Indonesia pushes to digitize education

However, experts say these changes have yet to address core issues of human resource quality and governance, raising questions about long-term sustainability.

In a recent press conference, Primary and Secondary Education Minister Abdul Mu'ti highlighted the progress in promoting the application of technology in schools as a bright spot. One of the key programs is the distribution of interactive smart panels (IFPs) to enhance visual learning and collaboration between teachers and students.

With over 45,000 devices already distributed and another 120,000 in production, the ministry aims to equip nearly 289,000 schools nationwide. Mr. Mu'ti affirmed that IFPs are not simply projection screens, but advanced learning tools that come with teacher training programs and digital resource libraries.

Along with digitalization, a large-scale program of school infrastructure renovation and reconstruction is underway. Indonesia still faces serious deterioration in many educational institutions, especially in rural areas and areas outside Java.

With a target of repairing 300,000 classrooms in 100,000 schools, the renovation effort has exceeded the plan in the first year, with more than 16,000 schools repaired this year from a budget of 16.9 trillion rupiah.

It is worth noting that in some localities such as Yogyakarta and North Sulawesi, the central budget acts as a stimulus, attracting support from the community to build new or upgrade classrooms.

While infrastructure and technology are two important pillars, improving teacher welfare is considered a key factor in improving the quality of education sustainably. Indonesia has long faced income disparities, especially between public teachers and non-tenured contract teachers. Minister Mu'ti said the certification and capacity allowance program has been expanded, helping thousands of teachers improve their professional qualifications and income.

Certified teachers who are not civil servants will receive up to 2 million rupiah extra each month, while civil servants will receive an allowance equivalent to their basic salary. In addition, more than 300,000 contract teachers will receive monthly allowances of 300,000 to 400,000 rupiah next year.

However, these programs are still controversial. Education observers say that the current reform measures mainly focus on technical factors and facilities, while the core problem lies in the quality of human resources and the management system.

Iman Zanatul Haeri, a representative of the Association of Teachers and Education (P2G), expressed concerns about the sustainability of the welfare program, warning of the risk of budget loss in construction projects if there is a lack of transparent monitoring. “The fundamental solution lies in establishing a national minimum wage for teachers. What teachers need is not just short-term benefits, but a stable income to ensure their lives,” Iman said.

Overall, the first year of education reform in Indonesia has made clear progress, particularly in modernizing schools and improving teacher welfare. However, to achieve the goal of improving education quality in a broad and equitable manner, these measures must be accompanied by governance reforms, investments in pedagogical capacity, and strategies to reduce regional inequality. The road to reform is long, and the first year has only laid the foundation.

“Indonesia’s education system is plagued by planning that lacks local realities, deep regional disparities, and ineffective budgetary oversight,” said education analyst Ina Liem. “Technology adoption can only be effective if it is accompanied by digital literacy training and the creation of a digital learning culture that embraces critical thinking and information ethics.”

According to Asia News Network

Source: https://giaoducthoidai.vn/indonesia-day-manh-so-hoa-giao-duc-post754888.html