The Role of Schools in Discovering Student Potential: A Comparison of Urban and Rural Attitudes in Indonesia

Schools have long been regarded as institutions where students not only acquire academic knowledge but also discover their true potential. This idea is deeply rooted in the belief that education should foster the intellectual, moral, physical, and emotional growth of students. The school is not just a place to obtain a diploma but a place to nurture every individual’s strengths. This includes identifying those who excel academically and guiding those who may not meet academic standards toward vocational paths that can equally lead to success in the future. However, in Indonesia, especially in urban areas, encouraging students to pursue vocational education often faces resistance from parents who have higher expectations, typically favoring academic excellence. This article explores the purpose of schools as a platform for personal discovery, the different attitudes in urban and rural Indonesia toward vocational education, and personal reflections on the educational system.

The School as a Place of Discovery

The purpose of education extends beyond academic achievement. According to UNESCO's pillars of learning, the school should be a place where students can "learn to know, learn to do, learn to be, and learn to live together" (Delors, 1996). These four pillars emphasize that education should focus on developing the whole person morally, intellectually, physically, and aesthetically while also preparing students for the labor market. In this regard, schools should be places where students discover their potential, whether academic, creative, or vocational.

For students who perform well academically, schools provide a pathway to higher education and the pursuit of lofty goals. These students often find themselves in environments that nurture their intellectual abilities, allowing them to aspire to prestigious universities and careers. But what about students who do not excel in academics? Should they be left behind or feel as though their potential is less valuable?

In many parts of the world, vocational education is seen as a viable alternative to academic pathways. Vocational schools offer students the opportunity to develop specific skills that are highly valued in the job market. Research has shown that vocational education can provide students with valuable career opportunities, particularly in fields that require technical expertise (Bishop & Mane, 2005). In countries like Germany and Switzerland, vocational training is highly respected and forms a critical part of the education system, producing skilled professionals who contribute to the economy in significant ways (Euler, 2013).

Challenges in Indonesia: Parental Resistance in Urban Areas

In Indonesia, however, there is often a stigma attached to vocational education, particularly in urban areas. Many parents in cities such as Jakarta, Surabaya, and Bandung prioritize academic success over vocational training and see vocational schools as a "second-tier" option. The expectation is that students should aim for top universities rather than technical training institutes. As a result, students who may excel in practical or technical fields but struggle academically often face pressure to conform to academic standards.

When teachers in urban schools suggest vocational training as a viable option for students who are not performing well academically, parents often push back. The assumption is that vocational education does not offer the same level of prestige or opportunity as higher education, despite evidence to the contrary. This attitude contrasts sharply with the situation in rural areas, where vocational training is often more accepted and even encouraged as a practical route to employment. In rural regions, the focus tends to be on developing skills that can immediately benefit the local economy, such as agriculture, construction, and mechanics. Parents in these areas are generally more open to the idea that success does not always come from academic achievement but from acquiring valuable, hands-on skills.

The Purpose of School in Indonesia

In Indonesian educational philosophy, the school is viewed not just as a place for academic instruction but as a space for holistic development. According to the Indonesian National Education System Law (Law No. 20 of 2003), education is meant to develop students' potential so they become "faithful, pious, and have noble character, knowledge, skills, health, creativity, independence, and democratic and responsible behavior." This definition implies that education should cater to the development of various facets of a student’s personality and skill set, beyond academic success.

However, despite this legal framework, the reality is that many schools especially in urban Indonesia are still heavily focused on academic performance. The current culture of education tends to prioritize subjects like mathematics, science, and language arts, while vocational subjects and creative fields receive less attention. Students who excel in non-academic areas often do not get the same recognition or encouragement as those who succeed academically. This focus on academic achievement can leave many students feeling unfulfilled or unsure of their true potential.

Personal Reflection: The Struggle to Discover Potential

Reflecting on personal experiences within the Indonesian education system, I often felt that the system did not help me discover my strengths. Like many students, I was funneled into a system that placed heavy emphasis on grades and academic reports. There was little focus on identifying what I was good at outside of traditional academic subjects. This experience is not unique, many students in Indonesia face the same struggle. The rigid academic structure can make it difficult for students to explore their interests or develop skills in areas outside of the standard curriculum.

In contrast, in countries where vocational education is more integrated into the mainstream educational system, students often have the opportunity to discover their strengths in various fields, whether they be mechanical, artistic, or technical. This approach ensures that all students, regardless of their academic performance, have the chance to pursue fulfilling careers.

Conclusion

Schools play a critical role in helping students discover their potential, whether that potential lies in academics or vocational skills. However, in Indonesia, there is still a gap between the ideal purpose of education and the realities of the system, particularly in urban areas where parental pressure and societal expectations often push students toward academic pathways. In rural areas, vocational training is more accepted as a legitimate and valuable option. For Indonesia to truly unlock the potential of all its students, there must be a shift in how both education and success are perceived. Schools need to foster environments where every student regardless of academic performance has the opportunity to discover their unique value and pursue a path that aligns with their strengths.

References

• Bishop, J. H., & Mane, F. (2005). Economic returns to vocational courses in US high schools. Economics of Education Review, 24(4), 459-473.
• Delors, J. (1996). Learning: The treasure within. UNESCO.
• Euler, D. (2013). Germany's dual vocational training system: A model for other countries? Bertelsmann Stiftung.
• Law No. 20 of 2003, Indonesian National Education System Law.