The Implementation of the Right to Education in Indonesia
This article discusses the implementation of the right to education in Indonesia. It uses human rights and historical approaches. Human rights approach is used to describe international human rights instruments on the guarantee of the right to education that is applied universally. This approach is also dealing with international human rights instrument on the right to education that has been ratified by Indonesia as well as national regulation instruments on the right to education applied in Indonesia. Historical approach highlights the role of Indonesian governments in education sector after the Independence Day, especially regarding the implementation of the right to education. The discussion focuses on the development that has been achieved and the difficulty that has been faced in the implementation of the right to education. Despite there have been significant progresses achieved in implementing the right to education, the Indonesian governments remain facing the difficulty to fulfil the right to education for the entire of Indonesian citizens. However, in the middle of such a difficulty, it raises a creative idea and concrete action from civil society in terms of providing education service for marginalized and indigenous peoples.
Nonformal education for indigenous community in Indonesia: an initial review
To fulfill each citizen's right in gaining equal education especially during the 
9-year primary education, the National Education Department of Indonesia 
has developed two types of education — formal and nonformal education. 
Nonformal education is preferred by the indigenous learners because it is not 
too restrictive to the participants as it allows them to gain education while 
working to support their meagre living. This article discusses about the 
challenges faced by the indigenous communities in Indonesia, namely the 
Naga Village Society and the Sea People with respect to education and 
training. The study found that for the Naga Village people, the indigenous 
knowledge or local wisdom should be included in the school curriculum as 
part of an innovative move to develop the community. Apart from Sundanese 
as an indigenous content taught in the first grade, the Naga Village children 
are also being taught the skills to plait bamboo, farming and "pencak silat" 
(a form of martial arts). Similarly, the Sea children are having difficulty with 
the formal arrangement in the learning process at the public school. The 
habit of wandering at sea has formed their attitudes and behaviours to adapt 
to their drifting environment that is usually influenced by wind movement and 
season. Formal schooling is not the only means to improve the quality of 
human resources and should not be forced on indigenous society. In nonformal 
education, the place of study does not necessarily be in a school building but 
it could be at home or on boat based on its environment. Besides the emphasis 
on 3R (reading, writing and arithmetic), the Sea children are being taught 
geometry, navigation, sea biology, oceanography, astronomy and fish 
processing — subjects that are relevant to their daily life.
Evangelical Law Firms and the Translation of Arguments: A study of the Evangelical Movement s Influence through National and International Courts
................................................................................................VII Acknowledgements......................................................................................IX Abbreviations............................................................................................XI Central Legal Terms .................................................................................XII