{
    "success": true,
    "data": {
        "id": 1800682,
        "msgid": "three-priority-education-programmes-in-2026-amid-consistent-20-percent-budget-allocation-1781276181",
        "date": "2026-06-12 21:06:26",
        "title": "Three Priority Education Programmes in 2026 Amid Consistent 20 Percent Budget Allocation",
        "author": "",
        "source": "ANTARA_ID",
        "tags": "",
        "topic": "Education",
        "summary": "The Indonesian government is maintaining its constitutional mandate of allocating 20 percent of the state budget to education in 2026, amounting to Rp769.1 trillion. Three key programmes are being prioritised: a massive school revitalisation project targeting over 71,000 schools, a significant increase in teacher welfare and qualifications, and the introduction of integrated national schools. These initiatives aim to address infrastructure gaps, improve teacher quality, and create centres of educational excellence across the archipelago.",
        "content": "<p>Jakarta (ANTARA) - The education budget has always been one of the\nprimary indicators used to measure the state\u2019s seriousness in developing\nhuman resources. Since the constitution mandated a minimum allocation of\n20 percent of the state budget (APBN) for the education sector, this\nsubstantial funding has been expected to deliver tangible changes felt\nby schools, teachers, and students. In this context, a meeting between\nPresident Prabowo Subianto and Minister of Primary and Secondary\nEducation Abdul Mu\u2019ti at the Merdeka Palace, Jakarta, on 11 June 2026,\nprovided an overview of the government\u2019s current education policy\ndirection. The discussion covered a comprehensive range of topics, from\nphysical school construction and teacher welfare to strengthening\nlearning quality and the implementation of the Free Nutritious Meal\nProgramme (MBG), which is now one of the largest programmes within the\nnational education spending structure. In 2026, the government has\nallocated an education budget of Rp769.1 trillion, precisely 20 percent\nof the total APBN. The government is consistent in upholding the\nconstitutional mandate, while also affirming that education remains one\nof the top priorities of national development. However, behind this\nlarge figure, several programmes are the focal points of hope for\nimproving the quality of Indonesian education more concretely. One of\nthe government\u2019s main focuses is the improvement of educational\ninfrastructure through a school revitalisation programme. For years, the\nproblem of damaged school buildings has been a recurring issue in\nvarious regions. Many schools still face limitations in classroom space,\ninadequate sanitation facilities, and building conditions that endanger\nthe safety of students and teachers. Therefore, the achievement of\nrevitalising 16,167 educational units in 2025 serves as a foundation for\na larger target the following year. In 2026, the government has\nallocated Rp14 trillion to revitalise 11,744 educational units, plus\n60,000 new educational units that will also receive repairs. In total,\n71,744 educational units across various levels will be touched by this\nprogramme. More than just physical construction, the school\nrevitalisation is also positioned as an instrument to drive the local\neconomy. Unlike large-scale construction projects typically undertaken\nby national contractors, this programme uses a community-managed\napproach, involving local residents and workers in the implementation\nprocess. The government estimates that around 1.1 million people will be\ninvolved in the revitalisation process, with a work period ranging from\nthree to eight months. The impact of this programme is even more\ncritical when considering the condition of schools in frontier,\noutermost, and disadvantaged (3T) regions. For years, the gap in\neducational infrastructure quality between urban and remote areas has\nbeen one of the biggest challenges to educational equity. Many schools\noperate with limited facilities, and some have never received\nsignificant repairs for decades. Therefore, accelerating revitalisation\ncan be seen as an effort to narrow the service gap in education that\nremains a national homework. At the same time, the government is also\nbeginning to introduce the concept of Integrated National Schools. This\nprogramme is designed as a model for non-boarding, high-standard schools\nwith integrated services and higher standards than regular schools. This\nyear, the construction of 100 schools is planned, with some utilising\nexisting facilities owned by the Ministry of Primary and Secondary\nEducation and others being newly built in selected areas. The presence\nof these Integrated National Schools aims to equalise access, and the\ngovernment is starting to consider the development of centres of\neducational excellence that can serve as examples for other schools. The\nsubsequent challenge, of course, lies in ensuring that these flagship\nschools do not widen the quality gap between regions but instead become\na lever for improving education quality more broadly. If school\nrevitalisation targets the physical aspect, the programme to improve\nteacher welfare is directed at the factor often referred to as the heart\nof education. Various studies show that teacher quality has a\nsignificant influence on student learning outcomes. Therefore, improving\nteacher welfare and competence is an inseparable part of the education\nreform agenda. The government has increased the allowance for non-civil\nservant teachers from Rp1.5 million to Rp2 million per month. Meanwhile,\ncivil servant teachers continue to receive an allowance equal to their\nbasic salary. Equally important is the change in the distribution\nmechanism, which is now made directly to teachers\u2019 accounts every month.\nThis step aims to reduce the bureaucratic chain that has often been a\nsource of disbursement delays. From a budgetary perspective, this\nincrease is reflected in the allocation for the Professional Allowance\nfor non-civil servant teachers, which reached Rp11.5 trillion in 2026.\nThe government has also increased the budget for the Special Allowance\nfor teachers in 3T regions and various other assistance schemes, with\nthe total value exceeding Rp14 trillion. However, welfare is not the\nonly focus. The government is also striving to improve the quality of\neducators through a scholarship programme based on Recognition of Prior\nLearning (RPL). This programme targets teachers who do not yet hold a D4\nor S1 academic qualification. While the number of scholarship recipients\nwas 12,500 in 2025, the target for 2026 has been increased to 150,000\nteachers. Improving teacher competence is a long-term investment. Amid\ntechnological changes and the demands of 21st-century skills, the need\nfor quality educators is becoming increasingly urgent.<\/p>",
        "url": "https:\/\/jawawa.id\/newsitem\/three-priority-education-programmes-in-2026-amid-consistent-20-percent-budget-allocation-1781276181",
        "image": ""
    },
    "sponsor": "Okusi Associates",
    "sponsor_url": "https:\/\/okusiassociates.com"
}