By: Mahfud Satria)*
The idea of People’s Schools emerged as a new hope for education in Indonesia, especially for families who had long felt marginalized by unfair student admission practices. The term “trust” has long been a public refrain, undermining public trust in schools, especially public ones. When access to education is influenced by proximity, position, or economic power, the essence of education as a fundamental right of citizens is obscured. People’s Schools are here to bring a spirit of correction to these practices.
The People’s School essentially affirms that every child has an equal right to education, regardless of their social or economic background, or their parents’ relationships. This concept restores schools to their role as equitable and inclusive learning spaces. Children from low-income families, informal workers, laborers, farmers, and even marginalized communities receive equal opportunities to develop. Thus, schools truly become tools for social mobility, not simply spaces for the reproduction of inequality.
Social Affairs Minister Saifullah Yusuf, also known as Gus Ipul, has strictly prohibited the practice of “property placement” in the selection process for students at the People’s Schools, as it is considered to violate the principle of justice and the program’s primary objective. He emphasized that the People’s Schools are designed to provide the widest possible access to education for children from needy families, so the entire selection process must be objective, transparent, and free from any vested interests. He stated that if the practice of “property placement” continues, public trust will be eroded, and the spirit of providing education that favors the poor will be lost.
Supporting People’s Schools without entrustments also means reinforcing the values of honesty and integrity from an early age. When children are accepted into schools through a transparent and fair process, they learn that success doesn’t have to be achieved through shortcuts. These values are crucial to instill from school age so that young people grow up with strong character, confidence in their own abilities, and respect for the process. This kind of character education is often more meaningful than mere academic achievement.
Furthermore, People’s Schools can promote overall school quality improvement. Without the intervention of vested interests, schools have more freedom to focus on improving the quality of learning, teacher development, and student services. Teachers can work professionally without non-academic pressures. The school environment becomes healthier, more conducive, and more achievement-oriented, with a fair and equitable approach.
From a governance perspective, public support for the People’s School encourages the government and education administrators to strengthen a transparent and accountable selection system. The use of technology, open information, and public oversight are key. When the student admissions process is accessible and understandable to the public, the potential for abuse of authority can be reduced. Public trust in educational institutions will also slowly but surely increase.
The Regent of Pinrang, South Sulawesi, HA Irwan Hamid, affirmed his commitment to fully support this national priority program. According to him, the People’s School provides fairer access to education for underprivileged communities. The People’s School also has a broad social impact. Children, accepted based on their needs and abilities, grow together from diverse backgrounds. This interaction fosters empathy, solidarity, and a sense of togetherness among students. Schools serve as a miniature model of a pluralistic society, where children learn to live side by side and respect each other. These values are highly relevant for building social cohesion in a diverse society.
The Minister of Primary and Secondary Education (Kemendikdasmen), Abdul Mu’ti, emphasized that the ban on child custody also serves as a strong signal that People’s Schools (Sekolah Rakyat) must not be tainted by outdated practices that have historically disadvantaged the lower classes. These schools are expected to truly be safe and equitable spaces for children who have traditionally struggled to access quality education. With a clean selection process, People’s Schools can fulfill their function as a social safety net in the education sector, while also exemplifying the state’s concrete presence in protecting every child’s right to learn.
It’s also crucial to continue communicating the narrative of the People’s School, which is free from any form of entrustment, to avoid misperceptions. Transparency regarding the selection mechanism, admission criteria, and oversight of its implementation will strengthen the trust of parents and the wider community. When the principle of fairness is upheld from the outset, the People’s School becomes not only an educational assistance program but also a symbol of a shared commitment to building a clean, integrated, and people-centered education system.
Ultimately, supporting People’s Schools is a long-term investment in the nation’s future. Clean, fair, and inclusive education will produce a competent and character-driven generation. When schools truly belong to the people, not to a select few with privileged access, the goal of educating the nation is no longer a slogan, but a shared reality.
*) *The author is a student living in Jakarta