A bird's-eye view of the education system

Education and Politics in Indonesia: 1945-1965, Dr. Lee Kam Hing, 425 pages, University of Malaya Press Kuala Lumpur 1995.

JAKARTA (JP): Here is a book on the history of the Indonesian education system, between 1945 and 1965. But it is more than that.

In Chapter 1 it describes, in bird's-eye fashion, the development of the Indonesian system, from the 7th century to the period of Japanese occupation. In its earliest stages, education was provided in Hindu and Buddhist monasteries, supported by local kings and rulers. Education in Indonesia then developed through various historical phases, assuming a new cultural character each time. In this way, the system has undergone a continuous transformation process, from Hindu-Buddhist to Islamic, then to Dutch colonialism and Japanese militarism, and finally to the present system, oriented toward nationalism.

Discussion on the development of the national system begins in Chapter 2, debating two fundamental issues -- education for all, and religious education.

Chapter 10, the final section, concerns the struggle to wrest control of the education system between contending political forces at the time, i.e. the pro-communist groups and the anti- communist groups.

The seven chapters between Chapter 2 and Chapter 10 focus on seven specific issues in Indonesian education, namely administration of the education system between 1950-1959, education and religion, private education, education for guided democracy, the Indonesian Communist Party (PKI) and education, the Teachers' Union in education, and the Taman Siswa system.

Of these seven topics, the topic on administration of the education system between 1950-1959 is the least political. Discussion is very technical, because during this period efforts by political parties to influence the education system were not yet open and intensive. The remaining six topics are full of political issues, especially Chapter 4 (education and religion), Chapter 6 (education for guided democracy), and Chapter 7 (the PKI and education). The three chapters are probably the major sections of the book, and introduce readers to the climax, i.e. the final chapter which discusses the contest for control of education in Indonesia, in the period between 1962-1965.

The text shows clearly the politicization of the education system, part and parcel of all political development taking place at that time. Another way of approaching it could be that political development during that time affected the system in a very significant way. It's probably safe to say any societies' development of their education system cannot be separated from development of the political system. No meaningful discussion of an educational situation can be held without placing it within the framework of analysis, concerning the existing political and economic climate.

It is only when we are sufficiently informed on the political and economic systems of a particular society, that we can understand the education system that rests upon it. It means exploration of an education system must by definition, include exploration of the political and economic systems.

This is exactly what Dr. Lee Kam Hing did in his research for this book, which is an elaboration of his doctoral dissertation at Monash University, Australia.

Among the issues discussed, two still constitute important topics in current discussions on education. They are the topics of religious, and private education.

After long debates and negotiations, it was decided institutions offering religious (Islamic) education conduct their operations under the auspices of the Department of Religious Affairs. This has brought a considerable degree of modernization within the madrasah, first, and secondly the pesantren. (These are religious schools for differing groups). For a time, the situation was quiet in this area, but with the increasing significance of the sciences, it is now felt that so far, the madrasah and pesantren have neglected science education. It is feared if this situation remains unchanged, graduates of the two institutions will be severely handicapped in their pursuit of jobs in contemporary Indonesia.

Ideas promoting curricular change within the madrasah and pesantren have generally met with strong resistance however. The overriding consideration, is the majority in the two institutions do not want their basic identities as religious institutions for Islam changed.

This problem has deep cultural roots. At the time Dr. Lee Kam Hing did his research in Indonesia, the problem had not yet fully surfaced. As such, classical problems relating to the science- religion nexus were not yet part of public debate. Argument concerning religious education was confined to discussions on equalization of traditional religious institutions, of education in secular schools, and the provision of Islamic education to Moslem communities living in predominantly Christian areas, namely Sumba, Flores, Timor, and North Sulawesi.

The issue of private education assumes today a different character also, than during the time of Dr. Lee Kam Hing's research. But the fundamental issue remains the same, i.e. the tension between the desire of some sections to provide good, relevant, and affordable education, and the desire on the part of the education bureaucracy to ensure educational activities do not deviate from the basic path, as defined by the Guidelines of State Policy (GBHN).

This is an ideological issue. But in practice, the tension arises more out of practical issues, such as the design of the national curriculum, modes of implementing it, supervision and evaluation of private schools, etc. Depending on the way these practical issues are approached, and solved, tensions between the two sides can lead either to improvement of the entire system of education, or to a gradual decline in the quality of the system.

The discussion about the contest for control of the education system in the final chapter is the climax of the politicization efforts attempted in Indonesia since 1959, since the inception of the Guided Democracy period. As we know, this contest ends in the defeat of the pro-communist forces. The contest is over, but the wounds left by the contest do not heal easily. The question is, have we learned enough from this particular episode in the history of our education system?

This is a well researched and balanced book. It is of the same significance as the classic book on the history of education in Indonesia, written by I.J. Brugmans, Geschiedenis van het Onderwijs in Nederlandsch Indie. (J.B. Wolters, Groningen, Batavia, 1938). If Dr. Brugman's book is a must for anyone seeking a comprehensive view of the educational situation in Indonesia before World War II, Dr. Lee Kam Hing's book is equally important for those wanting to understand the dynamics of education in Indonesia during the first twenty years of independence.

The end of the book provides three appendices. Appendix A on main events in Indonesian education and politics, Appendix B on law No. 4, 1950, on the Republic of Indonesia concerning the 'Basis of Education and Instruction for Indonesia', and Appendix C on education ministers in the cabinets, 1945-1966.

There are small typographical mistakes, noticeable only to those who understand Indonesian and Dutch. They do not, however, create confusion, and that makes reading the book less difficult. I strongly recommend this book to Indonesian historians, and educationists especially, and to the general public who want to sharpen their understanding of education in Indonesia.

One final question -- Is Dr. Lee Kam Hing a historian or an educationist? Perhaps a mixture of both.

-- Mochtar Buchori