By: Nana Sukmawati )*
The government continues to strengthen efforts to improve access to quality education for underprivileged communities through the Sekolah Rakyat program. This program is a strategic step by the government to accelerate poverty reduction in a number of areas that have faced development challenges. In order to make the program a success, support from cross-sector agencies is crucial, one of which is the State Civil Service Agency (BKN).
Deputy Head of BKN, Haryomo Dwi Putranto, expressed his full commitment to support the Sekolah Rakyat program, especially in terms of providing professional teachers and education personnel. This step is in line with the mandate of Presidential Instruction Number 8 of 2025 which emphasizes the importance of optimizing poverty alleviation through the education sector. In this context, BKN has a strategic role in ensuring the availability and quality of teaching staff for the Sekolah Rakyat program.
As part of concrete support, BKN has designed various effective recruitment and distribution schemes for educators. The schemes include the utilization of ASN from part-time PPPK, redistribution of PNS teachers from areas experiencing an excess of teachers, to the opening of special formations that show the government’s support for prospective teachers in disadvantaged, outermost, and remote areas. Thus, the fulfillment of teacher needs is not only administrative, but also based on strategies that take into account geographical and social conditions.
In addition to the recruitment aspect, BKN also proposed innovation in cross-regional assignments as part of the national strategy for equal distribution of educators. Graduates of the Teacher Professional Education are also the main focus as a source of quality educators. They are considered ready to be deployed to various regions because they have been equipped with pedagogical competence and a high spirit of dedication.
All of these approaches still prioritize the principle of meritocracy, where the selection process is carried out openly and based on competence, not merely fulfilling quotas. This is important to ensure that teachers who will teach at the People’s School are those who are truly capable of carrying out their duties professionally and with full dedication.
On the other hand, support for this program also comes from the Ministry of Social Affairs, which plays an important role in accelerating the implementation of People’s Schools through infrastructure support and initial management.
Minister of Social Affairs, Saifullah Yusuf, said the government has prepared the construction of 200 People’s Schools in various regions of Indonesia. Of that number, 100 units will be funded by the State Budget through the Ministry of Public Works and Public Housing (PUPR), while the other 100 schools will be built through cooperation with the private sector.
The construction of the People’s School is designed not only as a physical facility, but also as a center for community empowerment. Therefore, the involvement of local communities in the operational and management processes of the school is a special concern. The government encourages these schools to become an integral part of the social life of the community, not just a formal institution.
The People’s School Program also carries an inclusive and community-based educational approach. The learning model is adjusted to the socio-economic context of the students, and emphasizes the importance of character development, life skills, and national values. In this framework, teachers act not only as educators, but also as facilitators and inspirators of social change.
To support this approach, training and coaching for educators is specifically designed to align with field needs. Teachers assigned to the People’s School will receive training on contextual approaches, creative methods, and learning strategies that encourage active student participation. The government wants to ensure that learning interactions are not one-way, but rather dynamic and empowering.
Furthermore, this program also opens up great opportunities for young and professional teachers who want to dedicate themselves to the social education sector. The government actively opens up wide participation space as a form of national collaboration in building the future of the nation’s education. This is part of a long-term strategy in regenerating quality educators.
With the synergy between BKN and the Ministry of Social Affairs, the implementation of the Sekolah Rakyat program is expected to run more focused and sustainable. Each institution plays a vital role in ensuring that the technical, administrative, and social aspects of this program can run in line and support each other.
The People’s School Program is expected to be a long-term strategic solution to ensure equal and quality access to education. With quality and affordable education, children from underprivileged families can have the same opportunity to develop and contribute to national development.
In addition, this program is also projected to be able to strengthen the social capital of the community through the active involvement of parents, community leaders, and local institutions in the education ecosystem. The learning environment is part of the government’s participatory approach to improving educational success and strengthening community ownership of educational institutions.
The success of the People’s School will not only be measured by the number of schools built, the quality of teachers recruited, and the direct positive impact on students. The government hopes that graduates of the People’s School will become a strong, independent generation, and ready to compete at the global level.
The government believes that with equitable and quality education, Indonesia will be able to build a more inclusive, equitable and sustainable future for all levels of society.
)* The author is a Palembang student living in Jakarta
