Economic Status Report on Indonesia
MEMBERS:
ABIA, ARCILLE JHULLA RUBY G.
CAYAGO, DEXIE JOYCE C.
CUMPIO, ANNE DEBBIE DAWN M.
EMBODO, MARJORIE C.
GREGORIO, RONALEEN A.
IGOT, FERNANDO M.
ISO, TRISHIA MAE M.
LACABA, BELLE YESHA G.
LALOSA, MA. JOANNA GRACE A.
LONZAGA, ANGEL MAE J.
LOQUINTE, RAIN SOFIA L.
LUATON, AVA LYNN T.
MANCOL, COLEEN TRISHA M.
MIRALES, DANIEL JORI F.
OCADO, APRIL JANE J.
PENSABER, RAIGNE YSOBELLE L.
PUMANES, CZARINA JOVIENNE G.
RAGAY, LOVELY M.
RAMONIDA, KEESHA ANNE M.
ROLLO, SHANINA LOUISE C.
ROSALES, CHARLES R.
SAGONOY, MARY CRIS SALAZAR,
HANNAH ROSE A.
TONIDO, SOES SHEVEREIGN M.
VERGARA, BEATRIZ B.
I. INTRODUCTION

Indonesia, an archipelago in Southeast Asia, is one of the world's most populous

countries with over 255 million people. Its economy grew by 6.4% in 2014. Despite a declining
fertility rate, improved healthcare has led to increased life expectancy, driving population
growth.

Indonesia's population accounts for 3.45% of the global population. Over the past two
years, Indonesia's population has grown to 275,501,339, with a 0.64% increase from 2021 and a
0.7% increase from 2020 when it was 273,753,191. (Indonesia Population (2024)

Age Structure

The Age structure in Indonesia shows different age group which are composed of ages 0-
65+ years old. This statistic will help visualize what makes up the total population of Indonesia.
Based on the recent yearly data by Statistics Indonesia. The minor age group from 0-14 years
old, represents 23.3% of the total population. While the workforce age group from 15-64 years
old, represents 70.7%. Lastly the retiree age group from 65 years and older, represents 6.0% of
the total population of Indonesia. This date makes up 100% of the total population of Indonesia.

Population Estimate

TOTAL MALE AND FEMALE AGE

POPULATION

21, 951,993 0-4

21,945,160 5-9

22,168,842 10-14

22,149,392 15-19
 21,958,329 20-24

21,699,966 25-29

21,302,010 30-34

20,783,179 35-39

19,524,038 40-44

18,164,239 45-49

15,923,028 50-54

The core of Indonesia's educational concept lies in the pursuit of knowledge that
transcends geographical boundaries and embraces cultural diversity, with more than 255 million
people living throughout its vast archipelago of islands. The Indonesian education system aims to
reach every corner of the country, ensuring that education is available and accessible to everyone
and any community. The chart below would provide valuable insights into education completion
rates in Indonesia.
In 2022, 98.21% female and 97.44% male enrolled in their elementary education. At the
junior high school level, 91.71% were female enrollees and 88.64% were male. In the senior
high school level, 68.31% were female and 64.09% were male. The education completion rate in
Indonesia, as observed from the chart above, decreases as the education level gets higher.

Indonesia, the largest archipelago in the world to form a single state, is divided into three
main groups: Java, Sumatra, and Kalimantan. Although, it comprises five main islands: Sumatra,
Java, Kalimantan, Sulawesi, and Papua, with approximately 18,110 islands and islets, including
around 6,000 inhabited ones. Situated on the equator, Indonesia connects the Pacific and Indian
Oceans and links the continents Asia and Australia.

This country plays a significant role in several international organizations including

ASEAN, where it is considered a leader since its establishment in 1967, fostering economic
integration and signing multiple free trade agreements. Additionally, Indonesia is a founding
member of the Non-aligned Movement (NAM), hosting the Asian-African Conference in 1955,
and one of the countries who formed the organization in 1961, and remains dedicated to
representing the interests of developing countries. Furthermore, Indonesia is a member of APEC
or Asia-Pacific Economic Cooperation that was established on 1989, which aims to accelerate
regional economic integration. Lastly, the Organization of Islamic Cooperation (OIC),
established on 1969, formed to strengthen cooperation and solidarity among Islamic nations,
reflecting Indonesia's active participation in global diplomacy and regional collaboration.

