Loading [MathJax]/jax/output/HTML-CSS/config.js

Universitas Muhammadiyah Sidoarjo
Login
Law
DOI: 10.21070/acopen.10.2025.10938
Published: 2025-05-21

Towards a Child-Friendly City in East Aceh through Collaborative Governance and Local Challenges


Fakultas Hukum, Universitas Malikussaleh
Indonesia
Fakultas Hukum, Universitas Malikussaleh
Indonesia
Fakultas Hukum, Universitas Malikussaleh
Indonesia

(*) Corresponding Author

Child-Friendly City Collaborative Governance Children’s Rights Urban Policy

Abstract

General Background: The development of Child-Friendly Cities (CFC) is a strategic initiative to ensure the fulfillment of children's rights in urban governance. Specific Background: Despite national efforts, until 2023, no city or regency in Indonesia has achieved the "Plenary" category of a Child-Friendly City (Kota Layak Anak/KLA). Knowledge Gap: Existing literature lacks a comprehensive understanding of the challenges and model implementations of CFC development in Indonesia. Aims: This study aims to analyze the urgency of KLA development and identify existing models of CFC implementation in Indonesia. Results: Through a qualitative literature review of academic studies, government publications, international organization reports, and media sources, the study finds that collaborative governance involving policymakers, children, and communities is essential for advancing CFC programs. Novelty: The study highlights the need to contextualize child-focused policies to local socio-cultural and developmental needs—an aspect often overlooked in top-down policy approaches. Implications: The findings suggest that sustainable progress toward CFC status requires not only integrated multi-stakeholder collaboration but also adaptive strategies responsive to local child welfare issues, thereby offering a more inclusive and effective policy design framework.

Highlights: 

  • No Indonesian city has achieved "Plenary" Child-Friendly City status by 2023.

  • Effective CFC development requires collaboration between policymakers, children, and communities.

  • Local context must guide the formulation of child-responsive policies.

Keywords: Child Friendly City, Collaborative Governance, Children’s Rights, Urban Policy

Introduction

This study departs from crucial issues related to the fulfillment of children's rights through the development of government policies in developing Child Decent Cities. Based on historical facts, the concept of child-friendly city (CFC) or hereinafter referred to as the Child-Friendly City (KLA) actually cannot be separated from the project initiated by UNESCO with the Growing Up City program [1]. Furthermore, the concept of child-friendly city was initially introduced by UNICEF with the aim of creating a condition that aspires to children's rights through local government objectives, policies, programs and structures [2].

Meanwhile, precisely in 1989, the United Nations (UN) issued the Convention on the Rights of the Child (CRC) and established several points of obligation for ratifying governments to make implementation measures. Broadly speaking, the Convention on the Rights of the Child (CRC) groups children's rights into 4 (four) groups of basic rights, namely the right to survival (survival rights), the right to grow and develop (development rights), the right to protection (protection rights), and the right to participate (participation rights) [3].

In line with the description above, the Government of the Republic of Indonesia also took steps to ratify the convention. The retification occurred in 1990 through Presidential Decree Number 36 of 1990 [4]. Furthermore, in 2002 , the government also passed Child Protection Law Number 23 of 2002 [4]. By ratifying the CRC, Indonesia has agreed that all children's rights are equal human rights of a child, and that Indonesia will make every effort to ensure that all rights are respected, protected and fulfilled.

Therefore, the Indonesian government in fulfilling efforts to protect children through the Ministry of PPA, followed up by triggering the KLA (Child Decent City) program in 2005 [5]. Since the establishment of the KLA program, every local government in Indonesia has initiated various KLA program models, such as Makassar Smart City for Kids, Children's City in Denpasar, Surabaya Smart City for Kids, and so on. Regarding the course of the program, according to several previous studies, it was conveyed that each region has succeeded in developing KLA in accordance with applicable indicators, and there are also cities that are still not optimal in the development of the KLA program. This happens because many development policies have not been pro-child, so that bias in their implementation and government bureaucracy also does not seem to be responsive to children because there is no awareness from policy makers or bureaucratic leaders on the importance of children's issues in the policies prepared [6].

Departing from the discourse as described at the end of the paragraph above, the author will focus research on reviewing several programs that exist in Indonesia specifically, as well as those that have been applied in various parts of the world. There are two main problems that will be developed in this paper, namely related to why KLA development is important to do, then about how the development models of child-friendly city programs to date. This study is expected to provide an overview of the model or program of Child Decent City development and some discourses in KLA development.

Method

This research is qualitative research, with analytical descriptive data analysis methods. The type of data packaged in this study is secondary data, obtained from literature reviews or previous scientific research, websites of authorized institutions/organizations, government agencies, and online news media. This research was broadly conducted to obtain an overview of the model or program of Child Decent City development and some discourses in KLA development. A review of various points of view of previous studies is attempted by the author to obtain a conclusion on how the development of KLA is good and in accordance with the fulfillment of the rights of children who are the main actors in the development of KLA.

