Three Priority Education Programmes in 2026 Amid Consistent 20 Percent Budget Allocation

Jakarta (ANTARA) - The education budget has always been one of the primary indicators used to measure the state’s seriousness in developing human resources. Since the constitution mandated a minimum allocation of 20 percent of the state budget (APBN) for the education sector, this substantial funding has been expected to deliver tangible changes felt by schools, teachers, and students. In this context, a meeting between President Prabowo Subianto and Minister of Primary and Secondary Education Abdul Mu’ti at the Merdeka Palace, Jakarta, on 11 June 2026, provided an overview of the government’s current education policy direction. The discussion covered a comprehensive range of topics, from physical school construction and teacher welfare to strengthening learning quality and the implementation of the Free Nutritious Meal Programme (MBG), which is now one of the largest programmes within the national education spending structure. In 2026, the government has allocated an education budget of Rp769.1 trillion, precisely 20 percent of the total APBN. The government is consistent in upholding the constitutional mandate, while also affirming that education remains one of the top priorities of national development. However, behind this large figure, several programmes are the focal points of hope for improving the quality of Indonesian education more concretely. One of the government’s main focuses is the improvement of educational infrastructure through a school revitalisation programme. For years, the problem of damaged school buildings has been a recurring issue in various regions. Many schools still face limitations in classroom space, inadequate sanitation facilities, and building conditions that endanger the safety of students and teachers. Therefore, the achievement of revitalising 16,167 educational units in 2025 serves as a foundation for a larger target the following year. In 2026, the government has allocated Rp14 trillion to revitalise 11,744 educational units, plus 60,000 new educational units that will also receive repairs. In total, 71,744 educational units across various levels will be touched by this programme. More than just physical construction, the school revitalisation is also positioned as an instrument to drive the local economy. Unlike large-scale construction projects typically undertaken by national contractors, this programme uses a community-managed approach, involving local residents and workers in the implementation process. The government estimates that around 1.1 million people will be involved in the revitalisation process, with a work period ranging from three to eight months. The impact of this programme is even more critical when considering the condition of schools in frontier, outermost, and disadvantaged (3T) regions. For years, the gap in educational infrastructure quality between urban and remote areas has been one of the biggest challenges to educational equity. Many schools operate with limited facilities, and some have never received significant repairs for decades. Therefore, accelerating revitalisation can be seen as an effort to narrow the service gap in education that remains a national homework. At the same time, the government is also beginning to introduce the concept of Integrated National Schools. This programme is designed as a model for non-boarding, high-standard schools with integrated services and higher standards than regular schools. This year, the construction of 100 schools is planned, with some utilising existing facilities owned by the Ministry of Primary and Secondary Education and others being newly built in selected areas. The presence of these Integrated National Schools aims to equalise access, and the government is starting to consider the development of centres of educational excellence that can serve as examples for other schools. The subsequent challenge, of course, lies in ensuring that these flagship schools do not widen the quality gap between regions but instead become a lever for improving education quality more broadly. If school revitalisation targets the physical aspect, the programme to improve teacher welfare is directed at the factor often referred to as the heart of education. Various studies show that teacher quality has a significant influence on student learning outcomes. Therefore, improving teacher welfare and competence is an inseparable part of the education reform agenda. The government has increased the allowance for non-civil servant teachers from Rp1.5 million to Rp2 million per month. Meanwhile, civil servant teachers continue to receive an allowance equal to their basic salary. Equally important is the change in the distribution mechanism, which is now made directly to teachers’ accounts every month. This step aims to reduce the bureaucratic chain that has often been a source of disbursement delays. From a budgetary perspective, this increase is reflected in the allocation for the Professional Allowance for non-civil servant teachers, which reached Rp11.5 trillion in 2026. The government has also increased the budget for the Special Allowance for teachers in 3T regions and various other assistance schemes, with the total value exceeding Rp14 trillion. However, welfare is not the only focus. The government is also striving to improve the quality of educators through a scholarship programme based on Recognition of Prior Learning (RPL). This programme targets teachers who do not yet hold a D4 or S1 academic qualification. While the number of scholarship recipients was 12,500 in 2025, the target for 2026 has been increased to 150,000 teachers. Improving teacher competence is a long-term investment. Amid technological changes and the demands of 21st-century skills, the need for quality educators is becoming increasingly urgent.