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Abstrak :
To inherit something if it is not genetically is believed to be a culture. Knowledge is culture since it is not genetically acquired. When we are discussing the -function of knowledge that means we are discussing the `culture', because knowledge is transferred by socialization, and human get it by learning process. Knowledge in its formation is connected to power. One of the processes in formation of knowledge is through education and power is represented by the state and its government with its regulations reinforced. In education, curriculum is the reflection of power. The government issues the national curriculum, applied throughout the country. In the implementation, the uniformity can not be fully applied. The due to the various situation and condition in every region. Alternative education is considered to be against uniformity in the implementation of national curriculum. Alternative education is also viewed as power in education. Power contest is the condition that comes along with the formation of knowledge. Power contest appears when knowledge is constructed, deconstructed, and reconstructed. All happen within the constellation of power. The concept of contest is used to illustrate the struggle, the fight, competition and debate when knowledge is in formation within the constellation of power. Teaching through schools is one of the ways to formation of knowledge. In formation of knowledge, state with its national curriculum seems to stand in one side while, children, parents, peer groups, milieu, NGOs, and media are in the other side. Power contest seems to give certain color when alternative education is set in the context. SDKE Mangunan is a type of alternative education that we can use to illustrate power contest between education and the state in the formation of knowledge. Romo Mangun with his curriculum for SDKE Mangunan has to face the state which implements national curriculum. Children just have to face their teachers in class. This will become more complicated with the presence of others like parents, peer groups, milieu and media.

Abstrak :
ABSTRAK
Penelitian ini membahas mengenai fenomena putus sekolah pada pemuda di Johar Baru, serta bagaimana pendidikan yang sesuai untuk mengakomodasi kebutuhan hidup mereka. Studi-studi sebelumnya membahas mengenai putus sekolah pada komunitas marjinal, pendidikan alternatif dan komunitas marjinal, dan sekolah komunitas sebagai upaya pengembangan komunitas. Problematika pendidikan yang dihadapi oleh pemuda marjinal dalam konteks komunitas masyarakat marjinal kota seringkali dikaitkan dengan keadaan ekonomi yang kurang, namun lebih dari itu, mereka dihadapkan dengan kompleksitas opresi dari struktur dominan hingga komunitas sejawatnya sendiri.Opresi-opresi tersebut merupakan salah satu pemicu terjadinya deprivasi budaya, sebuah aspek kulturaldari sisi pemuda marjinal kota yang belum dilihat secara komprehensif dalam penelitian-penelitian sebelumnya.Tujuan penelitian ini adalah untuk menganalisis aspek kultural penyebab putus sekolah pada pemuda marjinal kota serta mencari tahu pendidikan seperti apa yang sesuai dengan budaya dan kebutuhan mereka. Peneliti berargumen bahwa deprivasi budaya pada pemuda putus sekolah marjinal kota merupakan penyebab utama putus sekolah, sehingga pendidikan alternatif yang berakar dari komunitas dan mendukung kebutuhan masyarakat marjinal kota merupakan pendidikan yang cocok untuk mengakomodasi kehidupan mereka. Peneliti melihat salah satu bentuk pendidikan alternatif di Johar Baru yaitu Sekolah Komunitas Johar Baru memiliki potensi tersebut. Penelitian ini menggunakan metode penelitian kualitatif, teknik pengambilan data melalui observasi, studi kasus dan pustaka, wawancara mendalam dengan pemuda putus sekolah, serta informan kunci di Kecamatan Johar Baru, Jakarta Pusat. 

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ABSTRACT
This study discusses the phenomenon of dropping out form school of young people in Johar Baru, as well as what is the most suitable education to accommodate their life needs. Previous studies discussed casses of dropping out in marginalized communities, alternative education and marginal communities, also community schools as an effort to develop the community. The educational problems faced by marginalized youth in the context of urban marginal communities are very complex because not only their lack in economy, but they are also faced with oppression from the dominant structure, even their own peer communities. These oppressions are one of the triggers of the culture of silence, a cultural aspect of the urban marginal youth that has not been seen comprehensively in previous studies. The aim of this study is to analyze the cultural aspect of the cause of dropping out of school in the urban marginalized youth in Johar Baru, and to find out what kind of education which would suit their culture and needs. The researcher argues that cultural deprivation is the major cause of dropoutsinurban marginalized youth. Therefore, an alternative education which rooted in the community and supporting their needs isone of the waysthat can accommodates their life needs as an urban marginal community. The researcher sees one form of alternative education in Johar Baru named the Johar Baru Community School which has that potential. This study uses qualitative research methods, whereas data collection techniques through observation, case studies and literature, in-depth interviews with school dropouts, and key informants in Johar Baru Subdistrict, Central Jakarta. 