Result and Discussion

A. The Urgency of Developing a Child-Friendly City

Children are a vulnerable group that must be protected by the state. The commitment to provide protection and fulfillment of children's rights, as part of vulnerable groups, has been expressed by the promulgation of various laws and regulations at the central and regional levels. The government's commitment to protect and fulfill children's rights has a strong foundation, not only normative but also related to matters of a meta-juridical nature [7]. One of the steps taken by the government in protecting children's rights is through the KLA (Child Decent City) policy.

When referring to the Regulation of the Minister of Women's Empowerment and Child Protection Number 11 of 2011 concerning the Development Policy of Child-Friendly Districts or Cities in Article 1 paragraph 3 defines that: "Child-Friendly Districts/Cities, hereinafter abbreviated as KLA, are districts/cities that have a development system based on children's rights through the integration of government, community and business commitments and resources that are thoroughly planned and sustainable in policies, programs and activities to ensure the fulfillment of children's rights [8].

The Child-Friendly District/City Program or abbreviated as KLA in Indonesia, was first introduced by the State Ministry of Women's Empowerment and Child Protection in 2005 [9]. Related to KLA, among the issues that are considered important can be departed from planning so that the desired KLA model can have an impact on children as the target community in the program. Child Decent City/District Planning (KLA) is an effort made by the government, community, and private sector in fulfilling the rights of children who are also part of a community.

The KLA Development Policy is a manifestation of efforts to transform children's rights in the development process, so that it can be ensured that every development planning preparation still considers the issue of children's rights [10]. As stated in the Regulation of the State Minister of Women's Empowerment and Child Protection Number 11 of 2011 concerning Child Decent City/District Development Policy, article 1 states that, KLA is an integrated commitment and resources of the government, community, and business world that are thoroughly planned and sustainable in policies, programs, and activities to ensure the fulfillment of children's rights [8].

For example, if you refer to the data on complaints received by the Aceh Child Supervision and Protection Commission (KPPAA) from 2017-2021, there were 2,975 direct complaints and indirect complaints, the most cases were child custody struggles, child neglect, cases of bullying against children that had an impact until the child was expelled from school, cases of child marriage, and others as such. Not only that, there were also P2TP2A/UPTD PPA complaint data for 2017-2021, where there were 2,860 cases of violence against children, of which 1,463 cases were cases of sexual violence.

From cases based on data that have occurred in Aceh as described above, efforts to transform children's rights in development programs or processes or any preparation of development planning while considering the issue of children's rights are very crucial to do. When referring to Article 5 of the Regulation of the Minister of Women's Empowerment and Child Protection Number 11 of 2011 clearly states that, in the Development of Child Decent Cities (KLA) must be implemented on principles which include, Good governance, Non-discrimination, Best interests for children, Right to life, and respect for children's views.

Meanwhile, in line with the government's role in related issues, this is also strengthened by Article 21 of Law Number 35 of 2014 concerning Amendments to Law Number 23 of 2002 concerning Child Protection, that the State, Government, and Local Government are obliged and responsible to respect the fulfillment of Children's Rights regardless of ethnicity, religion, race, class, gender, ethnicity, culture and language, legal status, birth order, and physical and/or mental condition. Then in paragraph 5 it is also stated that the implementation of the policy is realized through regional efforts to build child-worthy districts/cities. KLA development is part of activities to guarantee and protect children and their rights in order to live, grow, develop and participate optimally in accordance with human dignity and dignity and get protection from violence and discrimination.

Related to the urgency of developing child-friendly cities, this can be seen from three landslides, namely KLA urgen developed because it is a Philosophical consequence, in addition KLA is also important to be developed because it has a Sociological impact, and the need for KLA development is also related to Juridical consequences [7].

a. Foundations of Philosophy

The strongest philosophical basis in the development of appropriate districts / cities for children is the recognition of children's human rights. It is based on the principle that children have the same rights as adults and that those rights should be respected and recognized in all aspects of their lives. This concept is derived from the United Nations Convention on the Rights of the Child which states the fundamental rights of children, including the right to life, the right to health, education, and participation [11].

The importance of child protection which can be specifically pursued through the development of Child Decent Cities has become an international agreement. This is also reinforced by the mandate in the Indonesian Constitution which explicitly provides recognition of children's rights. As stated in Article 28 B (2), that every child has the right to survival, growth and development and the right to protection, violence and discrimination.

b. Foundations of Sosiologis

The development of a child-friendly city has a strong sociological foundation because it involves social, cultural, and individual relationships in society that affect child development. In this context, the development of child-friendly cities is important because it involves the way children interact with their social environment. The physical and social environment of the city has a great impact on the socialization of children. Child-conscious urban development creates an environment that supports children's social, moral, and cultural development.

