经过9年不对称自治后,基本教育表现

Populasi Pub Date : 2019-09-15 DOI:10.22146/JP.44150
Mohammad Uswanas, Y. T. Keban, Agus Heruanto Hadna, Pande Made Kutanegara
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引用次数: 1

摘要

巴布亚和西巴布亚特别自治有望全面改善人民福祉。在巴布亚和西巴布亚实施Otsus的重点是发展或改善教育,特别是基础教育,特别是基础教育。给予Otsus地位的同时,还提供了足够的财政支持,以便在这两个省开展发展项目。然而,出现了一个需要回答的问题。大量的财政支持是否能显著提高西巴布亚省基础教育服务的覆盖面和质量?本研究的目的是利用描述性评价方法和事后分析方法来确定西巴布亚省教育绩效的驱动因素和阻碍因素。次要数据来自相关机构,主要数据来自深度访谈、参与性观察、文件审查和焦点小组讨论。研究发现,西巴布亚省的非对称分权教育政策与预期相去甚远。阻碍西巴布亚省基础教育改善的因素是政策执行、成果标准化、制定方案计划和行动计划的区域主权。除此之外,还有一些具体的因素,如可达性、学校邻近、地理限制和教师的奉献精神低。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Kinerja Pendidikan Dasar Setelah Sembilan Tahun Otonomi Asimetris di Provinsi Papua Barat
Special Autonomy (Otsus) for Papua and West Papua is expected to improve people’s welfare comprehensively. The implementation of Otsus for Papua and West Papua has emphasized on the development or improvement of education, particularly basic education, particularly the basic education. The granting of Otsus status is accompanied by a sufficient financial supports to conduct development programs in both provinces. However, a question has araised which needed to be answered. Did the large financial support could significantly increase the coverage as well as improve the quality of basic education services in West Papua Province? The purpose of this study is to determine the driving and hindering factors of education performance in West Papua Province by utilizing descriptive-evaluative methods and ex-post facto. Secondary data is obtained from relevant institutions and pimary data is obtained from in-depth interviews, participatory observations, document reviews and Focus Group Discussions (FGD). The study reveals that the policy of asymmetric decentralization education in West Papua Province is far from expectations. Factors that hindered the improvement basic education in West Papua Province are policy implementations, standardization of achievements, regional sovereignity in preparing program plans and action plans. Asides from that were specific factors, such as accessibilty, school proximity, geographical constraints and low dedication of teachers.
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