LEIDEN, KalderaNews.com – The WINNER 2024 panel on the topic “Are We There Yet? Decolonisation of Indonesia’s Higher Education” featured esteemed speakers Hariyono (Professor of Political History at the State University of Malang) and Indah Wahyu Puji Utami (Assistant Professor of History Education at the History Department, Universitas Negeri Malang) and Agus Suwignyo (Assistant Professor in History at Gadjah Mada University), moderated by Arif Subekti (Lecturer at History Department, State University of Malang).

Held on September 25, 2024, at Leiden University, this event explored the complex process of decolonising knowledge in Indonesia, particularly in the context of post-independence since 1945. Its aim was to unravel the impacts of colonial legacies, especially Dutch influence, on higher education.

The WINNER 2024 panel on the topic “Are We There Yet? Decolonisation of Indonesia’s Higher Education” featured esteemed speakers Hariyono (Professor of Political History at the State University of Malang) and Indah Wahyu Puji Utami (Assistant Professor of History Education at the History Department, Universitas Negeri Malang) and Agus Suwignyo (Assistant Professor in History at Gadjah Mada University), moderated by Arif Subekti (Lecturer at History Department, State University of Malang).

Participants engaged in interactive discussions to explore strategies for promoting decolonisation within academic institutions, addressing historical contexts and future implications. This critical dialogue aspired to create a more inclusive and equitable academic landscape, posing the question: Are we there yet?

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A recent study on the decolonization of higher education in Indonesia, focusing on the Teacher Training and Education Faculty (PTPG) at Universitas Negeri Malang, reveals both the challenges and opportunities in redefining educational paradigms in post-colonial contexts.

The study argues that the decolonization of knowledge serves as an antithesis to colonialism, aiming for liberation, equity, and inclusivity in educational systems. However, significant obstacles remain. The research highlights the lingering effects of feudalism from local cultures and the enduring influence of colonial educational models as primary challenges to achieving meaningful reform.

Key issues identified include: Ingrained Cultural Practices: The persistence of feudalistic structures that hinder progress. Colonial Legacy: The continued impact of Dutch educational methodologies, which still resonate in contemporary practices. Financial Constraints: Insufficient funding from the state limits the capacity for transformative changes in education. Intellectual Deficits: A lack of a well-established intellectual class to spearhead decolonization efforts.
Economic and Geopolitical Factors: Broader economic conditions and geopolitical dynamics influence educational policies and practices.

The study from Hariyono from Universitas Negeri Malang illustrates that PTPG Malang embodies the complexities of this decolonization journey. Despite the Dutch influence in Indonesia’s educational sector waning following the West Irian conflict, its legacy remains evident. By 1965, American educational models began to dominate, further complicating the decolonization process.

In conclusion, the decolonization of higher education is not merely a rejection of colonial systems but a profound transformation aimed at creating inclusive and equitable educational frameworks. PTPG Malang stands as a critical case study, showcasing both the potential for reform and the challenges that must be addressed to foster a truly liberated educational landscape in Indonesia.

In a groundbreaking discourse on higher education, scholars are urging a critical re-evaluation of university ranking systems in Indonesia, advocating for a framework that challenges colonial legacies and prioritizes inclusivity.

Recent analyses highlight how global university rankings, such as QS World University Rankings and THE World University Rankings, predominantly favor institutions in the Global North, particularly the UK and the US, which collectively represent 41% of the top 200 universities. In contrast, regions like Africa, Asia-Pacific, and Latin America account for only 20.5%, reinforcing a colonial hierarchy that undermines diverse educational contexts.

Indah W.P. Utami from Universitas Negeri Malang emphasizes the need for a (de)colonial approach in Indonesia’s higher education institutions (HEIs). The proposed Indonesian HEI KPI League aims to move beyond conventional metrics and align with local industry relevance, freedom of academic pursuit, and essential societal changes.

Key principles of the HEI KPI League include: relevance to industry and workforce needs, autonomy in selecting areas of excellence and a commitment to significant, positive societal impact.

This new ranking system, as outlined in the 2020 Pedoman Indokator Kinerja Utama, is designed to hold universities accountable without merely adopting the criteria of global rankings. By introducing contracts between public universities and the Ministry of Education, the initiative seeks to create an environment that values collaboration and community-oriented efforts—redefining what quality in higher education means.

Critics of current global rankings argue that they perpetuate a competitive culture, often sidelining institutions that focus on social contributions. Instead, the HEI KPI League encourages a philosophy of gotong royong (mutual cooperation) over cutthroat competition, fostering a more equitable academic landscape.

As the conversation around educational reform gains momentum, Indonesia’s initiative could serve as a model for other nations grappling with the effects of coloniality in academia. The call for inclusive and locally relevant metrics in university rankings is more urgent than ever, promising a future where educational excellence is not measured solely by global standards, but by the real-world impact on communities and industries.

Agus Suwignyo stated that decolonisation means Indonesia aims to break free from the shadows of colonial legacies while developing a higher education system that is uniquely Indonesian. In the 1950s and 1960s, several universities made efforts to establish community service programs as the “third dharma” in Indonesia’s higher education system.

This incorporation of community service reflects the spirit of decolonisation, as it serves as a crucial link between higher education institutions and the community. However, these programs have received minimal academic attention and have often been overlooked in the establishment of performance indicators for universities.

This neglect contrasts sharply with trends in Southern countries, where there is a strong emphasis on the connection between higher education and society. In subsequent years, the focus on the decolonisation objectives of community service programs has significantly diminished, especially with excessive government intervention in university initiatives

Sumberhttps://www.kalderanews.com/2024/09/26/decolonising-knowledge-insights-from-the-winner-2024-panel-on-indonesias-higher-education-transformation/