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104Islam, Democracy and Human Rights in Contemporary Indonesiaminds to act and behave in a peaceful and tolerant mannertowards plurality and differences. Students need enoughexercises to harmonize what they think, what they say, andwhat they do to experience the universal beauty of peace. However, on the other hand, that expectation is not withoutobstacles. Currently, approximately 88.8 percent of schools inIndonesia, ranging from elementary to high school, have not passedthe minimum service quality standard (Kompas, March 23, 2011).The situation is probably even worse at religious schools ormadrasahs. Katarina Tomasevski (2002), the UN Special Rapporteuron education in Indonesia, exposed that only about 3 percentof students in Indonesia could enjoy an international standardor high-quality education. These schools are generallydominated by students of Chinese descent. On the other hand,this ethnic group is a source of social envy because they controlthe largest chunk of the economic pie.Jealousy and discrimination triggered by discrimination,poverty, and unemployment often cumulatively appear to be agreat power on the grounds of jihad against law enforcementagencies and other religious followers or ethnic groups who arepart of the upper socio-economic class.The existing radicalism is not a simple process. It has likelybeen triggered by the past dichotomy of education policy. Publicschools under the National Education Ministry and privatereligious schools under the Religious Affairs Ministry, despitetheir use of the same national curriculum, are extremelydifferent in the way each treats resource distribution. Madrasah under the religious ministry in the past appearedto be the last receiving hand of national budget allocation on