That afternoon at the Nabire Regency Education Office, Medelky Anouw welcomed us with a warm smile. The atmosphere felt open and egalitarian as conversations flowed naturally while preparations for the interview were underway. Known familiarly as Deky, he currently serves as Acting Head of the Education Financing Section, where his daily responsibility is to ensure that education funding reaches Papuan children so they can access quality schooling.

Long before holding his current position, Deky had dedicated his life to education as a teacher in private schools. With a strong passion for STEM, he taught Chemistry using a contextual learning approach—bringing lessons closer to students’ everyday lives.

“We start with what they already know,” Deky explained. “Simple objects they encounter daily—sweet potatoes, carrots, or produce from their gardens—can become effective learning tools.”

A Master’s graduate in Chemistry from Arizona State University, Deky believes education must be grounded in students’ lived realities. When lessons reflect familiar contexts, students not only understand better but also develop a deeper interest in learning.

Deky’s personal background mirrors that of many Papuan children. He grew up with limited access and modest means. However, his parents firmly believed that education was the key to a better future.

“My father strongly supported our education,” Deky recalled. “After work, he would teach us how to read, write, and count.”

That foundation shaped Deky’s journey. He became the first in his family to complete both undergraduate and graduate studies. When his father passed away during his undergraduate years, his uncle stepped in, providing encouragement and support that enabled him to finish his education and begin his career as a teacher.

From Papua to the Arizona

Deky taught in several cities across Indonesia before returning to Papua to teach Chemistry and Geography at Kalam Kudus Christian High School in Jayapura. It was there that he realized Papuan students could excel in science—if science was taught in a language and context they understood. At the same time, he felt the need to further develop his own capacity.

“I knew I needed to pursue a master’s degree,” he said.

Information about LPDP scholarships was not as widespread at the time. Deky learned about the opportunity through social media networks and announcements from Papua’s Human Resources Development Agency (BPSDM). He applied and underwent a long and challenging process, including nine months of English language preparation.

“The most important thing was not giving up,” he emphasized.

After six months of language training, his IELTS score was still below the requirement. Instead of withdrawing, he extended his preparation for another three months and eventually met the standard. With LPDP’s support, Deky continued his studies at Arizona State University. Due to the pandemic, his academic path shifted toward Hydrothermal Organic Geochemistry, exposing him to world-class laboratory facilities, a culture of open inquiry, and academic mentorship that encouraged critical thinking.

Choosing to Return

Graduating from a leading university in the United States opened many professional opportunities. Deky acknowledged that he had pursued several job opportunities abroad and was close to securing a position as a science teacher in New Jersey.

One evening, while grading digital laboratory reports as a teaching assistant, he reflected on the contrast between the advanced facilities he was witnessing and the realities back home in Papua—schools without teachers, limited laboratories, and children lacking basic learning resources.

“At that moment, I realized where I was truly needed,” he recalled.

Deky made the decision to return to Papua. He now serves as a civil servant at the Education Office of Central Papua Province, overseeing education financing programs that support thousands of students, including scholarship schemes and partnerships with higher education institutions.

Beyond administrative responsibilities, Deky is directly involved in overseeing key education initiatives, such as the Full-Day School Program (Sekolah Sepanjang Hari), which integrates formal learning, character building, and extracurricular activities. Another priority is the development of integrated boarding schools serving elementary through senior high school students.

These programs prioritize Indigenous Papuans (OAP) and are implemented across regions, including remote and conflict-affected areas such as Puncak, Intan Jaya, and Puncak Jaya.

“There are schools that have not operated for years due to security issues,” Deky explained. “Yet communities continue to hope for education for their children.”

Building Education from the Ground Up

During field visits, Deky often encounters children walking barefoot across mountains to reach schools with minimal facilities. Witnessing these realities strengthens his resolve. Before joining the government, he co-founded the Papua Science Center Foundation, which introduced contextual mathematics and science education using everyday objects as learning media.

Today, these ideas have evolved into policy-level initiatives. Deky contributes to the development of contextual science curricula, incorporating local resources such as buah merah and terong Belanda to explain chemical concepts like acid-base reactions.

Asked whether he ever regrets returning to Papua, Deky answers consistently and firmly: no.

His vision is clear—to see equitable education across Papua and to ensure that, in the next 10 to 20 years, Papuan children can grow into the best versions of themselves.

“Returning to Papua is the best decision I have made,” he concluded. “If I can contribute, even in small ways, to the future of these children, that is already the greatest honor for me. It is not about financial value, but about meaningful impact.”