Capacity Building for Village Government Officials Through Non-Formal Education: The Implementation of Computer Training tt PKBM Asoka, Oku, and its Implications for Empowerment Policy
DOI:
https://doi.org/10.59944/postaxial.v4i3.2095Keywords:
Capacity building, Village government officials, Non-formal education, Computer training, Community learning center, empowermentAbstract
Capacity building for village government officials is essential for improving governance quality and public service delivery at the village level. The advancement of information technology requires village officials to develop adequate digital competencies to perform administrative tasks effectively, efficiently, and accountably. In this context, non-formal education through computer training can serve as a strategic approach to strengthening officials’ professional capacity. This study aims to analyze the implementation of computer training for village government officials at the Asoka Community Learning Center (Pusat Kegiatan Belajar Masyarakat/PKBM Asoka) in Ogan Komering Ulu (OKU), examine changes in participants’ digital competencies, identify supporting and inhibiting factors, and explore the implications for policies on village official empowerment. This study employed a qualitative approach with a descriptive research design. Data were collected through observations, in-depth interviews, and documentation involving PKBM administrators, instructors, and village officials participating in the training. The data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate improvements in participants’ practical competencies in operating computer devices, using word-processing and spreadsheet applications, preparing administrative documents, and organizing digital records. These improvements were examined qualitatively by comparing participants’ demonstrated abilities and work practices during training with their initial competencies, as documented through observations, instructor assessments, interviews, and training-related documentation. Participants’ increased ability to prepare official correspondence, manage administrative files, and use office applications suggests that the training strengthened their readiness to perform routine administrative tasks and support public service delivery. However, the extent of improvement varied according to participants’ initial digital literacy, learning motivation, access to facilities, and opportunities for practice. Instructor competence, the relevance of training materials to administrative needs, and post-training assistance also influenced the learning process. Limited facilities, differences in participants’ initial abilities, and the relatively short training period remained significant challenges. These findings suggest that computer training through non-formal education can support the capacity building of village officials when learning outcomes are assessed through observable practical competencies and reinforced through sustained mentoring. Accordingly, empowerment policies should prioritize needs-based training, adequate digital infrastructure, competent instructors, and continuous collaboration among PKBMs, village governments, and local governments.
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