In February I was offered a short term position as a special needs teacher at an International School in Kuala Lumpur. With my partner, Liza, on maternity leave this was an ideal opportunity; she could have a holiday of sorts with our three month old daughter, Ksenya, while I worked. We’d been to Thailand when Ksenya was two months old so had an idea what it would be like living in South East Asia with an infant. Little did we realise that after a few months living in Kuala Lumpur we would view returning to Australia with trepidation because of the cultural anxiety surrounding children and what it does to the social relationships between them and adults.

Within three weeks of being offered the job we were waking to the sound of temple bells and horns mingled with the haunting murmur of the call to prayer, the grind of the monorail and the ever present undulating white noise of Kuala Lumpur’s traffic. Our weekends and holidays were filled with indulging in the great variety of cuisines available in Malaysia and travelling through the ethnically mixed South to the predominantly Malaysian Muslim North East and all points in-between.

One commonality we found was the adoration and sense of community responsibility for children from all ages and genders. This wasn’t a matter of the exotic otherness of a white baby, as the behaviour exhibited towards Ksenya we saw repeated with local babies. The spontaneity and naturalness of people’s reactions was a reflection of a cultural practise and understanding that is a radical contrast to the social construction of infancy and childhood in Australia.

In almost every cafe and restaurant we were greeted with cries of pleasure as staff left their posts and asked to hold Ksenya. This wasn’t just women but men as well who demanded to hold her, who made faces and baby sounds at her, who walked past her and tickled her chin, stroked her cheek, offered up their fingers to be held and gently mopped her face with tissues. And this didn’t just occur in cafes and restaurants but at markets, walking the street or waiting for a bus or train.

Imagine if an unknown male asked to hold a woman’s baby, stroked its chin, made baby sounds or asked questions about the baby in Australia. He’d just as likely be lynched or at the very least the shadow of PAEDOPHILE would haunt his days with snide whisperings and anxious angry glares.

Eating out became a pleasure because invariably someone would offer to hold Ksenya as we ate, especially if Liza was juggling a squirming Ksenya and a Laksa. In most cases the staff would hold her and she’d do a tour of the kitchen, the street outside and the cash register. If they were too busy often a customer who’d finished eating would offer to hold her and take great pleasure in doing so. Every cafe and restaurant has numerous baby chairs and they were whisked to our table the minute we sit down so on the odd occasion no one wanted to hold her we could still eat easily. You’d be hard pressed to find a baby chair in any Australian restaurant and lucky to find one in a cafe.

There are of course mandated areas for infants in Australia; cry baby sessions at the cinema, childcare centres, Gymboree and the local park. But should you want to go out to dinner, or even lunch, and don’t want to manoeuvre a bulky pram between tables then your options are limited. Such a situation would be unheard of in Malaysia, it’s assumed that infants will accompany parents into almost any situation and allowances are made on a commercial and a social level.

In Australia children, particularly infants, are seen as the exclusive property of the parent(s). The family is almost cultish in its psychological internalism and fear of strangers; the relationship is exclusive and insular save for the intrusion of in-laws and the odd friend. Children are not seen as part of the community, the occasional outbursts, in letters to the editor and on talk back radio, from people complaining their taxes are being used to pay for child care places they will never use is a reflection of this mind set.

There is a sense in Malaysia that children are part of the community, their presence brings joy to those around them, which is why people are so keen to hold, to touch, to tickle and tease. The pleasure of children is shared pleasure where as in Australia it’s a pleasure reserved for family and close friends only, and of course lowly paid childcare workers.

We like to think Australia is a good and safe place to bring up kids. We’ve legislated and mandated our interaction with children to achieve that effect but somewhere in the process we’ve removed the community from the picture. The ability for strangers to interact with our children in the smallest ways, the sense of collective care and love for infants and children has become a predatory fear, a horror. It hasn’t made it any safer for children and has only made society a lonelier and more fearful place. Is it any wonder kids are spending most of the day indoors playing with gadgets and conducting relationships through the internet when we’ve constructed the world outside of the home as the badlands filled with predatory strangers.

This mindset begins with the social relationships we encourage and discourage with infants. By reducing the social sphere of infant relationships to childcare workers, friends and family we begin the process of severely limiting their social world and inculcating a fear of strangers.

Infants learn reactions, smiles, laughs, grimaces and so on from those around them and these reactions influence their developing psychological relationship to the world. If their social world consists of overworked childcare workers, family and a few friends, all of whom have a limited capacity to smile in any twenty four hour period conversely the infant will spend less time smiling and being happy. If the infant lives in a social reality where they are being smiled at, tickled, held and played with by any number of people over a twenty four hour period conversely the infant will spend more time smiling and being happy.