Indonesia has cultivated robust diplomatic relations across Southeast Asia, fostering close
cooperation in various sectors. With the Philippines, agreements center on border management
and security, while Indonesia's longstanding relationship with Vietnam predates 1955,
supporting mutual independence and development. Diplomatic ties with Malaysia, established
shortly after its independence, remain peaceful with annual consultations. Indonesia's support for
peace and stability benefits Cambodia and Laos, while collaboration with Singapore focuses on
trade since formal relations were established in 1967. Relations with Thailand, dating back to
1950, have expanded across multiple levels, reflecting shared interests and ASEAN partnership.
Additionally, collaboration with Brunei Darussalam spans trade, education, and defense since
1984, and Indonesia's historical ties with Myanmar are currently focused on diplomatic
cooperation and cultural exchanges.

II. EDUCATIONAL POLICY

Science and math education initiatives

As reported by the Trends In Mathematics and Science Study (TMISS) in their 2015
report, Indonesia placed below average internationally in both fields of Mathematics and
Science. The report identified several factors contributing to the students' poor performance,
including inadequate teacher training, lack of resources, and curricula that emphasized
memorization rather than problem-solving skills. This result was found similar to a study which
concluded that the factors affecting the low performance of students in the field of mathematics
in Indonesia was the instructional materials and the teachers' competencies. The study evaluated
the Realistic Mathematics Education (RME) program in Indonesian primary schools where it
found that RME significantly improved student math achievement, especially in schools where
teachers received comprehensive training and support. In support of this conclusion, a study
which investigated the impact of a teacher professional development program in science
education found that teachers who engaged in the development program showed substantial
improvement in their science teaching practices and the academic performance of their students
when compared to a control group.

Recognizing these shortfall, the Indonesian government, in collaboration with the

Southeast Asian Ministers of Education Organization (SEAMEO), launched a specialized
program aimed at enhancing science and mathematics education across Southeast Asian nations.
This comprehensive initiative encompasses three key areas: science, mathematics, and language
arts. In the science domain, the program prioritizes the cultivation of critical thinking through
Inquiry-based Science Education (IBSE). Concurrently, the mathematics branch focuses on
empowering teachers with resources, professional development opportunities, and tailored
support to elevate the quality of mathematical instruction. By nurturing competent educators and
equipping them with essential resources, SEAMEO aims to foster improved learning outcomes,
thereby contributing to the advancement of the ASEAN community's educational landscape.
Access and support programs for vulnerable groups

The Indonesian government prioritize education's development during the new order era
of 1965 to 1998. When it was implemented, the six-year mandatory education policy was
amended to one year of mandatory education. In keeping with the 2001 reform era, Indonesia
established a program for mandatory education for the year, leading to a 12-year mandate.

The Indonesian government, with the backing of a policy to finance education known as
School Operational Assistance (BOS , or Bantuan Operasional Sekolah), provides facilities for
the implementation of education during the reform order period. The purpose of BOS is to
provide for a range of financial or educational needs. Apart from that program, the Indonesian
government also established KIP independent path. The Smart Indonesia Card (Kartu Indonesia
Pintar/KIP Kuliah) is a program by the Indonesian government aimed to provide opportunities
for prospective students who cannot afford to apply to public and private universities. It is a
tuition assistance from the government for high school graduates who have academic potential
but are financially constrained but have the achievement to continue their studies at university.

Teacher training and curriculum development programs

The Indonesian government has been actively striving to enhance the quality of teachers
in both public and private schools through various programs and certifications. Despite these
efforts, the effectiveness of these initiatives remains a challenge. One notable support effort
comes from the Tanoto Foundation, which has been conducting teacher professional
development programs since 2010, particularly focusing on elementary schools in specific
provinces. Changes in teacher requirements, mandated by Law Number 14 (2005), have shifted
the qualifications towards a four-year university degree and certification, with teachers needing
to undergo a strict training and competency exams to meet these standards.