Sociology recognizes the importance of the family as the primary socializing agent. The development of cities that consider the needs of families and children creates better conditions for this important role in the formation of children's values and behavior. On the other hand, the importance of community participation and empowerment of children in decision-making that affects their lives. Child-friendly cities should provide spaces for children to participate in policies and programs that affect them.

A strong sociological foundation for the development of child-worthy cities is social inequality and well-being. Sociology pays attention to the impact of economic and social inequality on children. Cities that fight inequality and provide equitable access to services and opportunities create more inclusive societies. The development of child-friendly cities must also consider social interaction and cultural acceptance. Sociology highlights the importance of diversity and social inclusion. Cities that promote tolerance, cultural diversity, and positive intercultural interaction create an environment that supports children's development in a multicultural society.

With regard to quality of life, it is very important in KLA policy development to consider the concept of quality of life in society. Cities that provide good access to education, health care, safe environments, and recreational facilities improve the quality of life of children and their families. On the other hand, Social change and City Dynamics, understand that cities are constantly changing entities. In this context, the development of child-friendly cities must consider the dynamics of social, economic, and cultural changes that can affect children. The development of a decent city for children is not only a matter of physical infrastructure, but also social, cultural, and psychological aspects. This sociological foundation highlights the importance of understanding how social and environmental factors can shape children's experiences within cities and how communities can contribute to their positive development.

Sociologically, there are still many problems in the implementation of child protection, such as in the fields of health, education, social welfare of children, children who are victims of violence, trafficking, economic and sexual exploitation, children who work without protection, abandoned children, children with disabilities, children victims of drug abuse, and children who face the law that requires the roles and responsibilities of all parties, both parents/family, community and government.

Efforts to implement child protection need to be carried out in an integral and integrated manner and require a legal umbrella, as a form of government commitment. Therefore, the presence of regional policy regulations in the form of regional regulations is a crucial thing to do. The development of Child Decent Districts/Cities is an effort to ensure the fulfillment of children's rights seriously from the government, community, and the business world. Child Decent Districts (KLA) is a development system based on children's rights through the integration of government, community and business commitments and resources, which are thoroughly planned and sustainable in policies, programs, and activities to ensure the fulfillment and protection of children's rights.

The establishment of Child Decent Districts/Cities (KLA) reflects a concrete step towards realizing a child-friendly environment that supports children's growth and development holistically, including the right to education, health, participation, protection from violence, and access to basic services. To achieve this, regional regulations must clearly outline the roles and responsibilities of all stakeholders—local governments, communities, private sectors, and families—in a synergistic and accountable manner. With a strong legal foundation and integrated approach, the goal of creating child-friendly regions can be systematically implemented and monitored, contributing significantly to national development agendas related to child welfare.

c. Foundations of Juridical

There are several juridical foundations that encourage the development of Child-Friendly Cities in Indonesia, as described below:

1. Law Number 39 of 1999 concerning Human Rights (State Gazette of the Republic of Indonesia of 1999 Number 165, Supplement to the State Gazette of the Republic of Indonesia Number 3886).

2. Law Number 23 of 2002 concerning Child Protection (State Gazette of the Republic of Indonesia of 2002 Number 109, Supplement to the State Gazette of the Republic of Indonesia Number 4235), as amended several times most recently by Law Number 17 of 2016 concerning the Stipulation of Government Regulations in Lieu of Law Number 1 of 2016 concerning the Second Amendment to Law Number 23 of 2002 concerning Child Protection into Law (State Gazette of the Republic of Indonesia Year 2016 Number 237, Supplement to the State Gazette of the Republic of Indonesia Number 5946).

3. Law Number 23 of 2014 concerning Local Government (State Gazette of the Republic of Indonesia of 2014 Number 244, Supplement to the State Gazette of the Republic of Indonesia Number 5587) as amended several times most recently by Law Number 9 of 2015 concerning the Second Amendment to Law Number 23 of 2014 concerning Local Government (State Gazette of the Republic of Indonesia of 2015 Number 58, Supplement to the State Gazette of the Republic of Indonesia Number 5679).

4. Presidential Decree Number 36 of 1990 concerning the ratification of the Convention on the Rights of the Child (Convention on the Rights of the Child).

5. Regulation of the State Minister of Women's Empowerment and Child Protection Number 13 of 2010 concerning Technical Guidelines for Districts/Municipalities Suitable for Children in Villages/Villages.

6. Regulation of the State Minister of Women's Empowerment and Child Protection Number 11 of 2011 concerning Child Appropriate District/City Development Policy.

7. Regulation of the State Minister of Women's Empowerment and Child Protection Number 12 of 2011 concerning Indicators of Districts/Cities Worthy of Children.

8. Regulation of the State Minister of Women's Empowerment and Child Protection Number 13 of 2011 concerning Guidelines for the Development of Child-Friendly Districts/Cities.

