Introduction  

The Lii Marapu project was developed by Marungga Foundation and was implemented by Sumba Integrated Development and Marungga Foundation through the Voice Program in East Sumba Regency. This project ran from 1 September 2021 to 31 December 2024, the aim was to improve public services, especially education and social services, for the marginalised Marapu Indigenous religion community. This project was created because Marapu adherents, especially children, still not receive services such as inclusive religious education according to their faith at school, and Marapu adherents continue to face social stigma.  

Through this project, Marapu adherents not only received educational and social services, but actively participated in political processes and decision making. This project is not just about access, but also raises self-confidence of the Marapu community, providing a strong voice to fight for their rights.  

Impact and transformation  

To achieve the success of this project, the approach adopted was strengthening the Marapu Governing Body institution. This approach included increasing the capacity and restructuring of Marapu administrators at the district and village levels, as well as policy and regulatory advocacy at all levels, from the village to the national level.  

In implementing the Lii Marapu Project,  a Task force comprised of 50% government and 50% Marapu adherents at the district level was the spearhead. This group consisted of various organizations, both private and government, as well as non-Marapu individuals who advocate for the rights of Marapu adherents. Their main task was to restructure and strengthen the capacity of Marapu administrators at the district and village levels, as well as advocating for regulations and budgets in the educational and social sectors of government.  

The task force succeeded in restructuring Marapu’s management. They ensured the active involvement of youth and women in the organizational structure. Eight young people now occupy strategic positions in the management, including deputy chairman and field coordinator. Their voices are recognized and heard in the decision making process.  

The results of the collaboration between the Task Force and the Marapu Governing Body can be seen from the formation of Marapu institutions at the village level. Currently, 26 villages have Marapu institutions with 185 administrators, including 55 women and 51 Marapu youth. Strengthening this capacity has had a positive impact on the participation of Marapu institutions in village planning and budgeting. Five villages have issued budget allocation policies for the operations of the village Marapu Governing Body and the operational costs of 15 traditional school facilitators.  

An extraordinary achievement was achieved on September 1 2023, when the Regent of East Sumba issued a groundbreaking policy, the first of its kind at the district level in Indonesia. This policy was named “Regent Regulation Number 33 of 2023 concerning Educational Services for Belief in God Almighty”. This policy has lead to the allocation a budget of Rp. 124,800,000 for 2024, indicating official recognition of the existence and needs of Marapu believers in the education system.  

In an effort to improve population administration, the Marapu Governing Body has succeeded in advocating for the social rights of Marapu adherents. The percentage of identity card holders increased from 10% in 2019 to 98% at the end of 2023. Likewise, ownership of birth certificates for children of Marapu adherents reached 84.9% of the total 4,724.  

The importance of support from the central government is reflected in the Ministry of Education, Culture, Research and Technology’s budget allocation for the Lii Marapu Project. The total budget reached Rp. 419,400,000 for formal education and Rp. 35,000,000 for traditional school services. Collaboration between the project team, Marapu administrators and the Ministry of Education produced a Marapu inclusive teaching and learning materials to facilitate formal education services.  

Lessons learned  

One of the valuable lessons from the Lii Marapu Project is the importance of effective communication and coordination with stakeholders. During implementation, the project team regualrly communicated with the Ministry of Education, local government, and Marapu adherents to ensure the project’s success.  

In terms of empowering the community, especially Marapu adherents, it was important to avoid positioning Marapu adherents or groups of rights holders as “objects” in project implementation. For too long the Marapu community has been stigmatised as “powerless people, second class, people who do not have capacity”. And so we always aimed to work with the Marapu community as “subjects” to collaborate with in making plans and decisions according to their interests and needs.  

Through the Ministry of Education, Culture, Research and Technology, Marapu religion education services are being replicated in other areas such as West Sumba Regency, Yogyakarta Province and West Sulawesi Province. The main point adopted is the development of contextual teaching materials such as the materials developed during Lii Marapu according to the specific beliefs of each region.  

  The Lii Marapu project also paid special attention to non-formal education. Inclusive“Traditional schools”, one of the project initiatives, provide opportunities for children, including those with disabilities to develop their skills. For example, in Watupuda Village, a child with limited speech and hearing can improve her social participation by taking part in ikat weaving activities at her local traditional school.  

