Indonesia's Role in Fulfilling the Right to Education Elementary and Intermediate in Border Areas

Abstract

The role of the state in carrying out educational development and in order to fulfill the right to education, especially primary and secondary education in border areas must be further enhanced. The state must be present among school-age children in border areas by manifesting itself in the form of appropriate and representative school buildings. The state must exist in the form of adequate educational support facilities. The state must be present in the form of teachers and education personnel who are sufficient in number and have competence. The state must be present in the form of budget politics that supports education development in border areas. The state must also be present in a curriculum that suits the needs of school-age children in border areas as well as enhances their national insight.

The meaning and experience on nationalism among Indonesian migrant workers’ children in border area

“…Therefore, the cultivation of nationalism values should be the government's essential agenda to be ran continuously for IMW's children in the Indonesia-Malaysia border area. The Indonesian government should be able to provide the equitable access and quality services for education [6] to IMW's children in border areas, without discrimination, marginalization, racism, or social class differences [7]. The implementation of education itself must be responsive and adaptive to the environment, thus it can afford the best quality results and competitive externals, master science and technology, creative, own critical thinking, collaborative, and communicative [8], and produce the competence of graduates who can utilize the information and communication technology, and well character thus there will no tendency to lose their cultural roots [9].…”