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Volume 2, Number 2, November 2017 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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Implementation of Illiteracy Eradication Program 

in Katoi District North Kolaka, Indonesia 

 
Azhari1, Farida Umar2 

University of Sembilanbelas November, Kolaka, Indonesia 

Email: 

 

Accepted: 

August 10, 2017 

Reviewed: 

September 5, 2017 

Published: 

November 20, 2017 

 

Abstract: Implementation of Illiteracy Eradication Program in Katoi Sub-District, North Kolaka 
District, under the guidance of Dr. Azhari, S.STP., M.Si as the supervisor I and Mr. Arafat Yasir, 
S.Pd.I., M.Si As mentor II. This study aimed to find and describe Implementation of Illiteracy 
Eradication Program in Katoi District North Kolaka, Indonesia. This research was a research 
with descriptive qualitative type, informant in this research as many as fifteen people. Data 
collection techniques were direct observation and direct interview. As for data analysis used Data 
Reduction, Data Presentation, and Drawing Conclusion. The results of this study indicated that 
the funds from the government were insufficient for the implementation of this Illiteracy 
Eradication program. The target of the Illiteracy Eradication program was in line with its 
objectives. Residents of learning who follow this ill iteracy eradication program had been in 
accordance with the targets set by the implementer of Literacy Eradication program. While the 
selection of tutors and organizers should not be absolutely appropriate to the criteria established 
by the government. The election took precedence that had a high social spirit and willing to 
serve for the community, this was related to the implementation of illiteracy programs that were 
non-formal. 

 

Keywords:  Implementation, Eradication, Illiteracy 

 

 

INTRODUCTION 

Education has a decisive role for the development and individual realization of 

individuals, especially for the development of the Nation and the State. Progresses of a culture 

depends on the way the Nation and the State recognize, respect and utilizes human resources 

(HR) and this is closely related to the quality of education provided to members of the 

community. Education is one of the processes in order to influence learners to be able to adjust 

themselves as well as possible with their environment. Thus, will cause a change in him that 

allows the functioning strongly in the life of society.1 

Education, can also be interpreted as a process whereby a person develops the ability of 

attitudes and other forms of behavior in the society in which he lives, the social process by which 

people are exposed to the influence of a chosen and controlled environment so that he or she 

can gain or experience the development of social capabilities and individual abilities which is 

                                                 
1 U. Sihombing, Pendidikan Luar Sekolah, Manajemen Strategi (Jakarta: PD Mahkota, 2000), 76-80.  

mailto:agung24hidayat@gmail.com


  

 
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optimal2. 

Education is an absolute necessity for all human beings, in general the national education 

is regulated in the Law of the Republic of Indonesia Number 20 of 2003 on National Education 

System 2006 Chapter IV Article 5 paragraph 1, "Every citizen has the same right to obtain 

quality education" and Article 5, paragraph 5, "Every citizen shall have the right to have  the 

opportunity to promote lifelong education."3 This shows that all disadvantaged communities in 

education are entitled to equal rights in full education, welfare and health as citizens of 

Indonesia4. 

Seeking knowledge was not only for children in school,  but seeking knowledge was 

obligatory for every Muslim, male or female. His obligations were not limited to adolescence, but 

until the obligation to seek knowledge never stops5. 

In order to promote human resources, various empowerment efforts are carried out by 

various parties, both government and society. One of them is the form of community 

empowerment through the provision of opportunities to participate in educational services, 

especially to the people who can be said to be less fortunate, either in urban areas or rural. The 

realm of empowerment for the community, which has been mobilized by the Ministry of 

National Education (MoNE) is to mobilize a blind literacy program6. 

The strategic objectives of educational development in North Kolaka were contained in 

the Development Strategy Plan of North Kolaka, namely the realization of equality of 

educational opportunities and improvement of educational products.  The data of illiterate 

population in Katoi district of North Kolaka were as follows: 

Table 1. Illiterate Population Data in Katoi district North Kolaka, Indonesia 

No Total Population/year Total WB Served 
 

Completed 
 

1 2008 980 - - 

2 2009  240 240 

3 2010  130 370 
4 2011  30 400 

5 2012  50 450 

6 2013  50 500 
7 2014  100 600 

8 2015  100 700 
Data Source: Primary Data 2015 

 

While this year (2016) the number of illiterate population in Katoi district North Kolaka 

was 280 People and the plan completed this year. 

