*Doctoral Standards for Lecturers: A Big Vision, a Test of Readiness*
By
*Masduki Duryat*
(Deputy Chair of the Indramayu Regency Education Council)
Indonesian, July 30, 2026
The plan to make the doctoral degree (S3) the standard for lecturers in the National Education System Bill is a strategic step that reflects the state’s ambition to improve the quality of higher education. In global practice, this standard is commonly applied as a foundation for strengthening research and innovation.
However, as is common in public policy, success is not solely determined by clarity of objectives, but by the readiness of the system that supports them (Draft National Education System Bill, 2026).
*Structure Not Yet Fully Ready*
Data shows that the distribution of lecturers with doctoral degrees in Indonesia is still concentrated in large state universities, while private universities (PTS), especially in the regions, are still lagging behind.
In many institutions, lecturers still bear a high teaching load, with limited space for research. In such a situation, standards can potentially rise faster than the system can adapt (Kemendikbudristek, 2023).
On the other hand, welfare issues—especially in private universities—remain problematic, as the policy of increasing qualifications cannot be separated from the welfare dimension. For some lecturers—especially in private universities—income and career security remain fundamental issues.
Without improvements in this aspect, the demand for a doctoral degree risks becoming an additional burden that is not fully matched by quality improvements. The experience of various countries shows that investment in academic human resources must go hand in hand with standards and incentives (Stiglitz, 2019).
*Unequal Access to Further Education*
Scholarship programs such as the LPDP (Indonesian Institute of Education and Research) have been an important instrument in encouraging further study. However, access to these programs is not fully inclusive.
Lecturers in regional areas and private universities often face structural obstacles, ranging from limited information to limited academic preparedness. In this context, affirmative action policies are crucial to prevent increasing standards from deepening disparities (LPDP, 2024).
The role of private universities in the national higher education system cannot be ignored. They host the majority of Indonesian students. However, the institutional capabilities of private universities (PTS) vary widely. Without adequate support, the doctoral requirement has the potential to create structural pressures for growing universities. A uniform policy for diverse conditions risks creating new inequalities (BAN-PT, 2023).
*Research Ecosystem: An Often Overlooked Prerequisite*
The primary objective of this policy is to strengthen research. However, research is not solely determined by individual qualifications. It requires an ecosystem encompassing funding, infrastructure, governance, and academic culture.
Without strengthening these aspects, increasing the number of doctorates will not necessarily result in a significant leap in scientific productivity (Scimago, 2024).
Within this framework, what is needed is not simply setting standards, but rather a careful transition design. Expanding affirmative action scholarships, improving lecturer welfare, and investing in research infrastructure are key prerequisites. Furthermore, a differentiated approach between state and private universities (PTS) needs to be considered to ensure an inclusive transformation.
*Conclusion: Maintaining Balance*
Making the doctoral requirement the standard for lecturers is a vision worthy of appreciation. However, this vision must be supported by policies that are sensitive to reality.
Without them, standards have the potential to become mere administrative symbols. The challenge of this policy lies in maintaining a balance between quality ambitions and system readiness. This is where the future direction of Indonesian higher education will be determined.**
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