Zwischen Modernisierung und Entfremdung. Stand und Tendenzen der Hochschulausbildung in Indonesien

Abstract

Over the past three decades of political independence in Indonesia higher education has undergone a remarkable development. The number of students has increased from several hundred to almost 700 000 (1982/83). At present higher education is characterized by high selectivity, low productivity, and under-financing. Considering the strong social pressure towards further rapid expansion the problem will probably become even more acute in the near future. The measures taken by the government - increased training and remedial instruction for lecturers, - introduction of courses and degrees offered in stages, - organization of an open university, - integration of governmental and private post-secondary institutions towards a "national" higher educational system are important elements of a political crisis management but are hardly suitable for tackling the structural crisis. An analysis of the societal functions of higher education means, as in Westem industrialized countries, that the university does not only serve the purpose of providing a qualified labour force; it also functions as a means of social segregation and of legitimization of social inequality as well as of alienation of students from work. In addition higher education is also instrumentalized for assuring political power. Higher education is - in a way - still an alien element in Indonesian society. On the one hand, it only prepares students for the "modem" economic sector and neglects the determining "traditional" areas. On the other hand, the Westem-oriented analytical thinking and forms of work - confrontation and competition - conflict with basic norms of Javanese society. The postulate inherent in the middle-class concept of education in Europe of maturity and liberation of man so far has little relevance for Indonesian higher education. The authoritarian characteristic of institutionalized education predominates. The liberating human potential of education can be made accessible through a reduction of the alien element of higher education. A generally applicable strategy does not exist. The incorporation of universities can only be the result of an active confrontation and experimentation process. Resistance on the part of the dominant forces in society profiting from the status quo must be reckoned with.