BEKASI – Public schools become a solution for poor children. This statement was conveyed during the webinar “Digital Space for Safe and Healthy Children” organized by Commission I of the House of Representatives.
The program was the main topic of the webinar, held on Friday. The event was attended by over 250 participants. It discussed solutions to address educational inequality in Indonesia.
In the speech, it was emphasized that education is a constitutional mandate. Data highlights significant challenges in the field. At least 2.7 million Indonesian children dropped out of school in 2023. The expected years of schooling for children is only about 8.96 years, and 65 percent of parents feel that education costs are too burdensome.
“This situation shows the need for breakthroughs. Public Schools offer a concept of free boarding schools strengthened by the national curriculum and additional materials such as digital literacy, coding, and artificial intelligence,” it was explained.
It was added that this program focuses not only on academics but also on character education and life skills. It is equipped with complete facilities such as dormitories, food, and health services.
“Education is a shared responsibility. Let us ensure that the rights of Indonesian children are not only written in the constitution but are truly felt in their lives. Collaboration from all parties is also important,” it was stated.
Strategy to Break the Chain of Poverty
Meanwhile, it was mentioned that Public Schools are not just an educational program but a strategy to break the chain of poverty.
“Children from poor families will gain access to quality education that has been difficult for them to achieve. Public Schools aim to create a golden generation ready to face the future,” it was clarified.
A similar view was expressed. It was assessed that this program has the potential to become a democracy laboratory.
“We can instill democratic values, tolerance, and political awareness from an early age. The generation emerging from Public Schools is expected to be not only academically intelligent but also critical, inclusive, and participatory,” it was said.
During the event, the enthusiasm of the participants was evident. This was seen from the various questions raised. Some questioned school fees, the potential labeling of poor children, and the effectiveness of this program in breaking the chain of poverty.
In response, it was explained that Public Schools is a complementary program. It is not a replacement for public schools but has a strong focus on children from extremely poor families.
