The one-day seminar served as a strategic step to develop educators with a deep understanding of numeracy concepts suitable for young children.

Jakarta (Indonesia Window) - The Indonesian government and its French counterpart are strengthening their cooperation on early childhood education (locally known as its abbreviation PAUD) through a one-day seminar titled ‘Learning Numeracy in Early Childhood Education from France’s Best Practices’ here on Friday (June 20, 2025).

The one-day seminar served as a strategic step to develop educators with a deep understanding of numeracy concepts suitable for young children, a press release on the program was quoted by Indonesia Window on Monday.

Some 100 participants from professional early childhood teacher organizations, including the Indonesian Early Childhood Educators Association (HIMPAUDI), the Kindergarten Teachers Association (IGTK), and Aisyiyah Kindergarten Teachers attended the seminar.

Komarudin, Head of the Learning, Welfare, and Protection Team at the Directorate of Early Childhood and Non-Formal Education Teachers, stated that the event is a best practice in efforts to reduce educational disparities since an early age.

He emphasized that strengthening numeracy during the critical brain development phase is essential to prevent future learning difficulties.

“Through the structured numeracy seminar, educators can identify children with exceptional potential in numeracy and provide tailored stimulation to meet their needs,” he said.

The seminar also reinforced Indonesia-France collaboration.

IrrmJulesann, Counselor for Cooperation and Culture and Director of the Institut Français Indonesia (IFI), highlighted the importance of early childhood education in France, as schooling is mandatory from age three.

“Presidents Macron and President Prabowo have committed to cooperation in education, not only focusing on free nutritious meals but also on foreign language learning for a brighter future,” he said.

The keynote speaker, Peggy Pitaval, a French primary school teacher, psychologist, and education inspector for Asia, shared insights and best practices from the French education system, particularly in early childhood education.

She emphasized that ages three to five are the most critical for a child’s development. Consequently, France ensures that early childhood education needs are met comprehensively and with high quality.

“In France, children aged three are required to attend school. Starting today, no three-year-old should be out of kindergarten. We believe learning is a right, and education must begin early,” Pitaval explained.

In the French education system, kindergarten is divided into Petite Section (small kindergarten, ages 3–4) and Grande Section (large kindergarten, ages 5–6), structurally considered part of primary education.

Pitaval also reviewed the history of education in France.

Since 1833, an area with population over 500 were required to establish schools, and by the late 19th century, education was mandated to be free.

In 1889, a significant milestone was reached when teachers became civil servants, directly paid by the state, and required to undergo specialized training, including for kindergarten. As of 2025, teacher education continues within university settings.

Currently, France operates around 600 schools in 138 countries, serving nearly 400,000 students. These schools are accredited by the French Ministry of Education and overseen by 17 inspectors, including Pitaval, who manages Asia.

She visits French schools abroad to ensure curriculum implementation meets standards and provides ongoing teacher training.

“Children of any nationality can attend French schools with French educational quality, curriculum, and values. We uphold humanistic values such as freedom, tolerance, gender equality, and equal opportunities to achieve aspirations. Learning is a right, and we prioritize fostering students’ character,” Pitaval said.

Meanwhile Dr. Suparto, Director of Early Childhood and Non-Formal Education Teachers under the Primary and Secondary Education Ministry emphasized that numeracy should not be equated solely with arithmetic.

“Numeracy is not just about counting or learning formulas; it’s about applying simple concepts in daily life. From an early age, children must be trained to think logically and supported in problem-solving,” he explained.

He also highlighted challenges, such as the misconception that numeracy is only taught in primary school and the lack of teacher readiness to integrate numeracy into early childhood education.

Through this collaboration, Indonesia aims to adopt lessons from France’s best practices, particularly in strengthening contextual and sustainable early childhood numeracy.

This partnership is a vital step toward creating a more inclusive, responsive, and high-quality early childhood education system for all Indonesian children, fostering a generation proficient in literacy and numeracy from an early age.

Reporting by Indonesia Window