In response to the evolving educational landscape, the Indonesian government, that is

supported by organizations like the Tanoto Foundation, has made significant steps in
reconsidering teacher qualifications and professional development. The transition from a two-
year diploma requirement to a four-year university degree and certification process, as stipulated
by Law Number 14 (2005), underscores a broader commitment to improving teacher quality.
This includes a definite training program and competency exams that assess professional,
pedagogical, personal, and social skills, ensuring teachers meet the demanding standards set by
modern educational institutions.

Lack of resources and qualified instructors

Elementary schools’ physical facilities there are 146,052 institutions that accommodate
25,918,898 students and have 865,258 classrooms. Among all the classrooms available, 364,440
or 42.12% were in good condition, 299,581 or 34.62% had minor damage and 201,237 or
23.26% had severe damage. While there is a significant percentage of teachers who are educated
below as per the standard of the government, with 64.09% for junior high school, 61.5% for high
school and 10.14% for vocational school.
Barriers to enrollment and attendance for girls/women

Indonesia faces barriers such as economic issues, child marriage, regional and social
inequality, and school attendance that hinder girls and women from enrolling and attending
school, despite progress in national gender parity. Firstly, Indonesian schooling is expensive,
with a higher ratio of tuition fees to GDP per capita compared to Canada. In 1999-2000,
Canadian universities had an average ratio of 13%, while Indonesian institutions had a
percentage ranging from 25% to 65%. Second, Child Marriage, early marriage negatively
impacts girls, increasing school dropout rates, despite a decrease in child marriage prevalence in
Indonesia, with regional variations. Third, Socioeconomic Status and Geographical Differences
significantly impact students' education completion rates. Adolescents from lower secondary
school age households have a four-fold increased likelihood of not attending school, with
economic circumstances being the primary cause. Children in distant, isolated locations make up
a larger out-of-school population. Lastly, School Attendance in Secondary Level, in some
regions, gender disparities exist, with only 61% of boys aged 16-18 in Sukamara Regency,
Central Kalimantan, enrolling in school, compared to 95% of girls. However, girls also face
disadvantages, with boys enrolling 1.5 times higher than girls.

The underprivileged gender in Indonesia benefits most from programs enhancing

participation in school. Both boys and girls' school involvement has increased due to cost-
effective strategies, with girls benefiting more. Civil society organizations (CSOs) play a crucial
role in addressing societal norms and structural obstacles, promoting women's empowerment
through initiatives and collaborations with other countries. Despite progress in gender equality in
education, economic, societal, and cultural barriers remain. Greater gender parity in Indonesia
can only be achieved through leadership and educational opportunities.

Regional disparities in educational quality

The disparities in access to quality education in Indonesia are multifaceted and deeply
rooted, varying significantly across different regions and communities. These discrepancies,
spanning provinces, districts/cities, and rural/urban areas, present a formidable obstacle to
achieving the goal of inclusive and equitable education by 2030. Socioeconomic factors,
including poverty levels, parental education, and cultural attitudes towards education, intersect
with geographic challenges such as remoteness and limited accessibility to compound these
inequalities. Additionally, supply-side issues such as insufficient teacher availability and
inadequate educational infrastructure exacerbate the divide, while demographic dynamics like
population distribution and migration patterns further shape educational disparities.

The consequences of these disparities are profound, as they impede the development of
human capital, perpetuate cycles of poverty, and widen economic inequalities. Moreover, they
hinder social mobility and impede efforts towards sustainable development. To tackle these
challenges, the government must adopt a comprehensive approach that addresses both access and
quality of education. This entails expanding educational access by constructing more schools and
improving transportation networks, particularly in underserved areas. Simultaneously, enhancing
education quality through investments in infrastructure and teacher training is essential.
Literacy Rates Data & Analysis

Literacy is defined by the percentage of the literate population of a particular age group.
The literacy rate for adults is 15 years or older, the literacy rate for young people is 15 to 24
years, and the literacy rate for elderly people is 65 years or older. It is usually measured as the
ability to understand short and simple statements about everyday life. In general, literacy
includes computational power, and measurements may include simple computational power
assessments.

