<![CDATA[Education is a basic right that must continue to be fulfilled for children serving sentences in Juvenile Special Development Institutions (LPKA). This study analyzes the fulfillment of the right to education of juvenile inmates at LPKA Class I Kutoarjo and identifies the factors that hinder it. A descriptive qualitative approach with a single case study design was used. Data were collected in July 2026 through semi-structured interviews with 13 purposively selected informants (three managers and implementers, nine juvenile inmates, and one official of the District Education Office), field observation, and document study. The data were analyzed with the interactive model of Miles et al. using George C. Edwards III’s policy implementation theory (communication, resources, disposition, and bureaucratic structure), complemented by the rights-based 4-A framework. The results show that education is delivered through equivalency programs (Package A, B, and C) in partnership with PKBM Tunas Mekar Aman, supported by a written cooperation agreement and committed implementers. However, fulfillment is not yet optimal: no LPKA-specific technical guideline exists, only three classrooms serve 77 juvenile inmates so that classes run on a rotating schedule, tutor fees reached only 45.22% of the budget ceiling, the national education database (Dapodik) cycle is out of sync with the juvenile justice cycle, and only 50% of registered Package B and C students attended the computer-based national assessment because many had been released. The study recommends LPKA-specific guidelines, a dedicated budget basis for tutor fees, data synchronization, and post-release educational mentoring.]]>
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