'€œIndeed, the international public is now pinning its hopes on Indonesia when it comes to being a role model of the world'€™s Islamic civilization and that can only happen when Indonesia can also become the international center for Islamic studies,'€ said Dr. Kamarudin Amin, director general of Islamic Studies at the Religious Affairs Ministry, during a recent talk show with privately run radio station, Sindo Trijaya Jakarta

Following are excerpts from the talk show.

Question: Can you give us a brief review of the actual reasons behind the statements made by the Religious Affairs Ministry a year ago for making Indonesia the direction for Islamic studies to take, not only in Asia, but also in the world?

Answer: When we view a number of events occurring almost globally, such as the Arab Spring in 2011, which caused many problems to our brothers in the Far East, including Libya, Yemen, Arab Saudi Arabia and even Iraq, Iran and Syria, all of which used to be the direction or reference of the world'€™s Islamic civilization, we see the Arab Spring rendered most of them as failed states.

Although some dictatorship governments have fallen apart, they are yet to become really democratic, meaning democracy has not turned into a reality in those states.

Even the welfare conditions there are still problematic. So, the international communities and the Islamic community as well are searching for a direction. The international communities keep asking to which direction the Islamic world is heading. Which Islamic country is estimated to have a great potential to become a reference or the destination of Islamic studies and simultaneously as the center for Islamic civilization?

The answer is Indonesia. We expect and see the extraordinary potential in Indonesia for the country to become the direction for Islamic civilization and at the same time the center of international Islamic studies.

This was announced just a year ago. How does it develop so far?

We can refer to and present some quantitative data: for example, a number of massive and strategic efforts, such as the restructuring and reorganizing of our educational institutions. On several occasions I have often mentioned that Indonesia is a country with the largest number and largest Islamic education centers in the world.

In the world?

Yes, in the world. We have almost 700 universities, both state-owned and private, for Islamic studies. The state-owned ones are 55 in number, while more than 600 are private ones.

Plus, we have almost 30,000 Islamic boarding schools (pesantren) and 76,000 Islamic schools (madrasah). So, such a huge number of Islamic education institutes is unmatchable anywhere in the world. As a matter of fact, it is more than impressive and at the same time Indonesia is internationally recognized as a democratic, peace loving and tolerant nation, all of which are inseparable from the basic contributions of these centers of Islamic studies.

Indeed, the international public is now putting its hope in Indonesia to become the role model of the world'€™s Islamic civilization and that can only happen when Indonesia can also become the international center for Islamic studies. Our scholars and graduates must also be maintained for reference.

It will be impossible for Indonesia to become the center for Islamic civilization if the graduates are not competent. Hence, there must be a synergy of these two important factors. What we must do is restructure and enhance the quality of our education centers.

For instance, at the universities we are enhancing human resources, while currently we have almost 3,000 doctorate level graduates, our aim is to produce 5,000. We already have 415 professors throughout Indonesia.

We have to accelerate the program and keep enhancing both the quality and quantity.

For the doctorate level we send our lecturers to many countries to further their Islamic and related studies, such as to European countries, the United States, the Middle East (Saudi Arabia, Egypt, Marocco and Turkey), Germany, the Netherlands, France, Australia, Japan and so forth.

When they return they are expected to bring with them their enhanced knowledge that is transferred, translated and implemented in Indonesia.

Currently, there are at least three traditions of Islamic graduates, which, in my opinion, are distinctive and become extraordinary when implemented in Indonesia. For example, those graduating in Western countries, in Europe and the United States, the Islamic education, hence the graduate, is very dynamic and also the Western people have studied and conducted research on Islam for a long time and the Islam they researched is not only as a mere doctrine, but also on how it has been implemented in the world'€™s history of Islam itself.

So, the approach in Western education is different from other parts of the world.

Then in Middle Eastern education there is more emphasis in mastering the educational material and slightly toward doctrine to shape the learners into pious Muslim graduates who can make a good vertical connection with God. Meanwhile, in the West the methodology is solid. The Syi'€™ah Islamic tradition in Iran, for instance, also has a strong Islamic tradition.

These three approaches are synergized and brought back to Indonesia and added to Indonesia'€™s Islamic studies and research transform Indonesia into a center of excellence, which reflects its own distinction by blending the West, East and Middle East, as well as Indonesian traditions. So, finally we expect Indonesia can genuinely become the reference.

Does all this mean that actually Indonesia is still referring to other countries, especially to the Middle Eastern ones for direction? Also, if we view our own readiness so far by still sending lecturers and graduates for doctorate level studies to all those foreign countries, in fact how ready are we now or before the announcement?

Actually, they don'€™t merely study there as we do not send our lecturers just to study because we have our own distinctive tradition of [educating] graduates. We have a characteristic diversity as its own personality and that must be maintained. We are also making our best efforts to disseminate our distinctive tradition of Islamic education to other countries.

