By: Fajar Saputra
Education is the fundamental foundation upon which a nation’s civilization is built. The Indonesian government has reaffirmed its commitment to expanding educational access for all layers of society, particularly for those living in underdeveloped regions and low-income families. Through the Community School (Sekolah Rakyat) program, the government seeks to provide concrete solutions to persistent disparities in education across the archipelago. This initiative is not only a symbol of the state’s alignment with the people but also tangible proof that quality education must be accessible to every Indonesian child, without exception.
President Prabowo Subianto emphasized that the government will expand the number of Community Schools gradually, targeting the establishment of 100 new schools each year. Under this model, a total of 500 Community Schools are expected to be built in the country’s most economically vulnerable areas. This initiative is part of a broader vision for equitable and inclusive education. President Prabowo stressed the need for concrete interventions to ensure that children from poor families do not drop out of school due to financial or infrastructural barriers. Community Schools are envisioned as places that not only deliver quality education but also foster confidence and ambition among Indonesia’s younger generation so they can compete globally in the future.
This policy reflects the government’s serious intent to position education as a strategic long-term investment. By expanding educational access through Community Schools, the government aims not only to produce academically capable individuals but also to shape citizens of strong character, grounded in national values, mutual cooperation (gotong royong), and independence. In an era of increasingly fierce global competition, human capital is the key to national success. Hence, efforts to ensure educational equity through this program represent a strategic step to prevent any Indonesian child from being left behind in the march toward progress.
To realize this vision, institutional synergy plays a vital role. Minister of Higher Education, Science, and Technology Brian Yuliarto affirmed that his ministry, together with the Ministry of Social Affairs (Kemensos), is strengthening collaboration with local governments and civil society organizations to expand the reach of Community Schools across Indonesia. This cross-sectoral partnership aligns with President Prabowo’s priority program to enhance both access and quality in national education. As such, the policy is not merely about the number of schools established but also about ensuring that graduates possess high competence and competitiveness at both the national and global levels.
The Ministry of Higher Education, Science, and Technology (Kemdiktisaintek) is also committed to ensuring that every Community School is equipped with adequate facilities and qualified educators. Teacher training and innovation in learning systems have become top priorities. The government encourages the adoption of modern, science- and technology-based teaching methods that also emphasize character development. This approach ensures that Community School students not only master essential knowledge but also develop critical thinking, creativity, and adaptability in facing the demands of a rapidly changing world. Supported by inter-agency cooperation and digital integration, Community Schools are expected to become a model for alternative education relevant to the needs of modern society.
Regional governments play an equally crucial role in the success of this program. Central Kalimantan Governor H. Agustiar Sabran reaffirmed his commitment to ensuring that the Community School program in his province proceeds effectively. The provincial government has prepared a strategic plan to expand Community Schools throughout all regencies and cities in the region. Through an integrated education system, the program aims to reduce the educational gap between urban and rural areas. Strengthened collaboration between central and local governments will make Community School development more efficient and targeted—particularly for communities in remote and rural regions.
More broadly, synergy between ministries, institutions, and regional governments demonstrates that education policy cannot function in isolation. The central government provides policies and funding, technical ministries deliver guidance and supervision, while regional administrations ensure optimal implementation at the grassroots level. This integration among all elements is the key to the success of the Community School program. Furthermore, cross-sector collaboration opens opportunities for partnerships with the private sector and social organizations, encouraging them to contribute meaningfully to strengthening the national education system.
The Community School program stands as a concrete manifestation of the government’s commitment to the people and the nation’s future. President Prabowo’s strategic move to expand the Community School network signals a new era in Indonesia’s educational development—one that is more inclusive, humane, and forward-looking. Moral support, social participation, and local community involvement will serve as powerful driving forces toward achieving the national goal of educational equity. With shared effort and strong collaboration, Community Schools can become a symbol of Indonesia’s progress and self-reliance, a real step toward a more just, intelligent, and globally competitive future.
— The author is a Social Development Economist.