By: Diana Utami )*
Efforts to reduce poverty in Indonesia require an approach that is not only economic, but also addresses the deeper social issues that hinder upward mobility. One of the most crucial keys to breaking the cycle of poverty is education. Expanding access and improving the quality of education not only provides skills, but also opens wider opportunities for communities to improve their standard of living.
People’s Schools (Sekolah Rakyat) emerge as flexible, inclusive learning spaces closely connected to the community’s daily life. Unlike formal schools that operate under strict curricula and rigid structures, People’s Schools are designed to adapt to the needs of local communities.
In many regions, this program has become a place where children, teenagers, housewives, and informal workers gather to deepen basic skills such as reading, numeracy, digital literacy, and vocational abilities aligned with local economic potential. This flexibility enables People’s Schools to reach groups that formal education systems often fail to include — those who must work from a young age, or those living in remote areas.
According to Secretary-General of the Ministry of Social Affairs, Robben Ricco, the Presidential People’s School Program (SR) is designed as a miniature model of education-based poverty alleviation by providing learning access for children unreached by formal schools, while also shaping character and addressing negative social habits in the community.
One of the key strengths of the People’s School Program is its ability to cultivate a sense of ownership and togetherness within the community. Many classes are conducted in village halls, local homes, or available public spaces, making the learning atmosphere friendlier and less intimidating. Volunteer teachers, university students, and local practitioners often contribute by sharing knowledge and experience. Through the synergy between residents, volunteers, and the government, People’s Schools demonstrate that quality education can be provided without relying on complex bureaucratic structures.
Minister of Social Affairs Saifullah Yusuf (Gus Ipul) states that the People’s School concept is designed holistically. The program targets children from underprivileged families, providing education while simultaneously empowering their parents economically. Government interventions include renovating uninhabitable homes, facilitating membership in the Village Red-and-White Cooperative, providing comprehensive social assistance, and ensuring access to health insurance.
From an economic empowerment perspective, the impacts of People’s Schools are increasingly evident. Many classes focus on skills that can be directly applied to increase income, such as agricultural product processing, handicrafts, digital marketing, and micro-business management. With easy-to-understand guidance and continuous mentoring, participants learn to manage local potential for added value while understanding basic entrepreneurship. In some regions, graduates of People’s Schools have succeeded in forming joint business groups, selling products online, and developing service-based initiatives that were previously unimaginable. As residents’ economic capacity increases, communities become more able to strengthen their social and financial resilience independently.
People’s Schools also play an essential role in restoring confidence and motivation for those marginalized by the formal system. Many school dropouts and informal workers feel that their chance to change their future has disappeared. This program restores optimism by proving that learning has no age limit or social barrier. The opportunity to learn new skills, share stories, and receive moral support creates an atmosphere filled with hope.
The government holds a central role in ensuring the sustainability of the People’s School Program. Through budget support, learning materials, volunteer training, and technological access, People’s Schools can expand more rapidly and reach more regions. In the digital era, gaps in information access become a new source of poverty. Therefore, the integration of digital literacy in the People’s School curriculum accelerates economic inclusion toward a productive digital ecosystem.
Furthermore, People’s Schools can serve as a medium for strengthening citizen participation in development. As community awareness grows, people become more capable of accessing government programs, understanding their rights and responsibilities, and collaborating to address local issues such as the environment, health, and food security. Education that fosters collective consciousness ultimately creates communities that are more resilient and self-reliant. Citizens no longer act merely as objects of development, but as active agents shaping the direction of progress.
In the long term, the People’s School Program has the potential to become an effective engine of social transformation. By improving the quality of human resources at the grassroots level, opportunities to escape poverty become far more attainable. As access to education expands, productivity rises, and community skills increase, local economies begin to thrive. This success contributes to lowering unemployment, boosting household welfare, fostering competitive micro-enterprises, and shaping a new generation equipped to compete in the workforce and entrepreneurship.
People’s Schools are not merely informal education programs—they are a community empowerment strategy capable of bridging social and economic gaps. By creating inclusive, adaptive learning environments rooted in local needs, the program paves the way toward a more dignified life for marginalized groups. Strengthened by multi-stakeholder collaboration and consistent policy support, People’s Schools can become a key pillar in national poverty reduction efforts and in building a more independent, prosperous, and competitive Indonesian society.
*) Education Policy Analyst