| Publication Form | Research Report |
| Publication Title | Education on the Front Lines: Evaluation of the Frontline Schools and Frontline Teachers Program |
| Projects | This study evaluates the Frontline School (SGD) and Frontline Teacher (GGD) Program in 3T areas to support the third Nawacita priority. Using the Propensity Score Matching (PSM) approach and qualitative studies in East Sumba, the main findings show that schools receiving GGD are not always the most in need, but the program has succeeded in increasing the adequacy of civil servant teachers although it has no effect on UN scores. SGD does not increase students' chances of continuing their education. This study recommends improvements to recruitment, allocation, and selection mechanisms that are more transparent and take into account cultural and economic factors. |
| Funding | Ministry of Education and Culture of the Republic of Indonesia |
This study evaluates the implementation of the Frontline Teachers (GGD) and Frontline Schools (SGD) Program as part of the government's efforts to develop 3T (Disadvantaged, Frontier, and Outermost) areas in accordance with the third Nawacita. This program aims to improve the quality of education by adding civil servant teachers and revitalizing school infrastructure. Using the Propensity Score Matching (PSM) method and qualitative studies in East Sumba, East Nusa Tenggara, this study explores policy design, implementation, and the initial impact of the program on access to education and student learning outcomes.
This report is part of Article 33 Indonesia’s study to understand the effectiveness of education affirmation programs in 3T areas. Findings show that GGD allocations have not fully targeted schools that need them most, but the program has succeeded in increasing the adequacy of civil servant teachers and reducing national exam score disparities within schools. However, the SGD program has not had a significant impact on students’ opportunities to continue their education to a higher level. The study also highlights the importance of considering cultural, religious, and economic aspects in teacher recruitment and the need for a more transparent allocation mechanism.
This article is part of the study “Education on the Front Line: Strengthening Access and Quality of Education in 3T Regions.” More complete information about the research results and policy recommendations can be accessed through the links below.
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