Developing a Community Educational Profiling Framework Using Harmonized Village Administrative Data: A Descriptive Case Study from Indonesia

Abstract

Community-level educational information is important for place-based educational planning, yet village administrative records are often recorded in heterogeneous categories and remain underutilized for systematic educational analysis. This study proposes and illustrates a Community Educational Profiling Framework (CEPF) for harmonizing village administrative population records and transforming them into a descriptive community educational profile. A cross-sectional descriptive case study was conducted in Manyarsidorukun Village, Gresik Regency, Indonesia. Administrative records were extracted and verified between May and June 2026. The population database contained 3,774 registered residents, of whom 3,773 had The population database contained 3,774 registered residents, of whom 3,773 had valid administrative education records and were included in the analysis. Educational categories were cleaned, harmonized, and mapped into comparable classifications informed by the International Standard Classification of Education. Frequencies, percentages, and descriptive sex-disaggregated tabulations were used to examine the distribution of educational records. Senior secondary education represented the largest category, comprising 1,397 residents (37.02%). A total of 809 residents (21.44%) were administratively recorded as not yet attending or having never attended school, while 246 residents (6.52%) were recorded as having not completed primary education. Tertiary qualifications were recorded for 173 residents (4.58%). Because the administrative category “not yet/never attended school” did not distinguish children below school age from older residents who had never entered formal education, these figures should not be interpreted as direct estimates of educational deprivation. The proposed CEPF demonstrates how village administrative records can be systematically documented and harmonized to support local educational assessment. Further development requires age-disaggregated data, validation across multiple communities, and integration with schooling participation and socioeconomic indicators.