Educational Decentralization and Community-Based Education in Indonesia

Abstract

The transformation of Indonesia’s education system from a centralized to a decentralized model carries significant implications for policy, school management, and local learning processes. Decentralization enables regional autonomy, curriculum adjustment, and community participation in educational governance. Community-based education emerges as an approach that positions communities as active subjects in the planning, implementation, and evaluation of education, emphasizing local wisdom and contextual needs. Using the library research method, this article synthesizes academic literature on educational decentralization and community-based education practices in Indonesia. The findings indicate that decentralization enhances opportunities for local adaptation and community empowerment but faces challenges such as unequal resource distribution, limited regional government capacity, and difficulties in aligning national standards with local needs. Meanwhile, community-based education effectively improves educational relevance, community ownership, and public participation, yet remains constrained by community economic limitations and the lack of formal recognition. It is recommended that policies strengthen regional capabilities, ensure equitable resource allocation, and foster partnerships among government, schools, and communities.