ABSTRACT
In the years after independence, expanding access to education topped the list of priorities at the MOEC. Between 1945 and 1984, primary school attendance leapt from 2,523,000 to 26,567,688 (World Bank, 1989). Having achieved nearly universal primary attendance and orchestrated dramatic gains in the number of students who advanced to the secondary level, the MOEC began to shift its attention to improving the quality of instruction provided in Indonesian schools.
