This research aims to analyze models Collaborative government As a solution to implementing educational services for the credulous group at the Poor City Education Department. A group of trustees often faced various structural and administrative constraints, particularly related to the identity of the occupational and formal recognition, which affects limited access to public services, including education. In some cases, these conditions encourage individuals from the group to do religious conversions as a form of adaptive strategy to gain easier access to services, although it doesn't necessarily reflect the identity of their true beliefs.

These problems show a gap in exclusive education policy implementation, so it takes an approach to bridge the interests and actors involved. In this context, Collaborative government It's a relevant approach because it emphasizes construction of consensus through multiparties, including government, trust-cutting communities, educational institutions, as well as other regulatory actors.

This study is directed to identify, map, and analyze the role and interaction between actors in the process of implementing educational services for trusted cutting groups. Through this approach, it is expected to find an effective collaborative model in support of the application of more exclusive and responsive policy to the needs of minority groups.

In addition, this study is also grading the principles in Collaborative government, like deliberative, holistic, constructive and formal, as a foundation for building fair and equal education services. The results of this study are expected not only to contribute theoretically in the development of studies Collaborative government, but also a practical recommendation for local governments in designing and implementing an exclusive education policy, as well as being able to ensure the right to education for the entire society without discrimination.