Figure 1.--Indonesia did not begin building a public school system until after independence (1949), but only when oil money became availavle in meaningful amounts was real progress made. Most Indonesian children like these boys on Sumba, now attend primary school. Many do not, however, make the transition to secondary school. These boys wear a basic uniform adopted in many schools, done in different colors. Notice the different attitudes toward footwear.

We have only limited information on Indonesia at this time. There were no schools as such until the Dutch arrived, although there probably were Islamic madrassas. The Dutch did not found a mass public education system. The early Dutch period involved the Dutch East India Company (VOC) which gave very little attention to education. What education that was organized was done by the Dutch Reformed Church and was Dutch, Indo (Dutch-Indonesian), Asian (non-Indonesians, mostly Chinese) children. The Moluccas was a little different. No effort was made to educate Indonesian children. The Dutch colonial government which replaced the VOC took over the VOC schools and begin to consider the education of Indonesians. The first tenative steps were taken in Java during the early-19th century. The Dutch Government began founding both Dutch-language (primary and secondary schools) and indigenous language (primary schools). Upper class Indonesians might attend the Dutch-language schools. Dutch officials made some attempt to involve Muslim schools which were almost entirely religious in caracter in the efforts to broaden educational opportunity. This included langgar schools (Koranic recitations) and pesantren (broader Islamic ereligious studies. Schools during the colonial period also included Chinese schools and mission schools (both Protestant and Catholic). The colonial government gradually expanded its support of schools as the century progressed. [Aritonang] Indonesia became independent after a brief war for independence following World War II. The Indonesian Government set about building a mass public education system. The Indonesia Governent has over time significantly expabded educational opportunity. A factor here has been the expansion of the Indonesia Government which has probided increased revenue to finance a major public education system. The development of the petroleum industry has made a major contrubution. Indonesia is a traditional, largely Muslim society. There was a first a najor gender gap with many trafitional parents, especially in the country side, reluctant to send girls to school. The Govenment made 9 years of education compulsory (1994). Mpst childten now enroll in primary school. One study suggested that 92 percent of school age children began school (2002). And at this age there was no longer a gender gap. There still is a gender gap at the upper educational levels after the compulsory years. School attendance does very significantly between urban and rural areas. As a result of the public education system, illiteracy is no longer a major social problem.

Pre-Colonial Indonesia

There were no schools as such until the Dutch arrived, although there probably were Islamic madrassas. We have no informatiin about the Hindus on Bali.

Dutch Colonial Era

The Dutch did not found a mass public education system, but they did eventually begin to create an educational infrastructure. The early Dutch period involved the Dutch East India Company (VOC) which gave very little attention to education. As Dutch families appeared, schools were bneeded for the children. What education that was organized was done by the Dutch Reformed Church and was Dutch, Indo (Dutch-Indonesian), Asian (non-Indonesians, mostly Chinese) children. There were regional differences. The Moluccas was a little different. No effort was made to educate Indonesian children. The Dutch colonial government which replaced the VOC took over the VOC schools and begin to consider the education of Indonesians. What developed in the colony was a veery diverse, complicated system. The first tenative steps were taken in Java during the early-19th century. The Dutch Government began founding both Dutch-lamguage (primary and secondary schools) and indigenous language (primary schools). Upper class Indonesians might attend the Dutch-language schools. Dutch officials made some attempt to involve Muslim schools which were almost entirely religious in caracter in the efforts to broaden educational opportunity. This included langgar schools (Koranic recitations) and pesantren (broader Islamic religious studies). Schools during the colonial period also included Chinese schools and mission schools (both Protestant and Catholic). The colonial government gradually expanded its support of schools as the century progressed. [Aritonang] The system that developed included both Sutch anhd Indinesian schools. The Dutch schools were for the Dutch children, including the children of mixed marriages--almost always Dutch men abdc Indonesian women. Also admitted were children of the Indonesian upper class. A separate less academically rigorous system of schools was established based on ethnicity. There were separate schools for Indonesians, Arabs, and Chinese with instruction taught in Dutch with a Dutch curriculum. Schools were also established for ordinary Indonesians with a very basic curruculum. They were educated in what was at the time described as the Malay language , wwhat is now Indinesian. A Roman alphabet wa used. Special 'link' schools were set up to prepare bright Indonesian students from humble families for entry into the more demanding Dutch-language schools. The Dutch also opened vocational schools. The programs were designed to train Indonesians for needed roles in the colonial economy. Chinese and Arabs desinated 'foreign orientals' were not allowed to enroll in the vocational or primary schools.

Independent Indonesia

Indonesia became independent after a brief war for independence following World War II. The Indonesian Government set about building a mass public education system. The Indonesia Governent has over time significantly expabded educational opportunity. A factor here has been the expansion of the Indonesia Government which has probided increased revenue to finance a major public education system. The development of the petroleum industry has made a major contrubution. Indonesia is a traditional, largely Muslim society. There was a first a najor gender gap with many trafitional parents, especially in the country side, reluctant to send girls to school. The Govenment made 9 years of education compulsory (1994). Mpst childten now enroll in primary school. One study suggested that 92 percent of school age children began school (2002). And at this age there was no longer a gender gap. There still is a gender gap at the upper educational levels after the compulsory years. School attendance does very significantly between urban and rural areas. As a result of the public education system, illiteracy is no longer a major social problem.

Sources

Aritonang, Jan S. Mission schools in Batakland (Indonesia), 1861-1940.