Transformation of Education in 3T Regions: From Infrastructure to Human Resource Quality
Education in underdeveloped, frontier, and outermost (3T) regions is synonymous with limitations: from minimal infrastructure and limited access to technology to uneven service quality. However, in recent years, policies from the Ministry of Education, Culture, Research, and Technology have shown progressive direction. Educational transformation is no longer focused solely on physical development but touches on aspects of human resource quality.
President Prabowo Subianto has stated in various channels that education is the primary foundation for the nation’s revival. “Schools are very important, and education is the key to our nation’s revival.” This statement serves as a cross-institutional foundation, particularly for the Ministry of Education, Culture, Research, and Technology, to establish various aligned policy programmes, especially in 3T areas. The transformation encompasses changes in learning methods, improvements in teacher welfare, and expansion of educational access.
Foundation of Transformation
One of the Ministry’s efforts is the revitalisation programme for educational units in 62 3T districts with a budget exceeding Rp1.38 trillion in 2025. The programme focuses on schools suffering severe damage and areas affected by disasters. Minister of Education, Culture, Research, and Technology Abdul Mu’ti has emphasised that revitalisation is carried out to ensure students learn in safe and decent environments.
Additionally, transformation is strengthened through the digitalisation of learning. In 2025, 288,865 educational units have received digital devices, ranging from interactive whiteboards and laptops to learning storage media. The programme not only introduces technology but also transforms the learning culture to be more interactive, inclusive, and enjoyable.
Digitalisation also addresses geographical disparities. Technology enables students in remote areas to access the same learning materials as those in cities. Thus, educational transformation is moving from mere physical development towards equitable learning quality.