University Admissions Competition: Is Meritocracy Alone Insufficient?

Meritocracy is defined as a social system that awards positions or rewards based on actual ability or competence, uninfluenced by wealth or social background. This principle closes loopholes for corruption, collusion, and nepotism (KKN) while fostering competitive motivation. Indonesian educational institutions attempt to implement meritocracy through national university admissions systems. Selection processes using meritocratic principles, such as SNBP (National Selection Based on Achievement) and SNBT (National Selection Based on Tests), offer every student an equal opportunity to pursue higher education based on merit or ability, without bias towards economic conditions or regional origin.

However, students’ efforts to improve their grades or abilities do not begin from the same starting point. Comparing learning facilities available to students in remote, underdeveloped, and frontier (3T) regions with those in urban schools reveals stark inequalities. Significant differences also exist between the quality of public and private school facilities within a single region. Complete facilities such as internet access, gadgets or computers, and access to tutoring remain out of reach for many students, particularly those from economically disadvantaged backgrounds. This disparity in initial resources is referred to as the ‘means of production’, a concept from German philosopher Karl Marx describing the access to facilities and resources that support the learning process. The privilege derived from a student’s means of production determines their academic achievements, potentially giving them an edge over others.

Education, as a tool to advance the nation, should remain neutral, yet the implementation of meritocracy is far from perfect. Education, ostensibly a right for all, now appears accessible only to a select few. The SNBP selection process is still influenced by factors such as school accreditation or the number of alumni attending a particular university, seemingly introducing a favouritism bias. The quality gap between urban and rural schools hinders the execution of meritocratic concepts. External factors like high single tuition fees (UKT) and living costs during studies also burden students’ ability to continue their education. The determination of UKT bands through official university portals often results in fees that do not reflect the candidate’s actual economic situation, forcing many to withdraw because they cannot afford the payments. Furthermore, geographical conditions and infrastructure mean universities are unevenly distributed across regions, leaving prospective students with no local options and forcing them to apply to institutions outside their domicile, adding the consideration of living costs away from home.

These barriers cannot be overcome by achievement alone; external factors render meritocracy insufficient to guarantee students can actually proceed to university. Emotional and structural support is needed to address the obstacles faced by prospective students. Equalising access to learning facilities for underprivileged groups and providing scholarships can help remove economic barriers. Moreover, evaluating selection systems biased towards ‘favourite’ schools and improving the quality of schools in 3T regions is necessary so that every student has an equal starting point to compete and gain the same opportunity to enter higher education. The implementation of meritocratic principles in education must be accompanied by appropriate policies to ensure every student has the chance to continue their studies based on their achievements, without facing obstacles in reaching higher education.