                                                 
2 Muh Barid Nizarudin Wajdi, ―Metamorfosa Perguruan Tinggi Agama Islam,‖ AT-Tahdzib: Jurnal Studi Islam 

dan Muamalah 4, no. 1 (2016): 92–109.  
3 Undang-Undang No. 20 Tahun 2003 and Undang-undang No. 20 Tahun 2007 Tentang Sistem Pendidikan Nasional  
4 Muh Barid Nizarudin Wajdi, ―Paradigma Pergeseran Educational Technology Menuju Instructional 

Technology‖ (2017).  
5 Muh Barid Nizarudin Wajdi, ―Kawasan Teknologi Pembelajaran‖ (2017).  
6 Muh Barid Nizarudin Wajdi, ―Landasan Historis  Perkembangan Teknologi‖ (2017).  



  

 
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Out-of-school categorization was prioritized into several programs, among others, the 

eradication of illiteracy, the pursuance of packages, early childhood education, continuing 

education, and so forth. From some of the offshore education programs the writer decided to 

highlight the eradication of illiteracy because the writer feels that this program was related to 

lower class society. If the program was successfully implemented it can improve the standard of 

living of lower class society.7 

The Illiteracy Eradication Program, now called the Functional Literacy Program, was a 

program intended to serve community members who were not in school and/or have dropped 

out of elementary school so that they have literacy skills. This program has a goal to empower 

the learning community to be able to read, write, and good Indonesian language. Functional 

Literacy Program was an integral part of the community's alleviation of ignorance, poverty, 

backwardness, and helplessness in the macro framework of the development of Indonesian 

human resource quality. Illiteracy eradication was very important and strategic considering the 

education of the Indonesian population was still low. 

Until now the status of literacy in Indonesia was still not encouraging. This can be seen 

from the many areas where people still hold illiteracy status, which will affect the level of welfa re 

of life. In order to overcome the above challenges, the Directorate of Out of School Education 

and Youth seeks to intensify the implementation of the Functional Literacy program. With the 

upgrading of the program, it was expected to reduce the rate of i lliteracy rate in Indonesia, as 

stated in the Dakar Declaration in 2000, where by 2016 the literacy rate must reach 50% for ages 

15 to 44 years. While the government's determination now was to set a policy of reducing the 

illiterate population 15 years and over to 5% in 2009, while the illiteracy rate in Indonesia 

currently reaches 12.8 million people (8.07%). The Functional Literacy Program was expected to 

be able pressing the above level of illiteracy. 

Illiteracy issues for developing countries like Indonesia are still a central issue. Billion 

letters are the condition where one cannot read and write. In reading and writing it was one of 

the key to mastering science and technology. 

Functional literacy was developed from the ground up using a participatory process to 

create a localized learning model. Functional literacy was a method of learning approach used to 

develop the ability of citizens to learn in mastering and using the skills of reading, writing, 

counting, thinking, listening and speaking are oriented to everyday life by exploiting the potential 

sourced from the surrounding environment. 

This approach to Functional Literacy learning approaches was developed because the 

character or orientation of adult learning was more practical and functional as well as in line with 

their learning potential and needs. Therefore, the implementation of functional literacy 

programs, not merely provide the ability to read, write, count and the ability of Indonesian 

language and knowledge base but will further provide functional skills that were meaningful for 

the lives of citizens of daily learning so that they were able to improve the quality of life. 

To know more about the urgency of the program of outside education through illiteracy 

eradication program therefore, the writer conducted a research in one district in North Kolaka, 

                                                 
7 M. Kamil, Pendidikan Non-Formal, Pengembangan Melalui Pusat Kegiatan Belajar Mengajar (PKBM) di Indonesia 

(Sebuah Pembelajaran dari Kominikem Jepang) (Bandung. Alfabeta, 2009), 121-124.  



  

 
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which was in Katoi district that had been underway its blindness eradication program. Therefore, 

in accordance with the background, the writer raised the title of "Implementation of Illiteracy 

Program in Katoi District of North Kolaka, Indonesia" The writer decided to take the title 

because, the writer saw that this program needed to be evaluated to know how much benefit 

given the eradication stage of the illiteracy program was for program targets. 

 

LITERATURE REVIEW 

Implementation Concept 

Implementation can be interpreted in the context of the output, so that the planned 

program gets support such as the level of spending expenditure for a program. In the end, the 

highest level of impact of implementation has the meaning that there has been a measurable 

change in the broad problem associated with the program to be achieved. Implementation work 

effectively when the measures and objectives can be understood by the individuals responsible 

for a policy performance. 

