Disparity in Educational Quality in Border Areas (A Reflection on Marginalized Communities in Indonesia's East Nusa Tenggara Province)

Abstract

Providing inclusive and equitable quality education and promoting lifelong learning opportunities for all is the fourth target of the SDGs, in line with the mandate of the 1945 Constitution. Regional development disparities can affect the quality of education, and this paper aims to capture the socio-cultural conditions of border communities, which have the potential to be used as instruments to bridge the inequality in the provision of education across regions. A literature review approach combined with field observations was employed to confirm secondary data, followed by an analysis of the trends in parameters compared to the results of observations. The study also utilized a qualitative approach to describe the margin data, and content analysis was used to identify trends in the data. The low level of accessibility is not only due to the lack of infrastructure but also to the relatively limited opportunities to access educational facilities. As a result, more out-of-class learning opportunities are needed for students in border areas. Engaging the surrounding community, along with their local wisdom, can boost participation rates in schooling. The concept of inclusive education should not be limited to addressing the physical and mental limitations of learners but should also encompass technical regulations on inclusivity in education for border, remote, and island regions.