Marginalized Primary Education on Ethnic Bajo in Saponda Village, Konawe Regency: Limited Access to Education &amp; Educators

I Ketut Suardika,Rohmana Rohmana,Erny Harijaty,Lisnawati Rusmin,Fina Amalia Masri,La Anse

doi:10.13189/ujer.2020.080659

Abstract

Use of Getting access to useful and proper education is the right of every citizen guaranteed in the constitution. In fact, to this day, the Bajo ethnic community is still marginalized, especially with access to education. The purpose of this study is to determine several things that are the focus of the forms of exclusion and limitations of primary education in the Bajo ethnic community in Saponda Village, Soropia District. The method used in this study is a qualitative research method using descriptive analysis approach. Data collection was carried out through observation, in-depth interviews, and Focus Group Discussion (FGD). The research location was centred in the village of Saponda, located in a small island called Soropia District, Konawe Regency, Southeast Sulawesi, Indonesia. The study's findings indicate that this form of marginalization of primary education that is found among others the feasibility of inadequate education, educational facilities, teaching staff, the educational process is less so that the ratio of teachers and students were not feasible.

Highlights

The process of education in the global era seems to bring very rapid changes to the development of science and technology; it can have an impact on human life patterns [1]
The study was conducted in Saponda Village, Soropia District, Konawe Regency, Southeast Sulawesi Province
In addition to the location of the setting study, the focus of his work was on the basic marginalization of the Bajo tribe in Saponda Village, Konawe Regency

Summary

Introduction

The process of education in the global era seems to bring very rapid changes to the development of science and technology; it can have an impact on human life patterns [1] These impacts can cause a shift in the design of life and human behaviour, which is characterized by various symptoms, such as (1) the formation of local communities into the world community, (2) the emergence of social cohesion into democratic participation, and (3) the economic acceleration towards qualified human resources. In this context, Tilaar [2] mentions with the global challenges the education world builds competitive and innovative societies. The orientation of the national education system must not be separated from its duties and responsibilities to provide opportunities and better access to education at all levels of society

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Methods

Conclusion