Ministry of Basic and Secondary Education Outlines Achievements and Priority Education Programmes in 3T Regions

Quality education is a right of every citizen and the key to national development in accordance with the mandate of the 1945 Constitution. The commitment to implementing this mandate is outlined through the National Long-Term Development Plan (RPJPN) 2025-2045 as a roadmap for national development.

In line with this, the fourth Asta Cita of President Prabowo Subianto and Vice President Gibran Rakabuming Raka places the strengthening of human resources, science, technology, and education as a development priority.

In keeping with the vision of Quality Education for All, the Ministry of Basic and Secondary Education of the Republic of Indonesia (Kemendikdasmen) is implementing various priority programmes to realise this agenda.

One of the main priorities being continuously strengthened is the equitable access to education in underdeveloped, frontier, and outermost (3T) regions.

Several strategic programmes being implemented include:

Educational Assistance (PIP and ADEM)

The Indonesia Pintar Programme (PIP) is aimed at preventing school dropouts for pupils from poor/vulnerable poor families so they do not drop out and can continue to higher levels. In 2025, PIP realisation in 3T regions reached more than 19 million pupils with a budget absorption of nearly 100%.

The government is also intensifying the 13-year compulsory education programme. Expansion of PIP to the early childhood education (PAUD) level is planned to begin implementation in the 2026/2027 academic year.

This expansion is carried out to support the Acceleration of 13-Year Compulsory Education programme, which covers 1 year of preschool education and 12 years of basic and secondary education, including in 3T regions.

PIP for the PAUD level is intended to provide financial assistance for pupils from poor or vulnerable poor families to ensure they receive education from an early age and continue to higher levels of education.

This policy is a development from previous years where PIP only targeted primary school (SD), junior secondary school (SMP), senior secondary school (SMA), and vocational secondary school (SMK) levels. In addition, starting in 2025, the government has also improved recipient data by switching from the Integrated Social Welfare Data (DTKS) source to the Targeting Data for the Acceleration of Extreme Poverty Eradication (P3KE/DTSEN) to ensure assistance is more on target.

Meanwhile, Affirmative Education for Secondary Level (ADEM) targets Indigenous Papuans (OAP), special regions, and children of migrant workers (repatriation). In 2026, the unit price of this assistance is planned to increase to Rp 2.2 million - Rp 2.3 million per month per pupil.

Teacher Welfare and Competence

The government provides various allowances such as Professional Allowance (TPG), Special Allowance (TKG) for teachers in special regions, and incentives for non-civil servant teachers. There is also a programme to fulfil S-1/D-4 academic qualifications for teachers, with a completion target in 2029.

“Basically, we want our education to get better. The assistance is in the form of cash (for university) of Rp 3 million per semester,” explained President of the Republic of Indonesia Prabowo Subianto, in a written statement, Tuesday (28/4/2026).

The benefits of TKG are felt by one teacher in a 3T region in Kalimantan, Lenie. Lenie uses TKG to attend various online training, buy supporting learning books, and improve access to educational technology.

“It is very helpful for teacher welfare. Because, in Kalimantan, especially in remote areas,” explained Lenie, quoted from the Kemendikdasmen Facebook page.

“Prices have started to soar. With TKG, I can focus more on my duties as an educator without worrying about finances,” she added.

Lenie also expressed thanks to President Prabowo Subianto and Minister of Education Abdul Mu’ti for the TKG assistance. She hopes this programme will continue and be enhanced so that teachers, especially in 3T regions, can continue to contribute to enlightening the nation’s children throughout Indonesia.

Revitalisation of Educational Units

This programme includes rehabilitation and construction of school facilities and infrastructure (classrooms, toilets, laboratories, libraries). In 2025, the target increased to 16,167 schools using a self-managed method involving local communities and MSMEs.

“We are focusing the revitalisation of educational units on schools affected by disasters, 3T regions, and schools with severe damage, as an effort to ensure all pupils can learn in a safe and decent environment,” said Minister of Education Abdul Mu’ti.

One beneficiary, SMK Negeri 5 Manokwari in West Papua, has felt a significant impact from the revitalisation programme, which includes rehabilitation of five buildings, including furniture.

Principal of SMK Negeri 5 Manokwari Choiruddin stated that before revitalisation, the school only had two pupils. In addition, those two pupils did not engage in teaching and learning activities.

“From those two pupils, we asked ‘why not study?’, because there was no learning activity. What existed was just collecting assignments and submitting them,” said Choiruddin, quoted from the Kemendikdasmen YouTube channel.

“After the revit, the school was rearranged, paid attention to again by the central government, then the number of pupils now has increased dramatically to a total of around 250 pupils,” he continued.

These benefits are also felt by pupils, one of whom is Maria Getrudis Tore. Maria admitted that when she first entered school, many facilities and infrastructure were damaged, such as leaking roofs, damaged ceilings, and many ants.

“Many things were damaged, the ceiling had many holes, many ants or the tiles were cracked, tilted. The floors also had many holes,” explained Maria.

After revitalisation, the classrooms look neater, facilities are more adequate, and the school environment has become cleaner and safer for pupils. Maria also asked all pupils to maintain what has been provided by the central government.

“I want this school to get even better, like the paint, the walls shouldn’t be scribbled on. We maintain cleanliness together, comfort,” said Maria.

Digital