Abstract
Inequality of educational opportunities is at the root of economic problems. Educational attainment will be a basic element in generating income, which will improve the quality and well-being of every child in the future. This study aims to look at the inequality of educational opportunities and the impact of digital literacy of school-age children on the inequality of educational opportunities in Sumatra. The results of the calculation show that there is an inequality of educational opportunities in Sumatra. Riau islands and Lampung provinces have the most ideal conditions where the inequality of education opportunities of low school age children and digital literacy of children is high. While the provinces of North Sumatra and South Sumatra have the least ideal conditions, the inequality of educational opportunities of high school-age children and digital literacy of children is low.
Highlights
Education is the basis for improving human resources and the formation of superior generations makes it a major factor in socioeconomic growth and development
The results showed a decrease in educational opportunity inequality and an increase in the average level of educational attainment when the level of industrial society increased
The results of the calculations using ordinary least square (OLS) regression analysis are performed per province
Summary
Education is the basis for improving human resources and the formation of superior generations makes it a major factor in socioeconomic growth and development. In rpjmn 2015-2019 education is listed in the development challenges, one of which is reducing the educational participation gap between socio-economic groups, between regions and between genders. The difference in educational attainment gained from individuals when they get the same opportunity creates gaps between individuals. This condition is called Inequality of Educational Opportunity (IEO), where individuals get different education, (influenced by parental resources and other factors, when access to opportunities and treatment they get is the same (Shavit & Muller, 1998; Treiman & Yep, 1989). Benaabdelaali, Hanchane & Kamal (2012) uses old school, age, gender. Rizk & Hawash (2020) uses old-school, religious and parental education variables to measure the ability of educational opportunities. Any policy designed to reduce inequality in primary and secondary education should take into account parental prefensi and the structure of education provision
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