In the last decade, the era of “triple disruption” has significantly altered the global social, economic, and technological landscape. Despite being supported by the Minister of Education and Culture Regulation No. 70 of 2009, Indonesia’s education system faces complex challenges in its implementation, particularly regarding inclusivity at the primary education level. The 12-year compulsory education policy is in place, but uneven infrastructure and suboptimal resource distribution often hinder the effectiveness of inclusive education. In remote areas, access to qualified teachers, adequate learning facilities, and appropriate educational materials remains limited. Inclusive primary education is crucial for laying the foundation for future learning and ensuring equal educational opportunities for all children.
Prioritizing education, especially at the primary level, is an effective strategy to enhance Environmental, Social, and Governance (ESG) performance. For ESG to thrive, clear and measurable metrics are necessary. While the environmental and governance aspects of ESG have shown significant progress with supportive accounting protocols and frameworks, the social aspect still requires improvement in terms of rigor, resources, and standardization. Education, from policy to early childhood development programs and formal education for marginalized groups, offers tangible actions with well-measured impact metrics, forming the cornerstone for the social pillar of ESG.
The Complexity of Inclusive Education in Indonesia
The Indonesian government demonstrates its commitment to inclusive education through policies like the Minister of Education and Culture Regulation No. 70 of 2009 on Inclusive Education, in line with UNESCO’s Education for All initiative. According to the Basic Education Data (Dapodik) as of December 2022, 40,928 schools in Indonesia have implemented inclusive education, with 135,946 students with special needs. Compared to over 50 million students nationwide, this number is relatively small, about 0.26% of the total student population.
Baroness Mary Warnock, a pioneer of inclusive education in the UK in 1978, advocated for inclusive education in public schools rather than separate institutions. She believed that “an inclusive society is one where everyone, with all their differences, is valued and given the opportunity to develop.”
The term inclusive education, introduced by UNESCO, stems from the concept of “Education for All.” This means education that is friendly to all individuals, aiming to include everyone without exception. Inclusive primary education ensures that all children are educated to interact regardless of ability or disability and have the same right to education based on human rights principles. Inclusive primary education contributes to overall education quality by creating a dynamic learning environment responsive to diverse student needs. It also reduces stigma and discrimination against students with special needs, fostering empathy, tolerance, and appreciation for differences among students. This not only enriches their learning experience but also helps create a more inclusive society that values diversity, where every individual is respected and accepted. Social participation of students is also enhanced through inclusive education, making them more likely to actively participate in the social and economic life of their communities in the future.
Implementation and Challenges in Inclusive Education
An example of inclusive primary education policy implementation can be seen in several inclusive primary schools in Yogyakarta. These schools have adopted inclusive education approaches by creating a learning environment friendly to all students, including those with special needs. Measures taken include providing special training for teachers on inclusive teaching methods, offering accessibility-supporting facilities like ramps, lifts, and disability-friendly toilets. Additionally, adaptive technology such as screen readers for visually impaired students and hearing devices for hearing-impaired students have been utilized. The curriculum is also designed to be flexible and adaptable to the needs of each student, ensuring that all students can follow the lessons well.
However, despite many positive steps taken, inclusive schools face several significant challenges. Funding limitations often hinder the provision of complete facilities and adequate adaptive technology, especially in remote areas. Additionally, not all teachers have adequate training to teach in inclusive environments, feeling unprepared to handle the special needs of students. Social stigma also remains a significant barrier, both within the community and within the schools themselves, towards students with special needs. In many remote areas, school infrastructure such as buildings and basic facilities is still severely lacking, making the implementation of inclusive education more difficult. The lack of educational materials that support inclusive learning also poses a significant obstacle in implementing this policy.
The challenges in implementing inclusive education in Indonesia can be partially overcome if the corporate and private sectors are involved in providing support through the social pillar of ESG. By adopting ESG principles, companies can play a crucial role in advancing inclusive education. They can provide funds for teacher training, build accessible school infrastructure, and donate necessary adaptive technology. Additionally, companies can partner with schools to develop more inclusive and relevant curricula for students with special needs. Active participation from the private sector can also help reduce social stigma towards students with disabilities through awareness campaigns and corporate social responsibility (CSR) programs focused on inclusion. Thus, support from the corporate and private sectors will not only improve the quality of inclusive education but also create a more supportive and inclusive ecosystem for all students, ensuring that every child has the opportunity to develop and participate in society.
Several multinational corporations (MNCs) are actively engaged in Corporate Social Responsibility (CSR) initiatives in the Indonesian education sector. Notable examples include Korean and Japanese electronics multinational enterprises (MNEs), which invest in strategic CSR programs to enhance competitive advantages and stakeholder communication. PT Astra Agro Lestari funds 95% of school operational costs in Central Borneo through its CSR programs, while PT Kaltim Prima Coal collaborates with the local government in the Bengalon district to implement effective education-focused CSR initiatives. Unilever Indonesia, through its Unilever Sustainable Living Plan (USLP), and Bank Central Asia (BCA), through its Synergy Solutions CSR programs, also support various educational and community empowerment activities.
