Mission of the International Organisation for Migration, London

• As of May 2023, Indonesia hosted at least 12,704 refugees, primarily from Afghanistan, Somalia, Myanmar, Iraq and Sudan.
• Considering the period of time that can be wasted, especially for refugee children, we argue that the refugee children need to access education while they are waiting.
• Prior to the pandemic, Indonesia had made progress in providing access to education for hundreds of refugee children.

Our research

• We also interviewed principals and teachers of the schools, government officials at local and national levels and local United Nations officials.
• We have found four problems hindering refugee children’s access to education.

1. Information sharing

• The central government relied on the local authorities to share information and strategies about the Circular Letter to the local education service providers.
• But, the local authorities relied on international organisations, mainly the IOM, to bridge communication with and provide information to the refugee community, rather than proactively delivering such information themselves.
• However, these international organisations websites mainly provide Jakarta-centric information, means that most of the information only covers Jakarta areas and is not helpful for refugees children based in other provinces in Indonesia.

2. Lack of technological access

• This meant students needed access to the internet and a computer.
• While the Indonesian government provided free internet access for every Indonesian student, this did not apply to refugee children.

3. Involvement of various stakeholders

• If refugee children are going to be included in the Indonesian school system, many stakeholders need to be involved.
• This includes the government authorities (particularly Ministry of Education), state authorities, schools and teachers, local education offices and international organisations However, Indonesia still lacks a comprehensive and long-term regulatory framework to serve as a basis for partnerships involving different stakeholders.

4. Motivation to go to school

• There are two crucial factors that affect refugee children’s motivation: local students’ receptiveness and school teachers’ language ability.
• Both factors must be present in the child’s learning to ensure the stability of the refugee children’s motivation.

What to expect next

• Looking ahead, we need to help schools welcome refugee students – and make refugee families aware of the support available.
• Rizka Fiani Prabaningtyas menerima dana dari menerima dana dari Organisasi Riset Ilmu Pengetahuan Sosial dan Humaniora (OR IPSH) - BRIN dalam skema Rumah Program tahun 2022.