By Mufid | Teacher at Punthuk Sewu
According to the EF English Proficiency Index (EF EPI) 2024–2025, Indonesia is classified as having Low English Proficiency, ranking 80th out of 116 countries globally, with a score of 468. Within Southeast Asia, Indonesia ranks 5th, and 12th out of 23 Asian countries overall.
However, these national-level figures do not fully reflect the reality faced by children in rural areas, where access to quality education, learning facilities, qualified teachers, and exposure to foreign languages is significantly more limited than in urban settings. In many villages, English is not part of daily life, and learning opportunities are constrained by structural inequalities in the education system.
This gap creates unequal starting points for children’s futures. While urban children often benefit from private courses, digital learning tools, and bilingual environments, rural children are left behind—despite having equal potential and aspirations.
English language skills are increasingly a long-term investment in children’s futures, opening pathways to higher education, better employment opportunities, access to global knowledge, and digital literacy. Without intentional efforts to expand access in rural communities, existing inequalities will continue to widen.
Ensuring that children in villages have equal opportunities to learn English is not merely an educational issue—it is a matter of social justice, future competitiveness, and inclusive development. Community-based learning initiatives are therefore essential to bridge this gap and ensure that rural children are not excluded from opportunities in an increasingly globalized world.
By Mufid | Project Staff
By Umam Hadinata | Teacher at Punthuk Sewu
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