Sumber ilustrasi: Pixabay
24 April 2026 10.40 WIB – Umum
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Desanomia [24.04.2026] If the Reform of 1998 is taken as a point of departure for reflecting on our education, then what emerges is a paradox that is difficult to ignore. On the one hand, reform opened spaces for political freedom and democratization; on the other hand, education has moved increasingly toward being bound by market logic. The hope for the emergence of a critical and emancipatory education has not been fully realized, because the changes that occurred were more structural than transformative of the way education itself is understood.
The changes that took place after the reform were largely administrative and institutional. Systems were replaced, regulations were updated, and spaces of freedom were expanded. However, the fundamental understanding of education as a means of human liberation did not gain significant reinforcement. Education continues to be viewed as a tool to achieve practical goals, especially those related to economic needs and development.
One of the most prominent symptoms is the commercialization of knowledge. Knowledge is no longer positioned solely as a pursuit of truth or a deep understanding of reality, but rather as a source of economic value. It is assessed based on how far it can be utilized, sold, or generate profit. In such conditions, the critical function of knowledge tends to weaken.
This tendency is reinforced by policies of campus autonomy. Ideally, autonomy is intended to provide academic freedom and room for innovation. In practice, however, autonomy often means reduced state support and increased pressure on institutions to be financially independent. As a result, higher education institutions are driven to adopt market logic in their governance.
The impact of this situation is a shift in the orientation of educational institutions. Study programs, research activities, and even academic policies begin to be determined by market considerations. Fields that are not seen as economically profitable receive less interest or support, while those with higher market value are prioritized.
The commodification of education becomes an unavoidable consequence. University seats are no longer understood merely as spaces for learning, but as products with a price. Access to higher education is increasingly influenced by economic capacity, thereby widening the potential for social inequality.
These changes also affect the relationship between lecturers and students. What was once a pedagogical and dialogical relationship gradually shifts into a more transactional one. Students are positioned as service users, while educational institutions function as service providers. The human dimension of the learning process is at risk of being reduced.
Moreover, higher education becomes increasingly associated with symbols of social status. Academic degrees no longer only represent intellectual achievement, but also serve as markers of one’s position in society. Education in this situation functions both as a means of social mobility and as a mechanism for reproducing inequality.
The transformation of teacher training institutions into general universities also reflects this shift in orientation. Instead of strengthening the focus on the development of educational science, such changes often expand fields of study toward those more attractive to the market. Consequently, attention to education as a reflective discipline diminishes.
These developments cannot be separated from the currents of global economic globalization in a more broadly sense. Political reform has gone hand in hand with economic liberalization, opening wider space for market mechanisms to enter various sectors, including education. Education in this case could be see becoming part of a larger economic system.
What do you think? (njd)
Note: This article was made as part of a dedicated effort to bring education mindset closer to everday life.
