Dialogue with Weilin Han
Anna Saputera & Haryadi Gunawi

---

Weilin Han is doing her thesis to get a Master of Science degree in Multidisciplinary Studies from SUNY Buffalo. She just established a school consultancy and teachers training company called I-Teach and a foundation using the same core called Yayasan Sokoguru Utama. Her main interest is developing a better education in Indonesia, especially in the elementary and secondary levels.

---

Note: The opinions reflected in this interview are solely the interviewee’s and do not necessarily represent FICA Cross Point’s

Tell us a little bit about your background and why are you interested to engage in children education in Indonesia?

In 1987, when I was a junior in college, I realized that God owned my life and He wanted me to serve Him. However, I was convinced that I did not have to be a theologian or an evangelist. I was still His working partner even though I was a laity. So, in my prayer (literally with fasting and tears) I begged, “God, please give me one job that I would really love, afterwards, You could show me the next venture where You really want me to serve You”. He knew what I loved – something to do with traveling. Then, the “negotiation” continued on how long I would stay in my job if God really granted me my wish. I said to Him, “Five years, God. Please…, five years only…. (I even mentioned specifically that I just wanted to be the second person in a company that He would show me).”

He really granted my prayer (well, may be I nagged too much (smiling)). In February 1990, a few months after graduation, I started working for a tourism company that I have never heard of before. It specialized in the MICE (Meetings, Incentives, Conventions and Exhibitions) industry. And, I extremely loved and still love my job. It brought me traveling all over the world. It exposed me to various people with diverse cultures and philosophies. It was a very enriching period of my life. Given my family financial background, I would never think of being able to travel abroad. When the MICE industry flourished in 1993 and 1994, I was as busy as a bee. One day I could be in Geneva, the next day I could be in Japan, and when I opened my eyes I was already in Chicago. I was climbing my golden stairs. Then, God reminded me of my vow. I was shocked – almost five years already! I was so reluctant to even consider leaving my job. It was my life. It was every breath of my life…

Then, the bargaining started again. I asked God, “Okay, now, since You wanted me to serve You, show me which area then”. You know what? God really answered my silly question. In 1995 I went to Los Angeles and visited my former client there. He took me to pick up his daughter at school and introduced me to the teachers there. Then, the teachers showed me around, mentioning about the “integrated curriculum” and so on – something I have never heard before. The words kept ringing in my head that I thought, “Why can’t we (Christians) have the same concept? Why should Christianity become a ritual and only as a religious subject in school? Isn’t it about sharing? We find God as the Creator in biology, God who is very logical in mathematics, God who is in charge of history…” Since 1995 till 2000 when finally I left my company, I tried to find out more about curriculum and elementary education. I compared the Indonesian education system with what the developed countries have. And in the process, I realized that education, especially K-12, would be my next endeavor.

It may sound cliché but it is also a fact that the education system in Indonesia is so poor that it is very common to find a fifth grade student in Jakarta who cannot write well or correctly. That convinces me more that we have to start from the lower level, i.e., elementary education, to engage in education in Indonesia. HG: What is the vision for education in Indonesia? What are the obstacles you see in pursuing that vision? WH: Vision? I doubt whether Indonesia has a clear vision of education. Well, yes, of course we have it in the newest decree of education. It says that it develops a student to become an individual who is religious, faithful to God, virtuous, sane, knowledgeable, excellent, creative, independent, responsible and democratic citizen. The obstacles are so complicated, even at the level of government policy (Peraturan Pemerintah), which is itself derived from the decree. First, the government does not have a mutual voice or understanding of what and how to achieve the goal. For example, when we asked a government officer from the Indonesian Department of Education at the Senayan office, he gave an answer; however, when we asked another person from the Curriculum Center, he said a completely different thing. The understanding of the education vision is even more blurred at the regional government offices. The government political system sets such a boundary that makes it difficult to initiate a change. The leader does not understand education and does not have a long-term and clear vision. Second, we do not have sufficient human resources and infrastructure to achieve the vision. The government usually does not prepare the human resources and the infrastructure before pursuing any plan.

a. Teachers - We just do not have enough teachers. When the government recently launched an RPP, which indicated that a teacher should possess at least an undergraduate degree, there are simply not enough teachers who possess diploma certificates. There are several factors contributing to the lack of human resources:

1. Teaching is considered a low-class job; a job without future. We do not pay teachers well. Therefore, it is difficult to find good quality people who want to become teachers.

