Precarious Lives of Lecturers

Dirga Maulana.

Lecturer at UIN Jakarta, Executive Director of Katong Indonesia, Tsinghua University Alumnus

Behind academic titles and the noble mission of educating the nation, thousands of lecturers in Indonesia live under conditions far from secure. Many are master’s and doctoral graduates—trained domestically and abroad—who have not been appointed as civil servants, while others work as non-permanent lecturers whose livelihoods depend on per-credit honoraria that often fall below basic living standards. This is not a collection of isolated stories but a systemic portrait of a higher education system that has yet to fully value its educators.

For many young academics, returning to campus becomes a default option amid limited employment opportunities elsewhere. Teaching may appear rational, yet the promised stability rarely materializes. Non-permanent lecturers are frequently underpaid, paid late, or compensated in lump sums after months of delay, forcing them to shoulder immense educational responsibilities while living in prolonged uncertainty.

Ironically, while national discourse emphasizes improving educational quality and expanding access, the welfare of lecturers—particularly non-permanent and contract-based faculty—remains largely overlooked in higher education policy.

Structural Precarity

The state bears responsibility for ensuring lecturers’ welfare, especially for those without permanent status. Even tenured faculty face challenges such as limited research funding, excessive administrative burdens, and complex promotion systems. For non-permanent lecturers, these challenges are compounded by the absence of job security, career pathways, and adequate income.

This situation has contributed to a slowing growth in the number of lecturers over the past five years. Precarity manifests in several ways. First, employment insecurity: most non-permanent lecturers work under short-term contracts, generating chronic anxiety and preventing long-term life planning. Second, severe welfare disparities: compensation is calculated per credit hour, without family benefits, health insurance, pensions, or paid leave. In some institutions, payments are delayed for months or even an entire semester. Third, limited career development: non-permanent lecturers are rarely provided with clear pathways for advancement or independent research opportunities.

In principle, these issues are addressed in existing regulations. Law No. 14/2005 on Teachers and Lecturers guarantees fair income, social security, and professional development. Law No. 12/2012 on Higher Education defines lecturers as professional educators and scholars. In practice, however, these principles are poorly implemented. Many institutions interpret “fair income” narrowly, equating it with minimum wage standards rather than professional compensation commensurate with academic responsibilities.

Viewed through Maslow’s hierarchy of needs, non-permanent lecturers remain trapped at the lowest levels—basic survival and security—unable to reach professional fulfillment or self-actualization. This reality stands in stark contrast to the ideal role of universities as centers of innovation and intellectual growth.

A Disturbing Paradox

The contrast becomes sharper when compared internationally. In Malaysia, entry-level lecturers earn the equivalent of IDR 10–15 million per month, supplemented by robust benefits and social security. In Singapore, lecturers at institutions such as NUS or NTU receive salaries comparable to industry professionals, along with substantial research funding, housing benefits, and comprehensive pension systems. Vietnam, meanwhile, has aggressively raised lecturer salaries and expanded incentives for advanced study and international research.

These comparisons reveal Indonesia’s lagging commitment to academic welfare. Addressing this gap requires decisive action. First, revisions to the Teacher and Lecturer Law and its implementing regulations are needed to guarantee job security and fair compensation for non-permanent lecturers, including limits on contract duration or equivalent remuneration. Second, targeted funding mechanisms—such as affirmative allocations through higher education operational grants—should support the transition of non-permanent lecturers to permanent status. Third, institutions must establish transparent career roadmaps with clear, fair criteria for promotion. Finally, lecturer compensation should not be calculated solely per credit hour but should reflect living costs, qualifications, and academic contributions.

The plight of underpaid lecturers reflects a deeper dysfunction within the higher education system. Allowing those entrusted with shaping the nation’s future to live in persistent insecurity undermines Indonesia’s aspirations for scientific and technological advancement. Ensuring a dignified livelihood for lecturers is not optional—it is a prerequisite for the country’s long-term progress. Ignoring lecturers ultimately means neglecting Indonesia’s future.

This article was published in the opinion column of Media Indonesia on Monday, December 12, 2025.