A bird's-eye view of the education system

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