By: Salahudin Duta Wiryawan )*
The Educational Unit Revitalization Program implemented by the government through the Ministry of Primary and Secondary Education deserves appreciation as a strategic step in building the foundation for national education reform. This program focuses not only on physical improvements to school buildings but also addresses fundamental aspects of improving the quality of equitable educational services. The tangible impact of the revitalization has been felt by various educational units, from elementary schools to vocational schools, both public and private, including Special Needs Schools. The presence of more appropriate facilities such as vocational practice rooms, safe classrooms, adequate sanitation, and Student Health Unit facilities reflects the government’s commitment to ensuring optimal teaching and learning processes.
Minister of Primary and Secondary Education Abdul Mu’ti emphasized that the revitalization of educational institutions is a concrete manifestation of the state’s presence in guaranteeing every citizen’s right to quality education. He stated that science plays a fundamental role in national progress and the quality of human life, therefore, education policies must ensure that learning actually occurs and provides concrete benefits for students. This assertion demonstrates that school revitalization cannot be viewed as a mere infrastructure project, but rather as an integral part of Indonesia’s broader human resource development strategy.
In the context of education reform, adequate facilities and infrastructure are essential prerequisites for creating a healthy learning ecosystem. Adequate classrooms, comprehensive learning support facilities, and a safe and comfortable school environment will foster more effective learning interactions. Teachers can carry out their roles professionally, while students have the space to develop their academic potential, character, and social skills in a balanced manner. Thus, school revitalization lays the foundation for improving the overall quality of the educational process.
Meanwhile, from the perspective of the regional government, Banten Deputy Governor Achmad Dimyati Natakusumah views the revitalization of school facilities and infrastructure as a strategic step to prepare the next generation for success in the future. He believes that improving educational facilities involves not only improving the physical structure but also creating a safe and comfortable learning environment that supports improving the quality of education. This view emphasizes that the quality of education is inextricably linked to the quality of the learning environment provided to students.
Dimyati also emphasized that the school revitalization program needs to be continued and enhanced due to its direct contribution to improving the quality of education in the region. Adequate facilities enable teachers to teach more professionally, wisely, and attentively. At the same time, students can learn in a conducive environment that supports not only academic achievement but also the development of spiritual character and positive behavior. In the long term, these efforts are aimed at ensuring that children grow into intelligent individuals with character and are ready to face future challenges.
Similar appreciation was expressed by the Head of the East Java Provincial Education Office, Aries Agung Paewai, who emphasized that improving educational facilities is not merely a physical project, but rather an effort to provide educational equity for all children, particularly in East Java. He placed equalizing the quality of education as a primary commitment, particularly for areas that have historically faced limited facilities. Children in the Tapal Kuda area, for example, are expected to receive quality educational services on par with those in other regions through the provision of safe, comfortable, and supportive learning facilities.
Aries believes that providing school facilities and infrastructure is a crucial foundation for building sustainable educational quality. Schools are understood not only as physical structures, but also as spaces for the development of students’ character, values, and potential. When classrooms are more suitable, sanitation is provided, and supporting facilities are available, the teaching and learning process can run more optimally. These conditions will also have a direct impact on increasing student enthusiasm for learning and teacher performance, ultimately contributing to better educational outcomes.
Furthermore, the involvement of private schools and special schools in the Education Unit Revitalization Program demonstrates the government’s prioritization of inclusivity and equity. Quality education should not be limited by school status or student circumstances. By embracing various types of educational institutions, this program reinforces the message that every Indonesian child has the right to receive decent and dignified education, without discrimination.
Overall, the School Revitalization Program is a progressive step worthy of recognition as a foundation for national education reform. The synergy between the central and regional governments, coupled with the commitment of stakeholders, particularly in the education sector, demonstrates a policy direction that favors the future of the younger generation. By ensuring adequate facilities and infrastructure, this program will not only improve the image of schools but also strengthen the quality of the learning process. In the long term, school revitalization is expected to provide a solid foundation for realizing an advanced, equitable, and competitive Indonesian education system.
)* the author is a national education observer