Adult literacy rate is the percentage of people ages 15 and above who can both read and
write with understanding a short simple statement about their everyday life. In 2020, the
Indonesia literacy rate was 96.00%, a 0.34% increase from 2018. In 2018, it was 95.66%, a
0.28% increase from 2016. In 2016, it was 95.38%, a 0.16% increase from 2015. And in 2015 it
was 95.22%, a 0.1% increase from 2014.

Indonesia Literacy Rate - Historical Data

Year Literacy rate Annual change

2020 96.00% 0.34%

2018 95.66% 0.28%

2016 95.38% 0.16%

2015 95.22% 0.10%

2014 95.12% 2.30%

2011 92.81% 0.23%

2009 92.58% 0.39%

2008 92.19% 0.21%

Despite having a high national literacy rate, Indonesia routinely scores badly on
international examinations such as PISA. The country's average scores in mathematics, science,
and reading have been diminishing, falling from 62nd out of 70 countries in 2015 to 69th out of
81 in 2022. One key aspect is Indonesian children's lack of interest in reading, with just a small
fraction exhibiting interest, which can be linked in part to the ubiquity of technology. The
COVID-19 pandemic exacerbated educational inequities, notably in access to learning resources,
with poorer pupils being disproportionately affected. Geographical challenges accentuate
discrepancies among provinces, making equitable distribution of reading resources challenging.
Furthermore, inadequate infrastructure and technology in schools, despite large investments,
contribute to overcrowded classrooms and inferior amenities, eventually affecting the quality.
Literacy Data by Gender, Income Level and Region

In Indonesia, historically, there has been a notable focus on male literacy, with efforts to
promote education resulting in high literacy rates for males. However, initiatives to enhance
gender equality in education have led to increasing literacy rates for females. As of 2018, the
literacy rate for females aged 15 and above was around 94.9%, and for males, it was
approximately 98.7%, indicating a narrowing gender gap in literacy. As of 2023, we can see that
the rural poverty line of Indonesia stood at about 525 thousand Indonesian rupiah per month,
showing a consistent increase from previous years. Conversely, the urban poverty line was
approximately 552 thousand Indonesian rupiah per month in 2022, also on a steady rise since
2013. As March 2023, about 12.22% of the rural population in Indonesia lived below the poverty
line, a notably higher rate compared to urban areas.
Government Programs to Improve Literacy

UNICEF launched the 'Early Grade Literacy' program in 2015. The EGL initiative aims
to improve students' reading and writing skills by teaching instructors on how to create an
efficient, effective, and innovative educational environment. Teachers are trained in classroom
administration, literacy development strategies, constructive discipline techniques, and library
management. Ibu Wanggai, a primary school teacher in Jayapura, has noticed a "remarkable"
improvement in her kids while working with the EGL curriculum.

Another government program is the Innovation for Indonesia’s School Children

(INOVASI). Since 2016, INOVASI has collaborated with the Indonesian and Australian
governments to reduce child illiteracy in Indonesia. Following several surveys and assessments
of the underlying causes, the Indonesian Ministry of Education issued a list of books approved
for early grades education, as well as new law that makes it easier for authors to submit books
for approval for early education.

Lastly, is the Early Childhood Care and Education Programme (ECCE). This Early
childhood education provides a foundation for lifelong learning and growth, allowing children to
reach their greatest potential. UNICEF and the Indonesian government are collaborating on a
community-based early childhood education programme that will reach thousands of Indonesian
children in Kupang District, thanks to support from the New Zealand government.

Data on Inaccessibility of Primary Education

In the 2022/2023 school year, there were approximately 148.98 thousand active primary
schools in Indonesia. The education system in Indonesia consists of six years of primary school,
three years of junior high school, and three years of high school.

