Digitalization and Equity in Education

KOMPAS/AGUS SUSANTO

A student takes distance learning at his home in the Pondok Kelapa area, Duren Sawit, East Jakarta, Thursday (23/7/2020).

The Covid-19 pandemic has accelerated the digital transformation of education, but there are still many challenges. Online learning fosters a digital learning ecosystem.

Information and communications technology (ICT) and infrastructure are basic needs in education today. This year, the Education, Culture, Research and Technology Ministry allocated a budget of Rp 3.7 trillion (Kompas, 4/8/2021) to provide ICT equipment for schools partaking in the education digitalization program.

This year, around 500,000 laptops, access points, projectors, connectors and speakers will be distributed to 29,387 schools. Schools that still lack this equipment will be prioritized. This program will carry on until 2024 for schools and other formal education institutions, with a total budget of Rp 17 trillion.

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The ministry’s vocational education director general Wikan Sakakrinto said the program was a collaboration between the ministry, educational institutions and the private sector. The program includes the procurement of locally produced laptops and the provision of training for teachers, students and parents in utilizing educational technology.

But of course, this collaboration is not enough. It is also necessary to collaborate with other ministries and agencies to ensure that this program does not, on the other hand, widen the digital gap as well as the education gap – both of which have been exacerbated by the pandemic.

Of the 70,670 villages and subdistricts that do have access to internet infrastructure, 68.54 percent of these services are still 2G, especially in eastern Indonesia.

In terms of ICT infrastructure, internet access, which is needed in digitalizing education, has not been evenly distributed. Data from the Communications and Information Ministry shows that 12,548 villages and subdistricts do not even have internet infrastructure. Of the 70,670 villages and subdistricts that do have access to internet infrastructure, 68.54 percent of these services are still 2G, especially in eastern Indonesia.

IRMA TAMBUNAN

Dedi Hendriyanto, a teacher at SMPN 21 Batanghari, Jambi, produced a number of digital learning content during the pandemic. One of his works is through the Smart Application Creator (SAC) application.

Education, Culture, Research and Technology Ministry data from 2020 also show that 40,779, or about 18 percent, of primary and secondary schools still do not have internet access. In fact, 7,552, or around 3 percent, of schools have not even installed state-owned electricity firm PLN’s electricity infrastructure.

From the perspective of equitable aid distribution, the program has only reached schools under the education ministry. Meanwhile, there are tens of thousands of schools under the Religious Affairs Ministry as well. Without the collaboration of these two ministries, the education digitalization program will trigger inequality between public schools and religious schools.

Not all of their problems can be solved with the help of technology.

Digitalization in education is demanded by the Industry 4.0 era. Nonetheless, during this pandemic we must continue to focus on children who have been left behind in education due to various issues. Not all of their problems can be solved with the help of technology.

These children need special support and aid so as not to be left behind in welcoming Indonesia’s golden generation in 2045. No child should be left behind in their education.

(This article was translated by Kesya Adhalia)