Primary Schools in Rural Papua: They Need Our Support
A high school teacher in District Maybrat, West Papua Province, was forced to stop the lessons that had just begun. Severe headache suddenly attacked him, after he pointed a few students to read. Soon he left the classroom, the teacher entered the room and swallowed two tablets a headache remedy. He was so shocked when faced with reality, yet fluently students read. That day was his first day teaching in Papua.
If at the higher school level there are still students who do not fluently read, certainly at the more junior level students who have not read fluently. Apparently the burden of teaching junior high school teachers in Papua is not lightweight. The poor state of basic education services in Papua forced them to take most of the responsibility that should be borne by the primary school teachers, which is making the children read fluently.
Weighing the burden of making the teacher did not complete junior high school teachers in solving problems that left the elementary school teacher. There is no option for junior high school teachers but to give the rest of the problem to the high school teacher. That is, although her junior high students in reading fluently yet, they still let their students to continue their education to high school.
Low attention to force the government to basic education teachers should share the burden. Primary teachers refer the problem to be solved junior high school teachers and junior high school teachers to continue the matter to the high school teacher. You would ask, what actually happens with primary schools in Papua?
When visiting the villages in the district Maybrat and witnessed how the condition of the primary school there, it is difficult for us to believe that children who attended middle schools in the villages it is really a citizen of Indonesia who has 66 years of independence. Because besides the red and white flags flutter already torn and faded, we did not find any other signs that they are part of Indonesia. What stood out from the condition of elementary schools there is a phenomenon that they abandoned school. Yet the spirit of the parents to educate their children is very high. Unfortunately, this spirit is not supported by the government's attention to quality basic education services. Here's a little picture of the elementary schools in the district Maybrat.
Primary school in Kampung
Elementary school in this village has been running since 1952, along with the establishment of village Seiya. Primary school built by the Dutch first operational costs are also subsidized by the Dutch. This school became the only elementary school for over 134 households and 459 villagers Seiya. Residents in the village were admitted, a primary school in their village have scored a lot of graduates who became scholars.
Unfortunately the quality of education in primary schools is becoming increasingly degenerate even after being in the management of the government of Indonesia. Since 2001 the process of teaching and learning in this school have stalled. Even from 2005 to 2010 teaching-learning process practically stopped because there are no teachers. There was only the headmaster who doubles as a teacher. Even this is only one teacher who had long been absent. Teaching and learning process stalled and displaced students. About 30 children are middle school education was eventually dropped out of school. There are only three children in grade 6 who still stay in school because their parents moved them to another elementary school in the village. This condition makes the village chief came to the regent, the education office and the bishop (head of the local church).
In 2010 the process of learning and teaching in primary schools began to walk again after a priest (Catholic priest) volunteered to be head of the school and teaching at the school with a teacher paid by honorarium. But even this time teachers salaries have stalled. Six-month consecutive time teachers to teach without salary. In order to maintain continuity of teaching and learning process, the community ultimately worked together to raise money to pay teachers salaries.
Besides the lack of teachers, another problem facing this school is the classroom and books. Group of study there are six, but there were only three classrooms. So a class is used for the two study groups. Office of the teachers also did not exist. In addition, there are no textbooks for students. Even the handbook for the teacher was not there.
Seiya village itself is the furthest village in the district Mare, located 30 km from the village sire. Mileage distance and lack of school infrastructure and lack of facilities for teachers, making teachers feel uncomfortable teaching in this village. This makes the process of learning and teaching in elementary Seiya running pickup. The parents in this village was the victim of a lack of government attention to basic education. There are parents who claimed their children can only be entered junior high school after the age of 15 years. The absence of teachers and teaching-learning process delays made him late for school. After his son graduated from high school decided not to proceed to high school. He was embarrassed because he had passed.
Village Elementary School in Sun
Sun village of 1999/2000 started up and since then also stand made primary school emergency room residents of bamboo. Though it was built since 2000, but the learning process has been running in 2001. At that time there was only one teacher. But then this teacher was transferred. 2002-2008 education year runs faltered and eventually stagnates because there is no teacher. People then go to South Sorong facing the education office. They talk about education in their villages.
In 2007 the community berswadaya to build classrooms, replacing the bamboo into a permanent building. In 2008 the school building was completed. After standing classrooms, community education office overlooking given that their school teachers. In 2009 there are teachers who are placed in this ward.
Before any permanent teachers, students in this school are taught by a citizen who volunteers to teach village children. Volunteers are taught from 2007 to 2009. In 2009 this volunteer teachers to stop teaching because of appointed civil servants and placed in another district.
Elementary school in this ward was previously only provide education up to grade 3. To proceed to a higher grade they should go to primary parent in the district capital. But since the 2008/2009 school began conducting education for students grades 4 and 5. 6 new class was opened in 2010.
Now there are two teachers in this school. One teacher serves as the principal. Although there have been two permanent teachers, but the learning process has not run smoothly. The presence of teachers still a problem. Residents claimed, in one year only 3-4 months to teach the teacher present. Moreover, the teachers went into town and left the school, whether for business or family affairs department.
In addition to the presence of teachers, the book is also a problem. Textbooks for students and handbooks for teachers is inadequate, both in terms of curriculum, the integrity of the book condition, and quantity. Although teachers are often not present and not enough books available, but strangely when national exams at the elementary school students are graduating 100 percent. Yet children face national exam without any preparation for learning because teachers are not there, the book also does not exist. New teacher came a few days before the execution of the test. Society made does not understand this 100 percent graduation.
