Enslaved Teachers in a Free Country Becomes an Irony of Indonesian Educational System
Murodi, Arief Subhan, and Rizal LK Research
The 80th anniversary of Indonesia's independence is a major event. This nation has undergone several phases: the quest for statehood, economic advancement, democratic transition, and currently confronting the digital era.
Nonetheless, beneath the exuberant festivities of Indonesia's 80th Independence Day lies a significant contemplative inquiry: "Have teachers, as the vanguard in cultivating the nation's intellectuals, received enough accommodation?"
Teachers are those who undertake a commendable mission. They are not merely classroom educators but also researchers, community advocates, and custodians of the nation's intellectual ethics. Through their hands, doctors, engineers, legislators, activists, scholars, and bureaucrats are created.
Ironically, policymakers often overlook the welfare of teachers. For example, the majority of lecturers in both public and private universities barely sustain their lives with their remuneration and benefits, forcing some to seek side hustles to feed their families. Even enduring a substantial administrative burden without obtaining commensurate recognition becomes a bitter pill to swallow for them—how cruel.
As we can see, independence should be perceived not merely as liberation from colonial domination but also as emancipation from the systemic impediments that hinder scholars from attaining well-being. Only then can actual independence occur when teachers can fully commit to the three pillars of higher education; thus, they must be free from worries over their fundamental living requirements.
On the 80th anniversary of Indonesia's independence, we are called to revisit the ideals of the nation's founders, who envisioned an equitable and prosperous society, yet we still see their suffering over a simple thing of basic survival: food, shelter, and cloth.
Is it just that lecturers, who are fundamental to civilization, must nevertheless contend with significant challenges in meeting their everyday needs? Is this intellectual vocation advantageous if it does not ensure a satisfactory future for these heroes?
This perspective transcends mere criticism; it constitutes a moral argument. The Indonesian state must adopt a more earnest approach to advocating for the welfare of its academics, encompassing not only allowances and wages but also a robust academic ecology, acknowledgment of scholarly contributions, and sufficient social protection.
The 80th anniversary of Indonesian Independence Day should serve as a moment to reaffirm the commitment to comprehensive independence. It cannot be commemorated solely through festivities; it must be manifested in tangible policies that guarantee every child and their teachers a promising life. When lecturers and students thrive, the nation will reap the benefits from its educated generation
In conclusion, we must contemplate a critical question: can we genuinely claim independence if the nation's educators continue to face significant challenges regarding their well-being?
(The three authors serve as lecturers at the Faculty of Da'wah and Communication Sciences at UIN Syarif Hidayatullah Jakarta)