education pushed several Indonesian figures to start educational institutions for local people. Arab Indonesians founded Jamiat Kheir in 1905, Ahmad Dahlan founded Muhammadiyah in November 1912, and Ki Hajar Dewantara founded Taman Siswa in July 1922 to emancipate the native population. Pesantrens (Islamic schools) were also mushrooming rapidly during this period. During the colonial period there was a large gap between the educated male and female population. In 1920, on the island of Java and Madura out of the 6.5% literate male population, only 0.5% of the female native population are literate. Similar phenomenon can be observed on the 'Foreign Orientals' (Arabs and Chinese), with 26.5% literate male population and only 8.5% literate females out of the total population. In the outer islands beyond Java the difference between literate male and female population are 12% and 3% out of the population respectively. Inspired by a Javanese-born aristocrat Kartini who died young at the age of 25, the Van Deventer family worked to increase female involvement in education and received support from the Dutch government — eventually leading to foundation of Kartini Schools in 1911. The Dutch colonial government established universities and colleges for native Indonesian on the island of Java. Before founding the Bandung Institute of Technology in 1920, there was no university-level education in the country; students had to go abroad (mainly to Netherlands) to receive it. Most of these universities have become the country's top educational institution as of today. These institutions are as follow: School tot Opleiding van Inlandsche Artsen or STOVIA, a medical university which later become Geneeskundige Hogeschool in Batavia. Nederland-Indische Artsen School or NIAS, a medical school in Soerabaja. Rechts-Hoge-School, a law school in Weltevreden, Batavia. De Technische Hoge-School, or THS, a technic school in Bandoeng and the first full-fledged university in the country (opened in 1920). Middelbare Landbouw-school, an agriculture college which later become Landbouwkundige Faculteit in Buitenzorg Opleiding-School voor Inlandsche Ambtenaren or OSVIA, colleges for training native civil servants. Hollandsche-Indische Kweek-school, colleges for training teachers. By the 1930s, the Dutch had introduced limited formal education to nearly every province of the Dutch East Indies, although by this period only 7.4% of the population were literate in 1931 and 2% were fluent in Dutch. Around the outer islands beyond Java, to meet demand of schooling, the Dutch government relied heavily on missionary schools that mostly provide basic and moral education. Japanese occupation During