Last Updated: 1 month ago
National Education Day 2026 should serve as a moment for reflection, not merely an annual ceremony. Behind various achievements in educational development, a reality that cannot be ignored is the still fragile foundation of students’ literacy and numeracy, as well as the unequal access to quality education. These two issues do not stand alone; rather, they are interconnected within one major concern: the problem of educational equity.
Low literacy and numeracy are not merely technical issues in teaching and learning, but reflect a systemic failure to ensure that every child obtains meaningful learning rights. Results from the Organisation for Economic Co-operation and Development (OECD) through the PISA 2022 study show that around 70% of Indonesian students did not reach minimum reading competency, and more than 70% also failed to meet basic standards in mathematics (OECD, 2023). These findings align with the results from Indonesia’s Ministry of Education, Culture, Research, and Technology through the National Assessment, which indicates that most students are still at a basic level of understanding (Kemendikbudristek, 2023).
However, the data no longer leaves room for false optimism. The PISA 2022 scores placed Indonesia at 359 for reading and 366 for mathematics—far below ASEAN countries such as Vietnam and Singapore (OECD, 2023). In fact, the reading literacy achievement is the lowest in the past two decades. This is not merely a lag, but an indication of systemic regression that can no longer be covered by narratives of partial success. If this condition continues, Indonesia’s grand vision of Golden Indonesia 2045 risks being built upon a fragile human resource foundation.
This crisis cannot be separated from structural issues, particularly inequality in access to education. Data from the Central Statistics Agency (BPS) shows that the average years of schooling in urban areas remain higher than in rural areas, with significant gaps in several regions (BPS, 2023). In addition, disparities in educational development between western and eastern Indonesia remain quite pronounced. In this context, low literacy and numeracy are not merely the failure of individual students or teachers, but the consequence of a system that is not yet fully equitable.
Furthermore, this inequality is exacerbated by an imbalanced structure of the teaching workforce. Around 56 percent of teachers in Indonesia are still non-permanent (honorary) teachers, with most earning less than IDR 2 million per month (PGRI, 2024; IDEAS, 2024). In such conditions, demands for teacher professionalism often lose their moral grounding. The state demands quality, yet has not fully delivered justice for those who are the primary actors in education. This inequality is not only a matter of welfare, but also directly affects the quality of classroom learning.
Governance issues in education further complicate the situation. Although Indonesia has allocated around 20% of its national budget (APBN) to the education sector, the effectiveness of its use remains a major question. A World Bank report emphasizes that the main challenge in Indonesia’s education lies in low learning outcomes, not merely access (World Bank, 2020). Program fragmentation, weak accuracy of school needs data, and minimal impact-based evaluation indicate that governance reform is still far from complete.
The Covid-19 pandemic has further worsened the situation through significant learning loss. Declines in learning outcomes have occurred across levels and regions, as reported by UNESCO and UNICEF (UNESCO, 2022; UNICEF, 2022). However, the issue is not solely the pandemic, but the unpreparedness of the education system in facing crises. When shocks occur, those most affected are the groups that were already vulnerable—schools in underdeveloped areas, students from low-income families, and teachers with uncertain employment status.
In this situation, a paradigm shift is needed—from merely equalizing access to achieving substantive educational equity. Equity does not mean treating everyone the same, but ensuring that each educational unit receives support according to its level of need. Schools in disadvantaged areas require stronger policy affirmations—both in the distribution of qualified teachers, the provision of infrastructure, and contextual learning support. Without such affirmation, seemingly neutral policies may actually deepen inequality.
Ultimately, National Education Day must not stop at symbolic reflection, but should become a starting point for improving the direction of educational policies and practices. The literacy crisis, inequality of access, and weak system equity serve as warnings that there is still a wide gap between ideals and reality. Bridging this gap requires the courage to honestly acknowledge the problems, as well as a commitment to carrying out meaningful and comprehensive reforms.
Quality education for all can only be achieved when every child, without exception, has equal opportunities to learn, grow, and reach their fullest potential. That is the true essence of educational equity—and it is a major task that can no longer be postponed.