According to Charles O. Jones (1991) there were three main activities that are important 

in the implementation of the policy, namely: 

1. Organization, constitutes the establishment or reorganization of resources, the methods units 

to make the program run (resource restructuring, unit formation, and methods for program 

implementation). 

2. Interpretation, interpreting for the program to be a proper and acceptable plan and direction 

and implementation (designing the program into acceptable and implemented plans and 

actions). 

3. Implementation, routine needs of payment or other services, tailored to the objectives or 

equipment of the program (funding support and others according to program objectives). In 

relation to such functional activity is from an organizational point can be seen from the 

actors or materials that play a role in the implementation of policies or programs with a focus 

on bureaucracy. 

 

Factors Affecting Implementation 

Factors or variables needed so that a successful policy implementation or major obstacles 

that leads to an implementation that failed, then there were four factors or variables in the 

implementation of public policy that were: 

1. Communication 

Policy and order decisions must be forwarded to the appropriate personnel before 

the decisions and orders can be followed, of course, the communication must be accurate 

and should be understood carefully by the implementers. However, many of the obstacles 

facing the transmission of implementation communications and these barriers may hinder 

the implementation of policies. Another aspect of communication concerning the 

implementation instructions was the issue of consistency, there were several things that 

meant: 

a. Disagreements between the executives and the orders issued by the decision maker. 

b. Information passes through layers of bureaucratic hierarchy 



  

 
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c. The capture of communication may be inhibited by selective perceptions and the 

unwillingness of the implementers to know the requirements of a policy. 

2. Resources 

Implementation orders may be forwarded carefully, clearly and consistently, but if 

the implementers lack the resources needed to implement the policy the input 

implementation tends to be ineffective. Thus, resources could be an important factor in 

implementing public policy. Important sources included: 

a. Adequate staff 

b. Good skills to carry out their duties 

c. Authority 

d. The facilities needed to translate the proposal on paper to carry out public services. 

3. Trends 

The tendency of the implementers was a factor that has important consequences for 

effective policy implementation. If the executors were kind to a particular policy and this 

means support was likely to implement the policy as desired by the original decision makers. 

Vice versa if the behavior of the implementers was different from the decision makers then 

the process of implementation of a policy becomes increasingly difficult. 

4. Bureaucratic Structure 

Bureaucracy was one of the most frequent bodies even as a whole executing policy. 

Bureaucracy either consciously or unconsciously chooses organizational forms for collective 

agreement, in order to solve social problems in modern life. 

Based on the observations made on the bureaucracy identified in six characteristics 

of bureaucracy namely: 

a. Bureaucracy elsewhere was elected as a social instrument aimed at addressing issues 

defined as public affairs. 

b. Bureaucracy was the dominant institution in the implementation of policy programs 

whose level of importance varies for each stage. 

c. The bureaucracy has a number of different purposes. 

d. Bureaucracy was not something neutral in their policy choices, nor was it fully controlled 

by forces outside of itself. 

e. Bureaucracy functions in a wide and complex environment. 

f. Bureaucracy was rarely dead; the instinct for survival was unquestionable. 

 

RESEARCH METHOD 

The type of research used in this research was qualitative research and descriptive 

method, i.e. Problem’s solving procedure investigated by describing or describing the state of 

subject or research object (someone, institution, society and others) at present based on facts 

that appear or as it is.8 

This research was conducted at Katoi District of North Kolaka, Indonesia. The location 

selection was based on the consideration of the ease of access to information, the cost and the 

                                                 
8 Nawawi, Manajemen Sumber Daya Manusia Untuk Bisnis Yang Kompetitif , Cetakan Kedua (Yogyakarta: Gadjah 

Mada University Press, 1985), 15.  



  

 
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limited time and in the Katoi district, there were still many indications of illiteracy. 

Data Source in this research were:  

1. Primary Data, i.e. data that was directly collected when conducting research in the field of 

recording interviews, direct observation through communication that was not directly about 

the subject matter. 

2. Secondary data shall be data collected by persons or institutions in the form of publications, 

reports, documents and other books relating to this research 

To obtain data in this study used data collection techniques as follows: 

1. Interview was a technique of data collection conducted through direct question and answer 

between researchers with informants that had been determined. In addition, to know the 

object data obtained by researchers conducted in-depth interviews with some key informants 

who understand the issues discussed to provide information in order to complete the 

required data. 