The encouragement of child-friendly urban development is juridically important in the context of law and policy. Here are some reasons why this is so important:

1) Protection of Children's Rights

The encouragement of the development of child-friendly cities aims to protect children's rights in accordance with the law. It includes the child's right to live, develop, and participate in society. In many jurisdictions, children's rights are guaranteed by law, and the development of cities that pay attention to these rights is a juridical demand.

2) Compliance with the Convention on the Rights of the Child

Many countries have ratified the Convention on the Rights of the Child issued by the United Nations. The Convention mandates the protection and fulfillment of children's rights, including the rights to adequate housing, education, health, and a healthy environment. The encouragement of the development of child-friendly cities is an important part of the obligation of states to comply with this convention legally.

3) Legal Provisions Related to Environment and Child Welfare

In many countries, there are legal provisions governing the environment and the welfare of children. This could include regulations on water and air quality, access to educational facilities, and protection against child exploitation. The development of cities that pay attention to these aspects is a juridical demand.

4) Prevention of Crimes Against Children

The law also plays a role in the prevention and enforcement of crimes against children, such as child abuse or human trafficking. The development of cities that pay attention to aspects of child safety and protection is a very important legal step.

5) Fulfillment of State Obligations

States have a legal obligation to protect children. This means that countries must take concrete action to ensure children have access to healthcare, education, and protection. The development of cities that pay attention to the needs of children is part of fulfilling this obligation.

6) Long-Term Development

Building a city with children in mind is an investment in the future. Children are the next generation who will shape society in the future. Ensuring that they grow and thrive in a safe, healthy, and educational environment is a strategic juridical move for the city's long-term growth.

In many jurisdictions, there are laws, regulations, and conventions governing the protection and welfare of children. The encouragement of the development of child-friendly cities juridically is a way to ensure that cities comply with and fulfill these legal obligations for the good of children and society as a whole.

B. Models of Child Friendly City Development (KLA)

A Child-Friendly City is a city that implements the UN Convention on the Rights of the Child at the local level. The guiding principles for building child-friendly cities reflect the general principles of the Convention [2], including the following points:

1) Non-Discrimination

At this point what is desirable is that the rights of all children may be respected, without discrimination of any kind, regardless of race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, national, ethnic or social origin, wealth, disability of the child or his or her parents or legal guardian, birth or other status.

2) Best Interests of the Child

This principle represents that the best interests of children are the primary consideration in government decisions or policies that may affect them.

3) The Inherent Right to Life, Survival and Development

Inherent right to life, survival and development Children have the right to life, and the government is committed to guaranteeing as much as possible their right to survival and healthy growth and development.

4) Respect for the Views of the Child

Children have the right to voice their opinions and consider those opinions in decisions that affect them.

According to UNICEF, a child-friendly city is one that guarantees every child's rights as a citizen of the city. The city that children want is one that can respect children's rights that can be realized by:

1) Provide access to health services, education, clean water, healthy sanitation and free from environmental pollution.

2) Provide special policies and budgets for children.

3) Provide a safe and comfortable environment that allows children to develop.

4) Balance in the social, economic, and protected fields from the effects of environmental damage and natural disasters.

5) Pay special attention to children who work on the road, are sexually exploited, live with a disability or without parental support.

6) There is a place for children to participate in decision-making that directly affects children's lives [2].

Efforts to implement child protection need to be carried out in an integral and integrated manner and require a legal umbrella, as a form of government commitment. Therefore, the presence of regional policy regulations in the form of regional regulations is a crucial thing to do. The development of Child Decent Districts/Cities is an effort to ensure the fulfillment of children's rights seriously from the government, community, and the business world. Child Decent Districts (KLA) is a development system based on children's rights through the integration of government, community and business commitments and resources, which are thoroughly planned and sustainable.

Various models of Child Decent City (KLA) development have been developed and implemented in various parts of the world. Some of these models include a variety of approaches and practices that have been successful in creating environments that support children's development. The following authors outline seven examples of KLA development models or programs that have been developed in various countries; First, there is a program carried out by UNICEF called the Child-Friendly Cities Initiative (CFCI), this program has been implemented in many countries around the world. The Child-Friendly Cities Initiative (CFCI) focuses on integrating children's rights into urban planning and development. This includes ensuring children's access to quality education, health services, recreation, and participation in decision-making. CFCI also promotes consultation of children in the planning process and promotes dialogue between children, government, and communities [12].