We also send our lecturers to teach at foreign universities. We are also conducting research and translating books written by Indonesian graduates to be spread around the world so that they know more about us. We must admit that today Indonesia is not that well known for that aspect as it should be.

Although some of our professors and graduates are already known in international journals, this is still far from enough. There should be an increase here, so we encourage our lecturers and professors to write in the international journals while we are collaborating with several universities to send the lecturers to teach abroad.

We are trying to disseminate our distinctive characteristics to the world with the hope that Indonesia can become a reference, more than a destination.

At present many foreign students are studying at our universities, such as the Islamic University in Malang, Jakarta, Yogyakarta, Riau, Aceh and so on.

Indeed, Indonesia has already become a study destination, but the question is whether we will also turn into a reference or a direction. We are fighting for that as we have every reason and all the relevant supporting factors.

What are our real strengths that make us optimistic about making Indonesia the reference of Islamic studies and civilization?

We have all the reasons to be optimistic. First, our diverse Islamic tradition is very distinctive, a characteristic that the world is craving for. Islam in Indonesia is very tolerant, peace loving, inclusive, respects differences, understands others'€™ points of view. So, this kind of diversity of Indonesia'€™s Islam is expected to be the world'€™s role model.

Why is it like that?

Because in addition to the Islamic study centers, we have a very solid social infrastructure, such as Nahdatul Ulama (NU), Muhammadiyah, Matlau Anwar, Alwaslia and Persis, as well as numerous social organizations, all of which promote a peace-loving and tolerant Islam.

Therefore, it is not easy for global radicalism and extremism to penetrate into Indonesia as they will have to face peace-loving and tolerant religious leaders and public figures. This is the distinctive strength of Indonesia'€™s social infrastructure that many other Muslim countries don'€™t have.

Why radicalism easily occurs in the Middle East countries is because they don'€™t have as solid a social infrastructure as ours. Any radical movement intending to disrupt Indonesia will have to face NU, Muhammadiyah, Persis and all the other organizations promoting an Islam that emphasizes rahmatan lil alamin (our entire world is God'€™s blessing). This is our extraordinary plus point.

This is exactly why the international communities expect Indonesia to become such a role model.

There are still other plus points, such as: Indonesia is the most populous Muslim country in the world. Indonesia is the third largest democratic country in the world. So, no one can argue that Indonesia is a nation that cannot blend Islam and democracy.

Islam and democracy is compatible in Indonesia. Empirically it is already proven. No country has blended both so well.

Do other countries recognize us as a reference or direction?

Yes, it'€™s an irrefutable fact. Yesterday I had the opportunity to speak at the European parliament in Brussels. I spoke about Islam in Indonesia and also about Islamic education in Indonesia. They have great expectations that Indonesia can become a role model, a reference. For those who want to know about Islam they had better come to Indonesia, or at least make Indonesia as the reference and not have to go to Saudi Arabia, Yemen, Afghanistan or other countries as they don'€™t represent Islam like Indonesia'€™s Islam that articulates as a role model in the international world. Inarguably, there is another potential here, such as Indonesia'€™s huge demographic bonus.

Well, that'€™s it. Isn'€™t it due to the numerous islands of our archipelago?

That'€™s the challenge. Indonesia is one of the most diverse countries with its 17,000 islands, 255 million people, hundreds of ethnic groups, languages and so forth. It'€™s a major challenge. In fact, due to its great diversity Indonesia has proven to the world its capability to create peace. Like I said, we have a big potential in the form of a demographic bonus as out of the 255 million, 43 percent are below the age of 23.

So, the young generation, estimated at around 110 million, is a quite promising demographic structure, but challenging as well. The challenge is in preparing them, because our failure can become a disaster instead of a blessing for Indonesia.

That'€™s why I said this is our huge potential, which should be used to the maximum by educating them, providing them with the necessary skills, instilling them with morality and integrity. Indonesia not only has the potential to become the reference of the world'€™s civilization, but also to actually become one of the world'€™s strong nations economically, due to its extraordinary demographics and not to mention the rich natural resources, which everybody knows. We don'€™t have to elaborate on that. Our human resources are just one of many plus points to transform Indonesia as the center of Islamic civilization.

Pak Kamarudin once talked about the diversity of social infrastructures, especially among Islamic organizations in Indonesia. In the future, seen from the development of Islam, are organizations, like NU, Muhammadiyah or others, ready? Are we ready, as once again, the main point is that this idea is putting a peaceful Islam to the fore?

It is first a sure thing that we have because our organizations promote moderate Islam, Islam that is rahmatan al ilamin (beneficent to all realms). This is one main asset that we have.

