Beggars as marginalized urban communities always associated poverty and lack of access education, especially for beggar children, many cases the opposite is true. Parents and schools support them attending school. Study to analyze: (1) Role of family livelihood conditions as determinants of children’s educational participation in marginalized urban communities in Makassar; (2) Strategies employed teachers supporting children’s educational participation in marginalized urban contexts; (3) Family support contributing to sustaining children’s educational participation in marginalized urban communities in Makassar. Qualitative research involving six beggar families whose children are enrolled in formal education. Through in-depth interviews, observation, reduced data, categorized, analysed, and concluded. findings indicate that family livelihood conditions significantly shape educational participation of children from beggar families. Although basic education is subsidized state, families continue bearing additional educational expenses. Teachers respond diversing socio-economic backgrounds by adapting instructional strategies ensuring inclusive access learning, thereby reinforcing parental commitment their children’s education. Support includes provision learning materials and supervision of online learning schedules. Study needs for informal support institutions so that beggar children can continue their education while working to support their families.
Iskandar et al. (Wed,) studied this question.