Despite these significant contributions, there is still much more to be done, particularly in the realm of primary inclusive education. Ensuring that all children, regardless of their backgrounds or abilities, have access to quality education is essential for fostering a more equitable and prosperous society. More targeted efforts and resources are needed to address educational disparities and support inclusive education initiatives at the primary level.
The Importance of ESG in Inclusive Education
The Environmental principle in ESG emphasizes sustainability and prudent natural resource management, significantly impacting inclusivity in primary education. Implementing this principle includes building school infrastructure that is environmentally friendly and accessible to all students, including those with disabilities. The use of eco-friendly building materials, renewable energy systems, and recycling facilities not only reduces the carbon footprint and operational costs of schools but also creates a healthy learning environment that supports inclusivity. For example, accessible facilities like ramps, lifts, and specially designed toilets ensure all students can fully participate in school activities. Additionally, CSR programs from companies adopting ESG can support inclusive education projects by providing funds for teacher training, building accessible facilities, and providing adaptive technology. Integrating environmental education into school curricula also raises students’ awareness of sustainability and social responsibility, teaching the importance of diversity and inclusion in a broader context. Thus, the Environmental principle in ESG helps create healthier, more sustainable, and inclusive school environments, enhancing the quality of inclusive primary education for all students.
The Social principle in ESG focuses on community welfare, inclusion, and social justice. In inclusive primary education, the social aspect emphasizes acceptance, appreciation, and recognition of student diversity. Inclusive education teaches students to value differences and reduce prejudice and discrimination against students with special needs. All students, regardless of physical or mental ability, must have equal opportunities to learn and grow in a supportive environment. UNICEF 2020 reported that effective inclusive education can improve learning outcomes for all students, not just those with special needs. Additionally, the World Bank 2018 stated that inclusive education contributes to reducing social and economic inequalities in society.
The Governance principle in ESG emphasizes transparency, accountability, and good management. In inclusive education, good governance ensures inclusive education policies are effectively and fairly implemented. The government must enforce regulations supporting inclusive education, such as Indonesia’s Minister of Education and Culture Regulation No. 70 of 2009. Effective oversight and periodic evaluation of the implementation of inclusive education are necessary to ensure program success and make necessary adjustments. OECD 2017 noted that countries with good governance in inclusive education showed significant improvements in the participation and academic achievement of students with special needs. Additionally, the UNESCO Global Education Monitoring Report 2020 emphasized the importance of strong governance in ensuring quality and sustainable inclusive education.
Learning from the Success of Other Countries
Singapore, Brazil, and India have demonstrated how inclusive education can be successfully implemented at the primary level, with different approaches and initiatives. Singapore has succeeded with the SG Enable program, focusing on integrating and empowering people with disabilities through adaptive technology support, vocational training, and other support services. The Singaporean government ensures clear policy frameworks and adequate budget support, along with collaboration between various government and private sector agencies, creating an ecosystem that supports inclusive education.
Brazil has made significant progress with the “Programa Educação Inclusiva: Direito à Diversidade,” promoting social and educational inclusion for children with disabilities. The program emphasizes teacher training, curriculum adaptation, and developing infrastructure supporting accessibility. The Brazilian government also implements policies to ensure equal access to quality education for all children. India has made progress in inclusive education at the primary and secondary levels through the “Sarva Shiksha Abhiyan” (SSA) and “Inclusive Education for Disabled at Secondary Stage” (IEDSS) programs. SSA is a universal education program aimed at providing inclusive primary education for all children, including those with disabilities, while IEDSS focuses on secondary education with special support such as aids, teacher training, and curriculum modifications. The Indian government collaborates with various non-governmental organizations to strengthen the implementation of inclusive education.
These countries have shown success in improving the quality of inclusive education at the primary and secondary levels. Singapore stands out with its comprehensive SG Enable program, Brazil with its inclusive primary education initiatives, and India with its universal programs covering broad support for students with disabilities. Indonesia can learn from these successes by integrating ESG principles into inclusive primary education to ensure sustainability and equity in the education system, contributing to broader social and economic development.
Conclusion
Inclusive primary education is essential for creating a just and equitable future, yet it faces significant challenges such as funding limitations, inadequate facilities, and insufficient teacher training, especially in remote areas. Social stigma towards students with special needs further complicates implementation, alongside a lack of supportive educational materials. To address these issues, there is a need for increased funding, continuous teacher training, community education to reduce stigma, improved infrastructure, and tailored educational resources. Collaboration among the government, private sector, and community, guided by ESG principles, is vital to ensure all children have equal opportunities to develop and participate in society.
