Education Ministry Proposes Central Government Manage Early Childhood to Senior Schools in National Education Bill
The Ministry of Primary and Secondary Education (Kemendikdasmen) has proposed that the central government be given room to create educational units within the Draft Law on the National Education System (RUU Sisdiknas). This proposal was conveyed during a hearing with House of Representatives Commission X at the Parliament Complex in Jakarta on Tuesday, 23 June 2026.
During the session, Kemendikdasmen expressed its wish for the central government to also have the authority to organise early childhood education (PAUD), primary education, and secondary education, separate from educational units managed by regional governments.
Head of the Primary and Secondary Education Policy Agency at Kemendikdasmen, Toni Toharudin, explained that the existence of educational units managed by the central government is not intended to take over regional authority. According to him, these schools are instead expected to become models of good practice that can be replicated by regional governments.
“The presence of educational units organised by the central government is intended to answer strategic national needs, encourage educational innovation, and serve as models of good practice that can be replicated by regional governments,” said Toni.
Under Law Number 23 of 2014 on Regional Government, Provincial Governments manage senior secondary (SMA) and vocational secondary (SMK) levels, while District/City Governments manage PAUD, primary (SD), and junior secondary (SMP) levels.
In his presentation, Toni mentioned at least three forms of educational units that could be organised by the central government. First, Sekolah Rakyat (People’s Schools), intended for students from poor families and vulnerable groups. Second, Sekolah Garuda (Garuda Schools) and sports academies, designated for students with exceptional talents and intelligence. Lastly, Integrated National Schools (STN), which combine cross-level services within a single educational ecosystem.
“These three models demonstrate that the central government can be present to answer special and strategic needs without altering the basic structure of regional authority,” he stated.
Additionally, Kemendikdasmen also proposed that the concept of asymmetric decentralisation be included in the RUU Sisdiknas currently being drafted by the House. Through this concept, the central government can temporarily take over part or all of the education management authority in a region if that region is deemed unable to meet minimum service standards or is experiencing significant educational lag.
Toni claimed this measure is not intended to reduce regional autonomy, but rather serves as a corrective instrument to guarantee students’ rights to quality education services across all regions of Indonesia. “The aim is not to reduce regional autonomy, but as a corrective instrument so that students’ rights to quality education services remain guaranteed throughout Indonesia,” he said.
Beyond that, Toni proposed that the division of educational authority continue to follow the current pattern, where the central government is responsible for higher education, religious education, and pesantren (Islamic boarding schools). Meanwhile, secondary education and special education are managed by provincial governments, and early childhood education, primary education, and non-formal education are managed by district or city governments.
The RUU Sisdiknas is included in the 2025 Priority National Legislation Programme (Prolegnas) list. In this revision, the House plans to draft the RUU Sisdiknas using the omnibus law method, merging several laws into one. The laws to be merged include Law Number 20 of 2003 on the National Education System, Law Number 14 of 2005 on Teachers and Lecturers, Law Number 23 of 2014 on Regional Government, Law Number 12 of 2012 on Higher Education, and Law Number 18 of 2019 on Pesantren.