The student participants of the camp at TSAP Sebanjar listened to an explanation of education issues by Makris Mau, a senior village assistant of Alor regency. Makris invited all students to think about education in the village. Common observation shows that many schools end at 10 am due to teacher shortage. How could it happen? It is not just a matter of limited teaching staff, but also lack of appropriate salary. Compared to Papua, the salary for contract teachers reaches up to two million rupiahs. Moreover, private parties take part in recruiting special teachers considering the importance of education to change a nation.
The resource person then invited students to observe the sources of people’s income and their allocation. For example, after they have incomes from candlenuts, vanilla, fish, livestock, and food crops, what they allocate the money for? Health, micro business, education, or parties? It will be interesting if it is examined because most people work for consumption. Related to economic actors, can we calculate how many entrepreneurs or small entrepreneurs are, and how many people run a kiosk in the village? In urban areas, the service sector is developing fast, from trade and culinary, like in Kalabahi mini square, however the workers are people coming from outside Alor. The condition affects economic development in Alor.
The market chain in Alor takes a long stage, so farmers get less benefit. Even though Alor is rich in fishery, no one invested in it, it is in contrast to East Flores. There is a large tuna factory that employs local manpower. Furthermore, Alor has tourism potency but is not well-optimized, for example, Kepa island dan Wolwal are managed by Frenchman, Jawa Toda’s Pantar island is handled by German, and Hirang is also developed by expatriates. Tourism will develop if the private sector takes the role and so does the government as regulator, so it is necessary to invite private investors to Alor. The potency of agriculture, culture, plantation, and forestry in Alor is competitive with other regions. For the reasons above Makris Mau encouraged the participants as well-educated students to return to their origin to contribute positively to village development by complementing mastery of digital technology.
There are several things to do in respond to the requirements above, such as 1) responsive capacity, sensitivity to be responsive to community aspirations; 2) the extractive capacity of the community and village government, namely the ability to mobilize and optimize village assets; 3) regulatory capacity, namely the ability to understand village development regulations; 4) distributive capacity, namely, the ability to share resources, who can work in the development sector, etc, according to the needs of the community; 5) collaborative capacity, that is, the ability of the village government and its citizens to build cooperative networks.
These capacities are the requirements for the participants to assist the
improvement of the village government and its apparatus capacity. Now, young
people understand the potencies of the village and how to develop it. ***
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