Unravelling the Hidden Inequality Behind the Compulsory Education Slogan

“Education is free.”

This sentence is frequently heard in various speeches, government campaigns, and everyday conversations. Compulsory education programmes and various educational subsidies serve as evidence that the state is striving to open school access as widely as possible for all Indonesian children. At first glance, everything appears promising, as if every child possesses an equal opportunity to learn and achieve a better future.

However, is education truly free for everyone?

This question is vital to ask because the reality on the ground often shows something different. Many citizens still struggle to meet various educational needs for their children. Uniforms, books, stationery, transport costs, and even internet access represent significant additional expenses. For some segments of society, these costs may be manageable; however, for families in limited economic conditions, these requirements become a heavy burden. This is where the irony emerges: education is labelled as free, yet the dream of accessing it fully still requires significant expenditure.

The compulsory education programme is indeed a crucial policy in the history of Indonesian education. This policy has increased school participation rates and opened opportunities for millions of children to undergo formal education. More children are able to complete primary and secondary education compared to several decades ago. This achievement deserves appreciation as a major step towards a more educated society.

Nevertheless, success in increasing access does not always equate to success in delivering justice. Educational inequality remains a tangible issue. The disparity in facilities between urban schools and those in remote areas is clearly visible. In large cities, students can enjoy comfortable classrooms, complete laboratories, adequate libraries, and internet access that supports the learning process. Meanwhile, in several remote regions, schools still suffer from limited facilities, a shortage of educators, and even difficult road access.

As a result, the learning experience gained by each child differs. They all participate in the compulsory education programme, but the quality of education received is not necessarily equal. This issue demonstrates that education is not merely about the existence of schools or high enrolment rates. More importantly, it is about ensuring that every child has an equal opportunity to develop according to their potential.

In addition to facilities, a family’s economic condition also influences a child’s educational journey. Many parents still have to struggle to meet school needs amidst the continuously rising cost of living. Not a few children must help their parents work after school or reduce their study time to assist the family economy. In some cases, education must even be sacrificed because daily survival needs are deemed more urgent. When a choice must be made between buying school supplies or meeting household needs, not all families have the luxury to prioritise education.

This condition serves as a reminder that free education has not fully eliminated the economic barriers faced by the community. Another challenge arises with the development of digital technology. The world of education is increasingly dependent on the internet and electronic devices as learning tools. The online learning experience during the pandemic provided a clear picture of this gap. Some students could attend lessons with laptops and stable networks, while others had to share mobile phones with family members or seek specific locations just to obtain a signal.

This difference in technological access ultimately creates new disparities in education. Children with adequate digital facilities will find it easier to obtain information and develop their skills. Conversely, those experiencing limited access must struggle harder to obtain the same learning opportunities. Furthermore, the family environment plays a vital role in determining a child’s educational success. Children raised in families with a culture of reading and strong educational support usually possess better learning motivation. In contrast, children from families facing various limitations often have to fight alone to maintain their enthusiasm for learning.

These differences do not mean some children are more capable or less capable; what differs is the starting point and the opportunities they possess from the beginning of life. Therefore, discussions regarding education should not stop at statistics or the success of increasing student enrolment. Quality education demands the equalisation of opportunity and adequate support for all learners, regardless of their place of residence or economic background.

The compulsory education programme is essentially a very important first step, but it is not the final goal. The next task is to ensure that every school has proper facilities, every teacher receives adequate support, and every child receives equal learning opportunities. The equalisation of educational infrastructure needs to be continuously strengthened, especially in underdeveloped areas. Internet access, the availability of educators, and adequate learning tools must be a shared concern. Without such efforts, educational inequality will persist and affect future generations.