I have lately come to believe that the education debate is kind of in free-fall, with different solutions, alternatives and panaceas up for grabs. I suppose this is the product of having dealt with three different systems in as many countries, rendering me muddled and confused as to what’s really best for my kids at the moment or in the long run (not necessarily the same thing.) I have gone from leaving No Child Left Behind far behind when we moved from the US, to a public school in southern Spain that appeared to be mainly about getting through all their textbooks and memorizing long lists of bones, muscles, plants and provinces; then we crossed back over the pond to a “progressive” private elementary school in BsAs. that often seemed more like a cage of monkeys than a school. This last finally led us to our current best option for high school: ILSE (Instituto Libre de Segunda Enseñanza), a traditional, uniformed – some might say old-fashioned – school that came with the initial filter of a heavy-duty entrance exam (see previous post). Who knew such a school would turn out to be the least of all evils and perhaps even the best of all worlds?
Despite my continued misgivings about the education my children are getting, when people ask if we plan to stay in Argentina, to my surprise I find myself mentioning school as one of the most compelling reasons for not moving on to cleaner, cheaper, more first-world climes at present. How did this happen, me and all my complaining and second-guessing of so many systems? To be sure, I’m definitely not convinced that their schooling is suddenly fantastic, but I’m also not convinced that the alternatives available to them in the US would necessarily be better, at least in terms of the big picture. Yes, they would have a full school day, elective classes, better facilities, more resources, sports, etc. – all things I wish they had – but I am not so sure that they would in fact be learning more. And then there are the social realities of high school life in the US that don’t need pointing out…
Honestly, I started writing about my kids’ schooling when they began first grade in Spain as a way to hash out my concerns and frequent bafflement. These have always at heart been largely due to my foreignness to the system and local codes, and compounded by the fact that my brain has been constantly fed by the education debate in the US conveniently coinciding with my kids being educated abroad. So in my surprising present state of quasi-satisfaction, I set out to clarify some of my lingering doubts about ILSE and how it differs from the other colegios universitarios de la UBA (see previous post for basic description of this unique system of university prep schools). In an interview with ILSE Vice Principal (Vicerrector), Roald Devetac, I had the opportunity to discuss several issues that may prove interesting for other expat parents looking for high school alternatives for their kids in Buenos Aires.
My first question was regarding the school’s academic focus compared to the Nacional Buenos Aires (humanities), Carlos Pelegrini (historically more business-oriented, although has undergone a shift in recent years) and the new Agronomía (agro-technical). According to Mr. Devetac, ILSE’s focus is comprehensive and humanities-based, much like the Nacional Buenos Aires. The latter being historically the most prestigious of all these schools, I told him we had chosen ILSE over the Buenos Aires because it was similar academically (actually, nearly identical; see curricula for both at ILSE and CNBA), but differed in three key aspects for us: no third shift, no teacher strikes, no student takeovers. I was curious as to why the last two issues do not seem to come up at ILSE as part of the public university system. As such, it has never been sufficiently clear to me everything implied by the assertion that these schools all “dependen de la UBA (Universidad de Buenos Aires).” If they all “depend” equally, then why do neither ILSE teachers nor students go on strike like they do in the others? The answer is that ILSE’s relationship of dependency (more aptly translated as ‘governance by’) is limited to the UBA-designed academic curriculum. While this relationship extends to politics, policy, administration and student council in the other schools, ILSE is an independent institution on all fronts except its curriculum. This independence is also reflected in the fact that its subsidy is only 70%, the remaining fee of 30% effectively rendering it a private school, while the others are completely public. For me this guarantees that my kids’ classes will be equally challenging academically, but they won’t be cancelled due to walkouts like the one that went on for weeks at the Pellegrini last year due to parent, student and faculty opposition to the choice of new principal there.
