Inclusive Education Efforts for Child Refugees in Indonesia Within Multi-Stakeholder Partnership (Msps) Framework

Abstract

This research aims to explain various inclusive education efforts for child refugees in Indonesia within Multi-Stakeholder Partnerships (MSPs) framework involving the government, international organizations, non-governmental organizations, and academic sector. By using qualitative research methods and neoliberalism theory, the results show that there are various MSPs collaborations to implement inclusive education for child refugees in Indonesia. These collaborations include collaboration between UNHCR Indonesia, Dompet Dhuafa, Human Initiative, and PKBM schools to provide preparatory classes before entering national schools, collaboration between UNHCR and universities, as well as collaboration between IOM Indonesia and the government through the Rudenim to provide home-schooling for refugees. It concluded that inclusive education efforts for child refugees in Indonesia have been carried out quite well by several actors, but this commitment must continue to be improved by increasing national regulations related to the refugee education and providing legal certificates for refugees who have completed their education
 child refugees; inclusive education, Multi-Stakeholder Partnership; cross-sector collaboration.

Dampak Pendidikan Inklusif Terhadap Partisipasi dan Prestasi Siswa dengan Kebutuhan Khusus

“…Guru-guru prasekolah di Indonesia telah menunjukkan sikap positif terhadap pendidikan inklusif, bahkan lebih dari rekan-rekan mereka di Taiwan (Cheng et al, 2022). Berbagai Kemitraan Multi Pemangku Kepentingan (MSP) telah dibentuk untuk mengimplementasikan pendidikan inklusif bagi pengungsi anak di Indonesia, yang melibatkan pemerintah, organisasi internasional, lembaga swadaya masyarakat, dan sektor akademik (Suwartiningsih, 2022). Konsep manajemen pendidikan inklusif berbasis sekolah telah diusulkan sebagai solusi bagi permasalahan sekolah inklusif di setiap jenjang, dengan mengoptimalkan peran komponen pendidikan seperti guru, kurikulum, sarana dan prasarana (Riowati et al, 2022).…”

“…Mengatasi kesenjangan antara kota besar dan kota kecil dengan menyediakan lebih banyak sumber daya dan dukungan untuk pelaksanaan pendidikan inklusif di kota-kota kecil (Sari & Kusumawati, 2022). Mendorong lebih banyak kemitraan antara berbagai pemangku kepentingan, termasuk pemerintah, organisasi internasional, lembaga swadaya masyarakat, dan sektor akademis, untuk memajukan pendidikan inklusif (Suwartiningsih, 2022).…”