H. DEDi WAHIDI AND BOSP 2025, AN AFFIRMATION TOWARDS THE DESIGN OF QUALITY EDUCATION
By: H. Adlan Daie
Political and socio-religious analyst
The Education Workshop with the theme “BOSP 2025 to Ensure Quality Education for All” in Cirebon Regency/City and Indramayu Regency, West Java (November 17-18, 2025), initiated by H. Dedi Wahidi, a member of Commission X of the PKB Faction of the Indonesian House of Representatives, is interesting to read in the context of an affirmation or support for the urgency of designing a quality education.
This is interesting, among other things, because, in the author’s brief interpretation, H. Dedi Wahidi is a political figure who has long been “built in,” that is, grown up in a space of very deep involvement in the world of education, long before entering the political “superstructure” as a member of the Indonesian House of Representatives—certainly understanding the “details” of the micro-problems in our education system.
In this context, H. Dedi Wahidi positioned the current educational problem not merely as a matter of “statistics” about low educational participation, but also as a systemic path of “social engineering” that must always be designed to improve its quality and standard of living in a dynamic social ecosystem.
This is an affirmation, even a political “mandatory” from H. Dedi Wahidi, in his position as a member of the Indonesian House of Representatives (DPR RI), in collaboration with one of his commission partners, the Indonesian Ministry of Primary and Secondary Education (Kemendikdasmen), in the context of the urgent “Education Workshop” with the theme “BOSP” as a roadmap for efforts to ensure quality education for all.
As is well known, “BOSP” stands for “Operational Assistance for Education Units,” a central intervention in the form of special non-physical allocation funds to support non-personnel operational costs for educational units.
Here, the emphasis is on “non-physical” and “non-personnel” assistance, meaning it is an affirmative facilitation instrument to support efforts to design and build a quality education process at all levels.
These variants range from School Operational Assistance (BOS), Early Childhood Education (PAUD) to Equivalency Education (BOP), all with governance principles of effectiveness, efficiency, flexibility, accountability, and transparency.
The author does not need to explain the regulatory aspects, principles, and technical variants mentioned above—something already well understood by educational institution administrators, except for a little elaboration in the context of the pressure and urgency of “BOSP” in the educational quality qualification process.
In the social theory of Soedjatmoko, Rector of the United Nations University (UN) in Tokyo, Japan (1980), education is an instrument of “social engineering.” In the words of Prof. Moh. Nuh, former Minister of Education and Culture, education is a “praiseworthy” and “proven” system for driving vertical social mobility and character.
In other words, education as an instrument of social engineering means that educational institutions are not understood simply as machines for producing mechanical skills for the workforce. The abundant workforce is difficult to accommodate in the increasingly shrinking job market as the industrial sector declines in Indonesia.
For example, during the New Order era, the manufacturing sector’s average contribution to GDP (Gross Domestic Product) was 31%, and every 1% of economic growth absorbed 400,000 workers. During the reform era, this figure dropped to an average of 18% of GDP, with a 1% economic growth rate of only 200,000 workers.
This is not a comparison of “orders” but rather how education must be projected as a pillar for the growth of a social foundation within the institutionalization of a mature democracy, an institution for the “transmission” of knowledge and, in Bung Karno’s term, “character building,” fostering the character of independent citizens.
In other words, democracy in this context is not about the technicalities of voting in general elections and regional elections, but about the prerequisites for the growth of the educational process within a social balance as an instrument of “social engineering.”
This is a process of social transformation that impacts the institutionalization of a mature and character-based social democratic basis, capable of equipping citizens with resilience to face the “pressures” of life,
while simultaneously narrowing the class gap in social, economic, and educational formations.
This is where education should be directed, not merely pursuing the average education index of our society, but also as an instrument of social engineering to shape democratic maturity in the social sense mentioned above.
It is from this perspective that the “Education Workshop,” themed “BOSP 2025 to Ensure Quality Education for All,” is positioned as an urgent roadmap for shaping the future social civilization of our society.
The resource persons involved in this “Education Workshop,” such as H. Dedi Wahidi, initiator and member of the Indonesian House of Representatives, are deeply ingrained in the world of education, H. Ronianto, S, pd, MM, Head of the Cirebon Regency Education Office; Dr. H. Caridin, Head of the Indramayu Regency Education Office; and Dr. Tobroni, Mpd, an education practitioner and academic, possess the necessary competencies to enhance this “Education Workshop.”
As a political analyst and social observer, the author offers some insight, a perspective on the relationship between education and the problems and challenges of social dynamics.**
Indramayu, November 16, 2025
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