So it is with trepidation I view our return to Australia because it’s an emotionally cold place, a place where children are ignored by most people and where they learn to fear who and what they don’t know. People may say the sad reality is that children need to fear strangers; that ‘stranger danger’ what every child needs to learn in these dangerous times. As anyone one who works in the area of child abuse will tell you most abuse is perpetrated by family members or friends of the family. Certainly as a teacher that’s what I’ve found.

There is a vast difference between telling a child not to get into a strangers car and allowing a stranger to interact with your infant or child in a cafe or on the street. An interaction with a stranger with a parent present does not lead to your child jumping into a stranger’s car one day in the future. Somehow we’ve forgotten that distinction, that predator in the car has become every stranger who smiles and waves at an infant. A society that doesn’t encourage the natural inquisitiveness and sociability of infants and children is a society whose soul is dead.

Panti Asuhan tersebut adalah:

• Panti Asuhan “Sunan Ampel”, Leses-Ngijo-Karangploso. Untuk 35 anak yatim yang diasuh oleh Bapak Fatkhur Rohman
• Panti Asuhan “Nurul Hadi”, Trajang-Pakisjajar. Untuk 75 anak yatim yang diasuh oleh Ibu Nur
• Panti Asuhan “Pangeran Diponegoro”, Lawang-Malang. Untuk 65 anak yatim, yang diasuh oleh Bapak Habib Muhammad.
• Panti Asuhan “Muhammaddiyah”, Bareng Malang, untuk 95 anak yatim yang diasuh oleh ibu Mukarom
• playgroup TK “Hasibu”, Malang yang diasuh oleh Bapak Imam Afandi.

Penyerahan sumbangan kepada 5 panti asuhan tersebut diserahkan langsung oleh Bapak H. Aji Said Abbas disaksikan oleh santri KB, TK-SD Bani Hasyim.

]]> http://masjidililm.wordpress.com/?p=165 Sat, 09 Aug 2008 05:37:36 +0000 mibh http://masjidililm.wordpress.com/?p=165

Eksplorasi sarana prasarana Yayasan Masjidil Ilm Bani Hasyim terus digarap. Alhamdulillah, tahun ini gedung baru sabagai sarana berteduh dan belajar santri KB & TK Bani Hasyim Bertaraf Internasional rampung dibangun. Lokasinya di sebelah Gedung Pembelajaran SD "Dayang Yah".

KB & TK Bani Hasyim Bertaraf Internasional merupakan salah satu KB-TK di Singosari yang mendapat predikat "Terakreditasi A". Sampai dengan tahun ini, sekolah ini meluluskan 4 kali santrinya itu dengan predikat sangat memuaskan.

Sebagai bentuk rasa syuklur berdirinya gedung baru ini, maka MIBH mengadakan tasyakuran gedung "Aji Raden Godang" sekaligus Haul Kubro.

!!!

Parents nowadays need to be savvy when choosing private schools for their children. There are so many options with strange labels, yet little reliable information is available from either the schools or the government.

Which to choose: international, national plus, International Baccalaureate, Cambridge International Examinations or just a regular school?

Why will a school label itself as an "international school" or as a "national plus school"?

International schools are those that wholly adopt a foreign curriculum, while the label "national plus" refers to private schools combining the national curriculum with another curriculum from abroad or with an accrediting institution.

Lessons on Indonesian language and culture are still taught in national plus schools but most instruction is in English.

"Schools, ethically, need to be transparent in sharing their status to parents, to avoid misperceptions," said Ridia Suryaningtyas, executive assistant of the Association of National Plus Schools (ANPS) on Thursday.

"Parents must also be active in looking for information, but in reality some just turn a blind eye and entrust their children to the schools," she said.

ANPS, established in 2001, has a total of 70 school principals, owners and consultants across Indonesia. Up to 60 of its members are from Jakarta-area schools.

The association organizes seminars, workshops and accreditation programs to improve the quality of its member schools, including aspects of management, curriculum and human resources.

Payment terms for national plus schools vary. Fees are usually paid entirely in US dollars or in combination with rupiah. The tuition might be paid in advance for the entire six years for an elementary school student or for three years for a junior or senior high school student, Ridia said.

"Only those national plus schools that apply for membership are ANPS members," she said.

There are two types of ANPS members: associate and accredited members.

The same is true for schools following an international curriculum such as the International Baccalaureate (IB) or the Cambridge International Examinations (CIE).

"There are important terms like IB-candidate and IB-accredited, of which parents are usually unaware," Ridia said.

Saur M. Tampubolon, an official at the National Education Ministry, said "national plus" was a term created by private schools, which did not exist in the regulations.

"The concepts of national plus and international standards are still vague," he said.

Saur is responsible for the development of international standards pilot project schools within the directorate general for management of elementary and secondary education at the ministry of education.