2. Observation, namely the way to obtain data through direct observation of the object of 

research to obtain information or data relevant to the object of research. Furthermore, 

researchers understand and analyze various symptoms related to the object of research, 

3. Documentation, i.e. data collection conducted by reviewing documents either in the form of 

reference books or regulations or articles relating to this research in order to complete the 

data related to this research, as well as how data collection and literature review, where 

documents were considered support and relevant to the issues to be studied either in the 

form of books, literature, annual reports. 

Data analysis techniques used in this study was a qualitative descriptive, data analysis 

techniques in which the type of data in the form of information both oral and written that were 

not numeric. Data grouped to make it easier in filtering where the data needed and which were 

not. After grouped, the data the writer describe the form of text to be more understood. After 

that, the writer drew conclusions from the data, so it could answer the subject of research 

problems. To analyze various phenomena in the field, the steps taken were as follows: 

1. Information gathering through interviews, direct observation and documentation; 

2. Data reduction was the selection process, the focus on simplification, the transformation of 

rough data arising from field notes. This step aimed to select which information was 

appropriated and not in accordance with the research problem. 

3. Presentation of data, after the data was reduced, the next step analysis was the presentation 

(display) data. The presentation of data was directed to reduce the result data organized, 

arranged in a relationship pattern, so that more easily understood. The presentation of data 

could be done in the form of narrative descriptions. In this step, the researcher tried to 

compile the relevant data, so that the information could be inferred and had a certain 

meaning. The process could be done by displaying and creating relationships between 

phenomena to interpret what really happened and what needs to be followed up to achieve 

research objectives. Good data display was an important step towards achieving a valid and 

reliable qualitative analysis. 

4. The final stage is to draw conclusions that were done carefully by verifying in the form of a 



  

 
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review of field notes, so that the existing data were validated.9 

 

 

RESULT AND DISCUSSION 

In this study, the District Technical Implementation Unit of Katoi District, the 

informant becomes fundamental in relation to the characteristics of the informant because to 

know the composition or percentage of informants by 15 informants expected to represent the 

PKBM management and the community as a whole in Katoi District North Kolaka, Indonesia. 

Regarding the age and education of informants could be seen below: 

1. The Age of Informant 

Based on the research result in the field that the informant of this study was at the 

age of 35 years up to 55 years and over. Informant in the age group 35-40 years as many as 7 

people while the informants who were in the age group 41-55 years and over as many as 8 

people. 

2. The Level of Informant Education 

The results of the field study showed that the informants who were in the education 

level (S1) as many as 6 people while the S2 was 1 person and the informants who were in 

secondary education level were 4 people, while the informants who were in junior high 

school education level were 5 people, it were that average the average informants who were 

made in this study already had a reliable level of education. 

The education sector still plays an important role in improving human resources in 

Indonesia was low quality. In order for human resources in Indonesia to compete and play a 

minimal role in their own country, a plan was needed to improve education in Indonesia, 

including Non Formal and Informal Education. It cannot be denied that there are still many 

human resources in Indonesia that are not competent, this was influenced by low level of public 

education even many people, especially in rural areas that do not have education at all so 

illiterate. To reduce the level of illiteracy in Indonesia, the government must make efforts to 

develop Indonesian people as a whole. 

The essence of human development is to improve the quality of human and community 

resources in order to be able to participate actively in development and able to increase efficiency 

and productivity for the improvement of the welfare of his life. To achieve the prosperous 

society, the main barometer was education. The backwardness of education will result in delay in 

absorbing information related to progress, especially those who are illiterate are very difficult to 

compete, nor can they have the opportunity to earn decent work and income and are unable to 

participate in every stage of development. 

In an effort to improve the level of literacy of the community, the District Technical 

Implementation Unit of the Katoi District Education Office organizes the Illiteracy Eradication 

Program with forms of learning aimed at learning to be able to write, read, count and analyze 

thematically. Citizens learnt not only to get academic learning materials, but also learners were 

given skills training that was easy to apply in everyday life and that was appropriate with the 

                                                 
9 Sugiono, Memahami Penelitian Kualitatif  (Bandung: CV. Alfabet, 2002).  



  

 
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circumstances in the area surrounding the residence of the studying residents. 

In the implementation of a government program there were generally obstacles or 

shortcomings that occur in the implementation process. To minimize these obstacles, it was 

necessary to evaluate the implementation of programs that had been or were being implemented. 

Evaluation of a program was intended for the implementation of future programs could run 

better. 

