PPPK Appointed as Civil Servants, Certified and Inpassing Madrasah Teachers Once Again Overlooked
Bandung – The restructuring of the state civil apparatus (ASN) in the education sector has once again raised major questions. Amid discussions over the suspension of recruitment for Government Employees with Work Agreements (PPPK), disappointment is instead growing among madrasah teachers. This is because current ASN appointment policies have largely accommodated the PPPK pathway, while teachers who are already certified and have undergone inpassing remain left behind without clarity over their employment status.
This situation is widely seen as undermining a sense of fairness, particularly for teachers under the Ministry of Religious Affairs who have devoted decades of service. Teacher certification and inpassing are not instant processes; they are the result of formal assessments of professional competence, academic qualifications, and years of service officially recognized by the state. Yet, this recognition has not been matched by clear and definitive employment status.
Ironically, teachers who have been declared equivalent to civil servants through inpassing must accept the reality that such status remains merely administrative. Meanwhile, the PPPK pathway—contract-based from the outset—has become the primary route for ASN appointments in recent years. This situation raises a fundamental question: why are teachers whose equivalency has already been formally acknowledged not being prioritized?
For madrasah teachers, this issue goes beyond employment status; it speaks to the consistency of state policy. If certification and inpassing represent formal recognition by the state, then logically such recognition should be completed through clear appointment policies. Without this, certification and inpassing risk becoming nothing more than legitimization of increased workloads, rather than guarantees of justice and welfare.
The disparity feels even more pronounced as teachers under the Ministry of Religious Affairs often receive less attention compared to those under the Ministry of Education. In many national education policies, public schools tend to receive earlier focus and faster implementation, while madrasahs must endure prolonged adjustments. This is despite the fact that madrasahs are an integral part of the national education system, and teachers at MI, MTs, and MA carry responsibilities just as strategic as their counterparts elsewhere.
Amid discourse on limiting or abolishing PPPK, policies that rely solely on contract-based pathways without resolving the fate of inpassing teachers risk creating new forms of injustice. The state appears to be avoiding the resolution of a group of teachers whose status has long been recognized but never fully settled.
This situation should serve as a critical moment for the government to reassess the direction of national teacher restructuring. Without the courage to adopt affirmative policies for certified and inpassing teachers—particularly within the Ministry of Religious Affairs—the reform of the ASN system in the education sector will continue to leave the same wounds of injustice unhealed.
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