In 2007 the ministry issued quality assurance guidelines for elementary and secondary schools with international standards, which were defined as schools which first fulfill the national education standard and then enrich their curriculum with education standards from one of the countries in the Organization for Economic Cooperation and Development (OECD).

OECD has some 30 member countries, which include developed countries such as Australia, France, Germany, the United Kingdom and the United States.

The guidelines define nine criteria for schools with an international curriculum, including accreditations from both local and OECD-country accrediting bodies, curriculum equivalent to that of an OECD country, learning based on computer technology, teachers' competence in teaching science and math in English, school principal holding at least a master's degree and ISO 9001 certification.

When asked whether his department was charged with monitoring the schools, Saur said, "We only define the criteria and standards for quality assurance for those schools. Technically, monitoring is the duty of the municipal education agency as per the regional autonomy policy."

However, when asked this same question, the head of Jakarta's junior and senior high education agency Margani Mustar said the directorate general of management of elementary and secondary education was responsible for monitoring the development of schools with such labels.

"That's the problem -- there is no distinct body to oversee the mushrooming growth of these schools.

"Education has been handed over to the free market, without any control from the government. Only the rich own education now," education expert HAR Tilaar said.

Private schools that set high tuition fees — and tag themselves with "national plus" and "international standards" labels — are easy to find nowadays.

The question remains, however, whether the tags portray the schools' determination to provide quality education or are merely a device to attract wealthy parents.

"Parents must be careful because these tags might be just a gimmick," said Sahat Panggabean, parent of a student at the private national plus school John Calvin International School (JCIS) in East Jakarta, recently closed due to bankruptcy.

"Before enrolling we knew the school did have classes with English instruction and an international curriculum from some foreign educational institution. But we couldn't be certain about the commitment of the school management."

The school, which applied Cambridge International Examinations as its curriculum since establishing itself last year, closed in mid-May due to failure to pay rent on its 8,185 square-meter school building.

Financial difficulties led to the school's inability to pay two months of salary to 18 of its elementary and secondary teachers.

"The school management blamed financial difficulties for JCIS' closure. They later persuaded parents to move students to their other school, Saint Peter's School, still under construction. How could they do that with ease?" Panggabean said.

"Clearly, the management had no commitment to invest in education. They were merely looking for a high return. So, when they encountered a problem like this, their solution was simply based on how to save their own money."

He said parents later found out JCIS, which registered students in classes from elementary through senior high levels, only had a license for its elementary and junior high schools.

Panggabean's family's first involvement with the school management started when he enrolled his daughter in Saint Peter's National Plus School, which had the same board members as JCIS but was not an international school.

The management told him they had opened an international school called John Calvin and offered his daughter a place there. He took it, paying an entrance fee of US$2,500 and a monthly tuition fee at $180.

"Because of her good grades, JCIS gave me a 10 percent discount off the tuition fee, which was supposed to be $200," he said.

"I thought JCIS would be better than Saint Peter's National Plus School because it meets an international standard and because part of its stock was owned by the former education minister Wardiman Djojonegoro."

Wardiman, recently quoted in the daily newspaper Warta Kota compared the failed JCIS management to a broken bus. "It's just like a bus broken down on the road to Bandung, understandably the passengers got upset."

Another parent, Prisca Delima, regretted how JCIS settled the case.

"The management should have fought better to keep the school running instead of closing it down just like that.

"The government should also set clear regulations to control this kind of school, especially its quality, so that the investors don't see schools merely as commercial enterprises and neglect the educational mission," said Prisca, who has moved her two children to another private school.

Senior educator Soedijarto from the Jakarta State University said many investors put their money into schools to become richer.

"I haven't seen any pure dedication to education in their motivation."

Prisca said some of JCIS' teachers did not seem to have mastered the subjects as they had no educational background in the particular subject they taught in English.

Edison Nababan, a parent from a "national plus school with international standards" in Kemang Pratama, Bekasi, said "I doubted the label international because it is unclear what international means. But what can I say? My wife wanted our son enrolled in a national plus elementary school because it seemed to have higher prestige.

"New teachers come and go and most of them are fresh graduates without teaching experience. How can the school be called a national plus with international standards?

"Now, look what we have, a fifth grader who still can't multiply 17 times 7," Edison said, who pays Rp 2 million ($220) monthly tuition and up to Rp 20 million ($2,200) in entrance fees.

"I paid a large amount of money. I expect full return, which means my son becomes clever without my interference," he said.

Education observer Setiono Sugiharto added that parents looking for schools for their children must communicate with other parents.

"Cross-checking and experience sharing with other parents is crucial to finding out how the school's curriculum is applied in a real classroom.

"Many wealthy parents are ignorant of the quality of the educational content. Instead they tend to prioritize only the school labels," Setiono said.

