Minister: Learning Continues for NTT Educational Units

The Ministry of Primary and Secondary Education (Kemendikdasmen) has ensured that learning continues for educational units affected by the earthquake in East Nusa Tenggara (NTT).

Minister of Primary and Secondary Education (Mendikdasmen), Abdul Mu’ti, stressed that the continuity of learning in affected areas must be adapted to the conditions faced by each educational unit.

“The priority and commitment of Kemendikdasmen is the safety of teachers and pupils in disaster areas. Therefore, learning activities must also consider the safety of teachers and pupils. One approach is to use an emergency learning system with an emergency curriculum,” said Mu’ti in a written statement on Wednesday (19/8).

He explained that support for the learning process has already been dispatched to several disaster-affected areas.

One of these is Labuan Bajo, the capital of West Manggarai on Flores Island, NTT. He said the support includes aid for the continuity of learning for school communities affected by the earthquake.

“The Kemendikdasmen team that has arrived in Labuan Bajo has brought aid consisting of 2,000 children’s gift packages, 800 school kits, and 70 family kits to support learning during the emergency period,” he said.

Based on data from the Disaster Safe Education Unit, as of 19 August, 512 educational units in seven regencies have been affected by the disaster, comprising 94,452 pupils and 8,755 teachers and education personnel.

The disaster has also disrupted learning for 52,268 pupils in 276 educational units due to school closures, with learning being conducted at their respective homes and at evacuation points.

Kemendikdasmen, through the Agency for Primary and Secondary Education Policy (BKPDM), continues to ensure that pupils’ right to learn is fulfilled during the disaster situation.

Head of BKPDM, Toni Toharudin, stressed that educational units, pupils, and teachers affected by the disaster in NTT remain a priority for Kemendikdasmen.

“We ensure they continue to receive support so that the learning process can continue and pupils’ right to learn is fulfilled, even in conditions full of limitations,” said Toni.

The guide has been developed taking into account the conditions and needs of educational units affected by the disaster.

Learning does not have to follow the same pattern as under normal conditions.

Educational units are given the flexibility to adjust the implementation of learning based on the level of damage, availability of facilities and infrastructure, the condition of pupils and teachers, and the surrounding environmental situation.

In practice, educational units may prioritise essential and relevant learning materials based on the pupils’ conditions.

Psychosocial support, personal safety, basic literacy and numeracy, and the restoration of learning routines are important aspects that need attention.

Learning methods can also be adapted, whether through limited face-to-face learning, independent study, or other feasible methods depending on the conditions and available resources.

Beyond academic aspects, the guide also places psychosocial aspects as an important part of the recovery process.

Disasters can have an emotional impact on pupils, teachers, and education personnel. Therefore, the school environment is expected to once again become a safe space that supports recovery, builds self-confidence, and helps the school community gradually return to learning activities.

To support implementation in the field, Kemendikdasmen has also provided examples of learning activities that can serve as inspiration for educational units in designing learning activities appropriate to post-disaster conditions.

These examples and supporting materials can be accessed by the public through the Rumah Pendidikan website.