Teachers and Our Work

KOMPAS/P RADITYA MAHENDRA YASA

Children assemble in the schoolyard before attending classes on Monday (29/1) at SD Don Bosko elementary school in Ewer kampung, Agats district, Asmat Regency, Papua. Education and health are still major issues in a number of districts in Asmat regency.

We are aware that our students are not performing better than Vietnam’s. In order to catch up, we need better teachers.

At the same time, however, we see that the issue surrounding teachers is a complicated one. Due to our vast geographical area, the distribution of teachers is a major problem. Because of the attractiveness of big cities, teachers are less interested in serving the remote regions.

This newspaper wrote on Monday (29/1/2018) about the lack of teachers in borderland areas. In this context, especially in relation to the regions’ remoteness, the problem of teachers along the borderland, outer and disadvantaged regions is not only about quantity, but also about quality.

The lack of teachers in remote regions can be found in Asmat regency in Papua, among other areas. Local residents who are teachers often choose to work in big cities. This is despite the fact that teachers spread hope, not only of better education for children at school, but also of better environmental hygiene in local communities.

The Culture and Education Ministry’s expert staff on center-region relations, James Modouw, said that the lack of teachers was not just an educational problem. He also pointed to the social transformations that influenced teachers’ commitment to their duties.

The government’s initiative in building infrastructure in borderland, outer and disadvantaged regions will end these regions’ isolation from the rapid changes in the world. “Life in the city tempts [local teachers] to feel discontent with all the limitations of living in remote regions,” said Modouw.

Apart from incentives, there is also a regulation that teachers who do not fulfill their required teaching hours will not receive their professional allowance. The Merauke branch head of the Indonesian Teachers Association (PGRI) in Papua, Sergius Womsiwor, said that the development of education infrastructure must be in keeping with efforts to ensure teachers’ welfare in remote Papuan regions. In this context, teacher selections should no longer depend only on good character and preparedness for serving in difficult regions, but must also involve a support system to ensure teachers’ welfare and good career development.

We sympathize with teachers who are devoted to serving in borderland, outer and disadvantaged regions. We can only imagine how difficult their challenge is, both in leaving their comfortable life in the name of duty and their limited earnings. Other challenges they must face include the lack of teaching materials and cultural barriers.

However, with his pledge to build Indonesia from the borderlands, President Joko Widodo is aware of the problem. Let us continue with our work to remove or reduce all obstacles, including infrastructure, and to remain committed in ensuring teachers’ commitment to their duties despite the numerous temptations before them.

We trust them to educate our future generations and nurture leaders in the borderlands. It will be impossible for this dream to be realized if our commitment to teachers in the borderlands is perfunctory.