National Schools

Web sites

• http://www.eurydice.org (for Europe
  only)
• www.acsi.org

NATIONAL SCHOOLS--AN OPTION

Deciding upon the educational process for the child of a missionary family can be difficult. There are many factors which must be considered in making a wise choice. Sometimes there are several alternatives from which to choose--an international school of some sort, a school for missionary children, a correspondence course, or a boarding school perhaps. Other locations offer fewer choices. One option, which is not always considered, is the national school.

There are a number of good reasons for selecting the national school for an MK. Few experiences an MK can have can contribute more to his learning and understanding of the local culture than attending classes with the children of the adopted country. In addition, the parents have an entry into the community through the school which enables them to relate personally with adults they might not encounter in the church. Entrusting your child to a school is in essence saying, “We have faith in your system.” When this can be done honestly, the very act speaks volumes about the faith missionary parents have in their new homeland.

In addition, the MK’s attendance in the national school places him/her in a position to make friends and interact with a larger segment of his new culture. It is often true that MKs attending an international school or studying by means of a correspondence course have little or no opportunity to play with children of their adopted country.

Missionary parents have found national schools an option which requires much less time away from their mission work in order to secure an education for their children. In areas where the only other alternative would be home study through a correspondence course the national school may offer a very satisfactory academic environment for the MK. Even when an international school is available, the national school may remain the best choice simply by virtue of the significant difference in the expenses of the two schools. International schools can be tremendously costly, making this option less appealing to the missionary parent or the missionary agency.

On the other hand, placing an MK in a national school can bring negative results. Entering the national school unprepared can be devastating to a child. Not understanding the language, misconstruing the intent of the missionary parent, or not receiving support from the parent especially in the beginning can be most traumatic. The isolation of a strange setting and not understanding a language can be most disconcerting to a young child. Frequently, too, the new missionary parents are so troubled by their own insecurities and adjustments that they miss important opportunities to help their children in their adjustment.

At the other end of the time spectrum, however, it sometimes happens that MKs who have attended national schools all their lives have so totally and completely identified with the culture that re-entry into their home country is very difficult, sometimes impossible. The longer the child of the third culture stays out of his homeland and the deeper his involvement within the adopted culture, the more difficult is his reacculturation back into the social structure of his own country.

The curriculum offered by national schools obviously is designed to meet the needs of the citizens of that country. Not infrequently course offerings do not parallel those of the MK’s own land. Thus, the MK returns to his homeland lacking in courses that may be required for entrance into a college or university. In addition, methodology of the national school may not adequately prepare students for college or university. In many cases there is an emphasis on rote learning that does not prepare a student in local reasoning and abstract thinking. (No doubt, there are instances where the national schools do a better job of teaching students to think than we do in the U.S.) It has been found that some national schools hold to a philosophy or religion that precludes the enrollment of missionary children. Exposing a young child to such teachings could be permanently damaging and therefore most unwise.

Nevertheless, investigating the offerings of the national school for the MK should be a consideration of the missionary parent, even if it is intended to be a decision for only one or a few years.

Typically, new missionaries moving into an area for the first time rely primarily on the orientation of the experienced missionaries. It is convenient and “safe” to follow the practices of one of your own in selecting shops, establishing health procedures, and providing for other physical needs of the family. These new missionaries who perhaps would be open to considering national schools do not always have counsel from their peers in the selection of such a school. One young missionary mother in a country in South America asked an established missionary about enrolling her child in a national school and received the response, “Well, yes, you can, but I just isn’t done here!” Fortunately, the new missionary, working out of an “independent” strain, did enroll her first grader in a Brazilian school, and the entire family is finding it a very positive experience. More often, however, missionary parents lacking familiarity with the culture and having little or no experience in evaluating schools, often dismiss the option by default. If given specific criteria for examining a school, the missionary parents might feel comfortable with such an arrangement.

In our discussion the term “national schools” should be clarified to be understood as both public and private. National public schools of many countries open their doors to missionary children. Often times, too, private schools, operated independently by a church, mission, or by some industry or private agency, may be available. In the case of both the public and private school instruction would be in the national language and the curriculum would be designed and appropriate for children of that national.

FACTORS IN CONSIDERING
A NATIONAL/PUBLIC SCHOOL

The following questions were developed as a starting place for missionaries who are evaluating national/public schools for their children. The questions have been grouped under some general clusters for clarity:

WHAT ARE ENROLLMENT/ATTENDANCE POLICIES?

• How do these effect furlough schedules?
• How do these fit families’ (including father’s) work requirements?
• What is the school’s policy for parent involvement?

HOW ADEQUATE ARE THE FACILITIES?

• What is the condition and hygiene of the buildings?
• How is the quality of lunch programs?
• Is transportation workable?
• Are books, papers, and supplies available?

IS THE CURRICULUM EDUCATIONALLY SOUND?

• What are the qualifications for teachers?
• How are student’s assessed? (criterion based?)
• Are tasks required of students developmentally appropriate?

WHAT PHILOSOPHY OF INSTRUCTION IS EMPLOYED?

• What are modes of instruction (individual, small group, whole group, cooperative group, etc.)?
• What are class sizes?
• What is the learning environment?
• How is reading taught? (sight-say; phonics; whole-language)
• Is the school schedule acceptable and/or manageable?
• Is creativity in thought or product encouraged and/or allowed?