The low quality of basic education here makes the children of the village who went on SMP Sun in the city (Sorong) often feel inferior because of the lessons they left behind much of the city kids. Sense of inferiority is often also make the children of this village decided to leave school. They find it difficult to catch up the lesson with students who attend school in the city. This condition is unfortunate considering the village kids were actually smart. But because the process of teaching and learning in primary schools do well, eventually they are victims.
Primary school in Kampung Mosun
Elementary school in the village condition better than the first primary school in two villages. There are four teachers who taught there, consisting of the principal, two teachers and one permanent teachers. The principals and teachers are all native children of local villages. Classrooms also have six, so each group occupies one classroom learning.
Despite four teachers, but teachers still felt less. Head of his own school to teach three classes (classes 1,2, and 3). That is why the room in class 1,2, and 3 are made without insulation. In this way, teachers can easily monitor and go from one class to another. Unlike the previous two elementary schools, principals at the elementary school have more commitment and dedication to education. This is what makes the school principal took responsibility for teaching classes 1,2, and 3, which he said more needed attention. By taking the first three classes, the principal at this school have a target, students in grade four are fluent reading.
Despite the relatively insufficient number of teachers compared to schools in two other villages, it does not mean there is no longer a problem at this school. Like the two previous elementary, elementary school here also face the lack of textbooks for students. Actually there BOS funds that could be used to buy books. But in fact the BOS funds were not sufficient to buy the book. BOS funding itself does not take into account the magnitude of transportation for the purchase of teaching and learning equipment. And buy the equipment it must be to the city and expensive transportation costs Once the road Rp 350,000.
Primary teachers are not getting easier transportation facilities in performing their duties. While the BOS funds nor is there a component to finance transportation service for teachers. So if there are for official use in the district, teachers must pay their own transportation.
Before there was the BOS funds, principals, teachers, and community in this village worked together to pay teachers. Even principals and teachers in elementary school voluntarily give up his salary Rp 50.000 - Rp 100,000 per month to pay teachers salaries. Yet the principal salary of only Rp 2 million and after the cut all kinds, her salary each month remaining $ 1 million to finance his family life. Welfare level of primary school teachers is very low. In addition to inadequate salaries, already 11 months or more teachers have not received rations of rice, side dishes and incentive money. No wonder that teachers should also be gardening and find additional revenue to cover the shortfall. Residential facilities for teachers as well not exist. The teachers still ride on the citizen lives.
Primary school in Kampung Konja
Elementary School in this village has been running since 1961. It's just that this new elementary school provide education for grades 5 and 6 years in 2005/2006. Previously there was only grade 1 to grade 4 because of this status is still elementary school basis, which provide education only up to grade 4. To proceed to the 5th and 6th grade elementary school students should go to the elementary school parent in Ayawasi.
So far the learning process go smoothly because the teaching staff in primary schools more than others. There are six teachers - including the head of the school - the status of civil servants. Apart from permanent teachers, there is also a volunteer teacher to teach without pay. Even here there are volunteer teachers who have 10 years of teaching. Teachers who teach in elementary school is also the local villagers. That's why schools here have no problem with the absence of teachers. For teachers who teach in these schools have high commitment and dedication to education in their villages. They have principles, teaching in village schools such as building their own homes.
Associated with teachers, problems facing schools in this ward is not the lack or absence of teachers but the age of the teachers who are approaching retirement. Yet until now there has been no young teachers are expected to replace them. In addition, facilities for teachers are also minimal. The teachers have not had a home. They still live a ride on people's houses. Welfare of teachers is very low, so the teacher forced to gardening to be able to provide for his family. Just like in any other school, no electricity, as well as books that support the smooth running of teaching and learning. Textbooks are outdated, no longer in accordance with the applicable curriculum. The curriculum has changed several times, while the teachers' handbooks and textbooks for pupils from the first has not been replaced.
Relatively smooth process of teaching and learning here is inseparable from the role of the community who actively support the smooth process of teaching and learning. Public support to basic education is manifested in various forms, such as self-help add classrooms, procurement of furniture (chairs and benches), procurement of textbooks for students, and others. If there is no support from the community, could be a teaching-learning process will also be hampered as it did in elementary school in another village, given the BOS funds were not sufficient to finance school operations.
Just imagine in 2008 the government gave to elementary school here without equipped with seats. The children went to school with their own seat. These conditions make the community worked together to buy a seat for the school. So it is with books. With the BOS funds, schools can only buy two books. Other books purchased from funds raised by the community. Even the implementation of national examinations and school examinations were financed by the public. To obtain funds for the school in their village, the community decided to make the auction results of prey, attracting voluntary contributions from citizens who are not parents, and draw from the obligatory contributions of parents.
Although only a few that we describe, but which few can give an idea about the condition of primary schools in the interior of Papua. For although the range of issues facing schools in the interior of Papua is different, but the differences have the same root, namely the government's poor commitment to quality basic education in the hinterland. The spirit of the children to learn and the public interest towards education such as hand clapping.
We can not turn a blind eye to the conditions of basic education for children in rural areas. The children in the interior that we need the support and solidarity. We can do something for them. We ourselves are also not going to close my eyes. We are trying to do something for them.
If you have any suggestions or anything that could support our efforts in helping them, please do not hesitate to contact us via email: firstname.lastname@example.org or via telephone / fax (021-8304153) or come directly to our office (Institute for Ecosoc Rights, Jl. Tebet Timur Jakarta In VI-C/17 12 820). Support in the form of books (textbooks and reading books), stationery and teaching aids can be sent directly to our partners: Albertus Bambang Buntoro (SPVD) c / o Diocese of Manokwari-Sorong, Jl. Gen. A. Yani No. 83, Post Office Box 183 98 413 Sorong in West Papua. ***
Posted by cheluz at 3:15 PM