Social Inequality in Access to Education in Remote Areas: A Case Study of Talaud Islands Regency, North Sulawesi

Abstract

This study examines social inequality in access to education in the Talaud Islands Regency, North Sulawesi, focusing on the disparities in educational opportunities between urban and rural areas. By utilizing a qualitative case study approach, the research highlights key barriers such as the limited number of secondary schools, inadequate teacher qualifications, lack of educational infrastructure, economic hardships, and high dropout rates. Data was gathered through interviews with local stakeholders, including teachers, students, and education officials, as well as direct observations of school facilities. The findings reveal significant challenges in providing equitable education, with rural students facing greater obstacles in continuing their education due to geographical isolation and economic constraints. The study underscores the need for targeted policy interventions to improve infrastructure, teacher training, and financial support for students in remote areas. Recommendations include investing in educational facilities, incentivizing qualified teachers to work in rural regions, and addressing economic barriers that prevent students from completing their education.