Life Skills Program Management in Package C: Equality Education in Improving the Quality of Human Resources

Devita Medi Septimulus; Haeruddin; Nurlaili; Amir Masruhim; Widyatmike Gede Mulawarman

doi:10.59890/ijsas.v3i9.147

Authors

Devita Medi Septimulus Master of Educational Management, Mulawarman University
Haeruddin Master of Educational Management, Mulawarman University
Nurlaili Master of Educational Management, Mulawarman University
Amir Masruhim Master of Educational Management, Mulawarman University
Widyatmike Gede Mulawarman Master of Educational Management, Mulawarman University

DOI:

https://doi.org/10.59890/ijsas.v3i9.147

Keywords:

Multi-Energy Systems (MES), Thermal Energy Storage (TES), Electrical Energy Storage (EES), Levelized Cost of Energy (LCOE)

Abstract

Non-formal education plays a vital role in the development of human resources, particularly for individuals who are not optimally served by formal education. This study aims to describe the planning, organizing, implementation, evaluation, and challenges in the management of the life skills program within the Package C equivalency education as a means to improve human resource quality at Sanggar Actividades Belajar (SKB) 1 Samarinda City. This research employs a qualitative approach with a case study method. Data were collected through observation, documentation, and interviews. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings reveal that: (1) Program planning at SKB is flexible and participative, involving needs identification and learner characteristic analysis; (2) Program organization includes the assignment of tutors, preparation of facilities and infrastructure, and scheduling; (3) Program implementation is carried out using strategies and methods tailored to the learners, including practical simulations and mentoring during activities; (4) Program evaluation is conducted through tutor observations; (5) Identified challenges include low motivation, limited basic knowledge, a shortage of qualified tutors, the absence of standardized assessment formats resulting in less measurable evaluation outcomes, as well as time and commitment constraints from the learners. The implications of this research reinforce the importance of more structured life skills program management to enhance the effectiveness of non-formal education programs in the future.

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