Improving literacy and numeracy in Indonesia goes beyond expanding access to education. It requires stronger connections between policy and classroom practice, better use of learning data, and sustained collaboration across stakeholders.
These themes were central to discussions during the Commencement of the Multistakeholder Collaboration in Strengthening Literacy and Numeracy on 9 April 2026 in Jakarta, a joint initiative involving the Ministry of Primary and Secondary Education (Kemendikdasmen) of the Republic of Indonesia, Tanoto Foundation, Gates Foundation, and UNICEF. As part of ongoing commitment to improving the quality of education, Tanoto Foundation continues to support the government in a systematic effort to mitigate the gap in foundational learning through evidence-based and collaborative approaches.
From Evidence to Action in Strengthening Foundational Learning
The first discussion panel brought together stakeholders from across policy, practice, and development partners, including Irsyad Zamjani, Ph.D (Head of the Center for Education Standards and Policy, BKPDM); Dr. Drs. Rachmadi Widdiharto, M.A (Director of Primary Education Teachers, Directorate General of Teachers and Education Personnel); Ari Widowati (Head of Learning Environment, Tanoto Foundation); and Teresita Felipe (Education Specialist, UNICEF Indonesia).
A key focus of the discussion was how a structured pedagogical approach, combined with real-time diagnostic assessment on student performance, serves as a practical tool to support teaching at the right level and improve literacy and numeracy outcomes.
The discussion also reinforced the central role of teachers. Strengthening teacher capacity, through continuous mentoring and access to practical tools, remains critical to ensuring that policy priorities are translated into meaningful changes in the classroom. In the Indonesian context, by doing this, the national policy of “Pendidikan Bermutu untuk Semua” (Quality Education for All) will be implemented and remain workable, ensuring that no Indonesian students are left behind.
Strengthening Systems Through Collaboration
Beyond classroom practice, participants pointed to the need for stronger system-level alignment. Improving foundational learning outcomes requires coordination across policymakers, teacher education, school leadership, and early childhood education.
Ensuring alignment between national priorities and local implementation remains a key challenge. Drawing on its experience, Tanoto Foundation emphasised the importance of integrating these elements to support more consistent and sustainable improvements in the quality of education.
Local Leadership and Implementation in Practice
The second panel brought together local government leaders from Medan, Pematangsiantar, Batang Hari, Ende, and Sikka to share perspectives on strengthening literacy and numeracy at the district level.
While challenges vary across regions, several priorities emerged consistently: strengthening teacher professional development, improving learning environments, and ensuring education programmes are responsive to local contexts. The discussion highlighted that strong local leadership and ownership are essential to translating national policies into effective and sustained implementation.
A Shared Commitment to Improving Foundational Learning
Across both discussions, one message was clear: improving literacy and numeracy in Indonesia is a shared responsibility. Collaboration among the government, the private sector, development partners, and communities enables stronger alignment among policy, technical expertise, and on-the-ground implementation. Through a more coordinated, evidence-informed approach, stakeholders aim to ensure that every child not only has access to education but also benefits from meaningful learning. Strengthening foundational literacy and numeracy is ultimately an investment in Indonesia’s future.
