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首页> 外文期刊>E3S Web of Conferences >Social Movement at Indonesia - Malaysia Border (A Case Study of Indonesian Migrant Workers’ Education in Sebatik Island, a Land Border of Indonesia - Malaysia)
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Social Movement at Indonesia - Malaysia Border (A Case Study of Indonesian Migrant Workers’ Education in Sebatik Island, a Land Border of Indonesia - Malaysia)

机译：印度尼西亚-马来西亚边境的社会运动（以印度尼西亚-马来西亚陆地边界的Sebatik岛的印尼农民工教育为例）

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The condition of the state border area between Indonesia and Malaysia is totally different. Children of Indonesian Workers (TKI) have no (limited) access to learn in formal schools since they do not have citizenship documents. This study aims to analyze the implementation of basic education mission in the border area, particularly in Sebatik island, Nunukan regency, North Kalimantan province. In addition, the research was conducted using qualitative explorative approach. Problems arising at the border area are very diverse and systemic. The Indonesian government conducts the education in border areas still very limitedly. The role of the public, corporate and private companies (Three Net Working) becomes very important in operating the schools in border area. The role of a former lecturer who is famously called Mrs. Midwife Suraidah is very dominant in helping TKI’s children to learn a variety of knowledge in Sekolah Tapal Batas (Tapal Batas School) in Sebatik island, Nunukan Regency, North Kalimantan province. Some help from companies such as Pertamina (national oil mining company), Dompet Dhuafa foundation and volunteers who are willing to be teachers strongly support the continuously of Tapal Batas School. The continuity of basic education in the state border becomes a challenge for the government since the purpose of the country written in the opening of Constitution 1945 is the intellectual life of the nation can be realized by implementing it in Nawacita program.
机译：印度尼西亚和马来西亚之间的国家边界地区情况完全不同。印尼工人（TKI）的孩子没有（受限）正规学校的学习机会，因为他们没有公民身份证明文件。这项研究旨在分析边界地区，特别是北加里曼丹省努努坎摄政区的塞巴蒂克岛的基础教育任务的执行情况。此外，该研究是使用定性探索性方法进行的。边界地区出现的问题是非常多样和系统的。印尼政府在边境地区的教育仍然非常有限。公众，公司和私人公司（三网合作）的作用对于在边境地区运营学校非常重要。一位前讲师（著名的助产士苏里达夫人）的角色在帮助TKI的孩子们在北加里曼丹省努努坎摄政区塞巴蒂克岛的塞科拉·塔帕尔·巴塔斯（塔帕尔·巴塔斯学校）学习各种知识方面发挥了至关重要的作用。来自Pertamina（国家石油开采公司），Dompet Dhuafa基金会等公司的一些帮助以及愿意当老师的志愿者大力支持Tapal Batas学校的持续发展。由于在1945年《宪法》开幕时所写的国家宗旨是可以通过在Nawacita计划中实施国家的知识生活，国家边界中基础教育的连续性对政府构成了挑战。

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