A bird's-eye view of the education system<\/p>\n
Education and Politics in Indonesia: 1945-1965,
\n Dr. Lee Kam Hing,
\n 425 pages,
\n University of Malaya Press
\n Kuala Lumpur
\n 1995.<\/p>\n
JAKARTA (JP): Here is a book on the history of the Indonesian
\neducation system, between 1945 and 1965. But it is more than
\nthat.<\/p>\n
In Chapter 1 it describes, in bird's-eye fashion, the
\ndevelopment of the Indonesian system, from the 7th century to the
\nperiod of Japanese occupation. In its earliest stages, education
\nwas provided in Hindu and Buddhist monasteries, supported by
\nlocal kings and rulers. Education in Indonesia then developed
\nthrough various historical phases, assuming a new cultural
\ncharacter each time. In this way, the system has undergone a
\ncontinuous transformation process, from Hindu-Buddhist to
\nIslamic, then to Dutch colonialism and Japanese militarism, and
\nfinally to the present system, oriented toward nationalism.<\/p>\n
Discussion on the development of the national system begins in
\nChapter 2, debating two fundamental issues -- education for all,
\nand religious education.<\/p>\n
Chapter 10, the final section, concerns the struggle to wrest
\ncontrol of the education system between contending political
\nforces at the time, i.e. the pro-communist groups and the anti-
\ncommunist groups.<\/p>\n
The seven chapters between Chapter 2 and Chapter 10 focus on
\nseven specific issues in Indonesian education, namely
\nadministration of the education system between 1950-1959,
\neducation and religion, private education, education for guided
\ndemocracy, the Indonesian Communist Party (PKI) and education,
\nthe Teachers' Union in education, and the Taman Siswa system.<\/p>\n
Of these seven topics, the topic on administration of the
\neducation system between 1950-1959 is the least political.
\nDiscussion is very technical, because during this period efforts
\nby political parties to influence the education system were not
\nyet open and intensive. The remaining six topics are full of
\npolitical issues, especially Chapter 4 (education and religion),
\nChapter 6 (education for guided democracy), and Chapter 7 (the
\nPKI and education). The three chapters are probably the major
\nsections of the book, and introduce readers to the climax, i.e.
\nthe final chapter which discusses the contest for control of
\neducation in Indonesia, in the period between 1962-1965.<\/p>\n
The text shows clearly the politicization of the education
\nsystem, part and parcel of all political development taking place
\nat that time. Another way of approaching it could be that
\npolitical development during that time affected the system in a
\nvery significant way. It's probably safe to say any societies'
\ndevelopment of their education system cannot be separated from
\ndevelopment of the political system. No meaningful discussion of
\nan educational situation can be held without placing it within
\nthe framework of analysis, concerning the existing political and
\neconomic climate.<\/p>\n
It is only when we are sufficiently informed on the political
\nand economic systems of a particular society, that we can
\nunderstand the education system that rests upon it. It means
\nexploration of an education system must by definition, include
\nexploration of the political and economic systems.<\/p>\n
This is exactly what Dr. Lee Kam Hing did in his research for
\nthis book, which is an elaboration of his doctoral dissertation
\nat Monash University, Australia.<\/p>\n
Among the issues discussed, two still constitute important
\ntopics in current discussions on education. They are the topics
\nof religious, and private education.<\/p>\n
After long debates and negotiations, it was decided
\ninstitutions offering religious (Islamic) education conduct their
\noperations under the auspices of the Department of Religious
\nAffairs. This has brought a considerable degree of modernization
\nwithin the madrasah, first, and secondly the pesantren. (These
\nare religious schools for differing groups). For a time, the
\nsituation was quiet in this area, but with the increasing
\nsignificance of the sciences, it is now felt that so far, the
\nmadrasah and pesantren have neglected science education. It is
\nfeared if this situation remains unchanged, graduates of the two
\ninstitutions will be severely handicapped in their pursuit of
\njobs in contemporary Indonesia.<\/p>\n
Ideas promoting curricular change within the madrasah and
\npesantren have generally met with strong resistance however. The
\noverriding consideration, is the majority in the two institutions
\ndo not want their basic identities as religious institutions for
\nIslam changed.<\/p>\n
This problem has deep cultural roots. At the time Dr. Lee Kam
\nHing did his research in Indonesia, the problem had not yet fully
\nsurfaced. As such, classical problems relating to the science-
\nreligion nexus were not yet part of public debate. Argument
\nconcerning religious education was confined to discussions on
\nequalization of traditional religious institutions, of education
\nin secular schools, and the provision of Islamic education to
\nMoslem communities living in predominantly Christian areas,
\nnamely Sumba, Flores, Timor, and North Sulawesi.<\/p>\n
The issue of private education assumes today a different
\ncharacter also, than during the time of Dr. Lee Kam Hing's
\nresearch. But the fundamental issue remains the same, i.e. the
\ntension between the desire of some sections to provide good,
\nrelevant, and affordable education, and the desire on the part of
\nthe education bureaucracy to ensure educational activities do not
\ndeviate from the basic path, as defined by the Guidelines of
\nState Policy (GBHN).<\/p>\n
This is an ideological issue. But in practice, the tension
\narises more out of practical issues, such as the design of the
\nnational curriculum, modes of implementing it, supervision and
\nevaluation of private schools, etc. Depending on the way these
\npractical issues are approached, and solved, tensions between the
\ntwo sides can lead either to improvement of the entire system of
\neducation, or to a gradual decline in the quality of the system.<\/p>\n
The discussion about the contest for control of the education
\nsystem in the final chapter is the climax of the politicization
\nefforts attempted in Indonesia since 1959, since the inception of
\nthe Guided Democracy period. As we know, this contest ends in the
\ndefeat of the pro-communist forces. The contest is over, but the
\nwounds left by the contest do not heal easily. The question is,
\nhave we learned enough from this particular episode in the
\nhistory of our education system?<\/p>\n
This is a well researched and balanced book. It is of the same
\nsignificance as the classic book on the history of education in
\nIndonesia, written by I.J. Brugmans, Geschiedenis van het
\nOnderwijs in Nederlandsch Indie. (J.B. Wolters, Groningen,
\nBatavia, 1938). If Dr. Brugman's book is a must for anyone
\nseeking a comprehensive view of the educational situation in
\nIndonesia before World War II, Dr. Lee Kam Hing's book is equally
\nimportant for those wanting to understand the dynamics of
\neducation in Indonesia during the first twenty years of
\nindependence.<\/p>\n
The end of the book provides three appendices. Appendix A on
\nmain events in Indonesian education and politics, Appendix B on
\nlaw No. 4, 1950, on the Republic of Indonesia concerning the
\n'Basis of Education and Instruction for Indonesia', and Appendix
\nC on education ministers in the cabinets, 1945-1966.<\/p>\n
There are small typographical mistakes, noticeable only to
\nthose who understand Indonesian and Dutch. They do not, however,
\ncreate confusion, and that makes reading the book less difficult.
\nI strongly recommend this book to Indonesian historians, and
\neducationists especially, and to the general public who want to
\nsharpen their understanding of education in Indonesia.<\/p>\n
One final question -- Is Dr. Lee Kam Hing a historian or an
\neducationist? Perhaps a mixture of both.<\/p>\n
-- Mochtar Buchori<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/a-birds-eye-view-of-the-education-system-1447893297", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }