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首页> 外文会议>International Conference on Indonesian Social Political Enquiries >Social Impact Analysis of Poverty Reduction Program in Education Field at Poverty Reduction of Integrated Service Units (UPTPK) on Sragen Regency
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Social Impact Analysis of Poverty Reduction Program in Education Field at Poverty Reduction of Integrated Service Units (UPTPK) on Sragen Regency

机译：萨拉根居民贫困扶贫贫困方案扶贫方案的社会影响分析

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摘要

Poverty is a problem that must be resolved because No Poverty is the first goal of the SDG's. Poverty reduction is also a mandate from the 1945 Constitution article 34 paragraph (1). Seeing the importance of poverty reduction, the Sragen Regency government initiated an innovation by forming a Poverty Reduction of Integrated Service Unit (UPTPK). One part of the benchmark is human capability which is identical with education, so to see the extent to which the impact of education programs on poverty reduction carried out by UPTPK has a positive impact on the community, it is very important to carry out the research. The method used in this research is the descriptive qualitative method, with data collection techniques through interviews, observation, and documentation. Analyzing the impact of education programs on the poverty alleviation is identified based on the way Poverty Impact Analysis (PIA) works, the ideas of Vadels and Bamberge that see the impact of education programs on the poverty reduction from skills, attitudes, control over own life, and impact of own income. The poverty reduction program in the education sector consists of 4 programs namely 1) Giving Outstanding Student Scholarships from Poor Families; 2) PPA-PKH Recommendation; 3) Recommendation of Non-Formal Education Costs; and 4) Recommendations for Poor Student Education Costs. The education program provided has a positive impact on program recipients. In terms of behavior and attitudes, it has been able to bring significant changes from recipients of the program, one of which is seen from the increase in the pure enrollment rate (APM), but for control over own life and impact of own income is still not optimal. There are still obstacles to the implementation of UPTPK, including the lack of establishment of UPTPK as a formal institution, the lack of continuity of the program because there has been no sustainability evaluation and the absence of training that is able to guarantee participants, especially the apprenticeship program.
机译：贫困是一个必须解决的问题，因为没有贫困是SDG的第一个目标。减贫也是1945年宪法第34条第（1）款的授权。看到减贫的重要性，萨格伦丽晶政府通过形成综合服务单位（UPTPK）的贫困来启动创新。基准的一部分是人类能力与教育相同，从而了解教育方案对由Uptpk进行的减贫的影响，对社会产生积极影响，执行研究是非常重要的。本研究中使用的方法是描述性定性方法，通过访谈，观察和文档进行数据收集技术。根据贫困影响分析（PIA）作品，Vadels和Bamberge的思想来分析教育方案对扶贫的影响，看看教育计划对技能，态度，控制自身生命的贫困的影响和自有收入的影响。教育部门的减贫方案由4个计划组成，即1）向贫困家庭提供优秀的学生奖学金; 2）PPA-PKH推荐; 3）非正规教育成本的建议; 4）贫困学生教育成本的建议。提供的教育计划对计划受助人产生积极影响。在行为和态度方面，它能够从计划的接受者带来重大变化，其中一个是从纯粹的入学率（APM）的增加，但对自己的生命和自身收入的影响是仍然没有最佳。仍有障碍的实施方式，包括缺乏将Uptpk作为正式机构的建立，缺乏计划的连续性，因为没有可持续性评估和缺乏能够保证参与者的培训，特别是学徒计划。

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