Daftarsbmptn.com – The government under Prabowo Subianto’s leadership emphasized that two areas of education vocational education and special schools for underprivileged groups, namely People’s Schools will be the main pillars of the national strategy to strengthen human resources and break the cycle of poverty.
This step was announced during a limited meeting at the Merdeka Palace on Wednesday (November 5, 2025) attended by several key ministers.
Policy Vision and Priority Focus
The government stated that vocational education which prepares graduates with technical skills and direct job competencies will be a top priority. During the meeting, Coordinating Minister for Human Development and Culture (Menko PMK) Pratikno stated that the government wants to shift the educational paradigm from “supply-driven” to “demand-driven,” or more precisely, aligning what is taught in schools with the needs of the workforce and industry.
In addition to vocational education, the People’s School program is implemented as a form of inclusive education specifically for students from economically disadvantaged families (deciles 1–2) so that they have access to quality education and equal opportunities.
Prabowo also encouraged the establishment of an integrated school model in each sub-district one that combines elementary, middle, and high school/vocational high schools with complete facilities such as vocational workshops, laboratories, art studios, and sports facilities. This model is designed to provide a holistic education and avoid educational segregation.
Concrete Steps in Implementation
– Revitalization of vocational education: The government, through Presidential Regulation Number 68 of 2022 concerning the Revitalization of Vocational Education and Training, emphasizes that vocational education must be relevant to the world of work, equipped with competency certification, and collaboration with industry.
– People’s Schools as a pathway to inclusion: This program targets students from families with the lowest economic conditions and provides a boarding system, tuition fees, and complete facilities to ensure they have equal opportunities.
– Links and matches between the education and industry sectors: The government encourages partnerships between vocational schools (SMK) and the business and industry sectors (DUDI), as well as incentives such as “super tax deductions” for industries that support vocational education.
Challenges & Obstacles to be Overcome
While this policy is ambitious and strategic, several challenges have been identified:
Availability of facilities and human resources: Vocational schools and community schools require adequate infrastructure, qualified teachers and instructors, practical tools, and dormitory facilities (for community schools). Studies indicate that community schools face budget constraints and the need for competent teaching staff.
Budget efficiency and overlap: The community school program must be designed to avoid duplicating existing public schools. Budget efficiency is key to the program’s sustainability.
Matching graduate competencies with the job market: Although vocational education is intended to meet industry needs, challenges remain in ensuring graduates are truly absorbed into the workforce with decent wages and careers.
Geographical equity: To achieve inclusion, the program must reach the 3T (underdeveloped, frontier, and outermost) regions, avoiding being solely focused on large cities.
Strategic Benefits for the Economy and Poverty Alleviation
– By strengthening vocational education, the government is preparing work-ready human resources, which has the potential to reduce unemployment, especially among secondary school graduates.
– Public schools (Sekolah Rakyat) open the way for children from the lowest economic strata to obtain a quality education—which in turn increases social mobility and economic opportunities.
– This policy also strengthens national competitiveness, as Indonesia prepares a workforce that not only has a diploma, but also technical skills and global competencies (including foreign language and cross-cultural understanding), as directed by the president.
Academic and Policy Perspective
According to the policy findings presented, the government believes that Indonesia’s demographic bonus will only be a blessing if its human resources are competent and productive. Vocational education and training are one of the main paths to realizing this.
Furthermore, public schools, as an instrument of social policy, also require careful design to avoid creating a two-class system (elite vs. common) and to maintain quality and equal access. This policy must be monitored to ensure that it complements the national education system, not substitutes it for inequality.
Next Steps & Future Hopes
To make this policy successful, synergy is needed between the central government, local governments, schools, industry, and the community. Some future steps to focus on are:
Regularly monitoring and evaluating the performance of vocational schools and community schools to ensure competency, job absorption, and equity targets are achieved.
Developing a real-time labor market information system so that the vocational curriculum can be consistently updated to meet industry needs.
Training teachers, instructors, and vocational educators to equip them with the latest skills and understanding of the world of work.
Utilizing digital technology, industrial internships, and global collaborations to ensure graduates are competitive both domestically and internationally.
Adequate funding and budget allocation, as well as transparency in budget use, ensure the program runs effectively and sustainably.
Conclusion
The government’s focus on vocational education and community schools signals a paradigm shift in Indonesian education policy: not just pursuing access, but ensuring relevance, competency, and equity in education.
With education tailored to the needs of industry and the community involved in inclusive programs, the government positions education as a key instrument in alleviating poverty and improving the nation’s welfare.
If implemented effectively and challenges are overcome, this policy has great potential to shape a generation of young Indonesians who will not only possess degrees, but also skills, global competitiveness, and better life opportunities.
Hopefully, this policy will soon bear tangible fruit on the ground and provide direct benefits to the Indonesian people.