Through illiteracy eradication program consisting of 3 stages: the eradication stage, the 

stages of coaching, and the stage of preservation of this community was not only given the 

material reading, writing, counting data thematic analysis but also given the material that was 

functional i.e. the material related to the easy skills applied in everyday life.10 

After the implementation of this illiteracy eradication program, the economic impact that 

the government hopes for the community is the society capable of entrepreneurship 

independently with the provision of skills that have been given during this government program. 

That way, what the government's goals can be achieved. After the evaluation of the 

implementation of a program it is expected that the results of the evaluation can be useful for the 

improvement of the program itself in the future. 

Implementation of the Illiteracy Eradication Program, the researcher had conducted in-

depth interviews consisting of 3 aspects: first organization consisting of organizational structure, 

executing expertise, second interpretation was the implementation in accordance with the 

provisions of the regulations, the implementing guidance and technical guidance, and the third 

implementation or implementation which ran according to work procedures, work programs and 

activity schedules based on Charles O. Jones’ theory. 

To obtain a more detailed description of Charles O. Jones's theory, the most important 

main activity in the implementation of North Kolaka Regency's regulation were organization, 

interpretation and implementation or implementation: 

1. Organization 

Each organization must have the organizational structure, the existence of qualified 

human resources as executive staff and equipment or tools work and support with a clear 

tool. Organizational structure provides a clear picture of the position, tupoksi and was a 

working guide for employees to realize the vision and mission North Kolaka regency in the 

field of education. 

In the case of the implementation of illiteracy eradication program in North Kolaka 

District especially in Katoi Sub District was supervised by the Department of Education of 

Youth and Sports of North Kolaka Regency and delegated to each District Technical 

Implementation Unit in all subdistricts in the District of North Kolaka, with the goal that 

people can enjoy free education. 

Target group was one of the most important things to be assessed, because the target 

group participate in determining the successful implementation of the Illiteracy Eradication 

program implemented by the District Technical Implementation Unit of Katoi District 

Education Office. 

                                                 
10 Djudju Sudjana, Evaluasi Program Pendidikan Luar Sekolah  (Bandung: PT Remaja Rosdakarya, 2006), 27.  



  

 
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From the results of research could be captured an information that takes the tutor to 

activate the implementation of Literacy Eradication program. This was because society feels 

unnecessary and did not feel loss even though not following it. But there were also people 

who were eager to learn to read and write 

In addition, many residents learn who had very low learning motivation so as not to 

keep the learning schedule that has been set. There were citizens who did not want to come 

to study if not picked up by his own tutor, there was embarrassment to participate in learning 

activities, there were reasons for a lot of work then they discontinue their intention to learn, 

or even some were indeed lazy to participate in learning. Seeing this tutor was very 

instrumental to motivate the citizens to learn to have full awareness to follow the learning 

process. Tutors also had a great influence in the successful implementation of this Illiteracy 

Eradication program 

After reviewing the problem, solution should be sought to overcome the attitude of 

the lazy citizens to follow the learning process, for example: by giving interesting material 

and which was favored by the learners. The material submitted should also adjust to the 

wishes of the citizens to learn and not fixate on the module because sometimes the material 

that was on the module could not be accepted by the citizens of learning, and the citizens 

learnt not to want if the material submitted they did not like. Therefore, it took 

communication between the tutor and the residents to learn what material would be studied. 

But in essence learning aimed to citizens learn to be able to read, write, and count. 

Learning activities of the Illiteracy Eradication program had received support from 

the Government in the form of providing facilities and infrastructure for the learning 

community so that the residents learnt not be required to pay the slightest. Facilities and 

infrastructure was very standard in the form of stationery, but it could support the running 

of learning process of Literacy Eradication program. 

From the results of the research could be seen that the needs of studying citizens had 

been fulfilled in terms of facilities and the infrastructure. In the sense, there was already 

available adequate facilities and infrastructure for citizens learning illiteracy eradication 

program in Katoi district. Although the facilities and infrastructure were still simple but had 

been able to support the learning process of Literacy Eradication Program. 

Funding for the implementation of the Illiteracy Eradication program was from the 

North Kolaka Government Budget. The Local Technical Implementing Unit of the Katoi 

District Education Office submits a proposal to each of these sources of funds in the 

context of implementing the Literacy Eradication program. 

