Tata Kelola Implementasi Program Gratispol Dalam Mewujudkan Pemerataan Akses Pendidikan Tinggi Di Provinsi Kalimantan Timur

Abstract

Equitable access to higher education is one of the challenges of regional human resource development. Economic barriers, geographical differences, limited information, and unequal access to educational services can leave opportunities to pursue higher education unequal. The Provincial Government of East Kalimantan has responded to this issue through the Gratispol Program, an education financing policy for university students. This study aims to analyze the governance of the Gratispol Program's implementation in achieving equitable access to higher education in East Kalimantan Province. A qualitative approach with a descriptive-analytical method was used through a documentary study of regulations, statistical data, government documents, official Gratispol publications, and relevant academic literature. The analysis draws on George C. Edwards III's policy implementation framework, covering communication, resources, disposition, and bureaucratic structure, enriched with an equity perspective on educational services. Statistics Indonesia (BPS) data show that the Gross Enrollment Ratio for higher education in East Kalimantan reached 40.44 percent in 2025, higher than the national average of 32.89 percent, yet most of the population of higher-education age is still not enrolled. The implementation of Gratispol shows a significant expansion of coverage: by the third disbursement stage of 2026, 63,603 students from 52 higher education institutions had received assistance with a total budget of IDR 288.5 billion. The analysis indicates that expanded financing has strengthened financial access, but substantive equity still depends on targeting accuracy, data integration, communication quality, administrative capacity, and the government's ability to reach groups facing greater access barriers. Gratispol therefore needs to be developed not merely as a tuition-waiver instrument but as needs-based, transparent, adaptive, and outcome-oriented education policy governance for human resource development.