Conceptual Models Development of Non-Formal Education Unit Management for Education Services Quality

Abstract

Non-formal education units broadly known by the public are the Community Learning Center (CLC) and Courses and Training Institution (CTI) which have so far been able to improve the quality of education for the community. This study focuses on the description of the capacity mapping management of non-formal education units in improving the quality of education services. The research method used is a qualitative approach with descriptive methods. The research subjects are managers, educators, and students in non-formal education units in Bandung. Data collection techniques used are documentation study, interviews, and focused discussion. This research results in several points, that: (1) description of management of CLC and CTI in Bandung is still not optimal, (2) the map of the quality standards of CLC and CTI in Bandung have not reached the eight National Education Standars yet, (3) expectations of CLC and CTI management are collected and formulated as a conceptual model for the performance of CLC and CTI managers in Bandung.

Analysis of Non Formal Education Human Resources in Sup-port of Service and Quality Equality Education Programs in Sumedang Regency

“…. In this formulation, the main key that needs to be underlined is the provision of competent educators and education personnel, in this context are educators and education staff for equality education programs (Saepudin et al, 2019).…”

Model of Community Learning Center Management in Improving Education Service

“…Accelerated changes occur in all fields that affect human life due to the rapid development of science and technology. Responding to changes in the development of an increasingly globalized world, UNESCO (Saepudin, 2019) employs four pillars of learning, which are learn to know, learn to do, learn to live together, and learn to be. Learn to know means how to learn, learn to do is about human life skills, learn to live together has something to do with multicultural life, and learn to be means learn to identify the identity, ability, weakness and competency that should be mastered to live sustainably The implementation of UNESCO's four pillars of learning (2005) created a concept of revolution in learning.…”

“…In his research, Ardiwinata (2014) explained that in the world declaration on Education For All (1990) in Jomtien, Thailand, there were almost 155 countries initiated the Community Learning Center (CLC) as the pioneer to the emergence of the term "Pusat Kegiatan Belajar Masyarakat (PKBM)" in Indonesia. Sihombing and Gutama in the study of Saepudin (2019) stated that the Community Learning Activity Center is an educational unit outside the system of formal education, developed and managed by the communities. For this reason, CLC acts as a medium to learn all kinds of knowledge or skills for the community by utilizing the existing facilities, infrastructure, and potentials around the environment (villages or cities) so that the community can improve their living standards and gain learning achievements.…”

“…Not just that, the community is also the major and ultimate target of facilitation and assistance carried out by outside parties. According to Hikmat (Saepudin, 2019), facilitation and or assistance from parties outside the community and the involvement of community in CLC implementation is aimed to strengthen the ability of the community to take an active role as: (1) organizers of any attempts to meet the learning needs; (2) decision makers in every decision-making process concerning efforts to enhance the living standard; and (3) initiators and motivators for its community and other communities. In this regard, the achieving community is a society that is willing to learn.…”

“…Based on the opinion above, Septiani (2015) Taking into account the traits and proclivity of non-formal education that presently lead to fulfilling the actual needs of the community, the unit of non-formal education of CLC program has an orientation projected on education to the community through an approach called Community Based Education (CBE). Fasli Jalal and Dedi Supriadi (Saepudin, 2019) stated that Community Based Education underscore the significance of comprehending the community, its characteristics, its needs, its weaknesses and strengths. CBE applies a method that emphasizes the way to resolve problems by benefiting the potential of environment (helping people inside and outside the community).…”