东帝汶中南部选区的村庄人事部的社会化和教育拨款拨款

Jefirstson Richset Riwukore
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摘要

目的:开展社区服务活动的目的是对村干部进行教育,使其了解村级资金分配的复杂性,具备对村级资金分配管理中存在的问题进行评价和分析的能力。方法:本社区服务的实施采用焦点小组讨论(FGD)方法。参与的伙伴都是东帝汶登加西拉丹区的村长,以及东帝汶登加西拉丹区的Dinas Pemberdayaan Masyarakat。参与者采用目的性抽样的非概率方法确定。基于这种技术,FGD参与者的数量为267人。实施fgd的机制包括话语和评估。话语是通过信息共享、知识共享和关系进行的。同时,对结果的评价采用非检验方法,采用直接开放式问卷。结果:由于村长人力资源有限、配套基础设施有限、指导和帮助有限、村干部能力建设活动尚未以村庄需求为导向、规划和政策之间利益不适应等原因,村级资金分配管理在该村的实施仍然存在问题和障碍。政府以村为本,部门自负。结论:开展的活动对参会者有一定的教育作用,使参会者对村级资金分配管理有一定的认识。此外,与会者还能够评价在执行村资金,特别是与村资金分配有关的问题和障碍。此外,参与者还能够从村长到中央政府层面,向村资金利益相关者(尤其是政府)重新构建改善村资金分配管理的建议。
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Sosialisasi dan Edukasi Alokasi Dana Desa kepada Aparatur Desa di Kabupaten Timor Tengah Selatan
Purpose: The purpose of implementing community service activities is to provide education to village officials so that they have an understanding of the complexity of village fund allocations and the ability to evaluate and analyze problems in village fund allocation management. Methodology: The implementation of this community service uses the focus group discussion (FGD) method. The partners involved were all village heads in the District of Timor Tengah Selatan, and the Dinas Pemberdayaan Masyarakat of Timor Tengah Selatan District. Participants were determined by non-probability by purposive sampling. Based on this technique, the number of FGD participants was 267 people. The mechanism for implementing FGDs consists of discourse and evaluations. Discourse are conducted through information sharing, knowledge sharing, and relations. Meanwhile, the evaluation of the results was carried out through a non-test method using a direct-open questionnaire. Results: The implementation of village fund allocation management in the village is still a problem and obstacle caused by the limited human resources of the village head, limited supporting infrastructure, limited guidance and assistance, capacity building activities for village officials who are not yet oriented to village needs, programming and policies that are not adaptive between interests. government to the village, and sectoral ego. Conclusion: The activities carried out can educate so that participants have knowledge of the management of village fund allocations. In addition, participants were able to evaluate problems and obstacles in implementing village funds, especially those related to the allocation of village funds. In addition, participants were able to reconstruct recommendations for improving the management of village fund allocations to village fund stakeholders, especially the government, from the village head itself to the central government level.
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