2. The more we have teachers with limited skills and knowledge who are unwilling to change, the less attractive the job become for the younger generation. Besides, the government does not provide sufficient quality professional development for the teachers. Most professional developments are still conducted in traditional manners and undemocratic way. We do not have good colleges of education.

b. Resources - We do not have enough affordable books for teachers to read and study. While the “outside world” rapidly changes, students get exposed to the Internet and cell phones, and media bombards the society heavily with so many advanced things, most teachers do not subscribe or read newspapers regularly. It is still very common to find teachers who do not know how to use computers. Hence, it will be too much to ask them to browse and get information from the web. Finally, good quality education is a luxury. The two gigantic problems above obviously result in poor quality education. When there is good quality education available, it is only for the privileged class who can afford sending their children to good schools. Yes, the government has already provided free education till the ninth grade; however with a very limited budget, a school cannot develop itself or its staff. The campaign which said the government will provide 20% of the national budget is only a dream. So far, the reality is only 9%. On top of that, we still have to put corruption and ineffectiveness into consideration.

What do you think are the problems of children education in Indonesia? Has there been any effort from the government to tackle those problems?

Indonesian Education has been criticized because it fails to stimulate students’ inquiry and to nurture them to think critically. Based on a recent PISA research, the literacy rate in Indonesia is at a low position . UNDP report shows Indonesia ranked 111th out of 177 countries in the 2004 Human Development Report . AC Nielsen presents that out of the 14 countries surveyed in 2004, Indonesia’s economic situation is the biggest concern (87%) . And on a recent report from ASPBAE and Global Campaign for Education’s assessment, Indonesia receives E for education (in a scale from A to F). . Obviously, education has played a significant part in this fatal outcome.

Wajah pendidikan di Indonesia benar-benar memprihatinkan. Berdasarkan penilaian Asian South Pacific Bureau of Adult Education dan Global Campaign for Education, nilai rapor pendidikan dasar Indonesia adalah E. (The face Indonesian education is despairingly gloomy. Based on ASPBAE and GCE assessments, the Indonesian elementary education is graded E.)

Despite the latest 2006 curriculum which gives a lot of freedom and space for schools to be independent, creative and critical, Indonesian education, on the whole, is still teacher-centered. Students remain to be the passive recipients. Teaching-centered learning stresses information gathering, note-taking, rote-learning and not the enduring of understanding itself . “Knowledge is taken to be the equivalent to recall, so that when students can repeat what the teacher or text said, they are thought to have knowledge…. Students did not feel they were expected to make sense of the problem. Instruction and practice had not emphasized understanding the problem.”

It is so frightening that students are discouraged to ask “why” or “how.” When they do, the teachers will provide and lead the students to come to certain and fixed answers. When students inquire more deeply, they are labeled as protesters and troublemakers. Classrooms have become indoctrination centers as government has become one to society. The recent national exams, despite so many critics for its invalidity and dishonesty, prove how drills and rote-learning have surpassed the more important goal of education—to produce citizens who are critical, democratic and responsible. The government has reduced the teaching-learning process along the years and can penalize the students’ ability through just a single, nationwide exam. Teachers who teach critically are drawn back, because they fear they might cause their students’ failure. Teaching by drilling is safer and easier for the students.

How big is the impact of children education toward Indonesia’s development and readiness to compete with global population?

Because of the above problem, I sadly conclude that our children are not ready to compete globally. What we have managed so far is creating cheap labors in our own country. We are part of globalization and capitalism but by selling our natural resources abroad and buying back the end product at a higher price. We cannot become a producer simply because we do not have skilled human resources. Our children, who are constantly exposed to the outside world, are not the active and contributing players but its victims. They have become a consumer generation instead of innovators. When calamities such as flood and deforestation occur, they do not see it as their responsibility to preserve the country because they are not educated that way. Instead, they are “indoctrinated” into believing a religion that requires them only to repent and perform more ritual habits to earn the “good life”.

What are attitudes of the Indonesia churches and Christians toward children education in Indonesia? Has there been any obvious and conscious effort from Christians to involve and develop children education despite their ethnicity, religion, tribe and social class?

