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Covid-19 has affected both language and child learning in Indonesia. With the majority of the rural communities in Indonesia lacking access to the internet, there have been many challenges faced by the stakeholders in empowering Indonesia’s educational process amid the tech and logistical difficulties. The United Nations through UNESCO recommended the UNESCO Education Covid-19 Response Framework as one of the main guidelines for member states to adopt. However, Indonesia’s policies are considered insufficient to grasp the people-oriented solutions and fail to connect the rural-urban nexus of human security and development. This article is using the penta-helix model and human security concept to compare the UN-recommended practices and the policy implementation to support language and child learning during the Covid-19 pandemic. This article concludes that multi-stakeholder engagement and regional development need to be more efficient in utilizing the available resources in contextualizing human security concepts. The penta-helix model analyzed the multi-stakeholder role in or outside the public-private partnership and SDG-related human development plan. This article also concludes on the policy recommendation learning from other ASEAN member states' best practices in overcoming systemic and structural challenges domestically and or internationally intertwined with language and child learning.

pentahelix; language learning; human security; stakeholder; development