Table 1. Number and Percentage of Primary Schools by Regions and Status School, Academic
Year 2022/2023
Public Private Public+Private
Regions
Amount Percent (%) Amount Percent (%) Amount Percent
(%)
Sumatra 32,332 88.57% 4,124 11.43% 36,456 100%
Java 58,380 81.66% 7,767 18.34% 66,147 100%
Lesser Sunda Islands 8,654 83.22% 2,274 16.78% 10,928 100%
Kalimantan 11,380 90.91% 1,025 9.09% 12,405 100%
Sulawesi 14,546 89.56% 1,620 10.44% 16,166 100%
Maluku Islands 2,386 77.42% 741 22.58% 3,127 100%
Papua 2,364 63.20% 1,382 36.80% 3,746 100%
Indonesia 130,042 82.08% 18,933 17.92% 148,975 100%

Lowest Primary Education Enrollment/Completion Rates

 No Province Population Age (15-44 years) Average

2011 2012 2013 2014 2015 2016 2017

1 Aceh 1,29 1,03 0,67 0,43 0,27 0,22 0,13 0,58

2 North Sumatra 1,64 1,10 0,9 0,66 0,51 0,37 0,38 0,79

3 West Sumatra 1,26 1,05 0,64 0,43 0,32 0,17 0,19 0,58

4 Riau 1,05 0,87 0,67 0,48 0,33 0,20 0,15 0,54

5 Jambi 1,43 1,33 0,89 0,57 0,49 0,35 0,29 0,76

6 South Sumatra 1,17 0,91 0,72 0,52 0,48 0,35 0,25 0,63

7 Bengkulu 1,31 1,09 0,68 0,54 0,48 0,36 0,27 0,68

… … … … … … … … … …

28 Southeast 3,15 2,84 2,05 1,62 1,37 1,19 1,14 1,91

Sulawesi

29 Gorontalo 3,27 2,88 1,44 1,10 0,61 0,49 0,50 1,47

30 West Sulawesi 6,45 5,86 4,73 3,93 3,33 3,06 3,16 4,36

31 Maluku 1,94 1,62 1,30 0,81 0,80 0,76 0,77 1,14

32 North Maluku 1,89 1,52 1,00 0,57 0,47 0,36 0,41 0,89

33 West Papua 5,37 4,53 2,93 2,27 2,09 1,97 1,94 3,01

34 Papua 34,55 33,4 31,44 28,5 28,47 28,21 24,66 29,89

Primary School Net Completion Rates

Illiteracy poses a significant challenge in developing nations like Indonesia, particularly

affecting social welfare and crime rates, exacerbated by poverty's barrier to education. Despite
rich natural resources, Papua and West Papua struggle with low Human Development Index
(HDI) compared to the national average. While West Papua experiences better economic growth
due to special autonomy status, both provinces face human development challenges. Primary
school attendance varies across regions, with West Sumatra having the highest at 87% and Papua
the lowest at 73%, with gender disparities most pronounced in Jambi. In regions like Papua,
Papua Barat, and South Sumatra, less than 80% of children attend school at the appropriate age,
highlighting significant educational hurdles. In Papua, education issues stem not from
infrastructure shortages but misdirected investments and widespread teacher absenteeism driven
by cultural tensions and low pay. Comprehensive reforms, including enforcing laws against
absenteeism and prioritizing local language education, are crucial, along with temporary support
for alternative educational institutions, emphasizing the pivotal role of schools in shaping values
and countering radicalism.

Research Barriers to Accessibility by Area (Income, Cultural Etc.)

Numerous studies have identified a variety of issues, such as differences in the socio-
economic status of the family, and the evolution of Indonesia's governmental and administrative
system that were discovered to have an impact. Regarding employment status, we take into
consideration whether a parent holds a high-status occupation, or if one has a low-status
occupation. The categories of economic capital vary depending on the examination. At the base
of the income, the expense of schooling, and the parents' status are important indicators. Human
capital indicates a student's parents' characteristics, such as parental education, and profession.
Also, school accessibility, mass media availability, and the distance to school make it more
difficult to reach the school. Children have to walk long distances to get to school, especially in
isolated and rural locations where there is poor transportation. Furthermore, even though the
government has expanded access to television and radio in remote areas, there are still isolated
places that are inaccessible to the general public. To evaluate differences in village-level access
to mass media, we compile information on mass media accessibility in the home.

The administration was made to enhance educational opportunities and school access
achievement of kids from families with little finances. Initially, to lessen the burden. In response
to the 1997 start of the economic crisis, the government established a social safety net (SSN)
scheme to preserve transition and enrollment rates in schools, to lower dropout rates, and to
preserve the standard of the instruction process. The SSN scheme comprises a school subsidy
and a stipend for the underprivileged. The program known as School Operational System, helped
sustain the quality of both public and private schools by providing subsidies. Additionally, the
administration divided the education system by increasing local government authority and by
giving districts and cities greater funding to the education sector. Because of this approach,
municipal governments enhance public services, especially in the field of education, as it is
mentioned in the constitution, requiring governments to set aside at least 20 percent of their
funds allocated to the education sector.

