The Deputy Speaker of the MPR RI, Lestari Moerdijat (Rerie), is\npushing for the strengthening of non-formal education as an essential\npart of the national education system. This step is considered crucial\nfor opening learning opportunities for members of the community who have\nnot been optimally reached by formal education.<\/p>\n
\u201cNon-formal education is not a second-class educational pathway.\nNon-formal education is an important route for the community to acquire\nskills, increase competence, and build a better future,\u201d said Rerie in\nher statement on Friday (18\/09\/2026).<\/p>\n
The Ministry of Basic and Secondary Education is known to have\nrecently launched an update to the Basic Education Data (Dapodik) for\ncourse institutions. Lestari reminded that this step must not stop at\nmere administrative improvements.<\/p>\n
All data related to institutions, students, teacher quality, and\ngraduate achievements must serve as the basis for future policy\nformulation. This mapping is necessary to ensure that programmes are\naligned with the needs of each region.<\/p>\n
\u201cGood data must lead to appropriate policies. The government must be\nable to identify who needs training, what competencies are required, and\nthe extent to which such training opens up employment or entrepreneurial\nopportunities,\u201d she said.<\/p>\n
The government is currently targeting more than 21,000 participants\nto join the Job Skills and Entrepreneurship Education Programme in 2026.\nThe primary targets include school-aged children who have dropped out of\nschool and unemployed groups of society.<\/p>\n
Lestari assessed that non-formal education holds a strategic role\namidst the high number of workers with only basic education. Data from\nthe Central Bureau of Statistics as of May 2026 noted that the majority\nof the 148.19 million working population still possesses lower-secondary\neducation or below.<\/p>\n
\u201cThis condition serves as a reminder that improving human quality\ncannot rely solely on formal education pathways. The state must provide\nlifelong learning opportunities that are easily accessible, high\nquality, and in accordance with the needs of the community,\u201d said\nRerie.<\/p>\n
Strengthening the non-formal pathway requires improving the quality\nof course institutions, the relevance of materials, and the competence\nof teaching staff. Training programmes must also be designed based on\nthe economic potential and specific skill requirements of each\nrespective region.<\/p>\n
\u201cTraining must truly provide a path towards employment,\nentrepreneurship, or increased income. Its success cannot be measured\nmerely by the number of participants, but by the changes experienced by\nits graduates,\u201d Rere insisted.<\/p>\n
The integration of Dapodik for course institutions must be followed\nby a process of periodic programme quality evaluation. Real tracking of\ngraduate achievements is an absolute indicator of a training programme\u2019s\nsuccess.<\/p>\n
\u201cEvery citizen must have the opportunity to continue learning and\nimproving their abilities, regardless of their background or the\neducational pathway they follow. That is the meaning of inclusive\neducation that humanises humans,\u201d she concluded.<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/lestari-moerdijat-urges-non-formal-education-not-to-be-undervalued-1789739772", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }