Equivalency Education As A Transformative Pathway: Lived Experiences Of Access, Agency, And Social Reintegration In Rural Indonesia

Abstract

Equivalency education plays a vital role in expanding access to learning for marginalized populations excluded from formal schooling systems. However, little is known about how alumni of such programs interpret their educational journeys, particularly in rural and underserved areas. This study aims to explore the lived experiences of alumni from equivalency education programs in Wonosobo Regency, Indonesia, with a focus on how they navigate access and construct participation within non-formal educational settings. Adopting a hermeneutic phenomenological approach, the study involved in-depth interviews with five alumni who had completed equivalency programs and reintegrated into society through work, higher education, or civic roles. The findings reveal that access to education was shaped not only by logistical flexibility but also by emotional safety, social acceptance, and intrinsic motivation. Participation was marked by learner agency, relational support, and a sense of belonging. Moreover, the outcomes of their learning extended beyond individual benefit to community engagement and social mobility. This study addresses a gap in the literature by centering the voices of alumni, offering a learner-centered perspective on educational access and participation. The results underscore the transformative potential of non-formal education when implemented responsively and inclusively. The findings also carry implications for policy, suggesting the need to elevate the status of equivalency education as a legitimate and strategic component of inclusive and lifelong learning, in line with the goals of SDG 4.