Analysis Of Inclusive Education Policy For Out-Of-School Children From The Perspective Of Village Sdgs In Bondowoso

Abstract

Education is a fundamental right of every child without exception, as emphasized in the Sustainable Development Goals (SDGs), particularly SDG 4, which promotes inclusive, equitable, and quality education. However, the reality at the village level, including in Bondowoso Regency, still shows a high number of school dropouts due to poverty, early marriage, limited facilities, and the lack of local policies that are responsive to the diverse needs of children. This study aims to analyze inclusive education policies for out-of-school children in villages across Bondowoso Regency from the perspective of the Village SDGs. This research employs a juridical-empirical approach using qualitative methods. Data were collected through the study of regional policy documents, field observations, and in-depth interviews with village officials, education department representatives, and community members. The findings reveal that inclusive education policies at the village level remain normative and have yet to be optimally integrated with SDG indicators. The role of villages in supporting alternative education or equality education programs has not been maximized due to limited technical regulations, human resources, and SDG-based budgeting. This study recommends the need to strengthen inclusive education policies at the village level through synergy between village governments, schools, and related agencies, as well as the formulation of Village Regulations that prioritize vulnerable groups. Through this approach, villages can serve not only as technical implementers but also as agents of social change that support the right to education for all children in a sustainable manner.