West Java’s Military Training Plan for Students Sparks Debate Over Education and Discipline

A controversial proposal by West Java Governor Dedi Mulyadi to send “delinquent” students to military barracks for six-month training programs has ignited a fierce debate in Indonesia over the balance between discipline and the right to education. Announced as a means to instill responsibility through intensive character education, the initiative has raised concerns about military overreach in civilian affairs and the potential impact on students’ academic development. As the plan prepares to roll out in stages from May 2, 2025, questions linger about its alignment with Indonesia’s broader educational goals and the implications for civil liberties.

A Bold Approach to Student Discipline

Governor Dedi Mulyadi unveiled the initiative over the weekend, targeting students deemed “difficult to discipline” or suspected of engaging in risky or criminal behaviors across West Java, Indonesia’s most populous province. Under the plan, the Indonesian Military (TNI) has readied 30 to 40 barracks to host these students for a half-year program focused on character building. The rollout will begin in regions identified as “most vulnerable and ready,” with plans to expand gradually across the province’s 27 regencies and cities.

“We hope this character education program will help reform the behavior of these troubled students and improve their discipline and responsibility” said Dedi, as reported by Kompas. He emphasized that military personnel would collect students directly from their homes, and during the training period, participants would be exempt from formal schooling. Authorities will seek consent from schools and parents before enrollment, though the specifics of this process remain unclear.

Funding for the program will come from both regency and provincial administrations, signaling a significant investment in an approach that prioritizes military-style intervention over traditional educational frameworks. Dedi’s vision extends beyond this initiative, as he also announced plans last month to introduce mandatory military education in senior high schools starting in July 2025. This parallel proposal would involve TNI and National Police instructors in schools to strengthen student character and deter delinquent behaviors such as brawls.

Concerns Over Educational Rights

The proposal has drawn sharp criticism from education advocates and policymakers who argue that it risks undermining students’ fundamental right to a comprehensive education. Lalu Harian Irfany, Deputy Chair of the House of Representatives Commission X, which oversees education, culture, and youth affairs, cautioned against prioritizing military training at the expense of academic development. “While this program may improve students’ discipline and character, it should not be carried out at the expense of their right to a comprehensive education that aims to nurture their full potential” said Irfany.

He stressed the need for thorough studies and dialogue with stakeholders—including the central government, educators, and the public—before implementation. Irfany also pointed out that Indonesia’s existing school curriculum, through subjects like civics, already addresses discipline and nationalism. Additionally, the Defense Ministry has long offered voluntary national defense training to the public, raising questions about the necessity of mandatory military involvement in schools. “The concept of national defense education for students should focus on fostering nationalism, love for the homeland, and preparing them mentally and spiritually to defend the country, not through physical military training” he added.

Critics worry that diverting students from formal education for extended periods could hinder their academic progress and life skills development, core objectives of Indonesia’s national education system. The six-month exemption from schooling, in particular, has been flagged as a potential barrier to ensuring equitable access to learning opportunities, especially for vulnerable students who may already face systemic challenges.

Military Overreach in Civilian Affairs

Dedi’s proposals come at a sensitive time for civil-military relations in Indonesia, following a controversial amendment to the TNI Law last month that has expanded the military’s role in civilian spheres. The amendment has fueled public and activist concerns about overreach, particularly in the education sector. Recent incidents, such as uninvited TNI officials attending student discussions on university campuses, have been widely condemned by student unions and human rights groups as intimidation and a threat to academic freedom.

The involvement of military personnel in schools and barracks-based training programs has amplified fears that such initiatives could normalize military influence in civilian life, a sensitive issue in a country with a history of military dominance during the New Order era under Suharto. Human rights advocates have called for greater scrutiny of policies that blur the lines between civilian and military domains, warning that they could erode democratic gains made since Indonesia’s transition to democracy in 1998.

Governor Dedi, however, remains confident that military presence in educational settings will yield positive outcomes. He argues that TNI and police instructors in schools will not only foster discipline but also help identify students with talents or interests in military and police careers. He has framed the initiative as a means to steer youth away from “useless activities” and toward a stronger sense of national defense, though he has not addressed how this aligns with broader educational priorities or responds to concerns about academic freedom.

Balancing Discipline and Development

The debate over West Java’s military training programs reflects a broader tension in Indonesia’s education policy: how to address behavioral challenges among youth while ensuring their holistic development. Proponents of Dedi’s plan argue that unconventional approaches are needed to tackle rising concerns about student delinquency, particularly in densely populated urban areas of West Java. They point to the potential for structured environments like military barracks to provide at-risk students with a sense of purpose and accountability.

Yet opponents contend that such measures risk alienating students and fail to address the root causes of behavioral issues, such as socioeconomic inequality, inadequate mental health support, and overstretched educational resources. They advocate for strengthening counseling services, extracurricular programs, and community engagement initiatives within schools as more sustainable alternatives to military intervention.

The financial implications of the program also warrant attention. While exact figures have not been disclosed, the costs of accommodating students in barracks, compensating military personnel, and potentially compensating for lost schooling time could strain local budgets. For instance, if operational costs per student reach an estimated 5 million Indonesian Rupiah (US$315) for the six-month period, the program could represent a significant expenditure for regencies already grappling with limited funds for education infrastructure.

Public and Political Reactions

Public sentiment on the initiative appears divided, based on early reactions reported in local media and social platforms. Some parents and community leaders in West Java have expressed cautious support, viewing the program as a last resort for students who struggle within conventional systems. Others, however, fear it could stigmatize participants as “troubled” and disrupt family dynamics, especially given the direct involvement of military personnel in picking up students from their homes.

At the national level, the central government has yet to issue an official stance on Dedi’s proposals, though Irfany’s comments suggest growing unease within legislative circles. The Education Ministry, which plays a critical role in shaping national curriculum standards, may face pressure to intervene if the program is deemed incompatible with Indonesia’s educational framework. Meanwhile, civil society organizations are mobilizing to demand transparency and accountability in how the initiative is implemented, particularly regarding parental consent and the treatment of students during training.

Looking Ahead: A Test for Indonesia’s Education System

As West Java prepares to launch its military training program in the coming weeks, the initiative stands as a litmus test for how Indonesia navigates the intersection of discipline, education, and civil liberties. If successful, it could inspire similar policies in other provinces, reshaping the role of the military in youth development. However, if it falters—whether through public backlash, legal challenges, or evidence of harm to students—it may reinforce calls for stricter boundaries on military involvement in civilian affairs.

For now, the eyes of educators, policymakers, and human rights defenders are on West Java, watching whether this bold experiment will redefine student discipline or deepen divisions over the future of Indonesia’s education system. As the first cohort of students prepares to enter barracks, the question remains: can military rigor coexist with the nurturing ethos of education, or will one inevitably overshadow the other?