Kompas, page 12
Formal education approaches through nonconventional ways are required to cope with the high number of dropouts. This problem should be handled seriously. Otherwise, the number of workforces graduating only from elementary education will increase, causing more obstacles to the achievement of Sustainable Development Goals (SDGs).
Head of Sub-directorate of Higher Education of the National Development Planning Agency (Bappenas) Amich Alhumami said that the high number of dropouts in Indonesia is a compilation of typical cases. The majority of children who drop out of schools, he added, come from remote areas which have no education facility. In addition, those children come mostly from low-income families who cannot pay for transportation to schools, while some others are children with disabilities and children who have to work for their families’ livings.
In several cases, Amich said, regional governments fail to develop schools in remote areas due to limited budgets. Indonesia Smart Card and School Operational Assistance (BOS) are sufficient only for uniforms, shoes, textbooks, and activities at schools.
Among those who have to give up schooling is Masriyah, 16, from Babakan Madang Sub-District, Bogor Regency, West Java., who dropped out of school when she was still in the fourth grades. In her village, there is only one Junior High School each of the classrooms of which should accommodate 50 students. According to her, the majority of teachers come from the neighboring areas, and they have just graduated from Senior High School, or its equivalents.