- Author: Agus Heruanto Hadna
- From: Magister and Doctor of Policy Studies UGM
Abstract:
The Government of Indonesia has encouraged an effort to promote development in rural area in order to achieve the sustainable development goals. However, the achievement of sustainable development in rural, especially in remote, backward and underdeveloped areas, haven?t showed significant progress. The elementary school participation rate in the rural area is still lower than in urban area. Of course there is something amiss, but what it is?This study analysed the factors that associated to the weakness of achieving the sustainable development goal in education in rural area. In order to answer those problem, this research used theoretical perspective that the quality of education is determined by several factors such as management, curriculum, teachers, facilities, school environment, and participation of community. This research used secondary data of the Center for Population and Policy Studies (CPPS), related to the education in Keerom, Kaimana, and Ketapang Regency in 2014/2015. The information and data that obtained has been analyzed comparatively, which is comparing among regency. Factors that determine the sustainable development goals in education field were compared and analyzed, so it could be known the cause of differentiation and the main influence factor in each Regency. Furthermore, this conclusion become the basis aspect for formulating policies to improve the quality of education in remote areas. This study found a similar pattern of educational problems in three Regencys. Problems that hinder the progress of basic education, i.e.school management that has not work well, quantity and quality of teachers, and low accessibility. School management problem characterized by no separation between administrative staff and teachers, also evaluation of teaching and Thelearning activities haven?t running routinely. Problems from the teacher side can be explained in terms of teacher attendance, work ethic, and some national policies that are not offset by regional readiness that indirectly encourages teachers to leave school for long periods of time. Accessibility problems related with inadequate condition of road infrastructure, uncertainty weather and wave conditions in waters territorial and high cost of transportation. Additional issue for Keerom Regency is a security. An elementary school that in the past were operating well, today is found in different condition. It has been closed and there were no teaching and learning activities for more than three years. School was abandoned by teachers because of security reasons.
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