Implementation of the Policy for Guidance of School Dropouts: Between Policy Design and Implementation Practices (Study at the UPTD PSRAMPK Indralaya)

Abstract

The implementation of policies for the development of school dropout children does not always proceed in accordance with the established policy design. In practice, limitations in resources, institutional capacity, and the needs of target groups may encourage adjustments in implementation. This study aims to analyze the implementation of the School Dropout Children Development Policy at UPTD PSRAMPK Indralaya by examining the relationship between policy design and implementation practices and identifying the forms of adjustment that occur in the field. This study employs a descriptive qualitative approach, with data collected through in-depth interviews, observation, and documentation. Informants were selected purposively, and the data were analyzed using the Miles, Huberman, and Saldaña model and Merilee S. Grindle’s policy implementation model, which encompasses Content of Policy, Context of Implementation, and Outcomes. The findings indicate that the program has generally been implemented adequately and provides benefits in the form of improved skills, independence, and social functioning among participants. However, gaps were identified in participant recruitment mechanisms, service capacity, the integration of equivalency education, and post-program support. These gaps are primarily influenced by limitations in budget, human resources, facilities and infrastructure, as well as service capacity. Implementers respond to these conditions through adaptation and cross-sector collaboration, enabling the program to continue operating. The findings demonstrate that an implementation gap does not necessarily represent policy failure but may constitute a form of organizational adaptation to actual conditions in the field.