Indonesian Socialization.

Child Rearing and Education. In the government education system, generally, quantity has prevailed over quality. Facilities remain poorly equipped and salaries remain so low that many teachers must take additional jobs to support their families.

Higher Education. The colonial government greatly limited education in Dutch and the vernaculars, and people were primarily trained for civil service and industrial and health professions. At the time of independence in 1950, the republic had few schools or university faculties. Mass education became a major government priority for the next five decades. Today many Indonesians have earned advanced degrees abroad and most have returned to serve their country. In this effort the government has received considerable support from the World Bank, United Nation agencies, foreign governments, and private foundations. Increasingly, better-educated people serve at all levels in national and regional governments, and the private sector has benefitted greatly from these educational efforts. Private Muslim and Christian elementary and secondary schools, universities and institutes, which are found in major cities and the countryside, combine secular subjects and religious education.

Higher education has suffered from a lecture-based system, poor laboratories, a shortage of adequate textbooks in Indonesian, and a poor level of English-language proficiency, which keeps many students from using such foreign textbooks as are available. Research in universities is limited and mainly serves government projects or private enterprise and allows researchers to supplement their salaries.

From the late 1970s through the l990s, private schools and universities increased in number and quality and served diverse students (including Chinese Indonesians who were not accepted at government universities). Many of these institutions' courses are taught in afternoons and evenings by faculty members from government universities who are well paid for their efforts.

The colonial government limited education to an amount needed to fill positions in the civil service and society of the time. Indonesian mass education, with a different philosophy, has had the effect of producing more graduates than there are jobs available, even in strong economic times. Unrest has occurred among masses of job applicants who seek to remain in cities but do not find positions commensurate with their view of themselves as graduates.

Students have been political activists from the 1920s to the present. The New Order regime made great efforts to expand educational opportunities while also influencing the curriculum, controlling student activities, and appointing pliant faculty members to administrative positions. New campuses of the University of Indonesia near Jakarta, and Hasanuddin University near Makassar, for example, were built far from their previous locations at the center of these cities, to curb mobilization and marching.