Daftar Sbmptn – The issue of national education quality has resurfaced after a member of the House of Representatives (DPR) proposed that education affairs be returned entirely to the central government. This proposal emerged amidst a lengthy evaluation of the implementation of regional autonomy, particularly in the education sector, which has previously been managed by regional governments. According to the legislator, centralization is deemed necessary to ensure equitable education quality throughout Indonesia and to facilitate quality control through standardized policies.
In his statement, the DPR member highlighted the still-glaring disparity in education quality between regions. He emphasized that while the decentralization of education implemented since the reform era has provided room for regional innovation, in practice many regional governments are deemed incapable of optimally managing education. These challenges range from budget constraints and limited management capacity to the difficulty of evenly distributing qualified teachers.
He cited the example of how schools in large cities can enjoy complete facilities, qualified educators, and access to technology, while schools in remote areas still struggle with inadequate classrooms, a shortage of teachers, and very limited access to books and digital devices.
“As long as education mechanisms remain at the regional level, this gap will become increasingly apparent. We need a one-stop shop policy to improve education standards,” he said at a working meeting with several relevant ministries.
This proposal sparked discussion among education observers. Several academics believe the idea of ​​returning authority to the central government has a strong basis, especially from the perspective of equitable quality. With authority in the hands of the central government, the government can map resources more systematically, establish uniform national standards, and intervene directly in underdeveloped regions. Furthermore, education budget allocations can be more targeted if they are not split across multiple levels of government.
However, many warn that centralization of education also carries risks. Some observers argue that a one-size-fits-all approach can ignore local uniqueness, which is a crucial part of the teaching and learning process. Regional autonomy has allowed schools and education offices to adapt curricula and teaching methods to the characteristics of their respective regions. In this context, centralization could further narrow the space for regional innovation.
In response, the member of the House of Representatives emphasized that this proposal does not mean eliminating the role of regional governments entirely. He believes the most ideal mechanism is a limited centralization model, where strategic policies and quality standards are determined by the central government, while technical implementation still involves the regions.
“We don’t want to stifle regional creativity. However, the primary direction and control must return to the center so that the quality of education is no longer unequal,” he explained.
Meanwhile, the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) welcomed this proposal with caution. An official at the ministry stated that the central government is open to various inputs in efforts to improve the quality of national education. However, a thorough evaluation is needed before taking major steps such as shifting authority.
“We must look at legal, administrative, and budget readiness aspects. Major changes without a comprehensive review can create new problems,” he said.
Several teachers’ organizations also responded. Several teachers’ representatives from the regions stated their support for the proposal, citing numerous technical obstacles in the regions that are difficult to resolve without central intervention. For example, the unequal distribution of teachers, the unclear appointment of honorary staff, and the lack of competency-building training. According to them, if the central government takes over, teacher management has the potential to become fairer and more structured.
However, some teachers believe that the root of the education problem lies not solely in authority, but in the region’s commitment to prioritizing education. They argue that many regions are actually capable of managing education well, but lack commitment to allocating budgets and building transparent management systems. Therefore, they believe, improving governance should be the focus, not simply transferring authority.
Public policy observers believe this discourse has reopened old discussions about the effectiveness of regional autonomy. In many sectors, including education, decentralization does provide space for democratization, but its effectiveness depends heavily on the capabilities of local governments. Centralizing some authority could be a solution, but clear regulations are needed to prevent overlapping authority, bureaucratic red tape, or reduced local participation.
Currently, the proposal is still in the discussion and internal discussion stage. The House of Representatives (DPR) plans to propose the formation of a working committee (panja) to further examine various technical, legal, and budgetary aspects. The results of this review will then form the basis for considering whether education authority should be returned fully, partially, or retained by the central government with system improvements.
Despite this debate, one thing that many parties agree on is the importance of improving the quality of education as a foundation for national development. Whether centralized or decentralized, what matters most is how these policies address the real challenges facing schools, teachers, students, and society. Strong, equitable, and quality education is key to building a more competent and competitive future generation.
The debate over the direction of education policy is expected to continue in the coming months. However, this discourse at least demonstrates that the government and the House of Representatives (DPR) are increasingly aware of the urgency of reforming the national education system. It is hoped that any changes decided upon will provide tangible benefits for millions of Indonesian students.