Three Priority Education Programmes in 2026 Amid Consistent 20 Percent Budget Allocation
The year 2026 will be a pivotal period to determine whether the consistent maintenance of the education budget at the 20 per cent level of the State Budget (APBN) can truly produce the changes long expected by many stakeholders in the national education sector.
Education spending has always been one of the most frequently used indicators to measure a nation’s commitment to developing human resources. Since the constitution mandates a minimum allocation of 20 per cent of the APBN to the education sector, this substantial budget is expected to deliver tangible changes felt by schools, teachers, and students.
In this context, a meeting between President Prabowo Subianto and the Minister of Primary and Secondary Education, Abdul Mu’ti, at the Merdeka Palace in Jakarta on 11 June 202cap, provided an overview of the government’s current educational policy direction. Discussions covered a wide range of topics, from physical school construction and teacher welfare to the strengthening of learning quality and the implementation of the Free Nutritious Meal (MBG) Programme, which is now one of the largest components of the national education expenditure structure.
For 2026, the government has allocated Rp769.1 trillion for education, exactly 20 per cent of the total APBN. The government remains consistent in upholding the constitutional mandate, asserting that education remains a top priority for national development.
However, behind these large figures, several programmes serve as the foundation for hope in improving the quality of Indonesian education more concretely. One of the government’s primary focuses is the improvement of educational infrastructure through a school revitalisation programme. For years, the issue of damaged school buildings has been a recurring problem in various regions. Many schools still face limited classroom space, inadequate sanitation facilities, and building conditions that endanger the safety of students and teachers.
Consequently, the achievement of revitalising 16,167 educational units in 2025 serves as the foundation for even larger targets in the following year. In 2026, the government has allocated Rp14 trillion to revitalise 11,744 educational units, alongside 60,000 new educational units that will also undergo improvements. Thus, a total of 71,744 educational units across various levels will be reached by this programme.
Beyond mere physical construction, school revitalisation is also positioned as an economic driver for local communities. Unlike large-scale construction projects often handled by national contractors, this programme utilises a self-managed model, involving local communities and workers near the schools. The government estimates that approximately 1.1 million people will be involved in the revitalisation process, with work durations lasting between three to eight months.
The impact of this programme is particularly vital when considering schools in frontier, outermost, and disadvantaged (3T) regions. For years, the disparity in educational infrastructure quality between urban and remote areas has been one of the greatest challenges to educational equality. Many schools operate with limited facilities, and some have not received significant repairs for decades. Therefore, accelerating revitalisation can be viewed as an effort to reduce the gap in educational services, which remains a national priority.
Simultaneously, the government is introducing the concept of Integrated National Schools. This programme is designed as a model for high-quality, non-boarding schools with integrated services and higher standards compared to 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 Integrated National Schools aims to equalise access, as the government begins to develop centres of educational excellence to serve as models for other schools. The next challenge lies in ensuring these flagship schools do not widen the quality gap between regions, but rather act as a lever to raise educational standards more broadly.
While school revitalisation targets physical aspects, the teacher welfare programme focuses on what is often called the heart of education. Various studies show that teacher quality has a profound impact on student learning outcomes. Therefore, improving teacher welfare and competence is an inseparable part of the education reform agenda.
The government has increased allowances for non-ASN (non-civil servant) teachers from Rp1.5 million to Rp2 million per month. Meanwhile, ASN teachers continue to receive allowances alongside their basic salary. Equally important is the change in the distribution mechanism, which is now transferred directly to teachers’ accounts every month. This step aims to reduce the bureaucratic chain that has frequently been a source of payment delays.
In terms of budget, this increase is reflected in the rise of the allocation for the Professional Allowance for non-ASN teachers, reaching Rp11.5 trillion in 2026. The government has also increased the budget for Special Allowances for teachers in 3T regions and various other assistance schemes, with a 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 possess D4 or Bachelor’s degree qualifications. While the number of scholarship recipients was 12,500 in 2025, the target for 2026 has increased to 150,000 teachers.
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