Evaluation of the 13-Year Compulsory Education Policy in Improving Access, Participation, and Equity in Education to Support the Achievement of SDG 4 in Indonesia

Abstract

The 13-year compulsory education policy represents a strategic instrument of the Indonesian government to improve access, participation, and equity in education within the framework of SDG 4 achievement. This study aims to evaluate the implementation of this policy using the CIPP Evaluation Model through a sequential explanatory mixed methods approach. The research was conducted in Surabaya City, Malang City, and Jombang Regency, East Java Province. Data were collected through in-depth interviews, focus group discussions, field observations, and document analysis, and were analyzed through an integrated quantitative and qualitative process. Findings indicate that the policy has contributed to increased gross enrollment rates at the senior secondary level and reduced school dropout rates across all locations; however, its effectiveness varies spatially according to local implementation capacity. Gender parity has progressed beyond the SDG 4.5.1 target, whereas socioeconomic and geographic equity remains substantially below target. The early childhood education component of this policy demonstrates the lowest achievement across all research locations. This study concludes that expanding compulsory education requires differentiated local capacity support, strengthened affirmative subsidies, and a disaggregated data-based monitoring system to generate substantive educational equity and support the achievement of SDG 4 by 2030.