But it is true that the challenges are not really cut and dry. We are soon entering the AEC era, when competition is the norm. Competition is very much decided on quality, including the quality of our education, surely.

So, national competitiveness of a country is greatly dependant on the quality of its education. Of course, when talking about national education, we'€™re talking about how national education can make Indonesia become a competitive nation, a country with a strong competitive edge. This is because, like it or not, sooner or later we are entering this era. There is no way around it. We are going to become a part of this global competition.

So, once again, competence is an ultimate requirement to be able to have a high level of competitiveness and the key, once again, is education. Islamic education is one of these aspects of national education; it contributes fundamentally to make Indonesia a strong and influential country in the future.

We cannot become the center, we cannot be seen as a reference, if we are left behind. If our general competitiveness is not up to par people will not look toward our direction. So, actually it is not only the quality of Islamic education that needs to be improved, nor is it the social assets that we have, but it is how Indonesia can come up as one of the world'€™s major power wielders.

And I think, right now Indonesia is one of the strongest economies in Southeast Asia. Maybe we rank 16th among the world'€™s economies and Indonesia has tremendous potential to become one of the strongest countries in the world. Once again, education is the key.

So far, how is the quality of education, especially Islamic education, in Indonesia, especially not only in facing AEC, but also in making Indonesia the Mecca of Islamic education and studies?

The challenges are varied. Generally, Indonesia is facing certain challenges. For example, the gross figure of national educational participation is still below that of Thailand. If I'€™m not mistaken it is still around 31 percent, lower than Thailand'€™s, which is almost 50 percent.

How big is our national education participation?

Around 30 or 31 percent, in general. Thailand'€™s is close to 50 percent; this is for higher education. Then, Malaysia has reached 38 to 40 percent; the Philippines is also quite high '€” also above us. Singapore is also better than us. We are better than Myanmar, Laos, Cambodia, Papua New Guinea and others in Southeast Asia.

It turns out that there is quite a significant correlation between our level of participation and competitiveness. That is why, I believe, this country needs to open as wide as possible access to higher education, either to public universities or to Islamic universities. This is necessary because our level of participation is still low. So, the priority of our National Medium Term Development Plan (RPJMN) should be on providing this access to education.

But aside from access, quality is no less important. Data show that there are still 500,000 college graduates who are unemployed. Actually less than 10 percent of our workforce are university graduates. So, imagine the productivity or the quality of our workforce, when less than 10 percent of them are university graduates.

So, graduates of elementary schools and middle schools still dominate.

This is a challenge. For, again, talking about AEC or global competition, we keep returning to the issue of competitiveness. Specially for Islamic education, aside from educating the children and to improving the national education participation level, it is also to provide skills to young Indonesian people, so that later they can become a professional workforce.

But the fundamental function of Islamic educational institutions is actually to maintain the diversity of Islam in Indonesia: how Islam in Indonesia can keep the peace, tolerance, mutual respect and to appreciate diversity. This is the fundamental function that must be safeguarded, maintained and developed in our Islamic education institutions.

How confident is the Religious Affairs Ministry about Indonesia becoming the center of global Islamic studies and the center of Islamic civilization.

We have ample reasons for feeling confident and Indonesia has a big potential to become these centers. It depends on how far we can capitalize on the potential that we have. To become the center, a source of reference, is not like shooting fish in a barrel. There are many challenges.

So we need to prepare some strategies. We need to make efforts to improve the capacity and the competency of human resources at our educational institutions. For example, we need to improve the qualification of our educators and lecturers, for Master'€™s programs and scientific research. Professors can be asked to come up with quality research that we can disseminate in global forums.

With the social potential we have, insya Allah (if God'€™s willing), we are optimistic.

We cannot quantify how confident we are, but I am optimistic that Indonesia can do this.

Which universities, according to the Religious Affairs Ministry, are most suitable for studying Islam?

We have 55 public Islamic universities. We have Jakarta Islamic State University and one in Yogyakarta and in Malang. These three have the A-level accreditation.

Under the Research and Higher Education Ministry, we have a hundred or so, I believe. Those with A-level accreditation are around 21 colleges. The others have B-level accreditation; one or two have C-level accreditation.

The distinction that our Islamic universities have compared to colleges in different places is their integration concept, or scientific integration.

For instance, studying medicine, informatics or architecture at Islamic universities is different from studying those majors at other public universities.

Besides studying the sciences, the students also learn deep religious studies. They study the Koran and the Prophet'€™s sayings. They learn Islamic morals. Our aim is to create intellectual and scholarly Muslims with commendable morals.

Besides studying general sciences, they learn religious sciences. The idea is that they learn and master both.

Religious studies at Islamic universities don'€™t get reduced because of the general sciences. So, across Indonesia, we have 55 Islamic universities and their quality is pretty much similar as we have quite a lot of professors.

