Children on Masinan Island, Papua, face limited access to secondary education. Educational facilities on the island are available only up to the junior high school level. Students who wish to continue their studies at the senior high school level must travel to another island. This limitation presents an additional challenge for children seeking to complete twelve years of formal education.
The issue was raised during the community service activities conducted by the Manokwari Menari KKN Team. Wulan, a member of the team, recalled a question from a local child: “Do you have to be smart to go to school in Java?” The question reflected the children’s awareness of differences in educational opportunities between their community and other regions.
In response to these conditions, the Manokwari Menari Team organized educational programs for children and parents on Masinan Island. The activities addressed different learning needs within the community, particularly educational aspirations among children and tourism knowledge among local mothers.
The program for children focused on identifying and documenting their future aspirations. The students encouraged participants to write down their desired professions, including police officers, nurses, soldiers, pastors, and professional soccer players. Some children required assistance in expressing their aspirations in writing.
In addition to the children’s activities, the team conducted an educational program for local mothers on tourism management. The session provided basic information on maintaining and promoting tourist destinations. The materials covered introductory knowledge relevant to the management and promotion of local tourism sites.
The participants actively engaged in the session by taking notes and following the materials presented by the students. One participant expressed her appreciation, stating, “We’re so happy that young women from Java are willing to learn together with us.”
The programs provided educational activities for two groups within the Masinan Island community. Children participated in activities to identify their future aspirations, while local mothers received introductory knowledge of tourism site maintenance and promotion.
The participation of local mothers demonstrated their interest in accessing educational opportunities and acquiring new knowledge. Their involvement also provided an opportunity for knowledge exchange between university students and community members.
However, limited access to senior high school education remains a challenge for children on Masinan Island. Students must continue to travel to another island to pursue their education beyond junior high school. This condition indicates the need for continued attention to educational disparities in remote island communities.
Meanwhile, the tourism education program introduced local mothers to basic tourism management and promotion practices. The activities provided an opportunity for community members across different age groups to participate in learning initiatives conducted by the KKN team.
The activities of the Manokwari Menari KKN Team contribute to several Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) through the provision of informal learning opportunities for children and local mothers; SDG 10 (Reduced Inequalities) by addressing educational disparities and expanding access to knowledge in a remote island community; and SDG 5 (Gender Equality) by encouraging women’s participation in community learning and tourism development. Furthermore, the introduction of basic tourism management and promotion practices supports SDG 8 (Decent Work and Economic Growth) by strengthening local knowledge that may contribute to sustainable tourism-based economic opportunities, as well as SDG 11 (Sustainable Cities and Communities) through efforts to promote responsible management and development of local tourism destinations. Together, these initiatives demonstrate how community-based education and knowledge exchange can contribute to more inclusive and sustainable community development.
Author: Mustika Sari Cahya Ayudya
