Foreign aid can be an effective tool in the war on terror through poverty reduction and education programs. Research on the economics of crime suggests that poverty and lack of education are correlated with illegal activities. Krueger and Maleckova (2003), for example, also suggest that terrorism should be perceived as a response to political conditions and long standing feelings of indignity and frustration although their investigation of different movements, including Hezbollah, also suggests that terrorists are recruited, in no small part, from groups with a relatively wealthy and educated family background.
In the history of terrorism in Indonesia, Noordin Mohammad Top and Azahari Husin (now deceased), allegedly involved in several bombings in Indonesia, were educated people with a Bachelor of Science and a PhD degree respectively. But they were the intellectuals — not representative of typical rank and file terrorist-related groups.
Ensuring that radical ideologies do not metastasise throughout the grass roots is thus an important part of counter-terrorism. And here, religious education is still education. It is about intellectual development and teaching students how to become responsible members of their community. In this respect, investing in religious education is similar to investing in ‘regular’ or secular education.
The socio-economic effects of Islamic education also have additional benefits. Madrasah have strength in reaching subgroups at risk of dropping out of school, such as school-aged married females and female students from poor families. In some rural areas madrasah are the only schools that are able to deliver basic education to students from low-income families. Australian support for Islamic schools is therefore strategic in terms of achieving income equality and the Millennium Development Goals in Indonesia.
This goodwill with Indonesia may also contribute to Australia’s own economic growth, given Indonesia’s position as one of its major trading partners. With its sizeable population and positive economic growth, trading with Indonesia promises a bright future. But this requires stable macroeconomic performance, and the country’s experience suggests this is closely related to political stability and the stabilising force of religious life.
Violence committed in the name of religion continues to occur. And while most Indonesians view such violence as an indication of the Indonesian government’s failure in protecting its citizens against radical acts and the direct link of aid to the resolution of extremist terrorism appears uncertain, Australian aid towards the development of madrasah may help to prevent the spread of radicalism in Indonesia.
Religion has always proven an effective mobiliser of people. Here, the role of religious leaders is evident. Religious leaders (kyai) of religious institutions, such as pesantren (Islamic traditional schools), contribute to the formation of social capital, particularly in the form of religiosity as well as improved welfare (forthcoming at Journal of Socio-Economics). Acknowledging the importance of Islamic organisations is therefore an essential step to engaging in Indonesia’s development.
Investment in education is a long-term investment, and the benefits are not immediately obvious. A reduction in the number of terrorist attacks is one important measure of success, but it is not the only nor is it a sufficient measure of the success of Australian aid. The perception of madrasah as breeding grounds for terrorism is a misconception; only a handful of alumni have a history of connections with terrorist organisations.
In Australia, it is also important to continuously promote an understanding of Islamic values. Islam is derived from the same root as the word ‘salaam’ (peace) and the first verse in its holy book, the Quran, is ‘Iqra’ (read), suggesting the high importance of being knowledgeable and contributing to humanity in peaceful way. Hence, any terror act which claims to be in the name of Islam is premised on a false interpretation of its believers. Assisting Islamic schools and working with religious leaders in delivering values that promote respect to others could be the most effective way to reduce such acts.
Risti Permani is a postdoctoral research fellow in economics at the University of Adelaide. Her PhD study is focused on the economics of Islamic education in Indonesia.
Madrasah have also been known to teach the opposite, ie extremist, view of the Quran, thus playing a role in the redicalisation of young minds. However, this may not be the case in Indonesia. I strongly support the view that education is the most, if not the only, effective long-term strategy against the spread of Islamic terrorism and therefore advocate the continuation of foreign government support to madrasah in Indonesia. However, I believe the donor government has an opportunity here to examine the curriculum and play a constructive role in ensuring that the true tenets of Islam are not subverted.
Re: …Krueger and Maleckova (2003), for example, also suggest that terrorism should be perceived as a response to political conditions and long standing feelings of indignity and frustration although their investigation of different movements, including Hezbollah, also suggests that terrorists are recruited, in no small part, from groups with a relatively wealthy and educated family background….
…Madrasah have strength in reaching subgroups at risk of dropping out of school, such as school-aged married females and female students from poor families….
Ms Risti Permani has raised a valid point in that a radical ideology founded on their interpretation of Islam is an expression of poverty and political disenfranchisement.
Australia initiated two very innovative and wise foreign aid programs for Indonesia since their independence in 1945.
The Colombo Plan helped educate many Indonesian students graduate from our universities and many now are senior managers in their nations corporations as well as in the government – including for example, former Minister of Finance now Vice President Dr. Boediono etc.
The Madrasah funding program is another far sighted program by funding of Madrasah to encourage education promoting opportunities for employment and pathways towards tertiary education. However, this wise foreign aid program targets only the symptom of a deeper issue of socio-economic disenfranchisement and the blow-back from US Middle East policies detrimental to citizens in the region.
The blowback resulting from US foreign policy created a spectrum of responses from the radical Al Qaeda to the Middle East classless and secular insurrection in Libya to Egypt to Bahrain to occupied Iraq.
Most of the Muslim world has sought strategies to achieve parity with the West since the late 19th century and was one of the effective organizing movements leading to the overthrow of the Dutch Colonial power in 1945. Muhammadiyah is one of several examples of modern Indonesian Islamic movement with well run and education infrastructure in the country.
Firstly, I suggest the rise of radical Islamist based ideologies within Indonesia will decline when the US either withdraws from the Middle East or adopts a more enlightened strategy addressing the needs of the Middle East citizenry. Secondly, Indonesia will continue to reduce societal inequalities thru likely improved standards of living as part of the rise of Asian economies within the next two decades. Thirdly, the Web has become a forum of ideas enabling ordinary people world wide to become politically aware and seek superior knowledge not available from most mainstream media that suffers from mediocrity and group think.
Therefore the Australian Madrasah funding program is of strategic importance to both our country’s national interest.
However, Australia also needs to consider the needs of our own low socio-economic status population and the re-construction cost of recent disasters etc.
Of course education is important, and as an advanced nation Australia has a duty to help its neighbours.
But building schools is a totally flawed policy.
It’s the Indonesian government’s job to care for its citizens; the responsibility is in the Constitution. That means providing the teachers, buildings and equipment.
If Australia does the job that releases local administrations to divert funds to other less worthy causes. These tend to be opulent government complexes, officials’ mansions and lavish places of worship.
There’s no way Australian agencies can control cash used for capital works which require suppliers, manufacturers and builders. The opportunities for graft are limitless, meaning Australian taxpayers’ money will fuel corruption.
The idea that the locals will recognise Australian generosity and change their attitudes is naïve. It assumes people will notice a plaque acknowledging AusAID and consequently stop despising unbelievers. On the contrary – the fundamentalists will use these programmes as proof that the West is trying to ‘Christianise’ Indonesians.
Far better to use the money so teachers can study in Australia, boost their skills and expand their horizons. There are some scholarships – but too few. When the teachers return they can push their governments to build better classrooms and equip these with modern technology. They can also tell their students that the West is not peopled by the devils conjured up by the narrow-minded ill-educated people who often run pesantren.