Raden Roro Nanik Setyowati, R. N. Bayu Aji, Ali Imron, Sarmini, Arzeti, Muhammad Diwanul
Development has elevated the economic status of the community resulting in rapid progress. However, development also has an adverse impact on society, including the emergence of social disparities at the national and regional levels. Social inequality often causes social problems, such as unemployment, poverty and social justice. Street children are socially constructed as a marginal group that is vulnerable to exploitative and discriminatory practices. In fact, as part of civil society, street children have the same rights. This article aims to describe aspects of vulnerability, resilience and empowerment approach for street children in Surabaya. This research uses a qualitative approach by taking the subject of street children, mentors and the Surabaya Alit Foundation (SAF) administrators and Srikandi Street School. Data was obtained by observation and in-depth interviews, and analyzed by descriptive techniques. Various efforts have been made to put street children as civilized entities through institutional and community-based empowerment efforts. SAF through flagship activities, namely the Child Rights Program with various actions, including Child Protection Classes (Chipromo), Literacy, Life Skills, Talent Interests, and Fostered Parents Forums. The target of the SAF institution was street children, both boys and girls. Meanwhile, community-based empowerment of street children carried out by the Srikandi Street School model provides space for street children to learn and be creative independently. The Srikandi school targets only street girls. Srikandi school activities already have a standard form that is complemented by a curriculum structure adapted to the learning needs of street children. Activities at this school are divided into 4 programs consisting of Study Groups, Children's Libraries, Creative Workshops and Discourse Events. children carried out by SAF and Srikandi Street School were complementary and could be collaborative in implementing empowerment. The programs implemented by SAF and Srikandi Street School complement each other, each having its strengths and weaknesses. The program carried out by SAF is carried out by the support of well-established volunteers both from the expertise and available funds, this has implications for implementing a structured program. Meanwhile, Srikandi Street School was managed by beginner volunteers, flexible, prioritizing an individual approach adapted to the different interests, talents and characteristics of street children. In addition, the implementation time was also adjusted to the free time of street children. Therefore, students were more independent to choose the time for learning. © (2023), (Elite Scientific Publications). All Rights Reserved.
Faculty of Social Science and Law, State University of Surabaya, Jl. Ketintang No. i8, Ketintang, Kec. Gayungan, East Jawa, Surabaya, 60231, Indonesia
