Indonesia is an island nation with a population of 263 million, the fourth largest in the world. From Sumatra at the western end to West Papua at the eastern end, the distance is as much as 5,120 km. In this vast country, 55 million students—the fourth-largest number in the world—are studying. However, there are many problems with educational standards. In 2012, PISA (Programme for International Student Assessment), which surveys 15-year-old boys and girls in mathematics, science, and reading across 65 countries and regions, was conducted. Indonesia ranked 64th in mathematics, 64th in science, and 60th in reading out of the 65 countries and regions. This was a result lower than those of other Southeast Asian countries such as Thailand, Vietnam, and Malaysia. As for higher education, in the 2017 World University Rankings, only two Indonesian universities made it into the 800s. What issues lie behind this?

First, there is the problem of the “quality of education.” A major factor here is the “quality of teachers.” Indonesia faces serious issues with teacher training and teacher compensation. According to RTEI (Right to Education Index) statistics, the proportion of teachers who received appropriate training to become teachers is about 45% in primary education and about 48% in secondary education, both below half. Indonesian teachers are also poorly paid. As a result, teachers take on side jobs. At the root of these various issues related to teacher quality is the small budget allocated to education by the government. According to World Bank statistics, government expenditure on education as a percentage of GDP in Indonesia is about 3%, lower than the world average (4.6%) and lower than neighboring countries such as Vietnam and Malaysia. In other words, with less government spending available for education, there is less budget for teacher salaries and training. Consequently, teachers are hindered from dedicating themselves to their profession, ultimately leading to a decline in teacher quality.

Classroom scene in Indonesia (2009) Photographer: Roman Woronowycz

Next, just like “teacher quality,” the “content of education” is also an issue. Indonesia has an educational culture rooted in student obedience to teachers, and students rarely question what teachers teach. The learning format is also centered on rote memorization. As a result, the originality and creativity that learning should cultivate are difficult to foster. In 2013, the Indonesian government introduced a new curriculum in primary education, reducing classes in science, geography, and English, and increasing classes that focus on religion and national identity. This curriculum also aims, as a reform of teaching methods, to improve the rote-memorization style.

There is also a major problem of “unequal educational opportunities.” There is a large disparity in the number of teachers between urban centers and peripheral areas. According to UNESCO statistics in 2014, Indonesia had 12.5 students per teacher, while the world average was 17.9 and developed countries averaged 13.6. Given this, there is not necessarily a shortage of teachers. The balance of supply and demand for teachers is not well managed nationwide, leading to shortages in peripheral areas and oversupply in urban centers.

Corruption also lurks in the background of education-related problems. This involves issues on both the administrative side and the recipient side. On the administrative side, according to the Indonesia Corruption Survey, as much as 40% of tax funds allocated to education are siphoned off before they reach actual schools and classrooms. On the recipient side, the main issue is bribery. Bribes—such as paying schools so that one’s child passes entrance exams—are rampant. As a result, only the economically well-off can receive a high level of education, which leads to educational inequality.

In recent years, separate from issues related to educational standards, there is another noteworthy aspect of education in Indonesia: its relationship with religion. Education in Indonesia is deeply intertwined with religion. Educational institutions are run by two ministries: the Ministry of Education and Culture and the Ministry of Religious Affairs. The Ministry of Education and Culture operates general public schools (sekolah), while the Ministry of Religious Affairs operates Islamic schools (madrasah). Both types of schools offer religious classes, but madrasahs place more emphasis on religious education and devote more time to it.

Scene at a madrasah (2013) Photographer: Rachmat Wahidi (CC BY-SA 3.0) 

Today, Saudi Arabia, a Middle Eastern country, is exerting a major influence on the character of Islam in Indonesia. Both countries have large Muslim populations, but the nature of Islam differs greatly. Indonesia tends toward moderation, and freedom of religion is guaranteed by the constitution. Although Indonesia has the largest number of Muslims in the world, it is a multiethnic country with geographic religious diversity. In contrast, Saudi Arabia has Islam as the state religion; practicing other religions is prohibited, and conversion is required to obtain citizenship. Within Islam, it places absolute primacy on the fundamentalist Wahhabi sect and is dismissive of other sects.

In recent years, Saudi Arabia appears to have focused on Indonesia’s status as the country with the world’s largest Muslim population and, through financial support for education, aims to spread Wahhabism in Indonesia, the form of Islam practiced in Saudi Arabia. Classrooms are places that have a profound impact on children’s values and ways of thinking. Thus, Saudi Arabia’s moves will significantly influence the nature of Islam in Indonesia. There are concerns that Indonesia’s uniquely tolerant form of Islam and its religious diversity could be undermined.

Improving educational standards will be a key to Indonesia’s future development. The introduction of the new curriculum in 2013 has elements that can help address existing issues. In the 2015 PISA survey, improvements were seen in mathematics, science, and reading. However, delaying the start of studies in science—which underpins science and technology and research—and English, which is important in a global society, presents new challenges. In addition, the country faces much to tackle: strict systems to control financial corruption, reforms in the allocation of the national budget, and eliminating disparities in educational opportunities. Furthermore, depending on how relations with Saudi Arabia are managed, the character of national education shaped by Islam could change significantly. It will be important to watch how Indonesia’s education issues evolve going forward.

Children on their way to school (Indonesia, 2009) Photographer: Madrasah Education Development Project in Indonesia (CC BY-NC-ND 2.0)