Informal Paths Yet to be Optimal

Kompas, page 11

Some managers/organizers of community learning centers (PKBM) from a number of areas, on Monday (17/4), revealed that the activities at PKBM are more focused on preparing school age citizens or adults who dropped out of school to take the national exam equivalency (UNPK) Package A (equivalent to SD), Package B (equivalent to junior high/ SMP), and Package C (equivalent to SMA/SMK). A few months before the exam schedule, residents begin to register.

However, non-formal education tends to only be active towards the convening of an equivalency education national exam.  The process of learning-teaching is also rushed. PKBM holds learning or guidance in order for the participants to pass the exam.

Franky, manager of PKBM in Atambua, Belu Regency, East Nusa Tenggara, said, in fact they want to develop better quality non-formal education. However there are minimal faculty, facilities, and operational costs.

While the regional administration have yet to understand and support non-formal education. So, they (PKBM) are more focused on preparing students to pass the equivalency UN only.

Similarly, the Principal of Satu Atap Terintegrasi Berpola Asrama (One Roof Integrated Dorm Patterned School) in Kampung Wasur, Merauke, Papua, Sergius Womsiwor said the regional administration’s understanding on the importance of non-formal education is still minimal.  In fact, non-formal education is proven effective in serving the unreachable children of Papua. Therefore, it integrates functional literacy education in PKBM to prepare children who still intend to learn to be ready to switch to a formal school.

Meanwhile, the founder of Dria Merdeka PKBM in Samarinda City, East Kalimantan, Alexia Netty, educates blind people in order to obtain diplomas up to Package C while providing skills in order to be self-sufficient. Inclusive education is carried out by bringing together ordinary people with the blind to be able to accept each other.

Related to this, the Financial Audit Agency in 2016 highlighted the yet optimal performance of the Education and Culture Ministry in equivalency education. Overview of the results of the second semester of 2016 mentions, the holding of equivalency education does not meet the standards mandated by the Education Law.

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