Another feature that sets ILSE apart from the other universitarios is its reputation for strict discipline. Notably, students are required to wear uniforms and stand up when a teacher enters the classroom. There is also a very clearly defined system of sanctions for non-compliance with the rules. As I mentioned in my original post on Argentine schools, for some parents who grew up here, this kind of requirement may be reminiscent of the years of harsh repression in schools during the dictatorship of the 1970s. (For a good film depicting that atmosphere in the Nacional Buenos Aires, see La Mirada Invisible.) In fact, a number of our friends overtly criticized ILSE and discouraged our choice for this reason when we decided on the school. However, not having lived through those dark times in Argentina myself, but rather having lived through the backlash of its aftermath, my initial impression of ILSE was one of clear rules aimed at students’ best interests, genuine prioritization of academic excellence, and quiet, focused classrooms with thoughtful and accomplished adults in charge. What really stayed with me from that first visit, though, was the impression Mr. Devetac made on me with his obvious dedication to students’ wellbeing and commitment to providing the best learning environment. So when I asked him what he thought about the school’s reputation as heavy-handed, or even military in the eyes of some adults, he chuckled and said in no uncertain terms: There must be rules for there to be learning. Honestly, the kinds of sanctions my kids have had to suffer during their first year at ILSE have amounted to being written up – if you accumulate too many write-ups, they affect your academic standing – for forgetting permission slips, talking in class, etc. They have served the purpose of breaking bad habits, so I fail to see how this is repressive.
As for the academic side of ILSE, this has been a year of transition for us. Perhaps not as demanding as I had expected outside of school hours, although the work has definitely ramped up the second half of the year; they spent a lot of time working on group projects the first part. I asked Mr. Devetac about this, given the comments from many expat parents here on the issue of group vs. individual work. He assured me that ILSE takes a balanced approach to the two, and that as of second year, students begin to produce term papers and other demanding individual projects. He also mentioned the worldwide shift in education toward prioritizing teamwork, alongside the importance of individual work and the self-discipline it requires. In the context of global education trends, we also discussed new technologies. Mr. Devetac acknowledged the need to incorporate them, with the caveat that not all of them have yet been proven to add value to education; in other words, the real benefits of new technology should always be kept in perspective.
Going back to what I mentioned earlier regarding the learning factor at school, I think it is sometimes difficult to distinguish between excellence and superior learning, especially for Americans since we come from such a competitive society where excellence always refers to top performance in school. I personally have really struggled with this issue this year. My kids, their ILSE classmates, and friends attending Pellegrini and Buenos Aires all seem to be focused on passing grades. Not top – just passing with a 7 or above. (It is a daily exercise for me to subdue the nagging alarm bells that anything below 88 is a C, mediocre, not up to par.) The fact is, they struggle to achieve these grades, spending hours studying for tests, producing charts, summaries, lists of definitions, etc. to prepare for long essay answers on everything from music history to Greek and Roman mythology. Not a multiple choice in sight, no standardized testing, no grading curve here. Then in my other ear, I get to hear from my friends and family in the States about their kids in wow high schools, all of whom are taking AP classes, in IB programs aiming for the best universities and jumping through the necessary hoops to get there: the coveted 4.0, stellar SAT scores, extracurriculars and all of the above. Bs are frowned upon. A friend recently sent me her daughter’s schedule, which ran from 6am-9pm and included scheduled activities on Sat. and Sun. in addition to the loads of homework. We don’t have that kind of “excellence” here. However, we do have lively conversations in which the kids spontaneously discuss things over dinner like the differences between the societies of Sparta and Ancient Greece. They have strong opinions about learning Latin and syntax; they’re definitely much more verbal about school subjects than I ever was at that age. In fact, they seem to be learning a lot without being focused on the competitive aspect of top grades as a means to get somewhere else in the long-run. And I wonder if this way of learning is really such a mediocre thing after all, what with so many paths available to them.
En fin, it turns out that ILSE was probably the best of all choices for us. I wouldn’t trade this for the kind of schedules kids have in the US, no matter how great their sports facilities, theater programs and state-of-art classroom technologies. My kids are engaged, challenged, well cared for, developing good habits, at times stressed about academics, but still have time to learn outside of school as well, which is equally – if not sometimes more – valuable. Perhaps I will write about that another time…