Regional and Socioeconomic Disparities in Basic Education Access in Indonesia

Abstract

This study investigates the persistent inequality in basic education access across Indonesia by examining school participation through regional and socioeconomic lenses. Drawing on a qualitative review of scholarly literature, government reports, and institutional data, it integrates theoretical frameworks such as social stratification, human capital, spatial inequality, and capability theory. Findings reveal that children from low-income households in remote regions face compounded barriers—ranging from inadequate school infrastructure to economic pressures—that significantly reduce their likelihood of attending and completing school. The analysis highlights the limitations of current national policies in addressing these intersectional disadvantages and underscores the need for targeted, equity-based interventions. This research contributes a multidimensional perspective on educational inequality and offers actionable insights for policymakers seeking to promote inclusive education. It also proposes a conceptual foundation for future studies to explore complex, context-specific determinants of school participation in developing countries like Indonesia.