Abstrak :
Untuk mengakui dan memenuhi hak-hak anak, pemerintah Indonesia telah meratifikasi Konvensi Hak Anak (KHA) tahun 1990 dan mensahkan UU No 23 tentang Perlindungan Anak tahun 2002. Pasal 28 dari KHA menyatakan bahwa negara-negara peserta mengakui bahwa setiap anak mempunyai hak untuk memperoleh pendidikan, mewujudkan hak tersebut secara bertahap berdasarkan pada kesempatan yang sama. Pernyataan tersebut menyiratkan bahwa pendidikan dasar adalah wajib dan harus diberikan secara cuma-cuma, dan negara harus menyelenggarakan berbagai bentuk pendidikan lanjutan. Dalam kenyataan, masih banyak anak yang tidak dapat mengikuti pendidikan karena kemiskinan orang tua mereka yang memaksa mereka untuk bekerja guna menopang ekonomi keluarga. Padahal dengan bekerja, anak tidak mempunyai cukup waktu untuk belajar dan mengembangkan seluruh kemampuan dan keterampilan mereka. Survei ini bertujuan untuk memberikan gambaran deskriptif mengenai tingkat dan status pendidikan, serta bentuk pendidikan alternatif yang diikuti oleh anak-anak yang dikategorikan sebagai anak-anak yang membutuhkan perlindungan khusus. Selain itu, survei ini juga mencoba untuk mengidentifikasikan pihak-pihak mana saja yang ada di sekitar anak yang membantu membayar SPP mereka. Survei ini melibatkan 165 anak yang berusia di bawah 18 tahun yang merupakan dampingan dari 7 (tujuh) LSM di Jakarta, Bogor, dan Surabaya yang menjadi mitra kerja PLAN International.

In order to recognize and to fulfill the children’s rights, as well as to protect them, the Indonesian Government ratified the Convention on the Rights of the Children (CRC) in 1990 and approved Law No. 23 on Child Protection in 2002. Article 28 of CRC states that the states parties recognize that the right of the children to have education, and to achieve this right progressively on the basis of equal opportunity. This statement implies that states parties shall make primary education compulsory, available and free to all. The states parties shall also encourage the development of different forms of secondary education. In fact, many children could not participate in and therefore should drop out from their basic education because their very poor parents. Instead, they have to work to support their family’s life. This survey was intended to give a descriptive overview of the educational status and level, as well as to offer forms of alternative education for children who are categorized as in needs of special protection (CNSP). In addition, this survey was intended to identify individuals or institutions that the poor children school tuition. This survey involved 165 children below 18 years of age who were assisted in by 7 (seven) NGOs in Jakarta, Bogor, and Surabaya which have a partnership with PLAN International.

Abstrak :
Akibat kemiskinan orang tua, anak harus berada di jalan atau bekerja untuk ikut membantu menunjang ekonomi keluarga. Sebagai konsekuensi, anak harus meninggalkan bangku sekolah. Padahal, menurut pasal 28 dari Konvensi Hak Anak (KHA) pendidikan merupakan salah satu hak anak yang harus dipenuhi, dan negara wajib untuk memfasilitasi pemenuhan hak tersebut melalui penyelenggaraan program pendidikan dasar wajib bagi semua anak tanpa kecuali secara cuma cuma. Pendidikan luar sekolah merupakan program pendidikan alternatif, yang ditujukan agar anak jalanan dan pekerja anak tetap dapat memenuhi hak mereka akan pendidikan. Penelitian ini ditujukan untuk mengidentifikasi faktor-faktor penting yang harus diperhatikan dalam merancang dan melaksanakan program pendidikan luar sekolah bagi anak yang putus sekolah, seperti anak jalanan dan pekerja anak. Penelitian ini juga bertujuan untuk mengidentifikasi kebutuhan pelatihan bagi para tutor yang mendampingi pekerja anak dan anak jalanan melalui program pendidikan luar sekolah yang dilaksanakan. Untuk mencapai tujuan penelitian ini, dilakukan FGD dan wawancara mendalam kepada pendiri, staf dan pengurus LSM penyelenggara program pendidikan luar sekolah bagi anak jalanan dan pekerja anak, para tutor yang mendampingi kegiatan belajar anak, dan anak jalanan serta pekerja anak yang mendapat manfaat langsung dari program pendidikan luar sekolah yang diselenggarakan oleh LSM.

Due to poverty, children have to be on the street or involve in child labour to support the families’ economy to survive. As a consequence, children have to drop their school activities out. Refering to article 28 of the Convention of The Rights of The Children (CRC) children have the right to education and the states party recognizes to achieving this right by providing primary education compulsory and available free on the basis to equal opportunity. Non formal education is an alternative education for street children and working children, intended for them to fulfill their right to education. The aim of this study is to identify important factors that are essential for designing and implementing educational program for out-of school children, such as street children and working children. In addition, this study is intended to identify training needs for tutors who facilitate street children and working children in their non formal education program. In order to achieve the research objectives, series of FGDs and in depth interviews with staff of NGO working with out-of school children, tutors who facilitate children’s learning processes, and street children and working children as the beneficiaries of the non-formal education program implemented by the NGO.