Second, the city of Reggio Emilia [13] in Italy is renowned for its innovative approach to early childhood education. This approach emphasizes the important role of the physical environment in children's education. The city has a large number of beautifully designed preschools that create an environment that stimulates exploration and creative learning for children. Third, the Barnahus Model in Sweden [14], the concept of "Barnahus" or "Children's Home" carries a one-stop center that provides services for children who are victims of violence or abuse. This model successfully creates a child-friendly environment and supports the investigation and recovery process of children involved in such abuse cases [15].Fifth, the Philippines also has a child-friendly city development model through a program called Child-Friendly School (CFS), the development [16] of the Child-Friendly Schools model aimed at improving the quality of education and learning environment for children. The program includes the construction of safe and child-friendly schools, teacher training in inclusive education, and the promotion of children's participation in decision-making in schools.

Sixth, in Kenya there is also the development of community-based Child-Friendly Cities, this model includes efforts to improve the living conditions of children in poor areas through community development programs. This includes improving access to education, clean water, sanitation, and health services, as well as promoting children's participation in planning and decision-making that affects their communities [17].Seventh, the Netherlands also has its own program to shelter children's rights, the program they named the City of Cycling for Children. Several cities in the Netherlands have adopted the concept of "Cycling Cities for Children" [18], [19] which prioritizes safe and child-friendly cycling transportation. This includes the construction of bicycle infrastructure separate from motor traffic, the arrangement of safe crossings, and the promotion of bicycle use by children.

From the seven samples that the author cites, it can be concluded that each KLA development model of a region reflects the specific needs and context in the country or city that applies it. However, broadly speaking, each region strives to create an environment that supports children's rights and their development well and safely. In Indonesia in particular, the development of Child Decent Cities (KLA) can refer to standards or indicators that have been formulated by the Minister of Women's Empowerment and Child Protection. There are five clusters that are indicators of Child Decent Cities, namely; first, civil rights and freedoms; second, the family environment and alternative parenting; third, basic health and well-being; fourth, education, utilization of leisure and cultural activities; Fifth, special protection [8].

In the development of child-friendly cities in Indonesia, each region also has its own program by referring to the standard 5 indicator clusters formulated by the Minister of Women's Empowerment and Child Protection. One of the cities in Indonesia that has committed to becoming a child-friendly city is Bandung. Andung is the city that first had an initiative to develop a Child Friendly City in 2004. In 2006 Bandung City has received two awards as a government that has a strong commitment in child protection efforts so that it has been proclaimed as a Child-Worthy City [3]. The city has made various efforts to improve the quality of life of its children. One of the excellent programs is "Kampung Anak Sholeh" where children are taught religious values, hygiene, and other skills. In addition, Bandung also has "City Hall Park," a child-friendly city park with safe and educational play facilities.

Surabaya [20] is also another city that has achieved achievements in developing a child-friendly city. The municipality has established a Child Protection Service, tasked with protecting and fulfilling children's rights. Surabaya also has a "Surabaya Smart City for Kids" program that aims to integrate technology in facilitating children's education and entertainment.

Denpasar, as one of the main tourism destinations in Indonesia, is also not left behind in the development of child-friendly cities. The city government has designed the "Children's City" program which aims to provide play and education spaces for children. In addition, Denpasar has a Street Child Free program that focuses on providing shelter and education for children living on the streets [21]. Meanwhile, the development of KLA Tangsel is generally going well. Among them are shown by the achievement of basic health and welfare, the large number of breastfeeding facilities and breastfeeding corners, the high percentage of complete basic immunization for children, the low prevalence of malnutrition in toddlers, the low Infant Mortality Rate (AKB), and the active and accomplished Adolescent Reproductive Health Counseling Information Center (PIKKRR) [22].

Makassar, a city in South Sulawesi, is also taking important steps to become a child-friendly city. The Makassar Smart City for Kids program has been implemented to ensure that children have good access to educational technology. In addition, the city also has educational programs based on local culture and traditions to increase children's sense of identity towards their environment [23].

KLA policy has also long been pursued by the Yogyakarta City government, this can be seen from the various active efforts of the Yogyakarta City Government in drafting several regulations supporting the creation of a KL A atmosphere in Yogyakarta City. These policies support children's rights in terms of population, education, health, the establishment of the City Children's Forum, in addition to providing socialization about the KLA program to the sub-district level, even the City Government has also collaborated with NGOs in the form of pilot Kampung Decent Anak programs. This policy concept is normatively in line with the specific indicators in the Regulation of the State Minister of Women's Empowerment Number 02 of 2009. Meanwhile, there are other programs also taken by the creation of KLA in Yogyakarta City. such as the City Children's Forum, Child Identity Card, Nutrition Recovery House, Child Friendly Schools, Healthy School Program, and Healthy Food Development in schools [1].

Based on several KLA Development programs that the author described above, broadly speaking, KLA policies are taken seriously by local governments. In terms of various aspects, this issue is very crucial. Referring to the fact that more than a third of children worldwide live in urban areas, the call for child-friendly cities (KLA/CFCs) is urgent. As a study that reviewed the gap in conceptions child-friendly cities in the development of government policy [24].

