Education in Indonesia is the First Step for

Tomorrow
 By Dikanaya Tarahita and Muhammad Zulfikar Rakhmat
 • May 1, 2017

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Dikanaya Tarahita

Dikanaya Tarahita is a writer from Indonesia. She holds an MSc in Human Resource
Management and Industrial Relations from the University of Manchester

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Muhammad Zulfikar Rakhmat

Muhammad Zulfikar Rakhmat is a PhD researcher at the University of Manchester. His main
areas of interest are Asia-Middle East relations, Muslim affai

.... Read more

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Indonesia celebrates its 72nd Education Day, but is there equality in the country’s education
system?

On May 2, Indonesia marks its National Education Day. This annual occasion showcases the
significance of education to the country and its citizens. To its founding fathers, education was
seen as crucial for the development of the nation and the well-being of its people.

It is for this reason that Article 31 of the constitution states that everyone is entitled to education,
including elementary, secondary and higher. But, as the country reaches 72 years since
independence, education is a privilege that not every Indonesian enjoys access to.

FOR THE RICH, BUT NOT THE POOR

The situation is particularly true for those who are less financially secure. In Indonesia, there are
significant differences between the haves and the have-nots on the equality of education they
receive, where to this day high-quality education remains inaccessible for those from poor
families. Students from financially stable households have greater choice of the types of schools
to attend, including both public and private. Meanwhile, for those who come from less well-off
families, attending public school is the only opportunity they have to pursue primary education.

Even though the government has introduced school assistance funds and eliminated tuition fees
for students up to high school level, there remains another important problem:
disparities between private and public schools. These differences can be clearly seen from the
physical infrastructure, facilities, the quality of teachers and the availability of school textbooks.

The government has not focused enough on improving both the facilities and teaching in
Indonesian schools, so that everyone receives a high-quality education regardless if they attend
public or private schools. Improvements should be made by increasing the allocation of
textbooks to public school libraries, building sport facilities, constructing multimedia spaces and
improving internet access, and making science and language laboratories. This will support
students so they can develop their skills with advanced resources.

URBAN VS. RURAL

Likewise, the opportunity to be enrolled in both public and private schools with better teaching
and learning facilities is usually only available to those who live in urban cities. The educational
disparity, both in terms of quantity and quality, is apparent across cities, especially for those who
live in rural and underdeveloped parts of Indonesia. Not only are the top three national
universities centered in Java Island, but also some of the country’s best elementary and junior
high schools are there too.

In both urban and rural areas, equal infrastructure, the quality and distribution of teachers and
access to information must be at the top of the list for government policymakers. Because no
matter what tribe, skin color, origin or where people live, all Indonesians are entitled to be
enrolled at good schools. It falls on the government’s responsibility to provide both solid
facilities and qualified teachers across the nation to address the educational gap.

THOSE WITH DISABILITIES

Unequal access is also experienced by students with disabilities in Indonesia. The issue
surrounding disabled students not only focuses on the fact that many have been denied access to
education, but also those who are at school but vulnerable to discrimination.

The government has provided two options for individuals with disabilities to access education: to
enroll at special-needs schools or find schools that have inclusive programs and are ready to
accept students with disabilities. In reality, however, these options are equally difficult for two
reasons.

First, special-needs schools in Indonesia are often not accompanied with appropriate curriculums
that can cater to different types of students with disabilities. For example, those students who
have physical disabilities are still taught color identification and counting one to 10, despite
being able to learn at the same pace as their peers.
Second, even though the government requires public schools to accept disabled students, not all
schools are ready — either in providing physical facilities or the readiness of teachers who often
have little or no experience in dealing with special-needs students. Increasing awareness to
accept these students, rather than being reluctant or even refusing them at institutions, is needed
among decision-makers at public schools, including the principal and teachers.

In educating special-needs students, teachers not only require patience, but also other skills.
Therefore, providing periodical training for teachers on how to educate disabled students is
another important concern.

As Indonesia grows, it needs to be accompanied by citizens who are well educated and
knowledgeable to help steer the country’s future development. In this case, the government
should pay more attention and exert more efforts to provide education equally and equitably in
order to minimize the widening lag. If this goes unaddressed, it will have negative implications
on the global competitiveness of the nation.

The views expressed in this article are the author’s own and do not necessarily reflect Fair
Observer’s editorial policy.

Photo Credit: Fabio Lamanna