III. HEALTH ISSUES IMPACTING EDUCATION

Adolescent malnutrition significantly impacts long-term health, with both underweight

and obesity rates rising globally. Double-burden malnutrition is particularly prevalent in Africa,
while Asian countries struggle with a high prevalence of adolescent obesity. Indonesia, facing its
nutritional challenges, lacks nationally implemented school-based nutrition programs for
adolescents due to insufficient data on their nutritional status, highlighting the need for
comprehensive data collection to inform effective interventions and programs tailored to this
demographic. Urgent action is required to address adolescent malnutrition and ensure their future
health.
 Maintaining children's health for effective learning is highlighted, with regular health
screenings being a crucial strategy. These screenings, conducted by primary health care
providers, target new students, primarily in Grade 1, and include assessments such as
anthropometric measurements, nutritional evaluations, personal hygiene checks, visual and
auditory exams, and dental and skin examinations. Annual screenings are emphasized for
monitoring health closely and addressing issues promptly. A study in the Penjaringan district of
Jakarta, Indonesia, explores the relationship between overall health status, various health factors,
and academic performance among students in grades 1 through 6, building upon previous
research focusing on academic achievement and individual health problems.

Prevalence of vision/hearing issues

In the context of education and profession, hearing and sight stand out as essential senses.
Individuals experiencing normal hearing or sight challenges may face potential compromises in
their future professional and social endeavors, along with limitations in acquiring an education.
A study by Boesen and Lykke (2012) investigated the prevalence of vision and hearing problems
among primary school students in a disadvantaged urban area of Yogyakarta, Indonesia. The
study employed simple and inexpensive screening methods to identify a significant number of
children with undetected vision (2-4%) and hearing impairments (around 6%).

Among the 775 pupils screened, 2% were classified as having vision disabilities based on
the WHO definition (visual acuity below 6/18 on a Snellen chart). An additional 6% were
referred for further evaluation due to borderline vision, and nearly half (38%) were confirmed to
have vision impairments. Overall, 4% of the children required glasses to achieve normal vision
(6/6). Hearing screenings identified 6% of the 777 students with hearing disabilities according to
WHO standards (hearing threshold below 30 decibels at specific frequencies). Out of those
referred for further ear, nose, and throat (ENT) examinations (16%), over 4 3% were diagnosed
with hearing impairments. It's important to note that some hearing issues were treatable with
earwax removal, suggesting a potential overestimation of the 6% prevalence rate. However, this
rate aligns with findings from other countries with limited public healthcare resources.

This study underlines the effectiveness of low-cost screening methods in detecting a

substantial proportion of vision and hearing impairments among schoolchildren in a resource-
limited setting. These findings suggest that many disabilities likely remained undiagnosed prior
to the screenings. Early detection of these impairments is crucial to enable timely interventions
and support, ensuring proper access to education and potentially improving the children's future
socioeconomic prospects. The study's findings advocate for the implementation of nationwide
vision and hearing screening programs for all Indonesian primary school students. This would be
a significant step towards addressing vision and hearing problems as an important yet under-
recognized public health issue in Indonesia.

Substance abuse and mental health challenges

The expansion of student enrollment and academic productivity in Indonesian higher

education coincides with a troubling increase in students reporting poor mental health. This
parallels global trends, highlighting the concerning state of mental wellbeing among Indonesian
university students (Kotera et al., 2022). Studies reveal a significant portion of undergraduates
experiencing high-stress symptoms, depression, anxiety, and loneliness, collectively emphasizing
the severity of compromised mental health among Indonesian university students (Mardea et al.,
2020; Astutik et al., 2020; Peltzer et al., 2017; Lili et al., 2022).