Not optimal development of child-worthy cities in modern times, encourages researchers to dissect alternative effective development models so that the realization of a complete child-worthy city can be realized. This is reinforced through the findings of Viviana (2023), who researched child-friendly cities based on a literature review approach taken from studies from 2001-2021. Based on Vivian's findings, the phenomenon of not optimal development of child-friendly cities in public or urban space planning can be influenced by the non-optimal realization of three main dimensions in the development of CFC/KLA, namely the fulfillment of children's human rights, government management in making policies related to CFC/KLA, and the lack of mapping or management of child-friendly public spaces [24].

In connection with the description above, the results of research from Duadji et al (2018) show that the course of KLA mapping is not optimal, can be caused by the placement of local governments as the sole actor in the development of KLA programs. Therefore, the development of KLA through a collaborative planning model based on dialogue between parts of government, forums, and the involvement of various levels of society [6], the model can be called by Model Collaborative Governance.

Referring to studies that have been conducted by previous researchers, Model Collaborative Governance can be an important step in the development of KLA. Through this model, various layers of government systems to society, and children as the main actors will be interconnected, so that the policies that are born will be pro the interests of children. Some previous studies have revealed that, the development of KLA through Model Collaborative Governance currently has been implemented in Kediri [25], [26]. In line with the description above, Utari et al (2023) also said that if KLA development is carried out through cross-sector coordination, it can remove sectoral egos so that the realization of the common goals of actors in the preparation of programs/policies for KLA Development [27].

In relation to the discourse related to the importance of the model collaborative governance In the development of child-friendly cities, the following research from Izmir also reinforces its importance Model Collaborative Governance aforementioned. In a study conducted to identify children's perceptions in Izmir about child-friendly urban planning, it was stated that children in Izmir are willing to be involved in creating a decent place for them, which not only comes to the construction of playgrounds, but must also pay attention to environmentally friendly arrangements, clean and safe places, as well as government efforts to listen to aspirations and involve them as main actors in child-friendly urban and regional design and planning processes [28].

However, other studies have also identified the phenomenon of failure to apply the model collaborative development in realizing a child-friendly city or region. Related to this discourse, Wahyuni et al (2021) elaborated that the failure to realize a child-friendly city through the application of the model collaborative development It can be caused by disintegration between instruments in government as stakeholders, collaboration that does not work can be influenced by egos, and poor communication between them, as well as lack of involvement of policymakers from non-government parties [29].

From the explanation above, it can be concluded that, in the development of child-friendly cities, policies and programs are needed in accordance with the fulfillment of children's rights. Each region in various parts of the world, has its own initiation in the development of KLA, adapting to the needs and social conditions of the people in the area, as well as the creativity of each steakholder in an area. It can be taken as an example of the success of Surabaya City as a National Child Worthy City in the main category in 2023, among the successful programs developed by Surabaya are Rumah Anak Prestasi (RAP) was formed to accommodate children with disabilities on the basis of the principle of inclusiveness.

However, it is still a big task for the government both from the central to the regional in the development of KLA in Indonesia. Because until 2022, no city/regency in Indonesia has received the title of Child-Worthy City for the plenary category [30]. Related to the incomplete development of KLA in districts/cities in Indonesia so far because a number of strategic issues have not been resolved, such as the issue of violence against children, early marriage, to various other fulfillment of children's rights [31].

The farthest achievement of districts/cities in Indonesia is currently still limited to being the main category, which is achieved in 2023 by districts/cities that are included in the main KLA category, namely Yogyakarta City, Bantul Regency, Surabaya City, Balikpapan City, Surakarta City, Sawahlunto City, Denpasar City, Tulungagung Regency, and Jakarta Timur City. There are also Semarang City, Probolinggo City, Jakarta Utara City, Sleman Regency, Jakarta Selatan City, Siak Regency, Padang City, Padang Panjang City, Madiun City, and Sragen Regency [31].

Conclusion

The encouragement of the development of a Child-Friendly City is very crucial because until 2023, no city/regency in Indonesia has received the title of Child-Friendly City for the plenary category. In Indonesia itself, so far its achievements are still limited to the main KLA category. This fact cannot be separated from various discourses on models of child-friendly city development. In order to create a better city for children, it is important to understand the various programs that adapt them to the local context according to the needs of children in the local district/city. Therefore, policy formation does not only arrive at the formation of city mapping that provides safe facilities, without discrimination, or access to playgrounds for children, but also the birth of a policy that is responsive to various problems that occur in children. The successful implementation of the KLA program depends heavily on the commitment to the principle of active collaboration (Collaborative Governance) involving the government, communities, children as the main actors, and other stakeholders. That way, it is hoped that it can create a child-friendly city and has the potential to bring positive changes in all lines of children's lives in a sustainable manner.

