Stigma of Second-Class Education Versus Reality: Empowered Paket C Graduates
Equivalency education has recently gone viral through the figure of Tiyo Ardianto, a Paket C graduate who became Chair of the Student Council at Gadjah Mada University and captured public attention with his strong character, intelligence, and courage.
On the platform X, this educational pathway has even been “roasted”. Perhaps many of us will be sceptical about the quality of Paket C equivalency education graduates. The stigma that Paket certificates are considered “second-class” by society and parts of the employment sector persists. Graduates themselves feel inferior and are ashamed to acknowledge their educational background.
In reality, there are intelligent students with strong character and the courage to voice their aspirations despite risks, who are graduates of this equivalency education pathway.
Although not as prominent as the Chair of UGM’s Student Council, it turns out many Paket C graduates from diverse locations are empowered. They have passed entrance examinations for state universities, secured employment, and started their own businesses.
A large question arises: what does equivalency education look like, capable of producing such graduate profiles?
Centres for Teaching and Learning (PKBM) are perhaps the equivalency education units most known to the public, whilst another equivalency education unit is Community Learning Centres (SKB). Both of these education units have recently been increasingly approached by those already employed or athletes who have other commitments to formal school schedules. This is possible because non-formal equivalency education schedules and programmes are more flexible than formal schools.
In Law Number 20 of 2003 on the National Education System, it is stated that equivalency education is a non-formal education programme (PNF) that is equivalent to formal education, comprising Paket A (equivalent to primary school), Paket B (equivalent to junior secondary), and Paket C (equivalent to senior secondary). This programme is aimed at communities unable to follow formal education and who choose non-formal education as a substitute, supplement, and/or complement to formal education. Although its function serves as a supplement or complement to formal education, non-formal education is an educational pathway that can be implemented in a structured and tiered manner.
Meanwhile, the approach used in equivalency education is a functional approach. This approach directs educational programmes, particularly skills training, to support the development of economic functions in communities. Consequently, equivalency education not only covers academic materials as in formal education, but also empowerment materials comprising life skills and entrepreneurship training as well as business management.
In the international arena, the concept of PNF as a complement to formal education is adopted by Philip H. Coomb and Lyra Srinivasan, who emphasise that both educational pathways run alongside each other and mutually support one another.
Meanwhile, Paulo Freire in his book Pedagogy of The Oppressed views education outside formal education as an alternative because of its role in strengthening educational functions that are more relevant to community needs and development.
Although continuing to experience fluctuations in its governance, non-formal education, particularly equivalency education, continues to improve. In the current administration, equivalency education educators are receiving serious attention, both in terms of competency development and their welfare.
In terms of improving competency, the Ministry of Basic and Secondary Education is developing technical and functional training, training for master trainers in specific fields, and has established Working Groups as forums for learning and sharing experiences so they can progress together.
Meanwhile, in terms of welfare, besides salaries, the government has provided functional allowances and regional performance allowances for learning facilitators. For tutors, part of the Operational Assistance Fund for Education Units can be utilised for tutor incentives.
However, there remain a series of equivalency education problems that need to be urgently addressed. These range from insufficient numbers of tutors in certain regions to limited learning facilities and infrastructure, particularly in frontier, outermost and disadvantaged areas (3T), including internet access. For equivalency education using hybrid methods (combining face-to-face and online), the lack of internet access certainly becomes a serious obstacle.