Obtaining funds from APBD for each study group in Kecamatan Katoi,  covering: 

Lanipa-Nipa Village, Simbula Village, Maruga Village, Katoi Village, Ujung Tobaku Village, 

and Lambuno Village Total fund per group was Rp 3,170,000 with details as following: 

a. Honorarium identification of citizens/tutors for illiteracy activities: Rp 50.000 

b. Stationary Shopping: 

1) Shoping stationery for studying citizens Illiteracy program: Rp 100.000 

2) Stationery expenses for administration of illiteracy activities: Rp 230.000 

c. Shopping doubling: 



  

 
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1) Printing and copying of test items for the assessment of Illiteracy: Rp 45.000 

2) Printing and duplication spending for reporting Illiteracy activities: 

3) Printing and duplication spending for District level reporting: Rp 10.000 

4) Printing and duplication spending for Sub-district reporting: Rp 15.000 

5) Printing and duplication spending for Village level reporting: Rp 20.000 

d. Expenditure of raw materials. Expenditure of skills and materials of activity activity of 

Illiteracy: Rp 600.000 

e. Area travel expenses (travel expenses for tutors and organizers as well as transport 

spending on illiteracy activities) 

a. Tutor: Rp 1.500,000 

b. Organizer: Rp 600.000 

The amount was the result of the approval of the proposed proposal. With that 

number, the officers of the District Technical Implementation Unit of Katoi District 

Education Office gave the funds to each organizer to immediately realize in the form of 

learning activities. Provision of funds was done transparently in the Office of Technical 

Implementation Unit of the District Education Office Katoi. 

In practice, the amount of funds was still very limited and very limited, both with 

respect to the cost of teaching and tutor fees and tutors and organizers. But the education 

system of Illiteracy Eradication program was with a humanitarian mission that was to help 

our brothers to be literate so that tutors and organizers must have a high humanitarian spirit 

because the available funds was not worth the workload 

The result of this research was concluded that actually the fund from the government 

was not sufficient for the implementation of this illiteracy eradication program, but the 

greatness of the heart and the willingness of the tutors in trying to succeed the government 

program in the case of Eradicating Illiteracy among society, able to neutralize the obstacle. 

2. Interpretation 

In relation to Interpretation, what we want to know was whether the implementation 

of illiteracy eradication program was in accordance with the implementation guidelines and 

technical guidance contained in the Law of the Republic of Indonesia Number 20 of 2003 on 

the National Education System applicable and in accordance with the direction of the 

authorized officials. 

The results explained that the illiteracy eradication program was one of the 

government's efforts to educate the nation's life as stated in the Law of the Republic of 

Indonesia Number 20 of 2003 on the National Education System. So, the North Kolaka 

government did not want to miss the intellectual life of the nation, especially for the people 

illiterate. 

The purpose of the Illiteracy Eradication program in Katoi District were: 

a. Eradicate illiteracy and provide learning opportunities for community members aged 15 

years and over who have not had the opportunity to obtain education. 

b. Providing business skills while studying to citizens to improve the quality of life. 

c. Providing insight to the community about the importance of learning and having 

knowledge and skills. 



  

 
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The objectives of the Illiteracy Eradication program according to the Ministry of 

National Education as follows: 

a. Improve knowledge of reading, writing, numeracy, and thematic and functional skills to 

improve the quality of human and community resources to be able to participate actively 

in development and able to increase efficiency and productivity for the improvement of 

the welfare of his life. 

b. Exploring the potentials and sources of life that exist in the environment around the 

people learn to solve their literacy problems. 

c. Provide skill provision to the learners to be independent. (Ministry of National 

Education Directorate General of Outside Education, 2006: 31). 

From the results of the study could be concluded that what was the purpose of this 

Illiteracy Eradication program has been in accordance with what was desired by people with 

illiteracy. The existence of conformity of government goals to eradicate illiteracy and the 

desire of the community to want to follow the learning process in order to have the ability to 

read, write, and arithmetic and acquire functional skills in accordance with the potential of 

the region in their respective regions. 

Judging from the objectives of the Illiteracy Eradication program, it could be seen 

also who was the target of the implementation of this program. Objectives of the Illiteracy 

Eradication program were community members aged 15 years and over who have not had 

the opportunity to obtain education. 

It could be concluded that the objective of the Illiteracy Eradication program was in 

accordance with its objectives. Residents of learning who follow this illiteracy eradication 

program has been in accordance with the targets set by the implementer of Literacy 

Eradication program. 

3. Application 

Implementation of the intention was the rules/policies in the form of 

implementation and technical guidance that had been run in accordance with the provisions, 

for the implementation of this policy must also be equipped with the existence of clear 

working procedures, work programs, in the implementation of tax-related. 

