University of the Republic of Indonesia or a Directionless Republic?
By:
Masduki Duryat
(Deputy Chairman of the Indramayu Regency Education Council)
Indramayu, July 27, 2026
In a country where education issues remain unresolved, a big idea has once again been floated into the public sphere: the establishment of the University of the Republic of Indonesia (URI).
At first glance, it sounds visionary—cultivating future national leaders. However, behind the grandiose narrative, a fundamental question lurks that must not be ignored: is this a strategic policy based on research, or simply a leap of faith born of the spontaneity of power?
Because if state policies are made too easily, the impact could be too costly for the people to bear.
Major programs must not be based solely on “dreams” or “inspiration,” because it is believed that URI is not the final idea, but rather new, miraculous ideas will emerge.
*Between Big Ideas and Educational Reality*
Indonesia does not lack universities. From Sabang to Merauke, thousands of universities exist—state, private, and religious—of varying quality.
The main problem is not the number, but rather quality, governance, and unequal access. In this context, the establishment of URI feels like a departure from the fundamental issue. Why not strengthen what already exists? Why not improve the quality of lecturers, increase research, and ensure that regional universities are not left behind?
Without answering these questions, URI has the potential to be a misguided solution.
*New Elitism in Higher Education*
The narrative that URI is prepared to “produce future national leaders” carries a latent potential danger: the birth of a new elitism in education.
If URI is designed as a campus specifically for producing elites, then the state is indirectly constructing a new barrier—between “prospective leaders” and “those being led.” This contradicts the spirit of inclusive and equitable national education.
True leadership does not arise from institutional exclusivity, but from an equitable and quality educational process for all.
*The Budget Paradox That Disturbs Reason*
Even more disturbing is the contradiction that emerges in budget policy.
On the one hand, the state is able to initiate major projects like the URI and the Merah Putih Village Cooperative. On the other hand, when asked about the possibility of increasing teacher welfare, the answer is: there is no budget. This is not simply a technical fiscal issue, but a matter of partisanship. How can the state talk about developing future leaders, while today’s educators still struggle with inadequate welfare?
In public policy logic, this is a failure to prioritize.
*Policy Without a Roadmap*
Every major policy should have a clear roadmap—based on data, academic studies, and evaluations of previous policies.
However, the public has not seen this in the URI discourse. What emerges instead is a recurring pattern: big ideas that arrive suddenly, without adequate public discourse. There is even the impression that they are based solely on ‘dreams’ or ‘inspiration’.
From Garuda School to URI, there is the impression that education policy is moving fragmentarily, not systematically. Without a strong roadmap, policies easily turn into short-term projects that lose their direction.
*From Rationality to the “Inspiration” of Power*
When policies lack transparency and minimal participation, it’s natural for the public to begin to doubt their rational basis. Cynicism even arises: is this policy born from research, or merely the “inspiration” of power?
In a democratic nation, public policy should not be based on personal intuition. It must be academically tested, openly debated, and accountable to the people. Without this, public trust will continue to erode.
Under President Prabowo’s leadership, the public certainly hopes for a major leap in development, including education.
However, a leap without a foundation risks failure. A grand vision must be supported by thorough planning, not mere rhetoric. Otherwise, the vision will turn into an illusion—glorious on the surface, but hollow on the inside. Indonesia needs an education policy that is consistent, sustainable, and prioritizes quality, not mere symbolism.
*Conclusion: Returning to Neglected Foundations*
Building education is not simply about establishing new institutions. It’s a long-term endeavor to strengthen the foundations: prosperous teachers, productive lecturers, a relevant curriculum, and accountable governance.
If the country truly wants to produce national leaders, its primary investment must begin here.
Without it, URI will be little more than a monument to policy—large in discourse, small in impact. And this nation, once again, will wander without a clear direction.
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