Introduction
Structural poverty is often defined as an inability to access opportunities in the community who can make himself into the wall. Effect of advanced structural poverty are very many, among the mampuan community in the middle to lower access to basic education to higher education. This condition is caused by the poor become increasingly termarginalkan in various aspects of life, including in the field of education.
The correlation between poverty with education lies in the inability of the poor in meeting the costs soar. The cost of education in Indonesia is relatively expensive, both in the primary level to university. To enter kindergarten or elementary school favorite favorite course should be able to pay the cost of the million. Not to mention when to resume a higher level, they will be burdened with the cost-dependent charge. Especially now, the status of universities in Indonesia have started turning to BHMN, which means that there is full autonomy in the hands of PTN itself. Included in determining the cost of education, because the government no longer provides subsidies up to the PTN.
Problems of poverty and education in Indonesia rather not get the attention of the government. Various policies have been issued by many, from the School Operational Assistance (BOS) to 20% budget increase for education. Moreover, free education policy slowly began to also have applied from basic to secondary education. Many of the policy is intended to mengeliminir many Indonesian children who can not because of high education costs.
However, the problem is at this time, it appeared that all the programs that effect the government has not yet been able to overcome the problem of poverty in Indonesia. Many of the BOS funds, abuse occurs when it is up to the hands of the school, so that school children do not fully get their rights. Increase the education budget should be only 20% through the stages can be complicated to be realized because the government seemed half-hearted in the education budget. Budget can be realized when the government approaching the 2009 elections, when pencanangannya already since 2006. Begitupun with free education would be a boomerang for the school administrator, because isolated areas can not yet ready to merealisasi concept. How may, with the condition that the quality of schools and facilities can be minimal operational budget to pay for school, if there is no income. Ketikapun have income from the Regional Government, for example, this is often hampered due to the accessibility of government schools in the city is very low.
Not blame the government, because it is in theory each policy issued contain certain risks and not be able to satisfy all parties. But, that happened in Indonesia is making a mistake due to the partial government the problem of education in Indonesia. In addition, every policy issued impressed nuances populis only for the sake of political elite-elite particular. And the implementation phases in the field, it often occurs in the implementation of the policy.
The phenomenon is on the tragedy sekelumit education in Indonesia. How in fact, until the second we have not been able to find concrete solutions to achieve and to supply the children of the nation. Poverty is still a fundamental problem of a country that this mismanagement. And effects of poverty is very unusual indeed for the education our nation. Quality of human resources our country is well below other countries in the world, even under the Philippines and Malaysia. This problem will not be missed, if there is no commitment and hard work of the government and all the components of this nation together to eradicate poverty in Indonesia. As kesejahteraanlah, the children of our nation will be of a quality education.
Because of that, research in the field of education is needed for the next input can be a material consideration or for the government to issue a policy. Learning from the failed policy implementation as already described above, we can assess that the root of the problem may not only be on the expensive school fees or not, but on the poor’s access to education facilities. Policy on free education, for example, this concept will not probably be done with maximum if applied in remote areas and poor in Indonesia. This concept is only Awang akan mengawang-only, because of the poor in remote villages, the policy is not very useful. Logikanya, how they may be able to study in school quality and free, if only to leave the school have to travel the hour. Even outside of Java should be adopted in a matter of days.
This means that there are errors in the implementation of education policy by the government. Free education policy, can not digeneralisir to all regions in Indonesia. So, the need to research and analysis in depth of this problem, so that the government issued a policy that can be targeted. In this case, research to see Accessibilty poor and remote areas in Indonesia to the education facilities are not required to happen by government policy mistakes.
Geographic Information System (GIS) is one of the devices the system can be used to analyze the location and distribution Accessibilty area of a particular problem area. With GIS, we will be able to see the extent to which Accessibilty rural poor in particular regions of the problems of social, educational, economic, health, and so forth. By using data that already exist in the BPS, we can create a distribution map of the village poor and the field of aksesbilitasnya akan we examine. So, researchers need not-so difficult to retrieve data in the field.
Gunungkidul is a district in Yogyakarta that is still minimal in the case Accessibilty citizen to education facilities. In general, the income per capita population in the region is still minimal. Percentage of households pre-prosperous and prosperous 1 ranged from 18% -93%. This indicates that the district welfare level is still very low.
In the case of education, the number of schools in Gunungkidul from primary level up to menegah still minimal with the low quality as well. Many villages have no means of education, because of geographical Gunungkidul that the area was part of the forest and agriculture. In the district, there is a new 4 (four) villages that have 8 (eight) Elementary School (SD). For junior-high school average of each village have not yet, only some villages have only a junior-high school facilities, the amount itupun only one (1). Meanwhile, in order to reach the schools, the community still can not utilize public transportation facilities, because the number of transportation in the villages to the city is still very minimal.
With GIS, we will be able to see the distribution to the villages in the poor and Gunungkidul Accessibilty their means of primary education up to secondary. With the results of this research, we also will be able to assess that educational policies can be issued by the government so it is not appropriate because the government’s lack of understanding of the problem Accessibilty. So that in future the government can issue a Gunungkidul District policies related to the lack of educational facilities in the region, so that people in poor villages can easily access the basic facilities of education up to secondary. In fact, research using GIS analysis of this material can be a reference for research in other areas in Indonesia with the same condition Gunungkidul district.