Inspiring Your Readers  

Multi-party collaboration has inspired many of our stakeholder groups to replicate the Lii Marapu project approach. The district-level Marapu Task Force and Marapu Governing Body have strengthened their capacity and established Marapu institutions in 26 villages.  

Two villages outside of the 5 targeted in Lii Marapu have begun to replicate the traditional school approach, namely Kotak Kawawu village and Kataka village, so that currently a total of seven villages have developed traditional schools. This is due to the enthusiasm of Marapu administrators at the village level who want to maintain Marapu beliefs and culture as a source of ethics and morality for the youth and for Sumbanese people in general.  

At the end of the Lii Marapu Project, all stakeholders, local government, the East Sumba District Prosecutor’s Office and Non-Governmental Organizations signed an MOU (Memorandum of Understanding) regarding the acceleration of educational and social services for Marapu believers in East Sumba Regency. This MOU aims to increase legal assistance to Marapu adherents.  

Here are several statements from rights holders and stakeholders regarding the Lii Marapu Project  

“Through the Lii Marapu Project which has given us confidence, I am trying to influence the Marapu residents in Kamanggih Village to build traditional schools independently. Traditional schools are a forum for sharing knowledge about Marapu beliefs and culture” Umbu Lamik Mangia, Chair of the Marapu Management, Kahaungu Eti District  

“Traditional Schools have enabled our disabled daughter to socialize more with her peers, without discriminating due to her existing limitations. I am grateful because my daughter has positive activities to take part in which can also provide weaving skills for to earn pocket money independently” Karanja Ngana, Marapu Administrator of Watupuda Village  

“Marapu adherents are human beings, they are residents of Indonesia, so the state is obliged to protect and provide services to them,” Head of the East Sumba District Prosecutor’s Office, Victoris Parlaungan Purba, SH., MH,  

“East Sumba Regency regional planning and budgeting must engage in inclusive planning, where all residents, including Marapu believers, must receive the same rights from the state. It’s time for Marapu people to stand up and voice their interests and needs,” Christofel Praing – Regent of East Sumba.  

“The East Sumba Regency Government has supported educational services for believers with regulations and budgets. East Sumba Regency is also an example where there is collaboration between the government and non-governmental organizations. The central government hopes that the service model for Marapu adherents in East Sumba can encourage and inspire other Indigenous regions in Indonesia,” Sjamsul Hadi, S.H., M.M. Director of Belief in Almighty God and Indigenous Peoples, Ministry of Education, Culture, Research and Technology of the Republic of Indonesia.  

“Because the Marapu Governing Body and the Lii Marapu program stakeholders have worked together to advocate and collaborate with the government, Marapu children’s rights to inclusive education in the public system are now being accommodated.” Rambu Dai Mami Marapu Governing Body of East Sumba  

“We, the Marapu community, are very proud there are now Marapu education programs. The parents and families of our Marapu students are also more confident to share about the teachings of their ancestors—they no longer feel like they are a guest in their own country”. Rambu Kahi a Marapu tutor at Rindi Umalulu highschool  

“As a primary and middle school student I could not receive education about the Marapu religion and culture. Luckily from last year [2022] I received guidance and educational materials from a Marapu teacher. Now there are over 70 students at my high school who are taught about the Marapu religion and culture.” Tangga Teul, a Marapu student at Rindi Umalulu highschool  

Conclusion  

Marapu, as a faith recognized by the state, should receive services from the state. The state must continue to implement existing policy to ensure Indigenous religion adherents have the same rights as other citizens across Indonesia.  

Marapu is not only the cultural soul of the Sumba people, but also the original religion of Sumba. Marapu existed long before the Indonesian state and world religions began to enter into Indonesia. The ethical and moral principles of Marapu are applicable to all areas of life. These principles regulate the ethical behaviour of individuals, groups and society in order to achieve a balance and harmony in all elements of life including the environment and universe. If this balance can be maintained it is hoped it will bring peace and prosperity to Sumba, Indonesia and the greater world.