WHAT PROFESSIONAL CONSULTATIONS ARE AVAILABLE?

• What assistance is available for children with learning difficulties or disabilities?
• What educational specialists are employed?

WHAT ARE EXPECTATIONS AND/OR PROVISIONS FOR STUDENTS FROM OTHER CULTURES?

• What assistance is offered for other languages (English) speakers?
• Does the school encourage understanding other cultures and world views?
• Will the school respect Christian values?

WHAT DISCIPLINARY METHODS ARE USED?

• How are behavior problems approached?
• What is excepted of parents? (involvement vs. non-involvement)
• WHAT ARE PROVISIONS FOR CULTURAL, PERSONAL ENRICHMENT?
• What field trips, special events are part of school’s operation?
• What programs are offered in music, art, sports, and drama?

HOW DOES THE SCHOOL’S APPROACH AFFECT PARENTS GOALS?

• What foundation is laid for higher education?
• How does school’s program affect child’s identity formation?
• Does the school fit my child’s personality and learning style?
• Will the school motivate my child?

SOME OF THE QUESTIONS MISSIONARY PARENTS SHOULD ASK
REGARDING A POTENTIAL SCHOOL CHOICE ARE:

1. Is the school open to expatriates? Most countries do open their doors to children of foreigners residing within their borders. Private schools may also have an open enrollment policy. Others, however, because of lack of provision for their own population or other reasons cannot afford to give places to guests in the land.
2. Are provisions for health and sanitary conditions adequate? Visiting the school can offer some impressions regarding the cleanliness and health standards of the school. When our kindergarten son was attending a national school in a developing country we heard almost by accident of plans for a mass inoculation of his school. Knowing of the general lack of sterile conditions for such inoculations, we were grateful we could report his up-to-date immunization record before the mass inoculation was to be carried out. Bathroom facilities, water supply, and any provision for food should be investigated. While we probably tend to be over-anxious and too cautious about cleanliness, it seems unwise to place our children in serious jeopardy because of unsanitary conditions.
3. Is the quality of education adequate? This is a value judgment not always easily made. It is, however, especially important for the older student who must qualify for college admission. For the young student it is possible that school would primarily offer socialization opportunities rather than academic challenge. In this case a correspondence course could provide supplemental study.
4. Is there time in the child’s day for the additional study of certain subjects through correspondence? Reading, English vocabulary development, history and geography of one’s own country, and other specialized subjects will need to be offered either during school vacation or simultaneously with the national school calendar. Finding time for the dual program can be difficult.
5. Is religion taught in the school and if so, how forcefully? A child’s participation in catechism and worship in a faith diametrically opposed to what is practiced at home can be more than simply confusing to the child. Giving lip service to practices not supported by the missionary family can retard the development of value systems within the child and cause doubts as to his own beliefs. Knowing when to compromise and when to stand firm in one’s beliefs requires maturity and understanding which come only with time. Placing a young child in a situation in which he must daily comply with practices he sees as contrary to what he hears taught at home would probably be a compromise we would not want to make.
6. How open is the school to parent involvement? A missionary parent would certainly want to know about the importance of close communications between home and school. Although it should never be the intent to usurp the role of administrator of the school, there must be some provision for interaction between parent-teacher/administrator in the monitoring of the MK’s progress and development.

Once the decision is made to try the national schools, what can the missionary parents do to “make it work?” Simply enrolling the child is usually not enough. There are, however, some steps parents can take to increase the possibility of smooth transition and ongoing satisfaction with the arrangements.

First, the parents should meet with the school’s administrator and the child’s teacher. If the missionary parents are new and do not speak the language, perhaps an experienced missionary or national pastor can serve as an interpreter. At this time the parents can indicate their commitment to the experience and state their willingness to do whatever is necessary to assist in the transition. Expressing an interest in the curriculum and teaching strategies employed at the school can further communicate the parents’ eagerness to learn and be involved. Sensitive questioning in a spirit of cooperation can result in a broader understanding on the part of both the missionary parent and the school personnel.

If possible, the MK should have an opportunity to visit the school and meet the teacher. Knowing the physical setting and being acquainted with someone at the school can relieve the MK’s anxiety somewhat. It may be possible that the teacher or school administrator can offer the names of other students who will be in the class, making it possible to get some of the children together before school starts.

The parents’ attitude toward the school experience is crucial. The parents’ positive optimism about the whole thing is contagious, and the MK will usually look on it as an exciting adventure. If the MK does not speak the language, anticipating his/her needs and providing in advance by some means for him to communicate them to the teacher will be vital.

It is often helpful for parents, both mother and father, to volunteer time at the school. The studies of Bible, music, are, and English are frequently areas where such help is needed. Again, the missionary parents’ attitude in offering help is most important. The MK’s own feelings must also be assessed. If separation is a problem, then the parents’ presence at school may be either a help or a hindrance.

One of the really exciting fringe benefits of an MK’s enrollment in a national school is meeting and developing a close relationship with families in the school. As missionary parents take the initiative and approach other parents at special school gatherings they often develop firm friendships which form a strong base for witnessing opportunities.