Education Financing Analysis: Comparison of Independent Learning and Self-Cost Learning Assignments in Papua Province

Educational financing is a crucial factor in improving the quality of human resources, particularly in regions with geographic and socio-economic challenges such as Papua Province. This study aims to analyze the comparison between self-study programs and self-funded learning assignments in terms of cost, accessibility, and their impact on the quality of student learning. The research method used is a comparative descriptive method with qualitative and quantitative approaches. Data were obtained through in-depth interviews, questionnaires, and official documentation from relevant educational institutions, both from self-study program participants and self-funded learning assignment participants. Data analysis was conducted using descriptive statistical techniques for cost and frequency, and thematic analysis for qualitative insights into participants' experiences. The results show that self-study programs generally require more flexible costs, but participants bear most of the costs personally, including transportation, teaching materials, and accommodation, which tends to cause financial stress for some participants. In contrast, self- funded learning assignments provide administrative and legal support from relevant institutions, although they still require participants to bear some of the costs themselves. In terms of accessibility, self-study is more accessible to participants in remote areas because it is not bound by formal procedures, while self-funded learning assignments require an approval process and the fulfillment of certain requirements. The analysis also shows differences in perceptions of educational quality and learning motivation, where participants in self-funded learning assignments tend to have higher motivation due to official ties to institutions. This study concludes that the selection of educational programs should consider financial capabilities, career goals, and the level of institutional support. Recommendations include increasing financial support and accessibility for self-funded learning participants and simplifying administrative procedures for self-funded learning assignments, especially for participants in the Papua region.