Implementation in illiteracy eradication program which was intended in this research 

which was in accordance with technical guidance and also has working procedure. In this 

case was the formation of recruitment of teachers in accordance with its formation 

procedure, after the formation of the board of literacy eradication proceed to hold 

socialization for recruitment candidate tutor. 

The Literacy Eradication Program conducted by Non-Formal and Informal 

Education Inspector at the District Technical Implementation Unit of Katoiini Sub-district 

Office was conducted in April 2016. Non-Formal and Informal Education Auditors 

socialized the Illiteracy Eradication Program on village apparatus and local community 

leaders to be publicized to the community. But there were obstacles in the process of 

socialization was the difficulty of convincing people to follow this program,  because people 

do not need it. In addition, socialization was also to determine who can be the organizer and 

tutor. The organizer was the person or institution that organizes the Literacy Eradication 



  

 
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program, while the tutor was the teacher or the person who teaches on the learning process 

of Literacy Eradication Program. 

The form of organizers can be individual or group. For individuals was anyone who 

has the desire to serve in the world of education and willing to organize this Illiteracy 

Eradication program. Whereas, if the organizer of the institution was a community 

organization. Religion, NGOs, foundations, and others who had the will to organize the 

Literacy Eradication program. For organizers criteria for individuals were as follows: 

a. Minimum high school education 

b. Having experience in education activities at least 2 years 

c. Able to provide learning facilities and infrastructure. 

d. Not involved criminal acts 

While the criteria for organizers of an institution were as follows: 

a. Having a Certificate/Legal Entity/Articles of Association and Bylaws 

b. Having experience managing education activities at least 3 years. 

c. Having illiterate data. 

d. Having learning facilities and learning 

e. Having tutor and administrative staff 

f. Having a network with other agencies (local, national, and international) 

In the process of determining the organizers also identified who could be a tutor for 

the study group to be implemented. Every citizen who was summoned by his soul to help 

teach others can be a tutor with the following criteria: 

a. Minimum education or equivalent 

b. Reside in the location of learning activities implemented (coming from the local area) 

c. Able to manage the learning process in accordance with the learning needs of citizens to 

learn and master the substance of material that would be learnt 

d. Able to develop participatory learning methods and having a high commitment to their 

duties and obligations as tutors. 

For the Illiteracy Eradication program in Katoi District, the organizers were all 

individuals. In conducting socialization and determination of identification of organizers and 

tutors conducted intensively by District Technical Implementation Unit of Katoi District 

Education Office which involved village apparatus and local community leaders such as 

Village Head, RT Head and RW Head. This was because they were more aware of the 

characteristics of their village and can identify who could be the organizer. 

For the selection of tutors were usually also submitted to the local village device. 

Tutors were taken from the local community with the consideration that the tutor was 

expected to understand the character of the village and the community. In the 

implementation, the selection of tutors and organizers did not have to match the above 

criteria because not necessarily people who met the criteria would be the organizer and tutor 

because the task was very heavy. 

From the results of the study indicated that the selection of tutors and organizers 

should not be absolutely appropriate criteria established by the Government. The election 

takes precedence that had a high social spirit and willing to serve for the community, this was 



  

 
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related to the implementation of illiteracy programs that were non-formal. 

In the process of recruiting the organizers and tutor of this illiteracy eradication 

program, it netted as many as 26 organizers and 26 tutors who were willing to help the 

implementation of Literacy Eradication program. 

After the tutors and organizers were selected, the tutor and the organizer were 

summoned to the District Technical Implementation Unit of the Katoi District Education 

Office to be briefed on the Lesson of Illiteracy Learning program and given the module into 

the learning curriculum. The module was from the District Government of North Kolaka 

with teaching materials was thematic material that was teaching materials used to learning 

citizens of people with illiteracy in order to have the ability to write, read, count, and analyze 

thematic, oriented to the fulfillment of daily life needs by exploiting the potential there in the 

neighborhood.  

Once determined who will be the organizer and tutor then do initial data collection 

to identify potential citizens learning illiteracy eradication program in each village. Data 

collection was the authority of each village that can be done by the Head Direct Village or 

Village Head appoints local community figures such as PKK mothers, or those who 

understand the characteristics of the village to do data collection directly. The data obtained 

was used as the basic data of any village that needs to be held Illiteracy Eradication program. 

The village head was given a maximum of 1 month in the data collection of prospective 

study residents in their respective areas. It was scheduled that the data collection stage of 

prospective participants was held in May 2016 ago. 

