People's Schools and the Welfare State
Education is a constitutional right for every citizen. Article 31, paragraph (1) of the 1945 Constitution of the Republic of Indonesia affirms that every citizen has the right to education. Furthermore, Article 31, paragraph (2) mandates that every citizen shall attend basic education and the government shall fund it. This constitutional mandate is not merely a legal norm but a directive for the state to ensure that no Indonesian child loses their future simply because they were born into a poor family. In the perspective of a legal state based on Pancasila, education is not a privilege but a fundamental right that the state must guarantee fairly and equitably.
In this context, the People’s Schools programme initiated by President Prabowo Subianto’s administration deserves appreciation as a breakthrough policy in education. While many existing aid programmes focus on expanding access through scholarships or operational assistance, People’s Schools offer a more progressive approach. The programme is specifically designed to reach children from poor and extremely poor families through integrated educational services. The state is not merely helping children attend school but is striving to ensure they can truly learn, grow, and develop in a supportive environment.
Furthermore, People’s Schools are a tangible manifestation of the welfare state concept in education. As a welfare state, Indonesia is not only a regulator but is also obliged to fulfil the basic rights of its citizens, including the right to education. The state’s presence must go beyond drafting regulations and be realised through policies that reach the most vulnerable groups. This programme reflects that role by not only providing classrooms but also boarding facilities, basic needs fulfilment, healthcare services, character building, and student mentoring. Education is viewed as an ecosystem, not just a teaching and learning activity.
This approach is commendable because the problems faced by children from extremely poor families are far more complex than just the cost of schooling. They often grow up in unconducive environments, face limited access to proper nutrition, lack learning support, and even experience economic pressures that push them to drop out. In such conditions, financial aid for school fees alone is often insufficient. The state must be present more comprehensively to dismantle the barriers that have long prevented these children from having equal opportunities.
However, as a strategic policy, the People’s Schools programme requires careful attention to several aspects to ensure its noble goals are achieved. First, the quality of education must be the top priority. People’s Schools must not be perceived as special schools for the poor with lower standards. Instead, they should serve as an example of how the state delivers the best education to those who have had the most difficulty accessing quality services. Teacher quality, a relevant curriculum, technology-based learning, character strengthening, and 21st-century skills development must be the foundation of these schools.
Second, targeting must be maintained consistently. The programme must genuinely be for children from poor and extremely poor families, based on valid, transparent, and accountable data. Errors in targeting not only reduce the programme’s effectiveness but also risk undermining the sense of justice for those who truly need it. Third, governance must be integrated. Since People’s Schools combine education, health, care, and social protection services, coordination among ministries, local governments, and various stakeholders is a prerequisite for success. Without solid governance, the integrated education concept that is the programme’s main strength will be difficult to realise optimally.
Fourth, the boarding care system must be managed professionally. As the programme uses a boarding school model, character building occurs not only in the classroom but also in daily life after school hours. Therefore, professional caregivers with competence in child development are needed to ensure the optimal growth of students’ positive character while preventing negative excesses. The supervision system must also be strengthened through clear standard operating procedures, safe reporting mechanisms, and support facilities such as CCTV in public areas to minimise the potential for bullying, violence, and other forms of misconduct.
Fifth, the programme’s success must be measured not only by output but also by outcome. The number of school buildings constructed or students enrolled is important as an initial indicator. However, the true measure of success is how many People’s School graduates can continue their education, obtain decent work, improve their family’s standard of living, and escape the cycle of poverty. That is where the real impact of this policy will be seen. Ultimately, every administration will be remembered for the legacy it leaves behind. Some leave dams, toll roads, ports, or airports. Yet history shows that the most valuable legacy is human beings whose lives have been changed for the better. If the People’s Schools programme is implemented with commitment, consistency, and high standards, it will be a lasting legacy for the nation.