The problem in Education is one of Indonesia’s major assignments. One of the reasons that the education problem has not been resolved is that Indonesia’s area is too vast. So certain locations receive less attention than others.
Education in this land is among the least developed in Indonesia, compared to other areas. Thus, it requires significant attention from the government and the neighboring community. In this post, we will look at the education crisis in West Papua. More information will be provided as it becomes available.
The Problem with The Education of West Papua
Education is a right of all nations, and it is the responsibility of the state to educate the children of the nation. But, because Indonesia’s territory is so vast and diverse, it does not rule out the possibility of disparity in all areas, including education.
In due course, the government is expected to make ongoing modifications and advancements and encourage local governments to prioritize education.
West Papua is one of the provinces that suffer from educational inequity. So, even though this region is rich in natural resources, foreign labor has administered it. Therefore, the value of the area is put at stake.
There are three key educational difficulties in this area, among others:
- There is still a large population of illiterates.
- Lack of infrastructure and facilities
- Lack of interest in reading:
So there are three major issues in the education system of West Papua. On this grounds, cooperation efforts between ministries are required to provide an appropriate educational environment for the nation’s next-generation from the land where this bird of paradise dwells.
Community reading parks have been quite limited, with only 29 postings, and even then, most of them are in major cities. As such, Papuans have limited access to reading materials.
Another issue is the library’s unappealing design, discouraging people from attending. It is aggravated because the accessible reading materials are either boring to read or do not meet current needs.
It is also worth noting that, as in other distant areas of Indonesia, schools sometimes lack teachers. So it’s a peculiar dilemma. The viability of the facilities for the teachers was claimed to be quite restricted, so many of them decided to leave.
Educators are the most valuable asset in educating these children. Without teachers, the learning process would be harmed, impeding the accomplishment of Indonesian independence goals.
Another issue is the persistence of long-running societal tensions. Because of that, it can disturb the learning process’s stability. The kids must go through the chaos that transpired in their homeland.
For instance, according to reports, schools in Nduga Regency were forced to close for up to two years and eight months due to a social war between the TNI and Papuan separatist organizations.
The Collaboration to Solve the Problems
Papua, Indonesia’s easternmost area, lags well behind the rest of the country. That being the case, it is critical to take genuine and appropriate actions to address this.
The central government is taking initiatives to collaborate with departments to complete the task. For example, putting the Ministry of Education and Culture in charge of constructing new school units, The Ministry of Public Works is responsible for road access, the Ministry of Energy and Mineral Resources is responsible for energy distribution, and Kominfo is responsible for digital access.
Currently, the government has built 34 dormitory-style junior high schools. This dormitory pattern is essential since it is a wonderful method for securing kids to always be comfortable in the learning process at school also perfect for a land with a difficult geographical situation.
Furthermore, qualified teachers’ training is provided to preserve the quality of educators so that they are aligned with education elsewhere in Indonesia.
Collaboration between the government and the private sector is another collaborative step that must be recognized in overcoming Papua’s underdevelopment challenge.
Mamit is a prime example. To create an understanding for the local inhabitants, the government sends teacher resources, who are then helped by Mission Aviation Fellowship (MAF) volunteers and missionaries so that these youngsters in West Papua can receive both formal and informal education.