West Papua Diary

West Papua Education System: A Review of Policies and Initiatives

West Papua

Education is one of the areas that receive a specialization. Especially the implementation in Special Autonomy such as Papua and West papua Provinces.

Regarding education infrastructure, the number of schools still needs to reach the number of school-age children.

This condition then impacts the Pure Participation Rate. The rate is an indicator to measure how many school-age children have tasted school education.

Moreover, the long distance and the lack of access to transportation further contribute to low school participation.

Recommendations for Education Policy in West papua

These conditions will impact the issue of labour quality and unemployment. Most elementary school graduates are outside the needs of the existing labour market.

So it is necessary to analyze policies and provide recommendations related to education in West papua.

1. Region-based Education

A regional division-based education service model is a possible recommendation for a region with a geographical and topographical area, such as Papua.

The division is based on difficult, moderate, and easy access categories. For areas with difficult access, first, it is necessary to strengthen primary,

Junior secondary and senior secondary schools by adding curriculum materials according to the context in the Papua region that is delivered informally.

Secondly, establishing a small school integrated with independent learning groups managed by the community.

The place for organizing this small school’s teaching and learning process can also be held outside the building base on nature.

This type of education pattern adapts to local characteristics and is establish in villages within one district area.

This approach to education services is also carry out with the high school or vocational model, establish with a dormitory pattern with national standards.

2. Curriculum Modification

Another important recommendation in education services is modifying curriculum design according to the cultural values of local wisdom and the needs of students in the Papua region.

So far, the government has always implemented a national education curriculum.

Yet everyone knows that this province is unique in many aspects. The socio-cultural aspect is one of the uniqueness of West papua, which also affects people’s perspective on the importance of education.

Developing a contextual curriculum at every level should be one of the education affirmation programs in Papua Provinces through teacher training and how to implement it.

Implementing a contextual curriculum in this province is crucial so that children are not uprooted from their culture. Local wisdom also contains many important life lessons for the future.

In addition, other regulations need to be draft, including the number of incentives for teachers and education personnel for contract workers (regional honorarium).

It is also necessary to consider the amount of income improvement allowances for teachers and education personnel from civil servants.

3. Improving the Quality of Teaching

The government also needs to recommend improving the quality of teaching and learning.

This improvement includes implementing a curriculum that strengthens teaching focused on math, literacy and science skills at all levels.

It is also necessary to strengthen early-grade literacy education and digital, data and social literacy with effective and appropriate teaching strategies.

Basic literacy skills are included in human development indicators in West papua.

Regarding human resources, paying attention to indigenous is also important. School principals and teachers should at least be indigenous.

They should understand the customs and culture of each district and region.

Furthermore, improving the governance of education development and financing strategies and the effectiveness of using the Education Budget is necessary.

Thus, the education system will be right on target following local conditions.

Implementing this contextual curriculum service model in West papua will be ideal because of its distinctiveness.

In addition, this kind of policy is effective in addressing the problem of disparities in the province’s education services.

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