Higher Education Is Still Necessary, Here's Why

Ahmad Tholabi Kharlie
Professor at UIN Jakarta 

The need for higher education in Indonesia is on the verge of death. In the context of digital transformation, the artificial intelligence revolution, and escalating global economic competitiveness, universities are responsible for cultivating exceptional human resources who are academically competent as well as flexible, innovative, and resilient.

The World Economic Forum (2023) analysis indicates that 44% of work skills would be affected in the next five years as a result of emerging technology. How does higher education manage to keep up its graduates in confronting these challenges?

Numerous instances reveal a disparity between expectations and reality. According to data from the Central Bureau of Statistics (BPS) 2024, the Gross Enrollment Rate (GER) for higher education is at 32%, significantly below the OECD average of almost 70%. The discrepancy in the quality of higher education among areas remains significant.

Campuses on Java are comparatively better developed, although those in the eastern region continue to face challenges due to inadequate facilities, faculty, and research opportunities. This situation exemplifies a quintessential paradox. While several universities advance towards modernity, others remain encumbered by precarious foundational infrastructures.

This contradiction affirms that higher education possesses a strategic mission: to function not merely as a diploma-granting institution, but also as a catalyst for social transformation and an engine of economic growth. President Prabowo Subianto harbors significant expectations concerning the concrete impact of higher education on national growth.

Strategic obstacles

Upon closer examination, one may identify a minimum of three major issues confronting Indonesian higher education at present.

The primary issue is the relevance of the curriculum. The employment landscape is evolving swiftly as a result of technological disruption. Nevertheless, numerous academic programs continue to impart obsolete content that is significantly misaligned with the requirements of the industry and the labor market.

UNESCO, in Rethinking Education (2015), posited that education should transition from solely imparting knowledge to fostering the ability for lifelong learning. The notion of a tiered technology curriculum is crucial, emphasizing that digital literacy is vital for all students, contextual applications are significant for particular subjects of study, and specialization is required for technical domains.

Secondly, I advocate for a rigorous educational framework. Our methodology distinctly differentiates between academic and vocational courses. The contemporary workforce necessitates versatile graduates, possessing a blend of practical competencies and scholarly insight.

The concept of micro-credentials, or modular certificates, is emerging as a global trend.Major corporations, including Google and IBM, have acknowledged professional certifications as comparable to a bachelor's degree for specific roles since the 2020s.

Micro-credentials have already commenced implementation throughout our higher education system, primarily through government initiatives and numerous prominent colleges. Nonetheless, their application remains constrained, as it primarily targets specific groups, including educators, educational personnel, and select pupils.

There is currently a significant effort to broaden its use to enhance the Merdeka Belajar-Kampus Merdeka (MBKM) policy, facilitate the digitization of education, and promote more flexible and sustainable learning.

Honestly, numerous research projects from Indonesian campuses are published in scholarly publications or relegated to neglected library shelves, failing to engage with societal dynamics. The experiences of Germany and Denmark demonstrate that the Industrial Ph.D. program effectively connects academic research with the practical demands of industry.

The same goes for doctoral research, which is no longer restricted to academia; it is being conducted in factories, hospitals, and social communities. This paradigm is particularly pertinent for Indonesia in tackling national economic issues and enhancing national sovereignty.

In Democracy and Education, John Dewey (2001) asserted that education disconnected from social reality yields only "dead knowledge."Consequently, the primary task for our higher education system is to actualize that knowledge, transforming it into a genuine catalyst for change.

Several suggested remedies

To tackle these difficulties, several proposed solutions should focus on three primary pillars. Firstly, the integration of science and values is crucial. Technological advancement must not compromise ethical standards. Higher education must include Pancasila ethics and religious beliefs in the curriculum.

Harvard and Stanford have led the incorporation of ethics study centers within their engineering and medical departments. Indonesia possesses a distinctive asset in the wahdah al-ulum or takamul al-ulum tradition, which emphasizes the unification or integration of knowledge within Islamic Religious Higher Education Institutions (PTKI), particularly at State Islamic Universities (UIN). This model may provide a unique Indonesian input to the worldwide discourse on the equilibrium between science and ethics.

Secondly, it emphasizes the importance of contextual collaboration. The triple helix paradigm (university-industry-government) must be contextualized as a triple helix plus, incorporating university-local government-community/MSMEs. In rural regions, the emphasis is inherently on agricultural innovation and the empowerment of farmers. Simultaneously, the topic pertains to the advancement of marine technology and tourism in maritime regions. Consequently, universities have transitioned from being isolated institutions to becoming pivotal centers of local development.

The third is social equity through the optimization of cultural assets. Islamic Boarding School (Pesantren) can also serve as a nexus for rural innovation.Due to their expansive networks and significant trust within the community, they serve as hubs for digital literacy, entrepreneurship, and the distribution of suitable technology. This constitutes a genuine type of community contribution with a tangible impact, rather than merely an annual ceremonial event.

Amartya Sen (1999) asserted in Development as Freedom that genuine progress entails the expansion of individuals' choices and liberties. Consequently, higher education must serve as the catalyst for freedom, facilitating access, enhancing quality of life, and diminishing inequality.

From conception to execution

The current state of Indonesian higher education presents numerous obstacles, although it also offers significant chances for development. The vision of asymmetric policies, value integration, flexible paths, effective research, and cultural asset optimization constitutes a strategic agenda capable of initiating a new era in Indonesian higher education.

The essential factor is the audacity to transition from discussion to execution.A nation aspiring to endure and thrive in this century must foster creativity, collaboration, and character. Consequently, Indonesian university campuses should function not merely as credential mills but also as crucibles of civilization.

Now is the moment for our higher education to serve as the catalyst for transformation, propelling the nation from inequality to justice, from stagnation to innovation, and from superficial education to meaningful education.

This article was published in Kompas on Wednesday (August 27, 2025).