Fahrus Zaman Fadhly
Ph.D in Language Education, A lecturer of Faculty of Teachers Training and Education, University of Kuningan, West Java, Indonesia
Indonesia’s education system stands at a critical crossroads. As the world rapidly advances into the digital age, our nation remains trapped in a cycle of reactive policymaking and short-term solutions. We are operating without a clear educational roadmap – a comprehensive, long-term vision that should guide our efforts to develop human capital for the 21st century. This lack of strategic direction manifests most clearly in our ever-changing national curriculum, which has undergone seven major revisions since independence without any consistent philosophical foundation or measurable improvement in learning outcomes.
The curriculum is more than just a set of subjects to be taught; it represents the DNA of our national civilization. It shapes how future generations will think, solve problems, and contribute to society. Yet we treat this crucial framework with astonishing carelessness, altering it every few years based on political considerations rather than pedagogical evidence. Each new administration feels compelled to put its stamp on education policy, resulting in disruptive changes that confuse teachers, frustrate students, and undermine systemic continuity. The latest shift to Kurikulum Merdeka, while containing some promising elements, risks becoming just another temporary experiment unless it is supported by sustained investment in teacher training and infrastructure development.
Our education system continues to grapple with the same fundamental challenges that have plagued it for decades: uneven quality across regions, stark inequities in access, and inconsistent learning standards. These problems are particularly acute in remote areas where schools often lack basic facilities, qualified teachers, and learning materials. Instead of systematically addressing these structural issues through targeted interventions and long-term capacity building, we’ve introduced the populist “Sekolah Rakyat” program. While marketed as an innovative solution for underserved communities, this initiative represents a misguided approach that drains limited education budgets without offering a clear pedagogical advantage over strengthening existing public schools.
The financial priorities of our education system reveal even deeper contradictions. At a time when we should be increasing investment in human capital development, we’re witnessing concerning budget cuts and misallocations. Funds are being diverted from critical areas like teacher professional development and research infrastructure to finance short-term programs like “Makan Bergizi Gratis.” While proper nutrition undoubtedly supports learning, we must question whether this represents the most strategic use of limited education resources. Even more alarming is the drastic reduction in research and development funding, which has fallen to just 0.2% of GDP – far below the levels maintained by nations we aspire to compete with.
The consequences of neglecting R&D investment are severe and multifaceted. International evidence clearly demonstrates that a nation’s research expenditure directly correlates with its scientific output and innovative capacity. Countries like South Korea and Singapore, which allocate 3-5% of GDP to R&D, consistently produce cutting-edge research, file numerous patents, and develop globally competitive industries. Their universities rank among the world’s best, attracting top talent and generating knowledge that drives economic growth. Indonesia, by contrast, continues to fall behind in global innovation indexes, with our research institutions producing relatively few high-impact publications or technological breakthroughs.
This R&D deficit has created a dangerous cycle of dependency. Rather than developing homegrown solutions to our unique challenges, we find ourselves perpetually importing technology and expertise from abroad. Our brightest minds often seek opportunities overseas where research is better supported and valued. International databases starkly illustrate this disparity, showing how little Indonesia contributes to global knowledge production compared to peer nations that prioritize education and research in their national budgeting. The long-term economic implications are profound – without strong R&D capabilities, we remain trapped in commodity-dependent economic models vulnerable to global market fluctuations.
Teacher quality represents another critical weakness in our education system. Despite being the single most important school-based factor in student achievement, our teaching profession suffers from low status, inadequate training, and uneven distribution. Many educators, particularly in remote areas, lack subject matter expertise and modern pedagogical skills. The constant curriculum changes further exacerbate these challenges, as teachers struggle to adapt their methods and materials. Rather than addressing these systemic issues through comprehensive professional development and competitive compensation, we’ve allowed teaching to become an occupation of last resort for many university graduates.
The path forward requires nothing less than a fundamental rethinking of our approach to education policy. We need a National Education Roadmap that transcends political cycles and provides a stable, evidence-based framework for long-term development. This roadmap should be built on several key pillars: First, curriculum stability – a 10-year moratorium on disruptive changes, allowing proper implementation and evaluation. Second, teacher empowerment – significant salary increases tied to performance, along with robust professional development programs. Third, equitable access – targeted investments in rural school infrastructure and digital learning platforms to bridge geographical divides. Fourth, research revival – a commitment to gradually increase R&D spending to 2% of GDP by 2030, with priority given to strategic fields like renewable energy and digital technology.
Implementing such reforms will require difficult choices and sustained political will. It means resisting the temptation of quick-fix populist programs in favor of systemic, long-term solutions. It demands that we treat education not as a political football, but as our most important national investment. Other nations have demonstrated that educational transformation is possible when there is clarity of vision and consistency of purpose. South Korea rebuilt its education system from the ruins of war to become a global leader in just two generations. Finland transformed average outcomes into world-class performance through thoughtful, evidence-based reforms.
Indonesia possesses all the necessary ingredients for educational excellence – a young, vibrant population; rich cultural traditions of learning; and abundant natural resources that could fund proper investment. What we’ve lacked is the strategic vision and political courage to make education our true national priority. As we look toward 2045 and our aspirations for national advancement, we must recognize that no economic or social progress is possible without first fixing our foundation of human capital development.
The choice before us is clear: continue with business as usual and risk permanent stagnation, or commit to building an education system worthy of our great nation. Our children deserve nothing less than a system that provides equal opportunities for quality learning, nurtures creativity and critical thinking, and prepares them for the challenges of a rapidly changing world. The time for ad-hoc solutions and empty rhetoric has passed. Indonesia needs – and must demand – a real educational roadmap that will guide our journey toward becoming the enlightened, prosperous society we aspire to be. Our future as a nation depends on the choices we make about education today. []
