By: Fajar Saputra )**
The government remains committed to improving the quality of national education through various innovations, one of which is the Community School program. This initiative serves as a solution to reach groups of people who have long been excluded from access to formal education, whether due to economic, social, or geographical factors. It is viewed as a strategic effort to ensure that no Indonesian child is left behind in obtaining proper learning opportunities. With an inclusive and empowerment-based approach, Community Schools represent a tangible form of educational transformation aligned with national development goals. At this point, the government demonstrates strong support for fulfilling the right to education for all citizens.
Robben Rico, Secretary General of the Ministry of Social Affairs of the Republic of Indonesia, stated that Community Schools are concrete evidence of inclusive education for communities facing barriers to accessing formal schooling. He emphasized that the presence of this program not only provides an alternative pathway but also serves as a strategic step to improve the quality of education across various regions of Indonesia. Community Schools act as a space for social recovery for children who have lost direction and self-confidence due to economic or social pressures. Moreover, the program aligns with Indonesia’s grand vision for 2045, which highlights the importance of enhancing human resources and expanding access to education. Thus, Community Schools form an integral part of the government’s efforts to develop an excellent generation prepared for global challenges.
Various regency and municipal governments have also shown strong commitment to strengthening the implementation of this program. In Gresik, East Java, Regent Fandi Akhmad Yani reaffirmed the local government’s seriousness in realizing the Integrated Community School (SRT). The presence of SRT is seen as a center for development and strengthening of human resources, particularly for underprivileged communities who require equal and sustainable learning spaces. The local government hopes this initiative will expand educational opportunities for children from diverse social backgrounds. Supported by infrastructure and integrated programs, Gresik aims to make Community Schools a model for reinforcing inclusive education at the local level.
Agus Jasmani, Chairman of the Regional House of Representatives (DPRD) of North Lombok Regency, expressed that the program was designed to provide free education for people from all backgrounds without discrimination. Community Schools are considered capable of delivering essential interventions for underprivileged children by offering proper and quality learning. The program plays a strategic role in strengthening social cohesion and shaping an excellent and strong-character younger generation. With its dual function as an educational and empowerment center, Community Schools demonstrate concrete collaboration between the government and the community in advancing human development.
The transformation of education through Community Schools also reflects a shift in government strategy to address social inequality. Many communities face serious obstacles in accessing formal education, whether due to financial limitations, low family literacy, or geographical constraints. Through a community-based approach and flexible learning methods, Community Schools offer new opportunities that are more adaptive and human-centered. This program focuses not only on academic instruction but also on character building, confidence development, and life skills enhancement. As such, Community Schools serve as a comprehensive solution to address structural problems in the education sector.
In various regions, the program has begun to generate significant positive impacts. Many children who previously dropped out of school now have the opportunity to return to a supportive learning environment. Educators, volunteers, and social workers are actively involved in the mentoring process, enabling more personalized learning approaches that touch on children’s psychosocial needs. Both local and central governments prepare operational standards and budget support to ensure quality implementation. The early success of Community Schools in several areas shows that this program can function as a bridge between formal education and the real needs of grassroots communities. This strengthens the expectation that educational access will become increasingly equitable in the coming years.
The central and local governments continue to improve data systems, infrastructure requirements, and the competencies of educators. This is done to ensure that Community Schools become not only a short-term solution but also a long-term investment in Indonesia’s human development. With proper regulations and funding, the program is projected to contribute significantly to increasing school participation rates and improving national education quality. Ultimately, the success of Community Schools will stand as strong evidence that the state is present to guarantee every child’s right to learn.
In the context of Indonesia’s 2045 vision, education quality becomes a non-negotiable prerequisite. The government has taken proactive steps through Community Schools as a form of social and educational intervention aligned with community needs. These efforts must be strengthened with active involvement from all sectors of society, including parents, social institutions, the business sector, and local communities. Through strong collaboration, this program can accelerate the achievement of equitable education, which forms the foundation for a resilient future generation. Therefore, Community Schools are not merely a program, but a collective movement to realize a smarter, more inclusive, and competitive Indonesia.
*) The author is a Social Development Economist.