Abstrak Kemajuan suatu negara ditentukan salah satunya oleh kualitas sumber daya manusia, maka peran pendidikan sangat penting. Menurut catatan capaian pendidikan nasional, Papua menjadi salah satu daerah dengan capaian pendidikan yang rendah. Dalam konstitusi, telah jelas bahwa negara menjamin hak untuk memperoleh pendidikan bagi setiap warga negaranya secara adil dan merata. Tetapi, pada praktiknya, masih adanya hambatan, khususnya dalam kerangka Otonomi Khusus yang diatur dalam UU No. 2 Tahun 2021 tentang Perubahan Kedua atas UU No. 21 Tahun 2001 tentang Otonomi Khusus Bagi Provinsi Papua. Pemberian status Otonomi Khusus tersebut juga mempengaruhi alokasi anggaran yang diberikan, juga secara khusus untuk sektor pendidikan yang menjadi salah satu sektor prioritas Otonomi Khusus. Penulisan ini menemukan sejumlah fakta melalui data yang ada, bahwa jumlah anggaran yang diberikan Pemerintah Pusat kepada Pemerintah Daerah Papua tidak berbanding lurus dengan peningkatan mutu pendidikan di Papua. Abstract The quality of human resources determines the progress of a country, so education is essential. According to national education achievement records, Papua is one of the regions with low educational attainment. In the constitution, it is clear that the state guarantees the right to education for every citizen fairly and equitably. However, there are still obstacles in practice, especially in the framework of Special Autonomy regulated in Law no. 2 of 2021 concerning the Second Amendment to Law no. 21 of 2001 concerning Special Autonomy for the Province of Papua. The granting of the Special Autonomy status also affects the budget allocation given, also specifically for the education sector, which is one of the priority sectors of Special Autonomy. This writing finds several facts through existing data that the amount of budget given by the Central Government to the Papua Regional Government is not directly proportional to the improvement of the quality of education in Papua.
The implementation of the social and environmental responsibility program (TJSL) has been mandated through Law Number 40 of 2007 concerning Limited Liability Companies (UUPT). Article 74 paragraph (1) UUPT. The implementation of the CSR program is a manifestation of efforts to build good reciprocal relationships with all stakeholders, both the government and all elements of society. Often, in the implementation of the CSR program, the benefits received by the community are not appropriate or do not have a maximum impact on the community and the environment. This study aims to determine the concept of community participation contained in the CSR or CSR guidelines in accordance with ISO 26000. The research methods used in this study are normative legal research methods and descriptive qualitative research methods. This method is used to study, maintain, and develop positive legal structures with logic buildings with a written guideline approach. Community participation in the implementation of Social and Environmental Responsibility (TJSL) is absolutely necessary to be given proper space. Community participation not only allows the community to receive program benefits, but is also active in all processes or stages in the implementation of CSR. ISO 26000 emphasizes the importance of community participation in Social Responsibility (SR) in the main issues of community development. Community involvement and development is an integral part of the concept of sustainable development.
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