Unravelling the Hidden Inequality Behind the Compulsory Education Slogan

The phrase “Education is free” is often heard in various speeches, government campaigns, and everyday conversations. The compulsory education programme and various educational subsidies are evidence that the state is striving to open the widest possible access to schooling for all Indonesian children. At first glance, everything appears promising. Every child seemingly has an equal opportunity to learn and achieve a better future. However, is education truly free for everyone? This question is important to ask because the reality on the ground often shows a different picture. Many citizens still struggle to meet the various educational needs of their children. Uniforms, books, stationery, transport costs, and internet access become significant additional expenses. For some, these costs may still be affordable. Yet, for families with limited economic means, these necessities become a heavy burden. Herein lies the irony. Education is called free, but the dream of accessing it fully still requires money. The compulsory education programme is indeed one of the important policies in the history of Indonesian education. This policy has increased school participation rates and opened opportunities for millions of children to receive formal education. More children can now complete primary and secondary education compared to previous decades. This achievement certainly deserves appreciation as a major step towards a more educated society. However, success in increasing access does not always mean success in delivering justice. Educational inequality remains a real problem. The difference in facilities between schools in urban areas and remote regions is still stark. In big cities, students can enjoy comfortable classrooms, complete laboratories, adequate libraries, and internet access that supports the learning process. Meanwhile, in several remote areas, there are still schools with limited facilities, a shortage of teaching staff, and even difficult road access. As a result, the learning experience each child receives is different. They all participate in the compulsory education programme, but the quality of education received is not necessarily equal. This issue shows that education is not merely about the existence of schools or high student participation rates. What is more important is ensuring that every child gets an equal opportunity to develop according to their potential. Besides facilities, a family’s economic condition also influences a child’s educational journey. Many parents still have to rack their brains to meet school needs amidst the ever-increasing cost of living. Not a few children help their parents work after school or reduce their study time to help the family economy. In some cases, education must even be sacrificed because daily living needs are considered more urgent. When a choice must be made between buying school supplies or meeting household needs, not all families have the luxury of choosing education as the top priority. This situation serves as a reminder that free education has not completely removed the economic barriers faced by society. Another challenge arises with the development of digital technology. The world of education today is increasingly dependent on the internet and electronic devices as learning tools. The experience of online learning during the pandemic provided a clear picture of this gap. Some students could follow lessons with laptops and a stable network, while others had to share a mobile phone with family members or find a specific spot to get a signal. This difference in technological access ultimately creates a new gap in education. Children with adequate digital facilities will find it easier to obtain information and develop their skills. Conversely, those with limited access must struggle harder to get the same learning opportunities. Furthermore, the family environment also plays an important role in determining a child’s educational success. Children who grow up in families with a reading culture and strong educational support usually have better learning motivation. Conversely, children from families facing various limitations often have to struggle alone to maintain their enthusiasm for learning. These differences do not mean that some children are more or less capable. What differs is their starting point and the opportunities they have from the beginning of their lives. Therefore, the discussion about education should not stop at statistical figures or the success of increasing the number of students attending school. Quality education demands equal opportunities and adequate support for all learners, regardless of their place of residence or family economic background. The compulsory education programme is essentially a very important first step, but not the final goal. The next task is to ensure that every school has proper facilities, every teacher receives adequate support, and every child gets an equal learning opportunity. The equalisation of educational infrastructure needs to be continuously strengthened, especially in underdeveloped areas. Internet access, the availability of teaching staff, and adequate learning facilities must be a shared concern. Without these efforts, the educational gap will persist and affect the next generation’s future. On the other hand, economic assistance for underprivileged families also needs to be strengthened.