Indonesia’s historical baggage in the last century and a half means that we raise headlong into this new fangled thing people call globalization, the educational infrastructure of Indonesia trouble catching the 1970s Forget concepts such as Internet, creative thinking and meritocracy, many students are still sitting in rows to learn by heart as the teacher, the epicenter of the learning experience, and even drones, list of facts, dates and formulas learned and regurgitated on demand.
While students in other countries are taught at home in several different languages before the first break, think here is dictated by old notions of master and servant. Witness the recent expulsion of five students of a school of Sulawesi to have the temerity to have fun and post it online. The government aspires to the noble intention of spending 20% of its budget to education, but it is good to remember the concept of learning for all remains in its infancy.
At the end of the 19th century, education was considered good enough only for the son and daughters of the Dutch colonial masters and their Eurasian offspring. Although there is a movement for indigenous elite to be educated to take over the Dutch day, people in kampungs have been carefully ignored.
In Surabaya, for example, attempts have been made to the education of the population with the opening of Nut van het tot Algmeen Mattschappij (reflected by the Society for General Welfare ) in 1853. This was a primary school in order to teach Javanese children some basics, but he only closed seven years later.
Around the same time a few places in the elite of Dutch language schools were opened to the offspring of the local elite, while in 1867, the government sought to develop local language schools elementary school students were only given three-year apprenticeship before being thrown into the world.
Despite the "expansion" of the 1870s, by 1896 Surabaya boasted a grand total of 12 primary schools, eight of which were managed by the government with participation extended to five years, while two were Catholic. For the vast majority of the population came all learning in traditional pesantren where respected Kyai taught students how to read the Koran.
While Europe is preparing for the first World War, the government of the Netherlands East Indies was the introduction of separate schools providing seven years of studies last year in Dutch. The Hollandsch Inlandsche (HIS) and Hollandsch Chineesche schools hoped to attract the rich Indonesian elite who tended to look down on local schools, and, in much the same way as they do today. For them, the Dutch language proficiency is key.
In the years following the First World War, more and more children going to school. In 1918, for example, only 407 students attended two HIS; In 1929, there were 1,857 go to nine different schools. Although the number of school-Europeans continued to rise and remained by far the largest single percentage, local people began to take full advantage of the opportunities available to them. 19 new schools were added to Surabaya during this period of 11 years with 15 of them targeting local communities.
The figures looked spectacular, but they were coming off a low base. In 1930, it was estimated that only 14% of children in the region were in school, compared to 97% in the Netherlands. There was still much work to do, but the financial crisis that hit the world was felt in India and the government responded by reducing expenses. In the case of education, it intends to concentrate on Dutch schools and pulling the other, leaving a void.
In this space came as Taman Siswa organizations and Muhammadiyah. Taman Siswa was founded by Ki Hajar Dewantara in 1922 in Yogyakarta. A fervent nationalist, he believed strongly in education as a means to empower local youth while keeping them close to their Javanese roots and was influenced by Maria Montessori and Rabindranath Tragore.
Post war in Indonesia was a mess because it came forward with a Japanese conquest, colonial master to and the problems of establishing a new state. The retreat of the colonial government education before the war meant a lack of schools while investments in teacher educators also suffered. In the heady days of Merdeka he was not "cool" to study in the Netherlands while the best teachers, schooled as they were in the Dutch method, do not have the skills and empathy to teach in Indonesian.
Dick said, "the state government was too far, too concerned about the national and international politics and not enough money to do what was necessary."
Signs It was not until the late 1960s and early 1970s the central government finally shows stability after decades of chaos, was able to devote time and serious resources education thanks to the influx of petrodollars. Schools began to be built up again and the number of children attending primary school rose as the government, unconsciously aping its colonial predecessor, seemed to adopt a policy of non-intervention in high school, allowing the sector private to take the lead with 70% of high school students who opt for private education.
Indonesia, however, continues to pay for this lost generation. Blighted by profession and the labor pains of nation education has failed to keep pace with a growing population and a booming economy. A system that has been sorely inadequate before World War creaked and crumbled throughout 30 years of chaos and neglect. At the time the investment has come back and start to have an impact, a whole generation has gone through an education that was painfully inadequate and old, influenced by events surrounding their school days are those of now struggling to adapt to a time that is very different from the one they grew up.
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