The data collection was conducted by Non-Formal and Informal Education Auditor 

and assisted by village apparatus, community leaders and tutors as well as organizers of the 

Illiteracy Eradication Program by plunging directly into the community and providing 

socialization about the Literacy Eradication program and giving understanding about the 

importance of this program. They offer to the community to participate in illiteracy 

eradication program for free. They also try to give understanding to people with illiteracy to 

be willing to follow this program. From the data collection of prospective citizens studying 

the period of 2015/2016, netted 394 people with illiteracy in Katoi District. Prospective 

citizens learned a total of 394 people. 

There were still many village apparatus as well as community figures who were less 

responsive to what was submitted by Non-Formal Education and Informal Observers of the 

Regional Technical Implementation Unit of Katoi District Education Office which was 

assigning the village officials and local community figures during the process of 

disseminating the Blind Eradication Program Script to its citizens, whereas the performance 

of Non-Formal Education Officer and Informal Unit of Regional Technical Implementer of 

Katoi District Education Office was quite good. It results in data coming into the office was 

not as expected or the results of data collection was not as expected. 

To overcome this matter, Non-Formal and Informal Education Auditors must be 

selective in choosing village apparatus that will be assigned to socialize the Illiteracy 

Eradication program and to record the prospective learners by selecting people who had 

willingness and care for people who still hold the status of blind script. 



  

 
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From the description above, showed that the data collection of prospective residents 

studying in Katoi District has been done by various parties, namely from the Technical 

Implementation Unit of the District Education Office, tutor and the program organizer of 

Illiteracy Eradication, village apparatus, and community leaders. In the process of data 

collection prospective residents learn there were only a few obstacles, namely the low 

responsiveness of village institutions and local community figures in socializing and also 

record prospective citizens learn the program of Illiteracy Eradication. Selection of the right 

people, could be the solution. 

Tutor was a teacher or person who taught on the learning process of Literacy 

Eradication Program. They were the ones who were called to their souls to help teaching 

others even with very little rewards. General criteria as a tutor was to have a minimum of 

high school or equivalent and able to manage the learning process in accordance with the 

needs of citizens to learn and master the substance of the material that would be learnt. 

Seeking tutors with predetermined criteria but all tutors who taught in the Literacy 

Eradication program had met the general criteria as a tutor in the implementation of this 

program. As mentioned earlier, the general criteria for becoming a tutor in this Literacy 

Eradication program was to have a minimum of senior high school and the tutors obtained 

were those who had concern for people who were illiterate. 

 

CONCLUSION 

Based on the results of research on Implementation of Illiteracy Eradication Program in 

Katoi District North Kolaka, Indonesia, it could be concluded that: 1) Organization. The results 

of the study concluded that the implementer of the illiteracy eradication program in Katoi 

District was a Community Learning Activity Center established by the Department of Education 

of Youth and Sports through the Technical Implementation Unit of the Service.  2) 

Interpretation. The target of the Illiteracy Eradication program was in line with its objectives. 

Residents of learning who follow this illiteracy eradication program had been in accordance with 

the targets set by the implementer of Literacy Eradication program. 3) Application. Selection of 

tutors and organizers should not be absolutely appropriate to the criteria established by the 

Government. Selection of the tutor causes the main obstacle in the implementation of the 

program was because there were still lazy tutors come to teach because the election was not 

based on having high social soul and willing to serve for the community. 

The researcher provides input to the implementation of Literacy Eradication program as 

follow: 1) The socialization conducted by the Regional Technical Implementing Unit of Katoi 

District Education Office should be improved, by conducting routine socialization in each 

village on the benefits of the Illiteracy Eradication program. It aims to maximize the arising of 

illiterate citizens and make them have a high awareness in following this government program.  2) 

The Regional Technical Implementing Unit of the Katoi District Education Office as the 

motivator and facilitator of the Literacy Eradication program should coordinate and propose an 

increase of budget so that program implementation can be improved. This was because the 

funds from the government were inadequate for the implementation of the Illiteracy Eradication 

program. 3) Although the Illiteracy Eradication Program was Non-Formal Education, but the 



  

 
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Government should also pay attention to the welfare of the organizers and tutors as was the case 

with Formal Education by providing adequate facilities and adequate infrastructure and 

honorarium. 4) The Regional Technical Implementation Unit of the Education Office of Katoi 

should pay more attention to the development of the learning community after completion of 

this program, especially the realization of the government's goal to establish its citizens to be 

truly able to improve the economics of its citizens, by giving encouragement to open businesses 

and lending capital to the learning community. 

 

 

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