A pivotal Primary and Secondary Education Workshop hosted by the Diocese of Timika.

TIMIKA — From April 14–16, 2026, the Diocese of Timika hosted a pivotal Primary and Secondary Education Workshop under the theme “Rebuilding Catholic Education in Papua: Finding Breakthroughs Amidst Crisis.”

The Bishop of Timika, Bernardus Bofitwos Baru, OSA, opened the event with a sharp critique of the modern school system, warning that contemporary education has devolved into a “factory” designed solely to serve the job market. “Education now tends to produce people only as gears for economic gain,” the Bishop stressed. “Material wealth and money have become the focal points, overshadowing noble human values.”

Reaffirming a higher vision, Bishop Bernardus urged a return to paideia—the holistic process of humanizing the whole person. Grounding his address in the concept of educare, he explained that true education means nourishing the soul with moral and spiritual wisdom while drawing out each child’s unique, God-given potential. He challenged schools under the Catholic Education and Schooling Foundation (YPPK) to move past rigid cognitive memorization and instead become living expressions of love (amor et caritas).

Day I: Factual Portraits and the DNA History

The initial session, “Factual Portraits of Education,” exposed systemic failures often overlooked by central authorities. Andreas Madya Ariyanti, SCJ, highlighted the severe understaffing in coastal areas like Kokonao, where a single educator is forced to teach six grades simultaneously. This stands in stark contrast to official data showing a glaring maldistribution of resources, with some central schools carrying 53 staff members while peripheral private institutions face critical deficits.

Accountability was a central theme. Antonius Welerubun (Mimika Education Office) is committed to eliminating past financial mismanagement and illicit deductions from BOS funds, framing the issue as a binding moral obligation to Papuan students. Deputy Regent Emanuel Kemong, S.E., emphasized that modern infrastructure leaves no excuse for poor performance, noting that past educational efforts yielded high-quality results with fewer resources.

Concluding the day, Jesuit Provincial Benedictus Hari Juliawan, S.J., connected current reform efforts to the region’s historical roots. He recounted the 1924 voyage of three Papuan youths—Yoseph Suni Komber, Petrus Kabes, and Andreas Kabes—who proactively sought out missionaries to establish schools. The workshop challenged modern educators to channel this historical legacy of local initiative to solve today’s administrative and spiritual crises.

Day II: Culture, Gender, and Curiosity

The second day focused on culture, gender, and scientific curiosity as the core pillars of a humane education. Albertus Heriyanto from STFT Fajar Timur Jayapura argued that Papua is facing a profound cultural crisis. He noted that a rigid, uniform national curriculum frequently leaves students feeling like strangers in their own homeland. To counter this, he introduced the concept of a Local Knowledge Ecology, where Papua’s vast forests, rivers, and seas serve as living science laboratories. A key recommendation from his session was to adopt regional native languages as the primary medium of instruction up to grade 2.

This approach was validated by Zakharia Primaditya (Adit) from the Wana Walinge School in Kosarek. Through the Mother Tongue-Based Multilingual Education (PMBBI) method, children in remote areas showed a massive boost in confidence, even hosting events in three languages simultaneously. Environmental literacy was woven into this cultural framework by Dr. Wika Rumbiak from WWF Indonesia, who highlighted the critical need to cultivate local “champions” capable of protecting Papua—the world’s final bastion of pristine biodiversity.

Gender equality and inclusivity also took center stage. Esther Haluk (Secretary of the Women’s Department of the KINGMI Church) dismantled the patriarchal barriers that historically confined women to domestic roles. She urged the immediate adoption of an inclusive curriculum alongside gender-sensitive school infrastructure, including separate restrooms and robust anti-violence safety policies.

To conclude the day, Esther K. Wirawan from the GenIUS School emphasized that igniting scientific curiosity is the best way to safeguard children against the vulnerabilities of unmonitored internet use. She firmly believes that every Papuan youth possesses inherent genius, provided they receive the right stimulation and are guided to solve real-world problems in their local environment.

Day III: Governance and Roadmap

The third day focused on improving foundation management in Catholic education by sharing best practices from three significant networks. Joannes Heru Hendarto, S. J., from the Kanisius Foundation, presented the “One Gate Management System,” which is based on the ARTS principles (Accountable, Responsible, Transparent, and Sustainable) and promotes the use of digital tools for finance and human resources. Ageng Marwoto, S. J., from the Strada Association, emphasized the need for a clear “Graduate Profile” and a unified mindset among leaders. Stepanus Supardi, Pr., from the Xaverius Palembang Foundation, introduced the “SHARE Curriculum,” which aims to enhance deep learning in Catholic schools.

The session was further energized by private-sector involvement, with Ricardo Komul from PT Freeport Indonesia discussing their commitment to invest US$100 million annually in social initiatives, allocating 35% to education. Paul Sudiyo advised the Catholic Education and Schooling Foundation (YPPK) to establish financially stable business units of its own and to consider boarding school models to improve education in conflict areas.

Roadmap and the Final Resolution

As the meeting ended, an expert team led by Cyprianus Kuntoro Adi, S.J., formulated a strategic roadmap to address 11 critical educational challenges in Papua. The strategy is structured into three progressive phases:

• Short-Term (Stabilization): Focusing on strengthening internal foundations and recruiting competent personnel.
• Medium-Term: Deploying a contextual curriculum alongside tiered professional development for teachers.
• Long-Term: Fully implementing relevant pedagogy and establishing an endowment fund to guarantee long-term educational sustainability.

Supporting this vision, Tarsisius Sarkim of Sanata Dharma University highlighted three pillars crucial to this educational revival: synergy (collaboration between families, schools, and communities), contextualization (rooting education in local culture), and consistency in implementation.

Building Real Synergy for the Golden Generation

The education workshop in the Diocese of Timika concluded with a commitment to cross-sector collaboration, supported by 1 billion rupiah from the Mimika Regency Government and logistical aid from PT Freeport Indonesia. Bishop Bernardus Bofitwos Baru and Deputy Regent Emanuel Kemong emphasized that this partnership aims to advance education and empower Papuan children with skills for a dignified future through character-focused learning.