Syahrul Luddin (not verified) — Fri, 07/18/2008 - 2:53pm

<!--

-->The article above only further shows the inability of Indonesia in complying with global standards and requirements, in this case, relating to international education.

I can recommend several ways to verify the international "worthiness and credibility" of these so called international schools in Indonesia, based on my experience last year when I moved from Indonesia to Vienna, Austria.

My daughter is now attending the Vienna International School (VIS). My decision to enroll her in this excellent school are due to the following factors or parameters:

1. The school is accredited by several international education accreditation bodies such as the ECIS (www.ecis.org) or COIS (www.cois.org) I verify this by checking the accreditation bodies' websites. The bodies has standard and requirements that has been met by the VIS.

2. Because of its accreditation, VIS graduates will have an International Bacalaurete (IB)diploma, which is a requirement to enroll in the world's leading universities.

3. Profile of the VIS Alumni is very impressive. Alumni of VIS went on to attend prestigous universities around the world and work in prominent international organizations.

Every parents should at least ask these three questions to these so-called international schools in Indonesia. Don't be surprised that most of them will not be able to answer these questions. What is the purpose of obtaining an international education if one can not obtain an international world-class job?

Tidak ada niat untuk menjatuhkan atau merasa tersaingi dengan sekolah-sekolah internasional maupun sekolah besar lain, karena Bintang Bangsaku tidak berfokus pada pasar yang sama.  Kami hanya sekelompok idealis yang masih belajar untuk dapat membantu bangsa ini untuk menjadi lebih baik.

Semoga artikel ini dapat menjadi pertimbangan bagi kita semua.

International education: Are we really getting it?

International is a word that is being bandied about a lot in reference to education in Indonesia nowadays. It is often attached to the names of schools and courses of study at universities, however it does not always imply an international approach to education.

Some years ago I was taking a class of students approaching their final year of school. We were looking at persuasive language; analyzing the words and phrases that are commonly used to persuade and to therefore influence judgment. As part of this we began to consider products that they as teenagers liked and used.

The conversation turned to sports shoes and it quickly became apparent that there were favored brand names but what became more obvious was that there was preference for shoes that were foreign-made. Quality and brand aside, if the shoe was not "international" it was not favored.

The students were young and so perhaps easily led, but parents too can it seems be easily led. By simply adding the word international to a school or course it is possible to plant certain preconceptions in people's minds. We should, however, be careful about such preconceptions because the expectations they encourage are not always met.

Many schools are opening up that use the word international in their name and make claims of international education but we should take a careful look at what these schools really offer. There is an increasing need to do this following the recent closure of a school using the international tag, forcing parents to find an alternative school for their children.

We have to ask whether these schools really provide an education of international standards. The use of the word international becomes just a name tag when schools are not managed professionally.

For example, truly international schools will follow an international curriculum such as the International General Certificate of Secondary Education or IGCSE but this is not sufficient evidence that they really are international schools. Of course, the central component of any school is its teaching staff and so we need to be reassured that such staff is capable of delivering the curriculum.

Such staff also needs support and guidance from the school management and administration. There should be systems for monitoring and maintaining standards but this does not always happen.

A good friend from Canada once decided to take up a job with a so-called international school but was soon disappointed by what he found. He too had preconceived ideas about the use of the word international and was therefore expecting the school to meet certain standards, be subject to monitoring and also provide training. He was wrong.

There was no monitoring of his teaching, he received no training nor had any hope of development as an educator and the standards that existed within the school were individual to each teacher. In effect, each teacher was left to do whatever he or she wanted. This meant that standards and methods varied within the school and this proved difficult for the students.

Having teachers coming from different nations around the world does create an international flavor but they need to be brought together to work in line with the school philosophy and a philosophy and approach to education that is embedded in an international curriculum.

If this kind of overview and supervision is not in place, then standards will be varied and inconsistent. In the same school that this Canadian was working in there were teachers from England, Australia, the United States, the Philippines and India. This may be good for a cultural mix but what about international standards?

The Canadian teacher explained that he did things in classes that he had learned to do in Canada but nobody checked what he was doing. Other teachers in the school did the same thing and so very different methods and attitudes to education were being faced by the students in a single school day.

Students notice these things and respond to them. If a school is not managing its teaching staff, then we have to wonder whether it really is a school with any kind of philosophy or goals for education. There is the criticism and concern that schools are being managed solely for monetary gain.

There are people who can be caught out in such situations and left to suffer. A school's closing can cause immediate problems and suffering for the children and parents but teachers suffer too. Dedicated teachers who lose their jobs can be in a bad situation but working in a school that is mismanaged is also bad.

Through no fault of their own teachers can be caught in a situation that leaves them unable to properly educate and they may not have opportunities to develop as educators. We have to recognize the importance of teachers and respect and support them.

