By: Erlangga Syahid Walidayn
The government is committed to developing excellent and high-quality human resources through the development of Community Schools (Sekolah Rakyat). The presence of these schools is not merely a complement to the national education system but serves as concrete proof that the state is present at the grassroots level, ensuring that no Indonesian child is left behind in accessing education.
The Community School program is initiated by the government through synergy between ministries and institutions, as well as local governments and civil society organizations. These schools are built on principles of inclusivity, participation, and responsiveness to local needs, with flexible and contextual learning approaches, and educators drawn from the community who have received special training from the government.
Minister of Social Affairs, Saifullah Yusuf, stated that Community Schools are an adaptive solution to the challenges of equitable education distribution in Indonesia. The government is offering an alternative educational solution that still prioritizes quality. Community Schools are designed as spaces to foster learning motivation, improve literacy skills, and instill relevant life skills, particularly for children from underprivileged families.
With a more contextual learning method, Community Schools are able to adapt to local needs, be it cultural, social, or geographical. This makes them highly effective in reaching communities that have long been marginalized from the formal education system. More than just places of learning, Community Schools serve as spaces for character development, community empowerment, and new hope for youth in villages and remote areas.
The existence of Community Schools is also closely linked to the government’s efforts to produce Indonesia’s Golden Generation 2045. Education is the fundamental foundation for building a productive, innovative society with global competitiveness. Therefore, the government continues to push for the expansion of such initiatives, including support in funding, learning modules, tutor training, and simple yet functional infrastructure that supports teaching and learning.
One example of the program’s success can be seen in Wakatobi Regency, Southeast Sulawesi, where Community Schools have been operating actively over the past two years. With full support from the local government and community, the school has successfully accommodated over 120 school-aged children who previously had no access to formal education. These children now receive basic education such as reading, writing, arithmetic, as well as civic education and life skills.
Wakatobi Regent, Haliana, stated that the presence of Community Schools has become a concrete solution to improving the Human Development Index (HDI) in island regions. Children who previously could not read are now able to follow lessons well. This development shows that the right approach, combined with concrete government support, can bring education to the most remote corners of the country and make a real impact on society.
Meanwhile, Minister of State Apparatus Empowerment and Bureaucratic Reform (KemenPAN RB), Rini Widyantini, reaffirmed her full support for the implementation of the Community School program as part of a collective effort to build inclusive and quality education for children from low-income families. This program is mandated under Presidential Instruction No. 8 of 2025, which gives KemenPAN RB a strategic role in preparing teaching staff formations and strengthening institutional structures at the operational level of community schools.
Her ministry stated that KemenPAN RB is responsible for fulfilling the need for teachers and educational personnel through various schemes, including ASN (State Civil Apparatus) redistribution and special selection schemes based on meritocratic principles. The ministry ensures that ASN are mobilized to meet these needs without disrupting the distribution of teachers in existing schools. This proves that the responsibility of the program is not borne by a single ministry, but involves many stakeholders, thus fostering active synergy for national advancement.
The presence of Community Schools is living proof that equitable education is not just rhetoric but a concrete commitment realized by the government. By reaching regions that have long lacked access to formal education, Community Schools pave the way for the emergence of intelligent, competitive, and morally upright young generations. This program not only broadens educational access but also builds a solid foundation for developing Indonesia’s superior human capital, from rural areas to urban centers.
It is undeniable that the presence of Community Schools also helps reduce dropout rates, especially in marginalized regions. With a flexible learning system and very minimal—if any—costs, Community Schools open opportunities for children from low-income families to continue receiving education.
With the spirit of mutual cooperation and support from all elements of society, Community Schools will continue to be a vital pillar in shaping excellent human resources in Indonesia. The government shows that building education is not just about constructing grand buildings but also about reaching the hearts and potentials of the nation’s children—wherever they may be. Because equitable and quality education is the key foundation to realizing an Advanced Indonesia.
The writer is an Education Observer
