Implementation Model For Improving The Quality Of Early Childhood Education In Pekanbaru City

Reni Bafita; Seno Andri; Febri Yuliani; Ria Novianti

doi:10.36378/internationalconferenceuniks.v3i1.5317

Reni Bafita Universitas Riau
Seno Andri Universitas Riau
Febri Yuliani Universitas Riau
Ria Novianti Universitas Riau

DOI: https://doi.org/10.36378/internationalconferenceuniks.v3i1.5317

Keywords: Early Childhood Education, Policy Implementation, Edward III, Mazmanian And Sabatier, Governance, Education Quality, Pekanbaru City.

Abstract

Improving the quality of Early Childhood Education (ECE) has become a strategic priority in human capital development, particularly in decentralized education governance systems. This study aims to analyze and formulate an implementation model for improving the quality of Early Childhood Education in Pekanbaru City, Indonesia. The research employs a qualitative case study approach involving in-depth interviews with 23 key informants, including officials from the Pekanbaru City Education Office, heads of ECE institutions, teachers, parents, and community leaders. The study is further supported by document analysis of national and local regulations, institutional reports, and statistical data, as well as field observations conducted across 15 sub-districts. The analysis integrates Edward III’s policy implementation model—comprising communication, resources, disposition, and bureaucratic structure—with Mazmanian and Sabatier’s top-down implementation framework emphasizing policy standards, objectives, and environmental variables. The findings indicate that although the regulatory framework for ECE in Pekanbaru is structurally well-established and normatively aligned with national standards, implementation outcomes remain uneven across institutions. Resource disparities, variations in teacher qualifications, administrative workload, and socio-economic differences among communities significantly influence policy effectiveness. Communication mechanisms and bureaucratic procedures are formally organized but require greater clarity, coordination, and contextual adaptation to ensure consistent implementation. The study proposes an integrated implementation model highlighting the dynamic interaction between policy clarity, resource adequacy, implementer commitment, bureaucratic coordination, and external environmental conditions. Strengthening technical communication, expanding continuous professional development, reducing institutional disparities, and institutionalizing collaborative governance mechanisms are identified as key strategies for improving ECE quality. The findings contribute theoretically by integrating two major implementation frameworks and practically by offering a contextualized model applicable to decentralized education systems.

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