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- W2003016364 abstract "The relationship between education and access to better paying, highly prestigious jobs is accepted by all. Newly independent nations have sought to broaden access to education for native populations in order to satisfy several needs, including promotion of greater equality, filling positions left vacant by colonials who returned to their mother countries after independence, and meeting the requirements of an expanded, industrial economy. This policy has served to redress inequities that were legacies of the colonial era while at the same time providing a basis for rapid modernization of the economy and other societal institutions. Modern, secular education was first introduced to Indonesia by the Dutch trading company, Vereenigde Oostindische Compagnie, and was continued by the Dutch colonial administration at the turn of the eighteenth century.' Initially, schooling was directed exclusively at the children of Dutch colonials. However, it was later opened to a limited number of children of wealthy Chinese and elite Indonesians who were loyal to the Dutch.2 In the early nineteenth century, access to education was broadened to accommodate government employees who were working directly with farmers engaged in export production. During the early years of the twentieth century, Dutch liberals gained power and expanded educational opportunities for Indonesians to include engineering, law, and medicine. However, these privileges were also limited only to children of those who willingly served colonial interests. Expansion of the educational system in order to provide greater access to education became a major concern after the proclamation of national" @default.
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- W2003016364 date "1989-08-01" @default.
- W2003016364 modified "2023-09-24" @default.
- W2003016364 title "Determinants of Access to Higher Education in Indonesia" @default.
- W2003016364 doi "https://doi.org/10.1086/446861" @default.
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