As I said earlier, we have 415 professors of Islamic studies and most of them are graduates from overseas colleges '€“ from the Middle East and from the West. Some are also from Indonesia. In-sya Allah they are competent and have the capability to explain what Islam is really about.

How does education in Indonesia explain, especially to people from other countries, and put to right the wrong impression and the stigma of terrorism being close to Islamic teachings in Indonesia? How can we fortify Indonesian education against extremism?

We are facing a big challenge in Indonesia. Indonesia is a big country with so many islands and such a big population with diverse religions and cultures. The multicultural element is just outstanding so that the potential for conflict is also big. If we don'€™t manage this well, extreme beliefs can gain ground here. Yet, the fact is that compared to other countries, Indonesia is a country we can be proud of.

We have had several sporadic conflicts where religious sentiment was involved and other communal conflicts, but actually if we factor in the big size of our country with such complex diversity of cultures, those conflicts cannot be said to be major.

Of course, we still need to remain vigilant as these conflicts cannot be taken lightly. What we should do is teach religions at schools and religious schools so that we can fortify them against radical and extremist movements.

For example, we teach our children at school, '€œYou are Muslims so you must adhere to Islamic teachings, worship God and believe that Islam is the right path, but you must also realize that there are our brothers who are Christians, Hindus and Buddhists. They also believe wholeheartedly that their religion is the right one and we should acknowledge and appreciate that. As Indonesians, living in this pluralistic country, we must have mutual respect.'€

So from the get-go we teach our children so that religions can really become an instrument that ties our society together and acts as a fortification against radical teachings. The religion they study is one that teaches mutual respect, not a religion that have the followers busily blame others and deny other people'€™s Islamic faith and even saying these people are worth killing. That is not what we want.

That'€™s what we teach from the basic level up to university level. The Islam we are promoting at schools is an Islam that acknowledges differences and is a tolerant, peaceful Islam. That'€™s the true character of Indonesia, especially those studying in Islamic schools.

So far, how do you see the interest of Indonesians in Islamic education, including overseas students studying in Indonesia?

The public interest in studying in Islamic schools is very high.

From Indonesia itself and from overseas?

Locally, up to 20 to 30 percent of students register for Islamic schools. There is still a big gap between the number of students and the access we can provide. So, the demand is very big, either in universities or madrasah and pesantren.

Demands from overseas are also big even though not as big as local demand.

In Malang, students from 32 countries are registered studying at Malang Islamic State University.

Then in Jakarta, we have students from 10 countries; in Riau, Pekanbaru, and in Yogyakarta there are also many. Almost all of our Islamic universities have overseas students. IAIN also has oversea students, many of whom are from Thailand. So, there is a very big interest.

What studies are many of them interested in studying at Islamic universities in Indonesia?

Fundamental Islamic studies. It'€™s like this: in Egypt, for example, they have Al Azhar University, which is one of the oldest, if not the oldest, in the world. Al Azhar is very famous as the center of Sunni Islam study.

Then in Morocco are the University of al-Qarawiyyin and the University of Ibn-Tofail. In Saudi Arabia, there is Imam Muhammad ibn Saud University and in the West schools like Harvard, Oxford, Cambridge, Heidelberg and many of the world'€™s foremost universities have Islamic study departments.

All these institutions offer different scholarly traditions. We are trying to adopt these traditions. Of course, it'€™s not easy to compete with Al-Azhar, with Imam Muhammad ibn Saud, or with those European and American universities.

But we have our own characteristics. We are very open. So, the scholarly traditions we adopt can be those from the West and from the Middle East. We can combine these. Even the scholarly tradition from Qom in Iran, which is also popular, can be adopted in Indonesia.

We can combine these and conform them with Islam in Indonesia. Islam in Indonesia appreciates multiculturalism and accepts differences. So, there is a distinction that Indonesia has.

A graduate from a madrasah can also exist and actualize himself or herself. The person can do things his or her peers do. I think this is also one of the distinctions of a madrasah in Indonesia.

Madrasah in Indonesia offer some of the most modern education systems compared to those in Islamic countries. That is why madrasah are a general education institution with the real Islamic characteristics. What students learn at a madrasah are what those students learn in general schools. What students learn in senior high school, for example, students of Aliyah school also learn. The same goes with Tsanawiyah students. They study what junior high school students study. The curriculum is similar with the addition of more religious studies. So, a madrasah is a general school with religious characteristics, or a plus school. Madrasah, with all of their weaknesses and strengths, have been proving their existence and accomplishments.

I'€™d like to express our hope for support from the people of Indonesia in making our country the world center of Islamic studies and Islamic civilization. Let'€™s safeguard Islam in Indonesia, an Islam that promotes peace and tolerance. If we work together, I am optimistic Indonesia will be one of the strongest countries in the world and become the center for Islamic civilization. (+)

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