Commemorating the First-ever International Day of Education: Indonesia and the World to Take Bigger Steps to Achieve Educational Equality
“Education is a human right, a public good and a public responsibility.”
Chief of UNESCO at the Inauguration of the International Day of Education
Education has played a crucial role in the efforts of achieving all of the 17 Sustainable Development Goals (SDGs); therefore, its importance could not unquestionably be overlooked. The establishment of the International Day of Education by the United Nations indicates further awareness and commitments of the international community to embody the 4th SDGs, which is quality education. The UN chief emphasized during the inaugural day, that the world could not afford a youth generation who have inadequate necessary skills to compete in the 21st century economy. He stated so as there are still at least 262 million children, adolescents, and youth who are out of school, in which most of them are girls; millions who attend the school are not mastering the basics. It could be seen that unequal access to education has become a major obstacle for most countries in achieving inclusive growth, and therefore, should be taken into account by all layers of the society.
Each country has different levels of educational disparities within it, regardless of whether it is a developed or developing, a poor or rich nation. The United Kingdom, despite its position as the world’s 5th largest economy, is ranked 23th in the world in primary school inequalities, according to UNICEF’s report, An Unfair Start. The driving factors of the inequalities might be due to unequal income distribution, as well as low quality education.This also happens in Australia, where educational inequality has largely taken place, with the discrepancy of socioeconomic status and parents’ education as the main influencing factors, which also have contributed to the widening gap between rich and poor. Aside from those aforementioned factors, the conduct of discriminatory practices might also be the cause, either based on race, religion, gender, and so forth.
Indonesia is no different compared to the aforementioned countries; it is also experiencing high educational disparities. While a child in Jakarta could pursue 11 years of schooling, a child in Papua could only be expected to complete 6 years of education in schools. It could be seen that the access to education in rural areas is still highly limited. To add further, the significant discrepancy of income in Indonesia has made the problem becomes worse; high-quality education remains inaccessible for those who come from poor families. Only those who come from financially-capable families who would be able to choose between private or public schools. Students with disabilities also experience educational inequality and inaccessibility, as according to the research carried out by the University of Indonesia, almost 70% of disabled children do not go to school, and 66.8% of them even only have the chance to pursue their education until the primary school level. Those cases indicate how inclusive education still remains a challenge that Indonesian government and society should strive for it harder to make it into the reality.
Currently, education has increasingly mattered more than ever, as people could pursue better opportunities and live better lives if they are sufficiently educated. Nonetheless, the increasing educational inequalities in the world has made achieving inclusive and quality education becomes a challenge that should be resolved by the international community. Universal access to education should be guaranteed through collaborations among government, civil society, non-governmental organizations, and other relevant stakeholders in order to make sure that the “No One Left Behind” tagline is not merely a talk, but also an act.