Multidimensional Analysis Of Education Access And Quality Problems In Banjar City, West Java

Agus Supriyadi; Diana Indra Dewi; Neng Wilda Nurjanah; Riyan Alaji; Zalik Nuryana; Yogi Sugiarto Maulana

Authors

Agus Supriyadi Regional Planning, Research, and Development Agency of Banjar City, Banjar City, West Java, Indonesia
Diana Indra Dewi Regional Planning, Research, and Development Agency of Banjar City, Banjar City, West Java, Indonesia
Neng Wilda Nurjanah Regional Planning, Research, and Development Agency of Banjar City, Banjar City, West Java, Indonesia
Riyan Alaji Regional Planning, Research, and Development Agency of Banjar City, Banjar City, West Java, Indonesia
Zalik Nuryana Department of Islamic Education, Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Yogi Sugiarto Maulana STISIP Bina Putera Banjar, Banjar City, West Java, Indonesia

Keywords:

Non-Formal Education, Early Childhood Education (PAUD), Literacy, Numeracy, School Participation, Education Policy.

Abstract

Educational disparities in peripheral regions such as Banjar City, West Java, continue to pose significant challenges, particularly in student literacy and numeracy, early childhood education (PAUD) accreditation, school participation among adolescents, and inclusion for children with disabilities. This study aims to examine the multidimensional factors influencing these issues using a descriptive qualitative approach, utilizing secondary data from the national education report, and complementing it with field observations and interviews with stakeholders. The study results indicate that less than 40% of junior high school students achieve minimum literacy competencies, primarily due to unqualified teachers, inadequate student-teacher ratios, and contemporary teaching practices at the elementary level. Only 34% of early childhood education institutions meet the minimum accreditation standard of class B,caused by inadequate infrastructure, low teacher qualifications, and limited technical assistance. Adolescents aged 16–18 years have a relatively low school participation rate, influenced by factors such as economic hardship, social issues such as family instability, and declining motivation. Children with disabilities experience limited access to education due to the uneven distribution of special education schools, lack of transportation, and prevailing social stigma. The study concluded that improving educational outcomes in Banjar City requires systemic interventions, including enhanced teacher training, support for the accreditation process, targeted economic and social policies, and inclusive education strategies tailored to marginalized groups.

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