By: Loa Murib*)
Papua’s Special Autonomy (Otsus) is fundamentally not merely a fiscal policy, but an affirmative instrument of the state to ensure equitable development for Indigenous Papuans (OAP). Among various strategic sectors, education occupies the most fundamental position as it forms the foundation for sustainable human resource development. The implementation of Otsus in the education sector—through scholarship schemes, operational assistance, and other affirmative programs—further underscores the state’s commitment to expanding access for Papuan youth to grow, learn, and compete at both national and global levels.
In Biak Numfor Regency, scholarship programs funded by Otsus allocations and supported by national initiatives have provided certainty for thousands of students from underprivileged families to continue their education. The local Education and Culture Office has ensured that the Program Indonesia Pintar (Smart Indonesia Program) and the Biak Smart Card are distributed accurately, including to students in remote areas who have long faced limited access to banking services. The regional government has collaborated with state-owned banks that are members of Himbara, particularly Bank Rakyat Indonesia (BRI) and Bank Negara Indonesia (BNI), to accelerate the opening of accounts for beneficiary students.
Head of the Biak Numfor Education and Culture Office, Kamaruddin, affirmed that the administrative process for disbursing assistance has entered its final stage and is targeted for completion by February 2026, allowing students to promptly utilize the funds for educational needs. He also explained that school principals in hard-to-reach areas are authorized to collect passbooks and hand them directly to parents without handling the physical funds, as a measure to safeguard transparency and accountability. This statement reflects the regional government’s commitment to ensuring that Otsus assistance genuinely reaches eligible recipients without bureaucratic obstacles.
Approximately 6,000 students from elementary to senior high/vocational levels in Biak Numfor have been proposed as aid recipients, with amounts adjusted according to educational level. Otsus funds are also used to strengthen the Biak Smart Card as a complementary local education financing scheme. This framework demonstrates that Otsus extends beyond normative policy and is translated into concrete, measurable technical steps. With stricter oversight and cross-sector collaboration, potential leakages can be minimized so that benefits are broadly felt.
The impact of Otsus education does not stop at primary and secondary levels. In higher education, Otsus scholarships have opened pathways for Papuan youth to study at prestigious universities, including abroad. The experience of Cecilia Novani Mehue, who pursued her undergraduate and master’s degrees at Oregon State University, serves as a concrete example of how educational affirmation can produce outstanding human resources. She regards herself as a living asset of the Otsus policy and has expressed her commitment to returning to Papua to serve her community.
Cecilia’s modest family background reflects the social realities faced by many Papuan youth. Yet through Otsus scholarships, economic limitations no longer constitute an absolute barrier to higher education. Upon returning to her homeland, she has served as a member of the Papua Regional People’s Representative Council (DPRP) through the Otsus appointment pathway, while actively engaging in community empowerment, creating employment opportunities for young people, and participating in educational and social initiatives. This illustrates that investment in education through Otsus generates multiplier effects—enhancing individual capacity while driving broader socio-economic impact.
A similar perspective was conveyed by Yunita Alanda Monim, Puteri Indonesia Papua 2023, who noted that the Otsus scholarship program continues to expand and provide greater opportunities for the younger generation. She emphasized the importance of strengthening outreach efforts to ensure that information about Otsus programs is evenly accessible, particularly for students in remote areas. The fact that some students have yet to receive adequate information highlights that policy success depends not only on budget allocations but also on effective public communication and sustained mentoring.
Educational Otsus should be viewed within the broader context of Papua’s long-term development strategy. Improving human resource quality is key to reducing inequality, strengthening Indigenous Papuans’ participation in governance and economic sectors, and ensuring sustainable development. International partnerships established by the provincial government, including overseas scholarship opportunities, further emphasize the global orientation of this policy. Papuan youth are no longer positioned merely as objects of development, but as subjects prepared to lead and manage their own region.
Thus, Papua’s Educational Otsus is not merely about budget figures or administrative reports, but about realized hopes. Every scholarship distributed, every student account opened, and every Papuan child who advances to higher education symbolizes the presence of the state. Kamaruddin’s statement regarding accelerated disbursement and accountable distribution mechanisms reinforces confidence that Otsus management in the education sector is becoming increasingly professional. This commitment must continue to be strengthened through transparent governance, extensive public outreach, and cross-sector collaboration to ensure that the improvement of Papua’s human resources truly becomes a solid foundation for regional progress and national unity.
*) The author is a Papuan student in East Java