Community Challenges in Accessing Educational Facilities
DOI:
https://doi.org/10.37899/mjdpp.v1i2.72Keywords:
Educational Access, Moyo Island, Qualitative Research, Economic ConstraintsAbstract
This study aims to examine the key barriers affecting access to educational facilities in Moyo Island, West Nusa Tenggara, Indonesia, and to provide an integrated understanding of how these challenges influence educational inequality in remote island contexts.
A qualitative case study approach was employed using semi-structured interviews with 30 participants, including parents, teachers, and community leaders. Data were analyzed using thematic analysis to identify major patterns and relationships among barriers. The findings reveal four primary barriers: geographical constraints, infrastructural deficiencies, economic limitations, and teacher shortages. These factors operate in an interconnected manner, where geographic isolation reduces school attendance, poor infrastructure creates unfavorable learning environments, economic pressures increase dropout risks, and teacher shortages lower educational quality. The study demonstrates that educational access in remote areas is shaped by a systemic interaction of multiple barriers. Therefore, integrated and multi-sectoral policy interventions are required to improve equitable access to education in rural and isolated communities.
References
Ahn, M. Y., & Davis, H. H. (2023). Students’ sense of belonging and their socio-economic status in higher education: a quantitative approach. Teaching in Higher Education, 28(1), 136-149. https://doi.org/10.1080/13562517.2020.1778664
Avvisati, F. (2020). The measure of socio-economic status in PISA: A review and some suggested improvements. Large-Scale Assessments in Education, 8(1), 8. https://doi.org/10.1186/s40536-020-00086-x
Banda, T. (2024). Unveiling Educational Frontiers: An Exploration of Innovative Pedagogical Approaches and Learning Outcomes in Remote Mountain Communities. Interdisciplinary Journal Papier Human Review, 5(4), 1-9. https://doi.org/10.47667/ijphr.v5i4.282
Bernard, J., Steinführer, A., Klärner, A., & Keim-Klärner, S. (2023). Regional opportunity structures: A research agenda to link spatial and social inequalities in rural areas. Progress in human geography, 47(1), 103-123. https://doi.org/10.1177/03091325221139980
Chirisa, I., Nyevera, T., & Moyo, T. (2023). Challenges surounding climate resilience on transportation infrastructures. In Adapting the Built Environment for Climate Change (pp. 161-181). Woodhead Publishing. https://doi.org/10.1016/B978-0-323-95336-8.00005-6
Collom, G. D., & Cooper, A. R. (2022). Tuition-free college in the context of COVID-19: TN reconnect adult student narratives. Journal of Student Financial Aid, 51(1), 2. https://doi.org/10.55504/0884-9153.1781
Dong, S., Esmalian, A., Farahmand, H., & Mostafavi, A. (2020). An integrated physical-social analysis of disrupted access to critical facilities and community service-loss tolerance in urban flooding. Computers, Environment and Urban Systems, 80, 101443. https://doi.org/10.1016/j.compenvurbsys.2019.101443
Fatimah, H. S., Sriningsih, S., Pascayanti, Y., & Yusuf, F. (2023). digital divide solutions and public service policy implementation in Indonesia after the Covid-19 pandemic. Journal of economics, finance and management studies, 6(08), 3801-3818. https://doi.org/10.47191/jefms/v6-i8-30
Ghaleb, B. D. S. (2024). Effect of exam-focused and teacher-centered education systems on students’ cognitive and psychological competencies. International Journal of Multidisciplinary Approach Research and Science, 2(2), 611-631. https://doi.org/10.59653/ijmars.v2i02.648
Ghosh, U. (2021). Life of Urban Homemakers during COVID-19 Pandemic. Available at SSRN 3906068. http://dx.doi.org/10.2139/ssrn.3906068
Hadiati, M., Farma Rahayu, M. I., & Sudiro, A. (2022). An empirical study in Indonesia of girl child marriage determinants. Journal of International Women's Studies, 24(5), 6.
