DPD RI Discovers Education Disparities in Fakfak's Outskirts
The primary school graduation rate is extremely low, and if the number of primary school graduates wishing to continue to junior high school decreases each year, it will affect the overall quality of human resources.
Fakfak (ANTARA) - The Chair of Committee III of the DPD of the Republic of Indonesia, Filep Wamafma, has discovered disparities in basic education services in the outskirts of Fakfak Regency, West Papua Province, such as Kramomongga District.
This is indicated by the low number of final-year primary school pupils participating in academic ability tests (TKA) up to school exams, as well as limitations in supporting facilities for teaching and learning activities.
“This is very regrettable, and I am certain that Kramomongga District is one example of uneven education services that have not yet fully been implemented,” said Filep after conducting a recess in Fakfak on Friday.
He mentioned that one out of five primary schools in Kramomongga District has only one final-year pupil participating in TKA or school exams, while the other four schools range from 10 to around 20 pupils.
“The primary school graduation rate is extremely low, and if the number of primary school graduates wishing to continue to junior high school decreases each year, it will affect the overall quality of human resources,” he stated.
He suggested that the local government through the Fakfak Education Office immediately conduct comprehensive monitoring and evaluation to identify the factors causing the decline in the number of final-year primary school pupils.
Education sector development is not limited to providing school buildings but must be accompanied by supporting infrastructure, equitable distribution of teachers, teacher competence, and teacher welfare.
According to him, the Development Planning Consultation Forum (Musrenbang) in the context of special autonomy (Otsus) should accommodate real needs, including education issues, so that the local government’s work programme is on target.
Acceleration of inclusive, quality, equitable, and sustainable basic services must be carried out in an integrated manner from upstream to downstream, data-based, and supported by policy strengthening to address education challenges in remote areas.
“Regional heads must think about how to save the young generation. Technical offices should not just formally visit the field, but seek solutions to the problem of limitations,” he said.
The low quality of education in inland areas must be a serious concern for the local government because Law Number 2 of 2021 mandates that at least 30% of Otsus funds for Papua be allocated to the education sector.
“Plus 35% of oil and gas revenue sharing funds in the context of Otsus. So, a total of 65% for education funds. There should be no more problems in the field,” Filep emphasised.
In the near future, he said, Committee III of the DPD RI will attend an evaluation meeting on the implementation of Otsus funds in the education sector organised by the central government to measure achievements in each region.
“Of course, it must be evaluated to what extent the Otsus education funds are utilised by the regions,” said Filep.