This respect and support really should be coming from the development of international education in Indonesia. The students who opted for familiar "international" brands of sports shoes were in a sense right, if their expectations were that "international" connoted better standards.

This should apply to international education too. If it truly is international, it should be professionally run. We should also demand that the relevant authorities monitor and enforce standards too.

Saya posting di sini, keluhan yang diajukan oleh Susilo cukup menggelitik mengingat maraknya sekolah-sekolah internasional maupun sekolah-sekolah "biasa" yang merekrut guru asing.

Semoga bisa dijadikan salah satu bahan pertimbangan bagi kita semua.

Nowadays, we know that too many schools are being developed rather as centers of profit than of education. Many school managements only think how to collect as much rupiah as possible, ignoring the quality of their services.

They are taking advantage of people's concern about the poor quality of many state-run schools, but at the same time they do not think too much about the education quality of their institutions.

In Jakarta, many parents compete to look for national plus schools, or so-called international schools, for their children. But the facts show that importing teachers and curricula does not guarantee quality. These schools are only proud of charging expensive fees.

In one school, parents are consistently required to supply teachers' classroom materials because the school owner does not disburse sufficient funds to support the program. It is probably the case that the owners are too busy pocketing money for themselves.

In another school, some of the teachers are taken from foreign countries so that they can claim that they have an international standard of education. People are often easily cheated with such false brands.

They are proud that their children are taught by foreigners, but without taking into account whether they really have a sufficient background in education.

How can they obtain permits to operate here? Again, it may be about money. This means money is undermining the quality of our education system. This should be a concern for all of us.

The existence of schools operated by the private sector is important, particularly those which really offer a good quality education for our children.

Private schools, which only think about how to make money, should be prohibited from operating here.

Meanwhile, the government should not only think about how to provide the people with affordable and accessible education, but it should also think how to improve the quality of public schools.

SUSILO UMARDANI
Malang, East Java

First, let's classify the consumer web job market into three distinct types:

• A) Large Internet companies
• B) Post Series A startups
• C) Pre Series A startups

Anyway, these are the Top 10 assumptions about me that I very much hate. What are yours?

1. I only want books.

People give me books on my birthday. People give me books from overseas. And guess what, what I really want is actually SEX. Well seriously. I love reading. But I've learnt, perhaps a bit too late, that it's very wrong to admit myself as a bookworm / book lover, however true it is. People will start forgetting (or deliberately dismissing?) my humanity. They don't bother to look for the possibility of other interests. They start showering me with books. Good books. Which is nice in a way, and thank you people, now I'm beginning to feel like a bookshelf.

2. "You must be following on your mum's footsteps!"

My mum's a doc. I'm a med student. Sorry, but the fact is, I entered med school because I had nothing else to do in my spare time.

3. I must be a glam girl.

This pops up into their mind when hearing that my high school was Sekolah Pelita Harapan. SPH is an international school, and in Indonesia, international schools are identical to glamorous lifestyle. I'm not sure exactly what they mean by "glamour" but I'm certainly not into clubbing and getting drunk and having my butt sitting on some stranger's lap. Not all international students are glam. There ARE such people, but hey, there's one in every family!

4. I'm a good girl...

Oh I don't know. I own quite a handful of pirated stuff. I eat meat, and I grind ants with my flip-flop.

5. ...and therefore I must hate snakes, rats, naughty girls, and zombie films.

I think snakes are charming. I don't fear rats (I don't want them in or around me and my house, but I don't run away when I see one). I actually kind of admire naughty girls as many of them are tough minded. [Good and artistic] zombie films make my day. I'm NOT a serial killer, though.

Similar assumption: I only listen to mellow, good-natured pop tunes.

What I'm proud of: my high school friend Freddy once told me that I was the first girl he knew who likes Star Wars. :) :) :)

6. "Anna must know the answer / how to do it."

I get irritated every time I hear someone says this. Well, I know that it means people put a big trust on my ability. BUT, that sure-as-the-sun statement also puts a tremendous burden on me; I'm expected to live up to people's expectations. What do you think, how should I react to this?

7. I can have anything and everything I want from my parents.

The usual idea after knowing that I'm an only child. If only they knew how strict my dad is, especially during my earlier phase of existence, they would refrain from thinking so.

8. I am [only] mathematic / science-minded.

I've been walking my life with this neon sign on my forehead blaring a huge pink "SMARTIE". If you are like me, and if you live in my country, the disadvantage of it is that people will automatically think you're a very mathematical/scientific individual, and you know absolutely little (if not nothing) outside "The Brief History of Time". Such is our stereotype. I wonder if this is similar in other countries?

Oh, and to give you the fact, I am NOT a mathematical person. I'm better at language than numbers, really. If the occasion calls for it, I can do my share of algebra (no geometry, please), but I never consider maths as the divine-inspired purpose of my being. Thank you very much.

9. "Woowww, you're a med student! So have you touched dead bodies??"

A med student = corpses. The topic of corpses is usually the very first to be asked when meeting a med student. The second would be blood / surgery / gore-related themes. The third would be injection. Nobody has ever asked me about, say, how to deal with cancer. Or, how it feels to pull out worms from someone's anus. Nope. We are white-coated gravediggers, still.

10. You can say anything you want because I will should be tolerating it.

Let me clarify. So if I'm about to say something harsh in front of you, I'm perfectly permissible to do it because hey, I'm in charge with my mouth but not with your feeling. YOU are in charge of your feeling. If you are hurt, then it's your fault, why do you take my words to heart?

Sigh. What is up with the world? I thought toleration was a two-way thing. I have my right, but it shouldn't clash with your right and your right shouldn't clash with mine either. So please, CONTROL your freedom of speech. It's not 100%-free freedom, it's freedom with boundaries. What are the boundaries? Other people's freedom. Other people's needs. Sheesh.

Sorry for my emotional rambling. This last point is, funnily enough, NOT aimed to teenagers, because my experience shows me how they can be much more polite than adults. In fact, no. #10 is aimed to adults who speak carelessly to the youth like me. I don't understand what's behind all this: is it age? Is it pride?

-

The human mind. So much for my love-hate relationship with it.

~Anna

Open turnamen yang memperebutkan hadiah Total Rp. 12.000.000.- ini telah terdiri dari beberapa kategori antara lain :

• Tunggal Putra dan Putri ( umur 7-9 tahun)
• Tunggal Putra dan Putri ( umur 9-12 tahun)
• Ganda Putra kelas Champion's ( BB )
• Ganda Putra kelas Super Champion's ( AA )

Babak penyisihan yang dimulai pada tanggal 17 s/d 24 Mei 2008, sedangkan untuk babak semi final dan final dilaksanakan pada tanggal 25 Mei 2008 sekaligus sebagai puncak acara peringatan Milad Bani Hasyim ke-7.

!!!

I think he can brag. After all, the man has single-handedly solved all the problems that have plagued our education system for decades. Female teachers no longer get killed on the road to their schools in God-forsaken remote places; all the textbooks have been fixed to be moderate and up-to-date; and extremist teachers have been kicked out for good.

That’s why it comes as no surprise to read about their latest genius decision: they will not issue any renewals for permission for Saudi students to attend international schools. Not that it was easy to enroll your kids in international schools in the past. I am told that it takes a hellova a wasta to do that, but now even your big ‘wow’ can’t save your kids from the Saudi education system.

Moreover, they say British schools will have to accept only British pupils, German schools German pupils, Indian schools Indian students, and so on. Nonsense. Because most international schools will not be able to operate without Saudi students who make up the bulk of enrollment.

Earlier this week, Tariq Al-Maeena published a letter from a distressed mother who says she would rather have her kids home schooled or move to Dubai or Bahrain. I don’t know what MOE has to say about the reasons behind their ruling, but in a country where the government think they can tell you what (or what not) to name your kids, it is only understandable that they know what’s best for the kids once it is time for them to go to school.

Mihaly Csikszentmihaly identifies 'high challenge and low stress' as ideal conditions for effective learning to take place. RISS provides such conditions were students are enthusiastically engaged in their work and encouraged to maximise their learning without being under undue pressure or duress.

We recognise that each student is unique and has individual needs and abilities. Students have a variety of different learning styles and so for effective learning to take place, a variety of teaching strategies needs to be used to give the students an opportunity to access information by looking, listening and touching. We endorse and apply this methodology and our students can learn in a way that is most appropriate for them. This is fundamental to our teaching strategy and to the success of the students.

Occupying a modern purpose built campus, staffed by an excellent team of teachers the Renaissance International School Saigon is able to provide a programme that prepares its students to successfully take their place within the global society. The curriculum provides a strong basis for students to develop an international perspective and in addition to being academically rigorous, promotes creativity and meets the intellectual, emotional, spiritual, social and physical needs of the students.

In keeping with its standing as one of the most modern international schools in Vietnam, RISS is proud of the technology in place to support teaching and learning. The ICT facilities are impressive and provide an extra dimension in supporting the school's commitment to excellence.

Non sibi sed omnibus
(Not for self but for all)

Mihaly Csikszentmihaly identifies 'high challenge and low stress' as ideal conditions for effective learning to take place. RISS provides such conditions were students are enthusiastically engaged in their work and encouraged to maximise their learning without being under undue pressure or duress.