References

  1. D. Widiyanto and R. Rijanta, “Lingkungan Kota Layak Anak (Child-Friendly City) Berdasarkan Persepsi Orangtua Di Kota Yogyakarta,” Bumi Lestari, vol. 12, no. 2, Aug. 2012. [Online]. Available: https://ojs.unud.ac.id/index.php/blje/article/view/4808. Accessed: May 11, 2025.
  2. UNICEF, “Building a Child Friendly City | Child-Friendly Cities Initiative,” UNICEF, 2025. [Online]. Available: https://www.childfriendlycities.org/building-child-friendly-city. Accessed: May 11, 2025.
  3. A. R. Devi, S. Sulastri, and M. Irfan, “Pemenuhan Hak Partisipasi Anak Melalui Forum Anak Dalam Implementasi Kebijakan Kota Layak Anak Di Kota Bandung,” Share Social Work Journal, vol. 5, no. 1, pp. 5–6, Jul. 2015, doi: 10.24198/SHARE.V5I1.13085.
  4. Kementerian Pemberdayaan Perempuan dan Perlindungan Anak, “Kementerian Pemberdayaan Perempuan dan Perlindungan Anak,” 2025. [Online]. Available: https://www.kemenpppa.go.id/page/view/NTM=. Accessed: May 11, 2025.
  5. A. Prasetya and A. Rahman, “Implementasi Kebijakan Kota Layak Anak Pada Masa Pandemi Covid-19 Di Kota Tangerang Selatan (Studi Pada Klaster Hak Sipil dan Kebebasan),” Moderat: Jurnal Ilmiah Ilmu Pemerintahan, vol. 8, no. 2, pp. 224–235, May 2022, doi: 10.25157/MODERAT.V8I2.2700.
  6. N. Duadji and N. Tresiana, “Kota Layak Anak Berbasis Collaborative Governance,” Sawwa: Journal of Gender Studies, vol. 13, no. 1, pp. 1–22, Apr. 2018, doi: 10.21580/SA.V13I1.2201.
  7. I. N. Surata, “Urgensi Peraturan Daerah Tentang Kabupaten Layak Anak Di Kabupaten Buleleng,” Kertha Widya, vol. 7, no. 2, pp. 25–41, Dec. 2019, doi: 10.37637/KW.V7I2.516.
  8. JDIH Kemen PPPA, “Peraturan Menteri Nomor 11 Tahun 2011,” 2011. [Online]. Available: https://jdih.kemenpppa.go.id/dokumen-hukum/produk-hukum/peraturan-menteri-nomor-11-tahun-2011. Accessed: May 11, 2025.
  9. G. P. Gonibala et al., “Evaluasi Pelaksanaan Kota Layak Anak Dalam Penyediaan Infrastruktur (Prasarana dan Sarana) Ramah Anak Di Kota Kotamobagu,” Fraktal: Jurnal Arsitektur, Kota dan Sains, vol. 7, no. 2, pp. 1–9, Jul. 2022, doi: 10.35793/FRAKTAL.V7I2.42796.
  10. K. Santang and I. Isharyanto, “Implementasi Kota Layak Anak Di Kota Kediri,” Res Publica: Jurnal Hukum dan Kebijakan Publik, vol. 3, no. 2, pp. 125–135, Dec. 2020, doi: 10.20961/RESPUBLICA.V3I2.45619.
  11. Yayasan Arek, Seri K.H.A (Konvensi Hak-Hak Anak), Surabaya, 2001. [Online]. Available: https://perpustakaan.komnasperempuan.go.id/web/index.php?p=show_detail&id=1154. Accessed: May 11, 2025.
  12. M. Yamin, “Kota Ramah Anak: Apa, Mengapa, Bagaimana,” Kementerian Pemberdayaan Perempuan dan Perlindungan Anak, 2025. [Online]. Available: https://kemenpppa.go.id/page/view/NjEy. Accessed: May 11, 2025.
  13. Tanoto Foundation, “Mengenal Lebih Jauh Tentang Reggio Emilia Approach,” 2025. [Online]. Available: https://www.tanotofoundation.org/id/news/mengenal-lebih-jauh-tentang-reggio-emilia-approach/. Accessed: May 11, 2025.
  14. Barnahus Network, “About Barnahus,” 2025. [Online]. Available: https://barnahus.eu/barnahus/about-barnahus/. Accessed: May 11, 2025.
  15. R. I. Setyowati and D. Farantika, “Perencanaan Pembelajaran Reggio Emilia pada Anak Usia Dini,” SINDA: Comprehensive Journal of Islamic Social Studies, vol. 1, no. 3, pp. 146–164, 2021. [Online]. Available: https://ojs.unublitar.ac.id/index.php/sinda/article/view/209. Accessed: May 11, 2025.
  16. Y. P. Abubakar, “Child-Friendly School (CFS) Environment, Students’ Behavior and Performance of Public High Schools in Sultan Kudarat,” International Journal of Science Engineering and Applied Science, no. 8, 2022. [Online]. Available: www.ijseas.com. Accessed: May 11, 2025.
