run
educational outreach to
teachers of local and
international schools in
Jakarta.
Running Effective Courses
SIS-PIK believes in
'Conditional Accountability,'
where it ensures that all
necessary resources and
conditions are in place to
run effective courses and
allow teachers to be
successful. It is the presence
of these conditions which
the school makes
accountable rather than
focusing on speci ic student
assessment outcomes such
as grades. The school uses
Cambridge CEM Baseline
data to measure its 'value
added' but, most
importantly, to identify
those students who need
speci ic support and
intervention for language or
numeracy.
SIS-PIK advises parents to
pick the school that is right
for their child. Parents
should consider their
strengths. Whether the
school has the resources
and curriculum/extra-
curricular options to play to
these; and consider their
weaknesses. It is also
important to know if the
school has the right
diagnostics, interventions,
and one to one support
where necessary to unlock
child's learning where they
struggle. Importantly,

Features
We believe effective, lasting PD
'begins at home' and therefore
training in both pedagogy and middle
leadership occurs in SIS-PIK regularly
throughout the year, ensuring
instruction, coaching, feedback, and
implementation.
parents should consider the
school's values and ethos.
International schools
should have a very clear
vision and mission, and
parents will be partners
with the school for many
years on their child's
educational journey, so
ensure these align. T H E

he world's largest
Tarchipelagic nation,
Indonesia, owns its
inclusivity with rich cultural
diversity along with an
emerging economy. With
strategic and ef icient
eﬀorts, it has formed
signi icant reforms to
improve its educational
system. Yet, maintaining
inclusivity in education is
one of the most pressing
challenges it faces. While
progress has been made,
notable barriers still hinder
the nation's quest for an
inclusive educational
system.
Inclusivity in Progress
In recent years,
commendable progress has
been made towards
inclusive education. The
government has recognized
the importance of providing
quality education,
regardless of background or
ability. One signi icant
achievement is expanding
access to education,
particularly at the primary
level. Enrollment rates have
improved, and eﬀorts have
been made to reach remote
and underserved areas.
Inclusivity
Education
in
32
Indonesian

Additionally, Indonesia
has taken steps to include
children with disabilities in
mainstream classrooms.
Special education programs
have been integrated into
mainstream schools to
facilitate the learning of
students with various
disabilities. This move
towards inclusive education
not only bene its children
with disabilities but also
fosters understanding and
acceptance among their
peers.
Moreover, the Indonesian
government has initiated
scholarship programs and
inancial assistance
schemes to reduce the
economic barriers that
often prevent children from
low-income families from
accessing quality education.
These efforts represent a
positive shift towards
making education more
accessible and inclusive.
Hurdles and Strategies to
Inclusivity
Despite the progress,
several barriers continue to
impede the achievement of
total inclusivity in
Indonesian education, but it
could be overcome with
ef icient strategies. To
advance inclusivity in
education, a multifaceted
approach is required.
One of the foremost
challenges is the lack of
adequate infrastructure and
resources, especially in
remote and rural areas.
Many schools lack basic
facilities like clean water,
electricity, and proper
classrooms. This inequality
in resources exacerbates
disparities in education,
affecting the quality of
learning for marginalized
students.
The government should
prioritize investment in
school infrastructure,
particularly in remote areas.
This includes providing
clean water, electricity, and
well-equipped classrooms
to ensure that every child
has access to a conducive
learning environment.
Effective inclusive
education requires well-
trained teachers who can
address the diverse needs of
students. However, teacher
training in Indonesia often
falls short of equipping
educators with the skills
necessary to support
students with disabilities
and different learning
styles. More investment in
professional development is
essential.
Continuous teacher training
is essential to equip
educators with the skills
and strategies to educate
students better. Teachers
should receive support in
implementing inclusive
practices and managing
diverse classrooms.
Deep-rooted societal
attitudes towards disability
and other differences
persist. Children with
disabilities often face
discrimination and
stigmatization, making it
challenging for them to
access education and
participate fully in the
classroom. Creating a more
inclusive and accepting
culture is a crucial aspect of
progress.
Efforts to change societal
attitudes towards disability
and diversity should be
ongoing. Raising awareness
about the importance of
inclusive education and
challenging stereotypes can
lead to a more inclusive
society.
Indonesia's linguistic and
cultural diversity is a
strength, but it also
presents challenges in
education. Many students
speak languages other than
Bahasa Indonesia as their
irst language, which can
hinder their learning in a
system dominated by the
national language. Tailored
support for students with
diverse linguistic and
cultural backgrounds is
vital.
Recognizing and valuing the
linguistic diversity of
Indonesia, a focus on
multilingual education can
help students from various
language backgrounds
access education more
effectively.
While efforts have been
made to address economic
disparities, many families
still struggle to cover the
costs associated with
education, such as school
uniforms and supplies.
Reducing these inancial
barriers is essential for
ensuring that all children
can attend school.
Expanding inancial
assistance programs can
alleviate economic barriers
to education. Scholarships,
subsidies for uniforms, and
school supplies can make a
signi icant difference for
low-income families.
Collaboration between
government agencies, NGOs,
and communities is crucial
for driving inclusivity.
Research and data
collection on the
effectiveness of inclusive
education practices can
inform policy decisions.
Conclusion
Indonesia's progress in
advancing inclusivity in
education is commendable,
but signi icant challenges
remain. Achieving true
inclusivity requires
addressing infrastructure
de iciencies, improving
teacher training, fostering
social acceptance, and
reducing economic barriers.
The nation's cultural
diversity should be
celebrated through tailored
educational approaches.
With a concerted effort
from all stakeholders,
Indonesia can move closer
to realizing its vision of an
inclusive education system
that leaves no child behind.
Inclusivity is not just a
matter of education; it's a
fundamental human right
that paves the way for a
brighter future for all
Indonesians.
The Education View
T H E
September 2023
34

Indonesia's Best International Schools Educating Tomorrow's Leaders.pdf

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