Every May 2nd, we commemorate National Education Day as a momentum for reflection on the quality of literacy and national competitiveness. However, amidst Indonesia’s grand ambition towards Net Zero Emission (NZE), a crucial question rarely echoes in our classrooms: To what extent is our education system ready to face the massive wave of energy transition?
Energy transition is not merely a technical matter of replacing coal-fired steam engines with solar panels. This transition must be “just.” This means that changes in the industrial landscape must not leave mining workers in uncertainty, create structural unemployment in resource-producing regions, or turn local residents into mere spectators amidst an influx of foreign technology.
The First Steps Have Begun
We cannot turn a blind eye; the government has indeed taken steps in that direction. Last January 2026, for example, the launch of Renewable Energy Skills Development (RESD) Phase 2—a cooperation program between the Indonesian and Swiss governments aimed at strengthening vocational education in renewable energy through curriculum development and teacher competency enhancement—was a breath of fresh air. With a target expansion to 19 polytechnics across 15 provinces and a focus on battery technology and gender equality, the government is showing serious intent. The job absorption rate for renewable energy specialists, which reached 80 percent in the previous phase, is proof that the market exists.
There is also the Merdeka Belajar Kampus Merdeka (MBKM) program, which has begun connecting students with the State Electricity Company (PLN) and industry, as well as space for “green skills” in the Kurikulum Merdeka (Independent Curriculum) through the Pancasila Student Profile Strengthening Project (P5). The Just Energy Transition Partnership (JETP) also includes a human capital component, although its grant allocation remains limited for mass reskilling.
However, if we look at the big national picture, these advancements are merely an “entrance,” not yet a solid foundation.
The “Green Skills” and Curriculum Gap
Currently, we face a real challenge: a skills gap. While green investment is starting to flow, our education world is still heavily influenced by the extractive economy. Curricula in Vocational High Schools (SMK) and universities in commodity-rich regions are still dominated by conventional mining engineering and fossil-fuel heavy machinery mechanics.
Without radical curriculum transformation, the energy transition will instead create new injustices. We will see renewable energy projects in remote parts of Indonesia, but strategic positions will be filled by foreign or outside workers, while locals remain mere spectators or manual laborers.
Data from the 2025 Human Resources (SDM) Development Policy Agenda of the Ministry of Energy and Mineral Resources (ESDM) reveal a concerning fact: only 3.1 percent of SMK majors are relevant to the energy sector, and less than 1 percent specifically address New and Renewable Energy (EBT).
Infrastructure and Teaching Staff
Technological readiness also demands educational infrastructure readiness. We need accessible renewable-energy laboratories across various regions, not just at top-tier universities in Java. Ironically, in remote areas—which are rich in solar and hydro potential—many vocational schools lack modern equipment and stable electricity.
Furthermore, increasing the capacity of teaching staff is non-negotiable. Lecturers and vocational teachers must have access to the latest developments in battery storage technology, smart grids, and green industry governance.
Based on projections from the Institute for Essential Services Reform (IESR), renewable energy jobs could potentially rise from 0.63 million today to 0.74 million by 2030 and 1.07 million by 2050 (dominated by solar and bioenergy). Even the National Development Planning Agency (Bappenas) projects 4.7–5 million green jobs broadly until 2029. However, the skill mismatch remains high. Millions of workers at coal-fired power plants (PLTU) and coal mines do not yet have a clear re-skilling path. Participation of women and youth in affected areas remains low. Education must be a bridge for them to “cross over” to the green sector, not a wall that separates them.
Stages Toward Green Education
A just energy transition is not just a slogan. It must be interpreted as equitable access to education and training for all. Realizing a just energy transition demands concrete steps beyond pilot projects. The government needs to immediately integrate renewable energy modules into the curriculum in all SMKs, with priority expansion in affected regions such as NTT, Southeast Sulawesi, Kalimantan, and West Java.
This effort must be supported by a bolder JETP allocation (and/or other initiatives) of at least 10 percent, specifically for reskilling programs and social security for affected workers. On the other hand, cross-sector collaboration involving industry and civil society is key to ensuring a curriculum that is truly “link-and-match,” while maintaining a commitment to inclusivity through a minimum target of 40 percent participation of women and youth in every training program.
The momentum of Hardiknas 2026 must be a turning point. If we fail to prepare human resources now, the energy transition will only benefit a few elites and leave millions behind. Let us not reach a point where, even as the world turns to clean energy, our education remains “trapped” in a fossil-fueled past.
We need a generation that is not only skilled at installing solar panels but also understands how to manage natural resources transparently and fairly. Only with inclusive education can we truly be independent from fossil fuel dependence and move towards a green future that is just for all.
Source: Indonesiana.id