Indonesia Mandates 13 Years of Education Starting 2025/2026, Integrating Early Childhood Learning

The Government of the Republic of Indonesia, through the Ministry of Basic and Secondary Education (Kemendikdasmen), is finalizing the implementation of the 13-Year Compulsory Education policy, scheduled to commence in the 2025/2026 academic year. This policy expands the previous 9-Year mandate to encompass a structure comprising one year of Early Childhood Education (PAUD), followed by nine years of basic education, and three years of secondary education. This doctrine is positioned as a super-priority program within the framework of the 2025–2029 National Medium-Term Development Plan (RPJMN), underscoring the state's commitment to enhancing human resource quality from an early age.

The primary objective of incorporating one year of PAUD is to ensure all children aged 5-6 years gain access to essential, quality education necessary for building cognitive, social, and emotional readiness before entering primary school. Dra. Mareta Wahyuni, M.Pd., emphasized the significance of this early developmental investment during an event hosted by BRIN in Jakarta on December 12, 2025. Wahyuni noted that a robust early foundation critically determines future academic success and character development. Empirical data supports this urgency: a 2021 study by Kemendikbudristek indicated that 78 percent of children who attended PAUD demonstrated better learning readiness compared to 45 percent of those who did not. This finding aligns with 2020 data from UNICEF and Bappenas, which showed rural children accessing PAUD were 1.8 times more likely to be prepared for primary school continuation.

The policy also aims to reduce the number of Out-of-School Children (ATS), which is currently recorded at approximately 4.3 million individuals. However, the realization of this transformative policy faces significant structural and operational hurdles. One of the most considerable challenges identified is the availability of PAUD facilities, with records showing 17,803 villages still lack adequate PAUD services. Beyond infrastructure, there is a disparity in teacher qualifications, as many PAUD educators have not met the minimum standard of a Bachelor's degree (S1) or Diploma IV (D4). Ir Harris Iskandar PhD, a Principal Expert Planner at the PAUD Directorate, detailed that nearly half of the total population of children aged 1-6 years, about 4 million children, have not accessed PAUD services, despite current PAUD participation numbering around 4.7 million.

To address these gaps in access and quality, the government's strategy centers on strengthening governance, improving service quality, and comprehensive access expansion. The Coordinating Ministry for Human Development and Culture (Kemenko PMK), through the Deputy for Education Quality Improvement Coordination, Ojat Darojat, stressed the necessity of meticulous planning regarding human resources, infrastructure, and regulation to support effective implementation. Financial support mechanisms, such as the Smart Indonesia Program (PIP), continue to be reinforced, allocating annual assistance of Rp450,000 for elementary students, Rp750,000 for junior high students, and Rp1,800,000 for senior high students in 2025. Furthermore, efforts are underway to boost teacher competency, including a Kemendikdasmen target to provide S-1 assistance for 12,500 PAUD and elementary school teachers.

Philosophically, this policy represents a long-term investment believed to cultivate a generation with integrity and strong moral character, aligning with the vision of creating Indonesia's Golden Generation by 2045. BRIN also supports the emphasis on character building and establishing a strong basis of thought, termed 'school of thought.' Successful implementation requires universal collaboration across all national elements, as the state cannot single-handedly provide quality education services to all citizens. This expansion also presents potential opportunities for more relevant curriculum integration at the secondary level, such as incorporating financial literacy for accounting graduates.