In some regencies, education prioritized after roads

The education system in Indonesia, which has often been labeled one of the worst in the world, faces complicated financial, human resource and managerial problems. New Minister of National Education Abdul Malik Fadjar shared his views and plans with The Jakarta Post. Following is an excerpt.

Question: What are the basic problems in our education system?

Answer: Since Indonesia became independent 56 years ago, education has made remarkable progress in terms of quantity. Education for the masses has been a success in urban centers and rural areas.

But we have to admit that quality-wise, Indonesia lags way behind the rest of the world. The state has yet to fulfill the constitutional edict that every citizen has the right to pursue the highest level of education.

When we talk about quality, teachers, who play a key role in education, need to refresh their skills and proficiency all the time.

Ideally, teachers -- especially those in rural areas -- lack preservice and in-service training. In wealthy countries, teachers can take leave for, say, one semester to go back to college for a retraining program. Well, in Indonesia only a few have had that luxury.

So I think Indonesia needs a policy which gives more people access to higher education which is of good quality and relevant to the world of work.

Q: What are your priorities?

A: There are three state policies that need to be urgently addressed. First, the nine-year compulsory education scheme needs special attention. Of utmost importance is the scholastic quality, which requires truly qualified teachers and adequate facilities. Only a few have good school buildings and good teachers. The presence of private schools helps a lot but they, too, are torn between two tough choices: quality or quantity- oriented education.

Second, secondary schools also need attention. We need more vocational high schools, plus universities should offer programs that allow Indonesia to catch up with developments in science and technology.

Third, we are pushing the development of community-based education and public schools -- both will have to compete for revitalization and innovation. Then we are hoping for the emergence of more quality schools. I hope that children in isolated areas will have access to schools of good standards. Also, we have a great number of street children and those who live in refugee camps. They all need a place to study.

Q: So far, the budget allocated for education accounts for a mere 3 percent of gross national product, according to a recent UN Development Program report. Is the report credible?

A: It's true but remember that the state budget is not the only source of funding. There are grants, soft loans and assistance from friendly governments as well as the money that comes from the public.

Q: What measures are you going to take to put your house in order?

A: We will improve efficiency. Now we have to accommodate the personnel of the office of the state ministry of youth affairs and sports, which the government dissolved.

But I don't want to take drastic measures that will give credence to public opinion that the education system will be overhauled soon after a new minister takes oath.

Q: Critics say that education is getting expensive and unaffordable for the poor majority. Would you comment on that?

A: It takes huge investment from both the government and the public to create quality education.

In fact education in Indonesia is very cheap. The truth is that Indonesians' buying power is very weak.

Q: You acknowledge the importance of private schools, but why do they remain discriminated against?

(Examples: The government intervenes in the rectorial elections, provides more financial assistance to state schools and enforces accreditation only with private schools.)

A: The government is doing everything to strengthen school-based management, meaning that schools will have the authority to take more decisions regarding their internal affairs.

Private schools will have more elbowroom. In the past, all the restrictive policies were part of efforts made to strengthen the state's role in education. However, any changes made now will not be easy to do after 30 years (during the New Order regime) of practicing the old way of thinking.

Q: How will regencies treat education after they have autonomy?

A: I hope they give better attention to education, although some regencies would rather build roads than schools. (bby/pan)