We recognise that each student is unique and has individual needs and abilities. Students have a variety of different learning styles and so for effective learning to take place, a variety of teaching strategies needs to be used to give the students an opportunity to access information by looking, listening and touching. We endorse and apply this methodology and our students can learn in a way that is most appropriate for them. This is fundamental to our teaching strategy and to the success of the students.

Occupying a modern purpose built campus, staffed by an excellent team of teachers the Renaissance International School Saigon is able to provide a programme that prepares its students to successfully take their place within the global society. The curriculum provides a strong basis for students to develop an international perspective and in addition to being academically rigorous, promotes creativity and meets the intellectual, emotional, spiritual, social and physical needs of the students.

In keeping with its standing as one of the most modern international schools in Vietnam, RISS is proud of the technology in place to support teaching and learning. The ICT facilities are impressive and provide an extra dimension in supporting the school's commitment to excellence.

Non sibi sed omnibus
(Not for self but for all)

Mihaly Csikszentmihaly identifies 'high challenge and low stress' as ideal conditions for effective learning to take place. RISS provides such conditions were students are enthusiastically engaged in their work and encouraged to maximise their learning without being under undue pressure or duress.

We recognise that each student is unique and has individual needs and abilities. Students have a variety of different learning styles and so for effective learning to take place, a variety of teaching strategies needs to be used to give the students an opportunity to access information by looking, listening and touching. We endorse and apply this methodology and our students can learn in a way that is most appropriate for them. This is fundamental to our teaching strategy and to the success of the students.

Occupying a modern purpose built campus, staffed by an excellent team of teachers the Renaissance International School Saigon is able to provide a programme that prepares its students to successfully take their place within the global society. The curriculum provides a strong basis for students to develop an international perspective and in addition to being academically rigorous, promotes creativity and meets the intellectual, emotional, spiritual, social and physical needs of the students.

In keeping with its standing as one of the most modern international schools in Vietnam, RISS is proud of the technology in place to support teaching and learning. The ICT facilities are impressive and provide an extra dimension in supporting the school's commitment to excellence.

Non sibi sed omnibus
(Not for self but for all)

Mihaly Csikszentmihaly identifies 'high challenge and low stress' as ideal conditions for effective learning to take place. RISS provides such conditions were students are enthusiastically engaged in their work and encouraged to maximise their learning without being under undue pressure or duress.

We recognise that each student is unique and has individual needs and abilities. Students have a variety of different learning styles and so for effective learning to take place, a variety of teaching strategies needs to be used to give the students an opportunity to access information by looking, listening and touching. We endorse and apply this methodology and our students can learn in a way that is most appropriate for them. This is fundamental to our teaching strategy and to the success of the students.

Occupying a modern purpose built campus, staffed by an excellent team of teachers the Renaissance International School Saigon is able to provide a programme that prepares its students to successfully take their place within the global society. The curriculum provides a strong basis for students to develop an international perspective and in addition to being academically rigorous, promotes creativity and meets the intellectual, emotional, spiritual, social and physical needs of the students.

In keeping with its standing as one of the most modern international schools in Vietnam, RISS is proud of the technology in place to support teaching and learning. The ICT facilities are impressive and provide an extra dimension in supporting the school's commitment to excellence.

Non sibi sed omnibus
(Not for self but for all)

Lokakarya yang rutin sekali dilaksanakan setiap 1 semester oleh SD Bani Hasyim Bertaraf Internasional ini diharapkan dapat mendongkrak kualitas pengajar yang ada di SD Bani Hasyim Bertaraf Internasional ini, lokakarya yang dilaksanakan selama 3 hari mulai tanggal 8 Mei 2008 s/d 10 Mei 2008 pukul 13.00 s/d 17.00 wib yang dipimpin langsung oleh bapak kepala sekolah SD Bani Hasyim Bertaraf Internasional. Dalam acara lokakarya itu juga Bapak Direktur Masjidil 'Ilm Bani Hasyim turut hadir sebagai pembicara. Semoga dengan adanya lokakarya yang ini semua guru SD Bani Hasyim Bertaraf Internasional lebih memantapkan cara belajar dan mengajar yang menyenangkan dengan menggunakan media yang juga pas untuk santri Amin......

Ah oui ? Et pourquoi ça ?

Comme vous le savez, Célya-mon-Au-Pair nous quitte fin Avril, après 20 mois dans notre famille. Il fallait donc trouver sa remplaçante.

Après de long mois de recrutement et un dossier "Au-Pair" de 30 cm d'épaisseur (notre photo !), 2 jeunes filles "short-listées" (Julia et Anne-Kathrin) sont venues passer chacune un week-end ici à la maison.

Oui mais voilà, à partir de début mai, nous quittons l'Angleterre pour nous "ré-introduire" au Luxembourg. La question que mes parents se sont posés était "Avons-nous vraiment besoin d'une Au-Pair ?".

