“I have been longing to make the acquaintance of a ‘modern girl’, that proud, independent girl who has all my sympathy! She who, happy and self-reliant, lightly and alertly steps on her way through life, full of enthusiasm and warm feeling; working not only for her own well-being and happiness, but for the greater good of humanity as a whole.”

Kartini, Jepara, May 25, 1899

As I boarded the train at the subway station in Hong Kong, on the way to a scholarship interview for Oxford, these words constantly echoed through my mind.

To study at the University of Oxford, one of the oldest and most renowned universities in the world, was my dream. Imagining myself joining the lectures within the magnificent halls of study that were built nearly 600 years ago filled my thoughts every time my eyes hazed in day dreams.

More than a hundred years ago, a girl, much like me, also had a dream. Her dream was to go to study in the Netherlands, to acquire the skills needed to become a qualified teacher and return to her homeland to share that knowledge with her beloved people.

In all her letters, whether to friends, mentors or teachers, Kartini constantly wrote about her longing to educate her people, not only in the natural sciences and literature, but also in the areas of economics, domestic science and healthcare, especially midwifery.

Kartini and her sisters, Kardinah and Roekmini, were eager and determined to work for their people, realizing that only education could bring freedom from poverty, hunger and ill health.

Furthermore, the sisters understood the key role of young mothers in the financial running of households; they saw that learning about home economics and efficiency could boost not only a family’s well-being, but also the well-being of a nation.

When we look into Indonesia’s current status with regard to literacy, we see that our nation is well on the way to meeting the UN Millennium Development Goal of Completed Primary Education for all children in this country by 2015.

The net enrollment rate for primary education has almost reached 100 percent and the literacy rate of the population reached 99.47 percent in 2009.

This country aims to go beyond the MDG education target for primary education by expanding the target to junior secondary education. In fact, Indonesia had a head start on this goal since its “Wajib Belajar 9 Tahun” (nine-year compulsory education) program began in 1994, long before the MDGs were agreed upon following the Millennium Summit in 2000.

This progress in primary education and the literacy rate, would no doubt have greatly pleased Kartini. However, in the case of financial literacy, there is still much to be done.

Financial literacy refers to the understanding that consumers and investors have about financial concepts, risks and opportunities. It is also to do with the ability to make informed choices and knowing where to go for help.

Strong evidence indicates a clear link between family well-being and financial literacy. When financial literacy is low, there is a tendency to borrow at high interest rates, little planning for retirement and no assets to guard against times of financial difficulty.

Education is about empowerment and financial education enables individuals to analyze financial choices and to take actions that further their goals.

With regard to the 2008 USA financial crisis, which was triggered by the failure of toxic assets and financial products, renewed attention has been focused on the importance of people being well informed about their financial options.

Financial literacy now is even more relevant not only for citizens of developed countries, but also for citizens of developing countries since we are experiencing rapid growth in our financial sectors.

In Indonesia, those who have access to formal financial services represent approximately only half of the population. Education in financial literacy, besides strategies to increase the availability of effective financial services for the poor, could help increase the number of people who are aware of what services are available and who can benefit from them.

Kartini and her sisters understood the importance of being financially literate. In her letter to her friend, Stella Zeehandelaar in 1901, Kartini wrote: “More and more the Government realizes what a great advantage it would be to the people and their rulers, if they could learn economy … We may appeal to the Government on behalf of Kleintje, and ask that she be placed at a school where she could be qualified to teach domestic economy. My little sister wishes to undertake the great task of teaching the women and future mothers of Java economy and frugality.”

After months of preparing essays and forms for my Oxford application, I finally received the anticipated letter, which would define my future. It was good news.

I hope that my studies will enable me to understand more about financial literacy so that when I return to Indonesia I can help to improve the lives of the poor in this country.

Kartini was not able to fulfill her dream to study in Holland but her efforts to serve her people lit a torch of hope not only for women but for all Indonesians.

I wish so very much that I could have met her but in my heart pray that I can be the kind of “modern” girl that she dreamed to meet. Kartini took the first step and it is my honor to be a torch bearer for all that she believed in and sought for.

The writer is a member of the Education Wing of the Indonesian Conference on Religion and Peace (ICRP).

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