In 2018, the National Narcotics Board (BNN) and the Culture and Society Research
Center of LIPI conducted a survey on drug abuse and illicit trafficking across 13 provinces in
Indonesia, encompassing students, workers, and households. The survey revealed a 3.2%
prevalence rate of drug use among junior and senior high school students and university students,
totaling 2,297,492 individuals. Senior high school students had the highest prevalence rates, with
males predominating drug use in senior high school and university settings. However, the
prevalence rate of drug abuse was nearly identical among male and female junior high school
students. Survey results indicated that cities like Surabaya, Samarinda, Bandung, Jakarta, and
Yogyakarta exhibited the highest prevalence rates of drug and non-drug addictive substance
abuse compared to other cities.

IV. AGRICULTURE

Strategic Plan of the Indonesian Ministry of
Agricultural (MoA)
- aims to enhance food security and
agricultural competitiveness by
fostering a self-reliant, prosperous
agricultural community.
- prioritizes market mechanisms over
traditional food self-sufficiency goals

Government Assistance Program (GAP) - to enhance the production,

productivity, and quality of food
crops.
- designed for all citizens with the
objective of promoting national food
sovereignty and enhancing the
productivity of agricultural production
at a national level.

Indonesian Agricultural Policy - emphasizes self-sufficiency and trade

measures to attain food independence,
- focus on supporting only a few staple
commodities could potentially hinder
efforts to achieve a more diversified
agricultural sector.

The Country Programming Framework (CPF) - four government priority areas to

guide FAO partnership and support
with the Government of Indonesia
 (GoI).
- Priority Areas: 1. Support disaster risk
reduction and improved resilience to
climate change, 2. Sustainable natural
resource management for crops,
livestock, forestry and fisheries, 3.
Improved agricultural productivity,
value chain development and
competitiveness, and 4. Strengthen the
enabling Policy, Legal andInstitutional
Environment to Improve Livelihoods,
Food Security and Nutrition

V. CONCLUSION

Education

Indonesia's educational landscape grapples with diverse challenges, including regional

disparities, insufficient resources, and barriers to enrollment for vulnerable groups. Despite
government efforts and initiatives, such as literacy programs and teacher training, significant
disparities persist, hindering progress towards equitable education. A comprehensive approach is
vital, focusing on regional equity, infrastructure improvement, teacher quality enhancement, and
collaboration with civil society and international partners to ensure all Indonesian children access
quality education, irrespective of background or location. Addressing challenges in Indonesia's
education system is vital for individual empowerment, economic growth, and social cohesion.
By ensuring equitable access to quality education and improving resources and enrollment
barriers, Indonesia can unlock the potential of all its citizens, fostering a skilled workforce and
national unity while securing its future stability and prosperity.

Health

Health issues significantly hinder education in Indonesia, necessitating immediate action

and holistic approaches. Adolescent malnutrition, vision and hearing impairments, and mental
health and substance abuse challenges pose formidable barriers to effective learning.
Implementing school-based nutrition programs, regular health screenings, and nationwide
screening initiatives for vision and hearing are crucial steps. Additionally, addressing mental
health concerns among university students and combating substance abuse require collaborative
efforts. By prioritizing students' health, Indonesia can improve educational outcomes and
promote a healthier future for its youth. Addressing health issues in Indonesia is crucial for
enhancing education. Adolescent malnutrition, vision and hearing impairments, and mental
health and substance abuse challenges hinder learning. Implementing school-based nutrition
 programs, health screenings, and mental health initiatives are vital. Prioritizing students' health
will improve educational outcomes and ensure a healthier future for Indonesia's youth.

Agriculture

Indonesia's agricultural policies focus on enhancing food security and competitiveness

through programs like the Ministry of Agriculture's Strategic Plan and the Government
Assistance Program. While emphasizing self-reliance and productivity, there's also recognition
of the need for market-oriented approaches. Collaborative frameworks like the Country
Programming Framework with organizations like the FAO target disaster resilience, sustainable
resource management, and overall agricultural productivity, aiming to improve livelihoods and
food security across the nation. Indonesia's agricultural policies prioritize food security and
competitiveness, integrating self-reliance with market-oriented strategies. Collaborative
frameworks with organizations like the FAO aim to enhance disaster resilience, sustainable
resource management, and agricultural productivity, crucial for improving livelihoods and food
security nationwide.

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