By: Kuswara Adi Sucipto (
The transformation of national education cannot be separated from the state’s commitment to the most vulnerable segments of society. Education is not merely an instrument to increase school participation rates, but a fundamental foundation for breaking the cycle of structural poverty. In this context, the Sekolah Rakyat (People’s School) program emerges as a policy breakthrough worthy of appreciation, serving as a clear path toward the transformation of Indonesia’s education system.
President Prabowo Subianto, through his briefing at the 2026 National Coordination Meeting (Rakornas) of the Central and Regional Governments, firmly emphasized that improving the quality of life of the people is the primary goal of national development. Development orientation is not solely aimed at achieving high-income country status, but at ensuring tangible improvements in public welfare. Within the framework of human resource development, the President presented Sekolah Rakyat as a strategic innovation that is relatively rare in many countries. The program specifically targets children from the most underprivileged groups by enrolling them in boarding schools, thereby genuinely removing them from the cycle of intergenerational poverty.
The boarding school approach represents a significant added value. Children from highly vulnerable families not only gain access to formal education, but also benefit from a safe, structured, and supportive learning environment that fosters character development. The government ensures that they receive quality education, while eliminating the harsh reality of children being forced to live on the streets without schooling. Moreover, Sekolah Rakyat is designed as a microcosm of poverty alleviation efforts. Parents are not left behind; instead, they are empowered and involved in various national priority programs to ensure that the policy’s impact is comprehensive and sustainable.
Data presented by the President show that pilot Sekolah Rakyat programs have so far been implemented at 166 locations across 131 regencies and cities in 34 provinces. These schools are evenly distributed, spanning Sumatra, Java, Kalimantan, Sulawesi, Bali–Nusa Tenggara, Maluku, and Papua. The government is even targeting the operation of 500 Sekolah Rakyat nationwide by 2029, with the capacity to accommodate up to 500,000 children from the most vulnerable families. This ambitious target reflects the state’s seriousness in positioning education as a primary instrument of social justice.
The success of this program is inseparable from adequate infrastructure support. Minister of Public Works Dody Hanggodo emphasized the acceleration of permanent Phase II Sekolah Rakyat development in Aceh Province as part of post-disaster recovery following flash floods, as well as an effort to break the chain of poverty. The construction of educational infrastructure serves as a tangible manifestation of the government’s commitment to improving the quality of human resources through the provision of proper, timely, and high-quality educational facilities.
The Phase II development of Sekolah Rakyat in Aceh, funded by the State Budget for Fiscal Years 2025–2026 with an allocation of approximately IDR 1.53 trillion, demonstrates the real presence of the state. The provision of representative educational facilities is a crucial foundation for producing a competitive and high-quality generation. Strong infrastructure ensures that teaching and learning processes can take place optimally and with dignity, especially for children from vulnerable families who have long been marginalized.
Support from academia further strengthens the legitimacy of this policy. An academic from the University of Muhammadiyah Bengkulu, Dr. Elfahmi Lubis, views Sekolah Rakyat as a concrete step that directly sides with the grassroots community. The program is considered pro-people because it addresses a fundamental need of citizens—the right to quality education. He also encouraged widespread and equitable socialization of the Sekolah Rakyat program so that eligible communities are not left behind due to lack of information.
From the perspective of education observers, Sekolah Rakyat is not merely a sectoral program, but a symbol of a paradigm shift in national education development. The state no longer waits for society to pursue access to education, but proactively reaches out and protects the most vulnerable children so that their future is not determined by their parents’ poverty.
Ultimately, the success of Sekolah Rakyat depends heavily on public trust and support. Synergy between central and regional governments, community participation, and continuous oversight are key to ensuring that the program is well-targeted and sustainable. It is time for all elements of the nation to support and believe that Sekolah Rakyat represents a clear path toward educational transformation—an earnest effort to deliver social justice through quality and inclusive education for all Indonesian children.
(* The author is an Education Consultant for the Java–Bali Region)