Hopson, L. M., Lidbe, A. D., Jackson, M. S., Adanu, E., Li, X., Penmetsa, P., ... & Abura-Meerdink, G. (2024). Transportation to school and academic outcomes: a systematic review. Educational Review, 76(3), 648-668. https://doi.org/10.1080/00131911.2022.2034748
McDermot, E., Agdas, D., Rodríguez Díaz, C. R., Rose, T., & Forcael, E. (2022). Improving performance of infrastructure projects in developing countries: an Ecuadorian case study. International Journal of Construction Management, 22(13), 2469-2483. https://doi.org/10.1080/15623599.2020.1797985
Mishra, A., Mishra, A., & Pandey, G. (2023). Spatial inequality and education: unraveling the geographical dimensions of educational disparities. Techno Learn, 13(1), 29-43. https://doi.org/10.30954/2231-4105.01.2023.6
Mncube, D. (2023). Analysis of the impact of poor infrastructure provision on the quality of education in rural schools. Axiom Academic Publishers, 1(ISBN: 978-1-991239-18-1), 71-98. https://doi.org/10.62869/001c.123430
Moyo, N. (2020). What History Should Schools Teach in a Postcolonial Context?: Reimagining Secondary School History Curriculum for Democratic Practice in Zimbabwe. The Palgrave Handbook of History and Social Studies Education, 295-320. https://doi.org/10.1007/978-3-030-37210-1_12
Nixon, J. (2020). Higher education and the public good. In The International Encyclopedia of Higher Education Systems and Institutions (pp. 637-643). Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-94-017-9553-1
Nor, A., Yusuf, M., & Arabi, I. (2024). Strategies for improving the professionalism of Islamic education teachers at university. Tafkir: Interdisciplinary Journal of Islamic Education, 5(1), 41-61. https://doi.org/10.31538/tijie.v5i1.774
Sahito, Z., & Vaisanen, P. (2020). A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job. Review of Education, 8(1), 3-34. https://doi.org/10.1002/rev3.3160
Symeonidis, V., & Eloff, I. (2023). Addressing Teacher Shortages to Achieve Inclusive and Equitable Education for All: Policies for the Supply of and Demand for Qualified Teachers in Austria and South Africa. In Shaping Tomorrow Today–SDGs from multiple perspectives (pp. 161-184). https://doi.org/10.1007/978-3-658-38319-0_8
Telaumbanua, E., Harsono, I., & Soegiarto, I. (2024). Urbanisation in Indonesia: The relationship between income inequality, urban infrastructure, access to education, and population growth with social cohesion, environmental resilience, and housing quality to look at urbanisation in Indonesia. International Journal of Business, Law, and Education, 5(1), 603-614. https://doi.org/10.56442/ijble.v5i1.443
Thamrin, H. (2020). Educational aspects in efforts to realize SDGs in Indonesia. Journal of Advances in Education and Philosophy, 4(11), 473-477. https://doi.org/10.36348/jaep.2020.v04i11.007
Varghese, N. V., Mangalagiri, A., & Mathew, A. (Eds.). (2023). Quality and inclusion in education: The persisting challenges. Taylor & Francis.
Zhang, Y., West, P., Thakholi, L., Suryawanshi, K., Supuma, M., Straub, D., ... & Agyei, F. K. (2023). Governance and conservation effectiveness in protected areas and indigenous and locally managed areas. Annual Review of Environment and Resources, 48(1), 559-588. https://doi.org/10.1146/annurev-environ-112321-081348
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Moccasin Journal De Public Perspective
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This journal provides direct open access to it's content on the principle that research is freely available to the public supporting a greater global exchange of knowledge. All articles published by Open Access will soon and forever be free for everyone to read and download. The license options defined for this journal are Creative Commons Attribution-ShareAlike (CC BY-SA)
