The Ministry of Primary and Secondary Education of the Republic of Indonesia has announced a new policy to make English a mandatory subject in primary schools, particularly for grades 3 to 6. The implementation of this policy is scheduled to begin in 2027.
The Head of the English Literature Study Program, Faculty of Cultural Sciences, Universitas Gadjah Mada (FIB UGM), Dr. Adi Sutrisno, described the policy of introducing English as a compulsory subject in primary schools as a strategic and visionary step.
“If we relate this to the curriculum and the broader context of education in Indonesia, this move could become one of the key elements in determining the long-term success of our national education system,” said Dr. Sutrisno on Wednesday (Oct. 22).
He further explained that the policy design is closely tied to the global competitiveness framework adopted by many countries. Each nation, he noted, establishes its own qualification frameworks as a standard of global competency.
In Indonesia, this standard is applied through the National Standard for Higher Education (SN DIKTI) under the Directorate General of Higher Education.
According to Dr. Sutrisno, this framework has led to the emergence of a new outcome-based paradigm known as Outcome-Based Education (OBE). However, OBE cannot function optimally without a solid foundation at the primary education level.
Therefore, integrating English as part of national competency development is crucial for strengthening the country’s educational base.
“We must start preparing now to meet global qualification standards,” he emphasized.
Beyond strengthening national competencies, Dr. Sutrisno added that the introduction of English as a compulsory subject also aligns with findings from modern neuroscience.
The primary school period, often referred to as the golden age, is when the brain undergoes synaptogenesis, a phase marked by a surge in neural connections that facilitates rapid language acquisition.
“At this stage, the prefrontal cortex develops rapidly, supporting cognitive skills, memory, and decision-making,” he explained.
To ensure the successful implementation of the policy, Dr. Sutrisno stressed the importance of teacher readiness. He noted that the learning process has undergone significant changes over time, yet many teachers may still rely on outdated paradigms.
“It is necessary to align schools and curricula with the current educational needs,” he stated.
Nonetheless, Dr. Sutrisno acknowledged that the policy will face various challenges, particularly in addressing disparities in educational facilities and access to them.
While inequalities in education are difficult to eliminate, he believes opportunities remain through curriculum improvement and the development of teacher competency.
“The most crucial aspect now is the core preparation about how ready the curriculum is, how teachers are being trained, and how stakeholders in this field prepare themselves to implement this policy effectively,” he concluded.
Author: Salwa
Editor: Gusti Grehenson
Post-editor: Rajendra Arya
Illustration: Freepik