In the backdrop of Indonesia's education landscape, the ideals envisioned by KH Dewantara, Indonesia's pioneering Minister of Education, seem distant amid the currents of commercialisation sweeping through the system. Dewantara, championing education as a means to nurture individuality and societal contribution, emphasised the liberation of thought. However, the tide of globalisation and competitive pressures has shifted the educational focus towards a more pragmatic pursuit of knowledge mastery, sidelining Dewantara's ethos.
As Indonesia's first Minister of Education, KH Dewantara education aims to harness all of the inherent strengths in children to help them become individuals and members of society who can reach the highest levels of safety and happiness (Dewantara, 1961). Dewantara's educational perspective is grounded in the belief that humans have natural abilities to overcome problems, freeing them to think more broadly (Suparlan, 2015).
Dewantara's concept of "Paguron," inspired by traditional learning environments (Tarigan et al., 2022), aimed at instilling Indonesian cultural values within a communal educational framework. Yet, contemporary education, marked by the proliferation of private institutions and the ascent of prestigious schools (Rumapea, 2017), veers away from this ethos.
Schools, as non-profit entities, require operational funding despite not pursuing profits. With the government unable to fully finance education, parents are compelled to contribute financially, leading to discriminatory practices, as argued by Siregar and Azmi (2021). Furthermore, the commercialisation of education is fueled by several factors: the emergence of educational capitalism offering premium services to those who can afford them (Arifin, 2014), the perception that technological facilities equate to educational advancement, and societal norms perpetuating social stratification (Irawansyah, 2022).
Elite schools are sought after due to parents' aspirations for their children's success, such as enrolling them in international-based schools to enhance their English proficiency and global competitiveness. Faozan (2020) notes that parents prioritise school facilities over accreditation, reflecting their desire for their children's future security. This eagerness is echoed in a survey by HSBC (2017), indicating that a significant majority of Indonesian parents prefer private schools to elevate their children's educational standards. Faozan's (2020) findings further underscore parents' inclination towards high-end religious-based schools, accessible mainly to the affluent.
The commercialisation of schools, as observed, is driven by three main pillars: the government's inability to fully finance education, schools leveraging programs to attract higher fees, and societal expectations for superior educational quality in paid institutions. These factors collectively contribute to the commodification of education, perpetuating disparities in access and quality.
Additionally, there exists a social phenomenon wherein the credibility of schools elevated to international-based status is questioned, as various forms of educational stratification serve primarily to enrich the schools and foster the perception of superiority (Sudarsana, 2018; Irawansyah, 2022). This emphasis on a school's identity and reputation may perpetuate a hierarchical education system, wherein only students from affluent backgrounds or with social connections gain access to the best educational opportunities, posing a significant risk to the integrity of the education system.
As schools transitioned from mere educational institutions to entities tasked with producing highly competent individuals, their primary role has shifted significantly. However, this transformation risks exacerbating inequality and limiting opportunities for those from lower socio-economic backgrounds, contradicting KH Dewantara's vision of providing affordable education services.
This critical reflection proposes an alternate solution involving government intervention to address the rising costs of private education. It suggests that the government should establish a maximum limit on school fees, determined by regional factors or other considerations, to ensure affordability for parents. By implementing such a limit, the quality of education would align with what families can reasonably afford, enabling students to choose schools based on their preferences rather than financial constraints. Government oversight would involve controlling tuition fees, potentially through price ceilings or regulations on fee hikes, with penalties for schools that fail to comply. Additionally, financial assistance or subsidies could be provided to private schools to help cover costs. In Indonesia, such measures are justified to ensure education accessibility across all societal segments, preventing private schools from excessively profiting and maintaining quality standards despite financial pressures.
In conclusion, while a school's prestige and reputation may enhance its perceived status, they do not guarantee quality education. A critical examination of factors such as social justice is essential to ensure equal access to high-quality education for all students, regardless of their background or social status.
Government intervention plays a crucial role in mitigating commercialisation. According to KH Dewantara, Paguron, as educational centres, should provide affordable education accessible to the public, emphasising simplicity and adherence to the national educational system in line with the nation's values (Tarigan et al., 2022). Affordable education in Paguron should not only be accessible but also of high quality and tailored to the needs of the community.
This is a critical reflection of mine and my friend, Diana Putri Arini, a lecturer from Universitas Katolik Charitas regarding the commercialisation of education through the lens of KH Dewantara's perspective.
References
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Dewantara, K. (1961). Karya Ki Hadjar Dewantara bab I: Pendidikan. Majelis luhur taman siswa.
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