In general, poverty is often linked to the lack of food, clothing and board by the particular community. Moreover, poverty can also be associated with the lack of access to other areas outside the economy, such as education and health. Some experts and institutions in various countries, defines poverty in subjective and comparative, others see it in terms of moral and evaluatif, and the other to understand poverty from the point of a well-established scientifically. The term “developing countries or third world countries” is often used teoritisi the West for his “poor countries”.
At the next stage, the concept of poverty to be growing. Many social scientists assume that the concept of poverty which is issued by the World Bank and some experts who become a man of the World Bank and UNDP (as the capitalist) is very misleading. Poverty is seen as something that arises from the individual to strive shiftlessness needs-needs that can be met. In fact, assume that the culture and values of the local wisdom in developing countries such as Indonesia as a barrier to exit from the cycle of poverty. So then, on the other berkembanglah definition of poverty.
In his book, Poverty, Planning and Social Transformation, CT Kurien regard poverty as the lack of, but not only that. Poverty is lack of means for the many and prosperity for the few. He considers poverty as:
“The social economy, where resources are used to satisfy a few, while many who can not meet the basic needs of their own. The concept of this show a corner of the view that poverty is the first social event, and new yuang second event is a physical or material. “
Structural poverty
Poverty here is not intended that the poverty experienced by an individual because he is lazy to work or because he was constantly ill. Poverty so that this is the individual, not structural.
Poverty is structural poverty suffered by the community as a social structure that people can not participate in the sources of revenue that is actually available for them.
Group so that for example consists of farmers who do not have their own land, or the farmers who own land so small, so the result is not enough to feed himself and to his family.
Cultural Poverty
Culture is a culture of poverty in the traditional anthropological sense is where it reflects a pattern of life, or the settlement of a series of solutions ready to address problems faced by mankind, and therefore he runs a significant function of adaptation.
Ask for alms is one of the strategies of cultural forms of poverty made by poor people with the request of the other people that are considered more capable.
Culture of poverty is more defined as a lack of enthusiasm or willingness to work in order to improve his life. So, not because he was not able to access sources of income.
Inability of the poor to access education opportunities are more caused by structural effects of poverty. In this case where the government / schools as the source / educational opportunities, not to open selebar-selebarnya opportunities to the poor. For example with the standard cost which is very high so that the middle to lower masayrakat not able to fulfill.
Effects of uneven development in the community, also cause the poor can not afford the opportunity to access education facilities. Infrastructure development that is not evenly distributed among regions can cause difficulties for the residents can reach the means of basic education up to secondary. Due to lack of adequate transportation facilities, educational facilities, away from the village where all this is a constraint for the public to be able to access education.
Standard Accessibilty Education Facilities
In consideration of the selection density function area and access to two very important. Established in the area of education access and consideration of a density in the area also became very important in perencanaannya. This is explained in the standard theory of the selection area of education in general (Robert, 1996):
1. Contribution to the appreciation of culture and local traditions.
2. School as a social venue that contribute to tolerance.
3. Contribute to the health environment (environment, human visual and thermal capacity).
4. Have perlinduangan against children, such as movement (movement).
5. Provide support to the progress of the environment
6. Able to give protection against a future generation capable of maintaining the relationship between generations and the environment itself.
In the case of the other achievements of that settlement to the school environment are also important considerations. These matters include:
1. Achievement must be able to provide security to the child, whether thermal, visual, incident, and crime.
2. Accessibility kesekolah from the environment can give experience to the children, both of ingkungan and activity around like trasportasi moda, the feasibility of a pedestrian is able to provide keyamanan.
3. Health and cuality of life
This includes the social community that contribute to children’s understanding of the environment and quality of space is able to support parents to provide understanding of the child.
Conditions Gunungkidul District
Here is an explanation of the geographical conditions, and residence in the District kependidikan Gunungkidul accessed from the District government website Gunungkidul DIY:
1. Geographical Condition
Gunungkidul district is one of the districts in the Province of Special Region of Yogyakarta, with its capital Wonosari. The area of the District Gunungkidul 1485.36 km2, or approximately 46.63% of the area of Yogyakarta Province. Wonosari city located in the southeast city (capital city of Yogyakarta Province), with a distance of ± 39 km. Regency Gunungkidul District is divided into 18 villages and 144
2. Residence
Gunungkidul District population projections based on the Population Census 2000 and Census 2005 Population Census of the year 2007 amounted to 685,210 inhabitants spread in 18 districts and 144 villages, with a total population that is most Wonosari District with 75,517 inhabitants. Overall population of women more than men’s population, the 349,799 women and 335,411 men.
View the status of the main job, most people work as a District Gunungkidul family workers around 36.56% of the population who work. While trying to remain with the worker, is still very small at around 0.80%.
3. Education
Gunung Kidul in the number of primary school until the middle is still minimal. SD of a number of 461 units, some 117 private elementary units, 59 units of junior high school, junior high schools and 61 private units. Number of junior high school in the district Gunungkidul are very limited, the number of villages in the District Gunungkidul is 144, the distance from the village to the junior high school facilities are also far enough, while the means of transportation have not been adequate. Nearest distance only a maximum of 17 km from some villages in Gunungkidul. And means of transportation that most people are used motorcycles, which are relatively expensive, the terminal is still little (7 pieces) se Gunungkidul.
Condition above shows that the level Accessibilty Gunungkidul residents in the District of education facilities is still very minimal. So, the need to have a new breakthrough for the government to immediately create a policy associated with this problem.
