Indonesia is entering a new phase of educational infrastructure development as the government significantly expands its school revitalization efforts. Through the Ministry of Primary and Secondary Education (Kemendikdasmen), the Indonesia school revitalization program is expected to reach tens of thousands of educational institutions across the country, reflecting a broader commitment to improving learning environments and supporting long-term human capital development.
The program has become one of the government’s flagship initiatives in education policy, focusing not only on repairing damaged school buildings but also on creating safer, healthier, and more supportive spaces where students can learn and grow. Officials view school infrastructure as a critical component of educational quality, arguing that modern facilities help students perform better academically while also improving their overall well-being.
Throughout 2026, Kemendikdasmen plans to implement revitalization projects in 11,744 schools. The initiative represents the second year of the program’s implementation and covers both public and private educational institutions. Priority is being given to schools located in disaster-prone regions, remote and underdeveloped areas, and educational facilities classified as severely damaged.
The scope of the program extends beyond simple renovation work. School revitalization projects can include rehabilitation of existing buildings, construction of new classrooms, libraries, health facilities, laboratories, places of worship, sports fields, sanitation facilities, and other supporting infrastructure. By upgrading these facilities, the government aims to ensure that students have access to learning environments that are secure, comfortable, and conducive to academic success.
Officials believe that schools should function as a second home for children. While the family home remains the primary environment for growth and development, schools play an equally important role in shaping character, knowledge, and social skills. Creating welcoming educational spaces has therefore become a key objective of the revitalization agenda.
President Prabowo Subianto has reinforced that commitment by announcing plans to dramatically increase the number of schools benefiting from the program. According to government plans, an additional 60,000 educational institutions could be included in the initiative, potentially bringing the total number of beneficiary schools to 71,744.
Such an expansion would represent one of the most ambitious school infrastructure programs ever undertaken in Indonesia. If fully implemented, it would allow improvements to reach schools across a wide range of geographical and socioeconomic conditions, including communities that have historically struggled to access adequate educational facilities.
The president has also emphasized the importance of making schools places that are safe, healthy, clean, and attractive. The concept reflects a broader vision in which educational institutions are not merely sites of instruction but environments where children can thrive physically, emotionally, and intellectually.
A major feature of the Indonesia school revitalization program is a new funding mechanism designed to reduce bureaucracy and accelerate implementation. Rather than channeling assistance through regional governments, Kemendikdasmen has adopted a direct transfer system that sends revitalization funds directly to school accounts.
The decision represents a significant shift in public administration. Traditionally, educational infrastructure assistance often passed through multiple levels of government before reaching schools. While such systems were intended to ensure oversight, they could also create delays and administrative complexities.
Under the new model, schools receive funding directly from the central government, allowing local administrators to take a more active role in managing development projects. Officials describe the policy as part of a broader effort to create a more service-oriented approach to governance.
Minister of Primary and Secondary Education Abdul Mu’ti has repeatedly stressed that public servants should prioritize service delivery rather than becoming trapped in rigid bureaucratic procedures. The ministry views streamlined funding mechanisms as essential for ensuring that educational improvements reach students as quickly as possible.
The revitalization initiative also relies heavily on a self-management approach. Schools are entrusted with organizing construction and rehabilitation activities while involving local communities in planning and implementation. Through this model, schools become directly responsible for ensuring that projects are completed according to established standards.
Questions have naturally emerged regarding whether schools possess the capacity to manage substantial infrastructure budgets efficiently and transparently. However, government officials point to experiences from 2025 as evidence that schools can successfully carry out these responsibilities when provided with appropriate guidance and oversight.
To support implementation, schools are required to establish development committees responsible for planning, execution, monitoring, and financial management. These committees include school representatives, technical experts, supervisors, and community members. The objective is to create a system of shared responsibility that enhances accountability while ensuring that projects reflect local needs.
Universities and higher education institutions are also being involved in the program. Academic experts provide technical assistance and oversight to help maintain construction quality and ensure that projects comply with relevant standards. Their participation is intended to strengthen project management while minimizing the risk of inefficiencies or poor workmanship.
The ministry has introduced technical training programs for school administrators and project committees before construction begins. These sessions cover financial management, planning procedures, procurement requirements, and monitoring mechanisms. Officials believe that capacity building is essential to ensuring successful implementation across thousands of schools.
Beyond educational benefits, the revitalization initiative is generating significant economic activity at the local level. Because schools manage projects directly, many purchase building materials from nearby suppliers and hire local workers. This creates additional economic opportunities for communities while keeping more of the investment circulating within local economies.
According to ministry data, more than 238,000 workers were involved in school revitalization projects during 2025. With the program expected to expand significantly in 2026, employment opportunities linked to construction and infrastructure development are likely to increase further.
The self-management model is also credited with improving cost efficiency. When infrastructure projects are handled through external contractors, a portion of the budget typically goes toward contractor profits and administrative expenses. Under the direct management approach, a larger share of available funds can be devoted to actual construction and facility improvements.
Government officials argue that these efficiencies have already demonstrated tangible results. During 2025, the number of schools receiving revitalization support increased substantially beyond initial targets. What began as a program designed to reach 10,440 schools ultimately expanded to cover 16,167 educational institutions, reflecting savings generated through more efficient project management.
Supporters of the initiative see this outcome as evidence that direct funding and self-management can help maximize public investment while expanding educational benefits. By reducing administrative layers and empowering schools, the government believes it can deliver infrastructure improvements more effectively than under previous systems.
However, officials acknowledge that success depends on maintaining strong oversight and preventing misuse of funds. Educational stakeholders, including school committees, local communities, and government agencies, are expected to work together to monitor implementation and ensure that resources are used appropriately.
The president has repeatedly emphasized the importance of protecting education funding from corruption. His message reflects broader concerns about safeguarding public resources while ensuring that investments produce meaningful benefits for students and communities.
For many observers, the Indonesia school revitalization program represents more than a construction initiative. It reflects an effort to transform educational environments, strengthen local participation, improve public service delivery, and support broader economic development. By investing in schools, policymakers hope to create conditions that allow future generations to acquire the knowledge and skills necessary to compete in an increasingly complex world.
As implementation continues, the success of the program will likely be measured not only by the number of buildings renovated or classrooms constructed but also by its impact on educational quality, student well-being, and community engagement. The expansion of the initiative signals the government’s belief that educational infrastructure remains a fundamental foundation for national development.
If the program achieves its goals, millions of Indonesian students could benefit from safer, more modern, and more welcoming schools. In that sense, the revitalization effort is ultimately about creating educational spaces where children can learn with confidence and where schools truly serve as a second home for the nation’s future generations.
