Social Education Institution a Way to Achieve Sustainable Education in Remote Areas: A Case Study of ‘Harapan' Bajulmati, Indonesia

Social Education Institution a Way to Achieve Sustainable Education in Remote Areas: A Case Study of ‘Harapan' Bajulmati, Indonesia

Sintia Farach Dhiba (University of Brawijaya, Malang, Indonesia) and Destyana Cory Prastiti (University of Brawijaya, Malang, Indonesia)
Copyright: © 2017 |Pages: 13
DOI: 10.4018/IJKSR.2017070102


This research aims to discover the effort of accomplishing Sustainable Development Goals in developing country. Adopting qualitative method and case study approach, this research held in Bajulmati, Indonesia. The result of this research shows that social education institution establishment by society in remote area can answer the problems to reach Sustainable Development Goals. The establishment process is begun by the external party in remote area to provide medium to discuss problem. The first stage of Sustainable Development Goals accomplishment is attained by implementing Sustainable Education by giving long-live learning education for children and training for adult. The second stage is making Sustainable Economic around society by making business from the potential resources. After doing sustainable education and economic, it can achieve Sustainable Development Goals. In this study, it will figure out that social education institution in Bajulmati can be an example for another remote area to achieve Sustainable Development Goals.
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Stepping to the end of Millenium Development Goals (MDGs) 2000-2015, the United Nations established the new concept called as Sustainable Development Goals (SDGs). It is the form of continuity of MDGs program that will be filled by the transformative goal to be implemented among the world. The same as MDGs, SDGs is a framework to develop the world and has ambition to make all nations do the points of SDGs. However, generally SDGs are more inclusive than MDGs because it involves all parties, government and civil society, for arranging points of development goals until it comes to be 17 goals of SDGs with 169 targets (United Nation, 2016). From all the points of SDGs, SDGs do not only focus on human resources development but also on economic and environmental development. The importance of governance for human development and the Post-2015 Sustainable Development Goals (SDGs) is widely acknowledged by the United Nations and most international organizations, domestic and global civil society actors, academic scholars, and policy analysts (Fukuyama, 2013; Hyden, Court, & Mease, 2004; Rothstein, 2011; UNDP, 2012; World Bank, 2011).

Beyond the glorious goals which are expected by SDGs to be implemented among the world, the development of country in the world has obstacles due to many differences such as geographic, anthropologic, and economic. In the economic condition of country, it is divided into two big parts, developing and developed country. This distinction is based on the country condition of human resources quality and development level (Suryawati, 2015, p.4). It indicates that there is different effort to achieve SDGs on 2030 among nations.

SDGs will surely give bigger challenge to be implemented for the developing country, because it still has many problems that need to be solved soon. Different from the developing country, the developed country has solved the basic problem mentioned in the 1st point of SDGs, poverty, meanwhile poverty is still being huge problem for developing country whom the problem could not be solved even MDGs has ended.

Indonesia, as one of developing countries and member of United Nations will also do program for achieving SDGs. Indonesia starts arranging the work paper to implement the program and achieve all points of SDGs. The commitment has been filled in the middle term development plan of Indonesia, Rencana Pembangunan JangkaMenengah (RPJMN), by adding points of SDGs in doing development of country. RPJMN made by Indonesian Government still prioritizes the goals to decrease poverty in Indonesia. The poverty is still being problem in Indonesia that is proven by statistic data, Indonesia has highly poverty level in 11.13% on 2015 (Badan Pusat Statistika, 2016). The problems in Indonesia occur due to the development gap inside the country. Based on research of Boeke (1983), the economic system of Indonesia consists of two sectors i.e. the traditional sector (agriculture) in the rural area and the modern sector (industry) in the urban area. By this, the development of Indonesia must be distributed equally.

Geographically, Indonesia is an archipelago country that the central of development is in one island only, Java Island. Java Island has downy geographic condition and spread outside capital city of country and province so it makes the area will be remote. The condition has difficult consequence in development due to low accessibility so it makes imperfect information in implementing development program. It makes society living in the remote area has many basic problems that cannot be solved, such as education with low level of literacy rate and high level of poverty.

Implementing SDGs must be done inclusively. So that, the development of remote area will be on the top of priority to achieve the goals (Walio, 2016). Considering the time to achieve SDGs which only has period from 2016-2030, community-based development initiated by the awareness of the society is very necessary to be done. However, community-based development in remote area that is majority under-developed makes them feel difficult in exploring themselves.

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