By: Nofer Saputra)*
The People’s School Program is a concrete manifestation of the government’s commitment under President Prabowo Subianto to provide equitable and inclusive education for all children of the nation. This program is not only an innovation in education, but also a major strategy for developing superior, character-driven, and competitive Indonesian human resources. As of September 2025, the Ministry of Social Affairs recorded that 160 People’s Schools were operational across Indonesia, while five other locations were completing their facilities and infrastructure before fully reopening. This data demonstrates the government’s commitment to expanding educational access to underdeveloped regions.
Social Affairs Minister Syaifullah Yusuf (Gus Ipul) emphasized that the People’s School is designed as an educational center that also serves as a miniature integrated poverty alleviation program. The concept integrates several national priority programs, such as Free Health Checks (CKG), Free Nutritious Meals (MBG), health insurance, the Red and White Village Cooperative, and the construction of affordable housing. This cross-sectoral approach is a key strength of the People’s School, as it focuses not only on formal education but also on creating a social environment that supports the overall well-being of poor families.
The Ministry of Social Affairs, as the technical implementer, is targeting a total of 165 People’s Schools (Sekolah Rakyat) by the 2025/2026 academic year, with a capacity of nearly 16,000 students. More than 2,000 teachers and 4,000 educational staff have been prepared to support the operation of these institutions. This figure reflects the scale and seriousness of the project, which aims to build a new generation of Indonesians with equitable access to and quality of education. People’s Schools symbolize the government’s commitment to underprivileged communities and demonstrate that human development is no longer limited to large cities but extends to remote areas.
Legislatively, support for this program also came from Ansari, a member of the Indonesian House of Representatives (DPR RI) from the Madura electoral district, who viewed the People’s School as a concrete step taken by President Prabowo to break the cycle of poverty through sustainable education. He emphasized that this program not only produces graduates with degrees but also builds the mental and character of children from underprivileged families so they can compete nationally and even globally. The People’s School is a driving force for new hope in areas that have been marginalized from centers of educational growth.
According to Ansari, there are several challenges that need to be overcome in implementing the program, such as teacher distribution and welfare, dormitory availability, and operational budget limitations. However, these challenges are not obstacles, but rather incentives for the government and all stakeholders to continue innovating. He emphasized the importance of cross-sector collaboration (central government, regional governments, the private sector, and the community) in ensuring the program’s sustainability. Continuous evaluation and curriculum integration relevant to local needs are also key to the future success of the People’s School.
Furthermore, Ansari assessed the importance of maintaining a connection between People’s Schools and religious-based educational institutions such as Islamic boarding schools (pesantren). In Madura, for example, Islamic boarding schools have long been centers of character and independence education. Synergy between People’s Schools and religious institutions will strengthen the education of values, morals, and local wisdom. This approach aligns with the spirit of developing the whole Indonesian person, who is not only academically intelligent but also possesses strong character, spirituality, and cultural identity.
Selly Andriany Gantina, a member of Commission VIII of the Indonesian House of Representatives (DPR RI), also expressed appreciation for the People’s School. She highlighted the humanistic and psychological approach to the education process at the Banjarbaru People’s School in South Kalimantan. She assessed that the educational model implemented there successfully balances discipline and compassion. Educators not only teach in the classroom but also build emotional bonds with students. Children are encouraged to be independent, yet still feel the warmth of home. This approach has been proven to help students adapt to the boarding environment without losing their sense of security and confidence.
This humanistic approach is one of the key differences between the People’s School and conventional education systems. In Banjarbaru, the local government supports the program’s success by providing adequate educational facilities through the South Kalimantan Provincial Government’s Training Agency. The People’s School there even offers a variety of extracurricular activities that shape personality, foster interests, and instill values of responsibility and leadership in students. This model demonstrates that education is not merely about transferring knowledge, but also about building strong character.
Moreover, the People’s Schools also reflect the presence of a state that sides with the common people. The government no longer merely talks about equal education, but delivers it concretely through measurable policies with direct impact. Every People’s School is proof that Indonesian children, wherever they are born, have an equal right to dream and achieve.
Through this program, the government demonstrates that education is not merely the responsibility of the education sector, but a key instrument in creating social and economic justice. The People’s School symbolizes that true development begins with people—with children given the opportunity to learn, grow, and develop in a healthy environment that fosters character. With full support from all parties, the People’s School is believed to be a strong foundation for a more just, empowered, and dignified future for the nation.
)* The author is an education observer