No doubt Indonesian churches and Christians have played some roles in Indonesian education. However, we hardly see the churches/Christians really pay serious attention and have serious intention towards education betterment as a national goal. One simple proof is that there is no seminary which has Christian Education as one of the majors, or Philosophy of Christian Education, Curriculum which is based on Christian foundation, or Christian pedagogy as a whole. It is very hard to find Indonesian church leaders, theologians and laities who understand education thoroughly. So asking them to put serious and conscious effort to develop children education nationally is simply too much. Moreover, churches and Christians still tap only certain class of economic group in education – those who are willing to pay. I don’t say that education is cheap. Education is expensive. Therefore, church should pay attention and put significant budget on it and enough human resources behind it, instead of building mega church and its magnificent facility.

Your teaching method in the classroom, which encourages each student to be courageous to talk, raise questions and discuss on topics, is very interesting. What is your philosophy behind this method?

God creates us in His image with a brain that has magnificent capabilities; a brain to be nurtured and developed to its maximum ability. The brain (or mind), when it grows healthily, will function as what God intends it to be - to fill the earth and subdue it, to have dominion over other creations. Mind works better when it processes the “learning” itself. We learn better when we allow ourselves to reason and to solve problems as a result of our thinking. Through discussions and communication, we learn to be more self-reflective and self-corrective. If we pay attention to the Bible carefully, it is so fascinating that God allows us, His creatures, to talk with Him, to inquire, to express our thought and our fear. In the Old Testament, we find Gideon and Moses expressed their doubts towards God’s calling. In the New Testament we find Jesus having discussions (not one-way preaching) so many times, not only with his 12 disciples, but also with the Samaritan woman and Nicodemus, for example. If God himself loves to discuss things with us, why should we become His parrots? Why, on the other hand, should we expect others to become our parrots?

You are temporarily teaching 5th year students in a public elementary school in Jakarta, what is your impression?

My internship has ended on July 1, 2006. I am currently giving an intensive training to some Christian elementary teachers that will last for a year. Teaching a public elementary school has been a real blessing and an eye opening experience for me. There are several important things to note: first, our children (read: our future generation) deserve quality education regardless of their background (religion, ethnic, class status). Second, the students at a public elementary school prove that they have the skill, capability and creativity for quality education just like students at expensive and well-equipped schools. Third, they do not have any presumption or prejudice that I will indoctrinate or pervert them with a certain ideology or religion. They simply see how learning is more meaningful when they become the active learners themselves. Fourth, they are the future stake-holders. Moreover, we find God’s image in each and every one of them. It will be very sinful if we do not educate them seriously and properly.

What are the biblical foundations that have been guiding you in pursuing your vocation in education?

Ephesians 2: 10. We are His workmanship which means that we are not merely a thing puffed up from God’s word. And because God is perfect, he will never create us carelessly. To be created in Christ Jesus means that we are not a product of evolution, we are created in His image. Because of those two reasons, we must be very magnificent, splendid human beings. For good work which God prepared beforehand which implies as magnificent and splendid human beings, God created us for a purpose – a good purpose. And this good purpose is not something incidental or unplanned, or came up only after we were created. God has prepared this good purpose ahead. He has a perfect plan for us, i.e., the cultural mandate. We should walk in them and because it is good well-planned purpose, there is no reason not to walk in them. I really pray that through education people will know God who has created them. I do pray that they find out that they are created for a good purpose. I pray that through education, people will walk in God’s plan.

What is your message to our Christian friends who are interested to involve in children education in Indonesia?

First, learn not only pedagogy but also the Indonesian education situation. Indonesian education has multi-faceted problems, but we will not be able to solve them if we merely become spectators. Second, be a serious player. Do not be an ad-hoc supporter. Third, extend yourself not only to Christian children but to Indonesian children as a whole. Fourth, please, please, please do not go to education simply for the sake of evangelization or mission. Education is for all. The Bible shows us that Joseph and Daniel gave themselves wholeheartedly to the nations where they belong to, even though the nations were unbelievers. Jesus fed the multitudes regardless of whether they were His real followers or not. Fifth, do not set up a school just because education is a lucrative business now. When you set up a company and produce a tangible thing, you can just throw it away or sell it at a lower price if it is defective. But, when you set up an education institution, it is human being whom you are responsible for. When you provide a misleading pedagogy system, which is staffed with unskilled teachers, it is the children, your future generation whom you are perverting. Finally, if it is possible, do not reinvent the wheel, in a sense that you have to establish new institutions. Go and teach at public schools. Go to where the majority is. Go to where they are. While the rest can create a group to support, not only funds but also other resources such as books, those who go to the frontier.

Back to top