(little zero grade) and kelas nol besar (big zero grade) respectively. While this level of education is not compulsory, it is aimed to prepare children for primary schooling. Of the 49,000 kindergartens in Indonesia, 99.35% are privately operated. The kindergarten years are usually divided into "Class A" and "Class B" with students spending a year in each class. Public primary and secondary education Indonesians are required to attend 12 years of school. Students must go to school five days a week from 07:30 a.m. until 15.30 p.m.Students can choose between state-run, nonsectarian public schools supervised by the Ministry of National Education (Kemdiknas) or private or semi-private religious (usually Islamic) schools supervised and financed by the Ministry of Religious Affairs. Students can choose to participate in extracurricular activities provided by the school such as sports, arts, or religious studies. However, although 86.1 percent of the Indonesian population is registered as Muslim, according to the 2000 census only 15 percent of school-age individuals attended religious schools. Overall enrollment figures are slightly higher for girls than boys and much higher in Java than the rest of Indonesia. A central goal of the national education system is to impart secular wisdom about the world and to instruct children in the principles of participation in the modern nation-state, its bureaucracies, and its moral and ideological foundations. Beginning under Guided Democracy (1959–65) and strengthened in the New Order after 1975, a key feature of the national curriculum — was the case for other national institutions — has been instruction in the Pancasila. Children age six and older learned by rote its five principles — belief in one God, humanitarianism, national unity, democracy, and social justice — and were instructed daily to apply the meanings of this key national symbol to their lives. But with the end of the New Order in 1998 and the beginning of the campaign to decentralise the national government, provincial and district-level administrators obtained increasing autonomy in determining the content of schooling, and Pancasila began to play a diminishing role in the curriculum. A style of pedagogy prevails inside public-school classrooms that emphasises rote learning and deference to the authority of the teacher. Although the youngest children are sometimes allowed to use their local language, by the third year of primary school nearly all instruction is conducted in Indonesian. Teachers customarily do not ask questions of individual students; rather, a standard teaching