Authors: Dinda Ganisawati Javada, Iriani Trisna Rahayu, Agung Sugianto Silalahi
Reviewers: Farid Al-Firdaus, Yuwono Dimas Prasmiwardana, Nadia Lutfiana Mawarni, Rosaninda FS, Dwi Martutiningrum, Nadia Faradiba, Alfi Nabila
The 2045 Golden Indonesia Vision
In the RPJPN (Rancangan Pembangunan Jangka Panjang Nasional) 2025-2045, one of the pillars regarding education is the issue of education equity. Education equity is an issue of how the education system can provide the widest possible opportunity for all citizens to get an education so that education can be a means of developing human resources to support development (Afando, 2019). In the portrait of education in Java island, there are still limitations in access to education in hard-to-reach areas. Out of six provinces in Java Island, the number of Out-of-School Children (ATS) for children aged 13-15 in West Java Province was the highest, which was at 8.61. It is also higher than the national number of 6.93.
Source: BPS, 2022 National Socio-Economics Survey
As one of the regions bordering the capital city, Bogor Regency had the lowest mean years of schooling (RLS) in the Jabodetabek area in 2022, which was 8.34 points (Figure 1). This figure indicates that the average population aged 15 years and over in Bogor Regency is either elementary school graduates or dropouts at the junior high school level.
Educational inequality
Educational inequality refers to those unequal, unjust relations and mechanisms due to which some children benefit less from the education system than their peers.
It is a complex and multifaceted social problem, as Donald B. Holsinger and W. James Jacob (2008) demonstrate thoroughly by differentiating four aspects of inequalities in education:
- Inequalities related to the unequal distribution of resources and services needed to enroll in a school (income, transportation, health, and so on), and the unequal access to education as such (due to exclusion, segregation, discrimination and so on);
- Inequalities related to the unequal share of educational goods (teaching quality, curriculum, individual development and so on);
- Inequalities related to unequal educational achievements and outcomes (qualifications, credits, competencies, and so on);
- Inequalities related to the unequal realization and exploitation of educational results (further/higher education, employment, social mobility, political participation, and so on).
The condition of education in bogor regency
At the junior high school level, MTs (Madrasah Tsanawiyah/Islamic Junior High School) is still considered as delivering ”second-class education” in Indonesia (Alawiyah, 2014). According to BPS (Badan Pusat Statistik) in Bogor Regency, the number of public and private MTs is significantly different. Out of 345 schools, only 4 schools are public schools while the rest are private. One of the factors affecting the uneven condition of education especially in private MTs in the Bogor district area, due to geographical conditions that cause the distance from students’ homes to schools to be too far. As an example of the geographical conditions of Manceri village quoted from the journal Mohamad Abduh et al. (2022) explained the condition of this village is located far behind a hill which is very difficult to reach by vehicles such as motorbikes, especially cars. The connecting road to Manceri village is uneven (narrow), steep and on the left and right sides are cliffs and deep ravines. Based on an article from Sudarno, A. (2016, 30 September)., the distance is around 4 km or more.
This causes many students to drop out of school until the elementary level.
Another factor is the damaged and inadequate condition of school facilities. Because so far, government funding only covers operational costs. For private MTs this is very influential so that they have not been able to allocate funds to improve school facilities. Based on data from the Education Data Collection System Platform at the Ministry of Religious Affairs, there are 330 classes with lightly damaged conditions, 138 classes with medium damaged conditions, 25 classes with severely damaged conditions and 1 class with total damaged conditions.
Quoting from the BPS Jambi page, non-profit organizations have an important role as government partners in overcoming various problems such as social humanitarianism, law enforcement, poverty alleviation, and environmental preservation. Through non-profit organizations, the following proposed innovations can be implemented
Encourage stakeholders to use AKMI
The non-profit institution advocates for the management of MTs to actively participate in the program from the Ministry of Religious Affairs through AKMI (Asesmen Kompetensi Madrasah Indonesia) to assess and improve the quality of management and education services of madrasahs under the guidance of the Ministry of Religious Affairs. The project is implemented over a period of five years, 2020-2024, in 34 provinces and 514 districts/cities across Indonesia.
Enhancing facilities
As an initiator, an effort that can be made is to organize a donation event that will be used to make a significant contribution in improving and enhancing the quality of education such as the construction of new classrooms, improvement of sanitation facilities, and provision of educational equipment. One of the non-profit organizations that has contributed to the improvement of educational facilities in MTs schools in Bogor Regency is Mosque Ranger. The organization has been established for 6 years and conducts activities in 8 villages by conducting activities such as renovating madrasas, providing furniture and others.
Alternative education
In order to address educational inequality, comprehensive education and training activities are crucial. Alternative education can educate and empower parents and teachers on the benefits and methodologies of alternative education to improve equitable access to education. For example, through cross-sectoral collaboration between the Ministry of Religious Affairs (MoRA) and the Ministry of Manpower by organizing training for MTs students on creating simple food businesses. Innovations such as these are expected to not only address educational inequality, but also provide concrete solutions to advance the lives of learners and increase economic opportunities at the local level.
Conclusion
Educational inequality in Bogor Regency has many factors, including the distant location of schools and inadequate funding, resulting in numerous damaged school facilities causing many MTs (Madrasah Tsanawiyah/Islamic Junior High School) children to drop out of school due to difficulties in access.
To address this issue, external support from foundations is essential to emphasize curriculum through AKMI, also assist funds from donations and provide alternative education for enhancing education quality and human resources.
References:
Afando (2019). Pemerataan permasalahan pokok pendidikan di Indonesia. Diakses 10 Maret 2024. https://osf.io/preprints/inarxiv/4d6bn
Alawiyah, Faridah (2014). Pendidikan Madrasah di Indonesia. Jurnal Masalah-Masalah Sosial Vol.5 No.1. https://dprexternal3.dpr.go.id/index.php/aspirasi/article/view/449
Badan Pusat Statistik. (2023). Statistik Pendidikan 2023. Vol. 12 2023
https://geotimes.id/opini/pendidikan-alternatif-solusi-untuk-merdeka-belajar
Hasanuddin, D. (2022, 2 Februari). Rudy Susmanto Ketua DPRD Kabupaten Bogor Minta Disdik Bikin Inovasi Pembelajaran Berkualitas. Diakses pada 10 Maret 2024, dari https://wartakota.tribunnews.com/2022/02/02/rudy-susmanto-ketua-dprd-kabupaten-bogor-minta-disdik-bikin-inovasi-pembelajaran-berkualitas
Nu Online. (2023, 5 Desember). Kemenag Ajak Reformasi Mutu Pendidikan Madrasah Melalui AKMI. Diakses pada 09 Maret 2024, dari https://www.nu.or.id/nasional/kemenag-ajak-reformasi-mutu-pendidikan-madrasah-melalui-akmi-HmsWt
Sudarno, A. (2016, 30 September). Potret Buram Pendidikan di Pelosok Bogor. Diakses pada 10 Maret 2024, dari https://www.liputan6.com/news/read/2615025/potret-buram-pendidikan-di-pelosok-bogor
https://jakarta.bps.go.id/indicator/26/899/1/-metode-baru-rata-rata-lama-sekolah.html
https://jabar.bps.go.id/indicator/40/189/1/-komponen-ipg-rata—rata-lama-sekolah.html