JAYAPURA – The Papua Provincial Government has begun improving special education services following a low index of Education Minimum Service Standards, which is considered inadequate to meet the needs of children with special educational needs.

The issue was among the topics discussed during a meeting between the Papua Provincial Education Office and the Papua Provincial Education Quality Assurance Center.

Head of the Papua Provincial Education Office, Marthen Medlama, said the meeting provided an opportunity to evaluate various education-related challenges under the provincial government’s authority, particularly services for children with special educational needs.

“This has resulted in several aspects of education services not being provided adequately to our children with special needs,” Medlama said.

He explained that the issue is also related to the indicators used by the central government to assess the Minimum Service Standards. The central government’s assessment places greater emphasis on special education, while senior high schools and vocational high schools (SMK) are now under the authority of regency and city governments.

“Our SPM performance is assessed in Jakarta based on special education, not SMA and SMK education. SMA and SMK are essentially under the authority of regency and city governments,” he explained.

In addition to the Minimum Service Standards issue, a shortage of teaching personnel remains another challenge. Several teachers at special schools are approaching retirement, necessitating that the provincial government prepare replacement teachers to ensure the continuity of the learning process.

The Papua Provincial Government is considering the use of assistant teachers and contract teachers who have relevant educational backgrounds and pedagogical skills.

“These teachers can later receive capacity-building or upskilling programs before being assigned to special schools,” he said.

According to Medlama, the measure is important to anticipate teacher shortages caused by retirements. With additional competencies, available teachers are expected to be better equipped to provide learning that is appropriate to the characteristics and needs of children with special educational needs. ***