Authors: Sitti Maesuri Patahuddin (PhD) and Ting Wang
In developing a recent bespoke leadership development program in Canberra, Australia, we consistently grappled with several critical questions: “Given the unique political and cultural landscapes of Australia and Indonesia, how can groundbreaking Australian leadership strategies be adapted effectively for Indonesia?”; “What are the considerations and practical steps to implement these strategies within the distinctly different Indonesian contexts?”; and “How does this overseas leadership development program provide additional value compared to domestic leadership training, thereby justifying the financial investment?
These questions shaped our approach to developing leadership capabilities, emphasising the necessity for leadership programs to offer global insights while weaving them into the intricate fabric of Indonesian society. A standout feature of the program was the collaborative facilitation by Australian and Indonesian educational experts, which secured a dynamic knowledge exchange and minimized linguistic obstacles, thus elevating its relevance and significance.
As Indonesia deals with the challenges of modern governance, it becomes crucial to adapt leadership training to the country’s unique cultural, social, and political contexts. The “Bridging Continents: Education Leadership and Management Excellence for Indonesian Policymakers Program in Australia” was recently initiated at the University of Canberra. Its success highlights the value of such specialised training. This program equips Indonesian policymakers with global perspectives while ensuring the applicability of these insights within local contexts.
Leadership training from developed countries often lacks the contextual depth and specificity necessary for Indonesian settings. The “Bridging Continents” program exemplifies how to address these gaps by a deliberate co-design process and incorporating the cultural, social, and political nuances of Indonesia into its curriculum. This integration is achieved through continuous dialogue between the University of Canberra staff, the Ministry of Religious Affairs (MORA), and Indonesian education experts. This targeted and dialogic approach ensures that the perspectives, knowledge, and skills obtained are directly applicable, enhancing the effectiveness of our policymakers in tackling local challenges. By emphasising cultural respect and relevance, the program ensures that educational advancements align with Indonesia’s unique governance needs, enabling training to move beyond academic theory and achieve practical innovation.
Exposure to global perspectives fosters a broader understanding and innovative thinking among Indonesian policymakers. The true value of such leadership development program in cross-cultural settings lies in its adaptation to the local context, drawing upon participants’ wealth of knowledge and experiences. The “Bridging Continents” initiative serves as a model, showing how global best practices can be reshaped to fit Indonesia’s specific circumstances. This adaptation enhances the program’s relevance and effectiveness, positioning it as a vital resource for transformative leadership.
Beyond immediate skills acquisition, the sustainability of leadership improvement is crucial. The “Bridging Continents” Program is intentionally crafted not only to impart knowledge but also to nurture sustainable capabilities that have a long-term impact on policy development. With ongoing support and mentoring, the initiative ensures that learning continues post-training, fostering a generation of leaders who are well-equipped to implement lasting changes in Indonesia.
Professional networking forms a core component of effective leadership training. By connecting Indonesian policymakers with international experts and fellow policymakers, programs like “Bridging Continents” facilitate rich exchanges of ideas and collaborative solutions to shared challenges. These networks are invaluable resources that enhance the policymaking process and support the development of consensus-driven and culturally informed policies.
Targeted leadership development equips Indonesian policymakers with advanced decision-making skills essential for navigating the complex and rapidly evolving global landscape. The training sharpens their strategic thinking and improves the capacity to balance diverse stakeholder interests, ensuring decisions are both informed and inclusive. Moreover, this program offers a platform for educators from Australia and Indonesia to engage in meaningful intercultural exchanges, enhancing our collective insight and collaboration.
To further enhance enduring impact, leadership training should be tailored not only to cultural contexts but also to specific policy domains such as education at different levels, including national, provincial, districts and school levels. This specificity increases the relevance and applicability of training content, directly addressing the day-to-day challenges faced by policymakers in these fields.
Another distinctive feature of the leadership program was the series of visits to a variety of educational institutions, encompassing both religious and secular settings. These included public, private, and independent schools, catering to students from primary through to college levels, as well as a school that specialises in distance education. Participants provided highly positive feedback on their experiences, reflecting on the diverse educational environments they observed.
For example, Participant 1 noted, “The warmth in the interactions between teachers and students was truly inspiring.” Participant 2 observed the meticulous attention to detail in educational practices, stating, “Education management is incredibly thorough, right down to the size and colour of the text for distance education, reflecting a strong adherence to research outcomes.” Participant 3 commented on the professionalism within the schools: “Educational practitioners appear highly professional.” Echoing this sentiment, Participant 4 added, “Teachers are rigorously selected, displaying profound professionalism in classroom management.” Participant 5 admired the student engagement strategies, mentioning, “Student work is prominently displayed on the walls as a form of appreciation.” Participant 6 highlighted an often-overlooked aspect, saying, “The cleanliness of the schools is paramount, contributing significantly to the learning environment.” These comments highlighted the comprehensive and effective educational practices observed during the visits.
The “Bridging Continents” initiative by the University of Canberra is a pioneering example of how leadership development programs can effectively bridge the gap between global insights and local applications. By focusing on cultural contextualisation, sustainability, and customisation, such programs prepare Indonesian policymakers not just to meet the current demands of their roles but to excel in them, driving Indonesia forward in an increasingly complex world. As we further refine and expand these models, the potential for significant and sustainable improvements in Indonesian governance becomes immense.
This article was originally published on the Jakarta Post website.