  17. H. Shauri, R. Oswago, and W. Githinji, Models of Best Practices in Community Based Early Childhood Development: Case Studies from KCDF Programme Implementation in Eastern and Coastal Regions of Kenya 2005–2010, 2011.
  18. GOV.UK, “Government Shifts Cycling Up a Gear,” 2025. [Online]. Available: https://www.gov.uk/government/news/government-shifts-cycling-up-a-gear. Accessed: May 11, 2025.
  19. B. Lee and G. Menzies, “Building Playful Cities, the Dutch Way,” Child in the City, 2017. [Online]. Available: https://www.childinthecity.org/2017/03/10/building-playful-cities-the-dutch-way/?gdpr=accept. Accessed: May 11, 2025.
  20. A. Hakim, “Upaya Surabaya Jadi Kota Layak Anak Paripurna,” ANTARA News, 2023. [Online]. Available: https://www.antaranews.com/berita/3618924/upaya-surabaya-jadi-kota-layak-anak-paripurna. Accessed: May 11, 2025.
  21. Pemerintah Kota Denpasar, “Kota Denpasar Raih Penghargaan Daerah Ramah Perempuan dan Layak Anak Tahun 2022,” 2022. [Online]. Available: https://www.denpasarkota.go.id/berita/kota-denpasar-raih-penghargaan-daerah-ramah-perempuan-dan-layak-anak-tahun-2022. Accessed: May 11, 2025.
  22. D. M. W. Fauzi and Bayquni, “Inovasi Kebijakan Pengembangan Kota Layak Anak Tangerang Selatan,” Petanda: Jurnal Ilmu Komunikasi dan Humaniora, vol. 3, no. 1, pp. 10–23, Apr. 2020, doi: 10.32509/PETANDA.V3I1.1967.
  23. A. Nurdiassa, A. Zulfikar, F. Rasyid, and A. T. Wulandari, “Implementasi Kebijakan Smart City dalam Mewujudkan Makassar Kota Dunia,” Jurnal Administrasi Publik dan Pemerintahan, vol. 3, no. 1, pp. 37–46, Apr. 2021, doi: 10.22487/JPAG.V3I1.114.
  24. V. A. Cordero Vinueza, F. Niekerk, and T. van Dijk, “Making Child-Friendly Cities: A Socio-Spatial Literature Review,” Cities, vol. 137, p. 104248, Jun. 2023, doi: 10.1016/J.CITIES.2023.104248.
  25. Indasah, H. Krismono, and H. Saputro, “Development of a Children Worth City Based on Collaborative Governance in Kediri City,” Strategi Journal of Health, vol. 9, no. 2, pp. 1788–1796, Nov. 2020, doi: 10.30994/SJIK.V9I2.535.
  26. Y. S. Pabia, J. Matsunami, and L. Subanu, “Collaborative Governance in Child-Friendly City Policy Implementation in Kendari City, Southeast Sulawesi Province, Indonesia,” Journal of Perencanaan Pembangunan Indonesia (J. Dev. Plan.), vol. 6, no. 2, pp. 249–266, Aug. 2022, doi: 10.36574/JPP.V6I2.328.
  27. D. Siti Utari, A. Sukristyanto, and A. Ibnu Rochim, “Cross-Sectoral Coordination Towards a Child-Friendly City in Indonesia: A Critical Study of Tanjungpinang City,” International Journal of Research and Innovation in Social Science, vol. 7, no. 1, pp. 229–240, 2023, doi: 10.47772/IJRISS.
  28. H. Gökmen and B. Gülay Taşçı, “Children’s Views about Child Friendly City: A Case Study from Izmir,” Megarón / Yıldız Technical University Faculty of Architecture E-Journal, vol. 11, no. 4, pp. 469–482, 2016, doi: 10.5505/megaron.2016.20981.
  29. N. Wahyuni, R. F. Helmi, and H. Fajri, “Child-Friendly City: Failure to Build Collaboration,” Jurnal EL-RIYASAH, vol. 12, no. 2, pp. 159–170, Jan. 2022, doi: 10.24014/JEL.V12I2.14128.
  30. A. Muamar, “Rumah Anak Prestasi: Upaya Surabaya Wujudkan Kota Layak Anak,” Green Network, 2023. [Online]. Available: https://greennetwork.id/kabar/rumah-anak-prestasi-upaya-surabaya-wujudkan-kota-layak-anak/. Accessed: May 9, 2025.
  31. N. Katingka, “Pursuing Fully Child Friendly Cities in Indonesia,” Kompas.id, 2023. [Online]. Available: https://www.kompas.id/baca/english/2023/07/22/en-mengejar-kota-layak-anak-di-indonesia. Accessed: May 11, 2025.