Plusieurs arguments orientaient la réponse vers la négative:

- J'ai 2 ans et demi, je suis donc bien plus autonome qu'à l'âge de 8 mois !

- Au Luxembourg, je serai dans une crèche du lundi au vendredi, du matin au soir.

- Je garderai mon bilinguisme. Ma nouvelle crèche sera anglophone, Maman me parlera toujours anglais, Papa français, et la langue dominante dans la ville de Luxembourg est le français.

- La réglementation luxembourgeoise ne reconnaît plus le statut d'Au Pair depuis 2003. Nous devrons donc signer maintenant un vrai contrat de travail, payer des charges sociales, des impôts, 5 semaines de congé payé, des heures supplémentaires, pas de possibilité de travail le dimanche... bref , un contrat de "personnel de maison". En dehors de l'aspect financier des choses qui n'aurait pas été un obstacle en soi, ce n'est pas vraiment ce que souhaite mes parents. Il préfère considérer l'Au Pair comme un membre de notre famille qui partage notre vie, pas comme une salariée.

- Papa ayant sa société sur place, il n'aura plus besoin s'absenter une semaine par mois de la maison.

- Notre maison sera à 3 minutes du bureau de Maman, elle pourra donc me déposer à la crèche le matin.

- La promiscuité, même dans une grande maison, est quoi qu'on en dise, une réelle contrainte pour tout le monde. Gérer les humeurs de chacun, les demandes de considération, d'indépendance, d'affection, et de compréhension mutuelle n'est pas chose aisée.

Mais d'un autre coté:

- Nous aurons une grannnnnde maison à Luxembourg, donc nous aurions largement de la place pour la loger.

- Avoir une Au Pair éviterait à mes parents de chercher une baby sitter de libre pour chacune de leur soirée... et de se lever le matin à 7h, quand je me réveille en pleine forme !

- Mes grands-parents sont à 1000 Km et je les vois peu. Il était donc intéressant pour moi que je sois en "relation affective" avec d'autres personnes que mes parents, venant d'un autre pays.

Conclusion:

Maintenant la décision a été prise : je n'aurai pas d'Au Pair au Luxembourg. La situation sera réévaluée pour septembre 2009. Je rentrerai (si tout va bien) à l'International School of Luxembourg, et les cours se terminant à 15h30, il faudra trouver une organisation satisfaisante.

Rédacteur : Patrick-Robin, mon Papa.

Download Gambar : Kegiatan KB, TK-SD Bani Hasyim.jpg

Berita MIBH, 27 Maret 2008. Kamis malam bertempat di salah satu cafe yang berada di area kota Malang tepatnya di daerah kampus Dinoyo 12 orang yang tergabung dalam sebuah komunitas yang mencintai dan bangga akan open source telah membentuk sebuah pengurus. Tentunya akan menunjang pekerjaan dan memacu untuk perkembangan open source di kota Malang. Komunitas yang terdiri dari berbagai kalangan Mahasiswa, Pendidik dan juga instansi Swasta yang berada di Malang telah menobatkan diri menjadi satu kesatuan tekat dan semangat juang demi perkembangan pendidikan dengan mengasampingkan ketergantungan akan program atau apalikasi berlesensi... heee :)

Acara yang cukup alot dan banyakya ide yang muncul dari pikiran teman-teman maha siswa merupakan salah satu acuan program kerja dan juga menetapkan kiprah anggota yang akan berjuang demi kemajuan pendidikan di kota Malang tercinta ini.

OLIMPIADE SAINS KUARK

Malang, 28 Maret 2008. Alhamdulillah dari 28 santri Bani Hasyim yang mengikuti babak penyisihan Olimpiade Sains Kuark Bulan Februari 2008 telah lolos 9 santri dan mendapat tempat untuk maju kebabak semifinal yang insyaAllah akan diadakan pada tanggal 19 April 2008. Dalam lomba sains ini santri Bani Hasyim telah mengirim 28 santri yang dibagi menjadi 3 kelompok yaitu Olimpiade Sains Level 1 yaitu yang terdiri dari peserta kelas 1 & 2 yang mendapatkan tempat urutan dari 1233 finalis, dan level 2 yang terdiri dari kelas 3 & 4, sedangkan untuk level 3 santri Bani Hasyim belum memperoleh tempat seperti tahun kemarin yang berhasil maju ke babak final di Jakarta. berikut nama santri yang lolos ke babak semifinal :

LEVEL I (Kelas 1 & 2) > " 1.233 finalis "

LEVEL 2 (Kelas 3 & 4) > "1.308 finalis"

Semoga santri yang mengikuti babak semifinal dapat diberikan kemudahan dan kami memohon do'a restu bagi pembaca agar maju ke babak final seperti tahun kemaren, dan membawa nama sekolah, daerah dan Orang tua, Amin... :)