EFEKTIVITAS KEBIJAKAN PEMERINTAH TERHADAP PENGEMBANGAN LEMBAGA PENDIDIKAN NONFORMAL DI KABUPATEN SINJAI

Abstract

This study aims to determine the effectiveness of government policy in supporting the development of non-formal education institutions in Sinjai Regency, and to identify the factors that support and hinder the effectiveness of such policy. The study employed a descriptive qualitative approach. The research locations were the Sinjai Regency Education Office and the Malebbi Course and Training Institution (LKP) in Sinjai Regency. Data were collected through direct observation, structured interviews with six key informants, and document review. Data analysis employed a descriptive qualitative model comprising the stages of data collection, data reduction, data presentation, and conclusion drawing. The measurement of policy effectiveness referred to four indicators proposed by Mardiasmo (2009), namely target accuracy, timeliness, goal achievement, and tangible change.
The findings indicate that the overall effectiveness of government policy toward the development of non-formal education institutions in Sinjai Regency falls under the category of Moderately Effective, with the following details. First, the target accuracy indicator is categorized as Moderately Effective; policy targets have been formally established covering 30 institutions, however the distribution of guidance and support has not been equitable between institutions in urban and remote areas. Second, the timeliness indicator is categorized as Less Effective; there are systematic delays in the implementation of guidance programs averaging 4–8 weeks, and in the disbursement of operational assistance averaging 1–2 months behind the planned schedule. Third, the goal achievement indicator is categorized as Moderately Effective; the number of active institutions increased from 24 to 30, accredited institutions increased from 3 to 11, and the non-formal education participation rate rose from 8.3% to 11.7%. Notably, LKP Malebbi achieved the Effective category with a 40% growth in learners, a 68% employment absorption rate among graduates, and 22% engaged in independent entrepreneurship. Fourth, the tangible change indicator is categorized as Effective; there has been an increase in public trust, improvement in institutional governance, enhancement of instructor competence, and measurable economic impact on learners.
This study recommends the reform of target-setting mechanisms based on differential needs, the addition of technical human resources in the Community Education Section, simplification of bureaucratic procedures for budget disbursement, strengthening of cross-agency coordination, and the replication of the LKP Malebbi management model as a best practice for other non-formal education institutions in Sinjai Regency.