Implementation Analysis of the Aceh Scholarship Program Distribution at the Human Resources Development Agency of Aceh Province (An Implementation Study Based on Governor Regulation No. 58 of 2017 concerning Scholarships

1. Introduction

The "Aceh Carong" program has shown that the Aceh Provincial Government is serious about focusing on human resources quality improvement. This program has been implemented since 2017 until 2022. It can be said that "Aceh Carong" program was one of the most important breakthroughs done by the Irwandi-Nova Iriansyah administration. Its success depends on the real involvement of all concerned parties in order to implement this program sustainably. The Aceh Provincial Government has provided 938 scholarship quotas via the "Aceh Carong" scholarship recruiting program to poor people and conflict victims, conditional to their participation in the final selection process conducted by the BPSDM of Aceh Province along with the university.

Nevertheless, a major issue has arisen with the failure to make proper use of the “Aceh Carong” scholarship by the beneficiaries thereof. Some of the students have used the money for personal pleasures like buying mobile phones although the objective of the scholarship was to help the poor students in their academic excellence. So far, the “Aceh Carong” scholarship has been awarded only to students belonging to economically poor families.

The purpose of giving the Aceh Carong scholarship by the government is to improve the academic achievements of the scholarship recipients. But there is a problem here since the scholarships are not going to those who should get them according to the 3T theory (targeted accurately, distributed in quantity accurately, and at the right time). This disparity is seen in the way the scholarship funds have been misallocated according to the real needs of the students, and there were some who were not from disadvantaged backgrounds (Hidayat et al., 2021). Moreover, there is evidence of scholarships being used as additional pocket money by students whose parents have relatively high incomes. A consistent problem is that of consumption by students, who prefer to spend their money on lifestyle expenses rather than essential requirements from the scholarship money they receive.

Other issues that have been noted concerning the scholarship policy of Aceh Carong include state loss as a result of scholarship related cases in Aceh province. The Financial and Development Supervisory Agency of Aceh reported the loss of state money totaling 10 billion rupiahs as a result of scholarship related cases in Aceh Province. Other issues of concern in the scholarship policy involve the accusation of some people in Aceh BPSDM who were involved in the manipulation of the admissions process to ensure certain preferred individuals were accepted as part of the scholarship recipients (Setyadi, 2021).

The irregularities in the execution of the Aceh Carong Scholarship program in 2019 are characterized by allegations of misconduct in the identification of the beneficiaries, leading to many cases of fraud and corruption. In reaction to this issue, the Governor of Aceh in 2019 directed the Aceh Inspectorate to investigate the scholarship program team in the BPSDM of Aceh. Upon this instruction, the Aceh Inspectorate performed various forms of investigations, including interview sessions with the scholarship beneficiaries and tracking of the money flow. The outcome was strong evidence of criminal corruption. This investigation finding has been documented in an Audit Findings Report, which has been submitted by the Aceh Inspectorate Head to the Aceh Regional Police.

The existence of indications that scholarships have been deducted by some unauthorized people implies that the scholarships' distribution in Aceh province is poorly managed. From the beginning, there have been many irregularities in the implementation of the Aceh Carong scholarship program since the distribution of scholarships' money should be done openly and in compliance with some rules where the distributed money will equal the budgeted money without any deduction by the unauthorized people. The reason for this is the fact that the scholarship program is meant for Aceh's younger generation to help Aceh develop its human resources for the betterment of the community especially the students who can use the information to develop Aceh in the future.

For that reason, this research explores the Aceh scholarship program from two important perspectives: the procedure in acquiring the Aceh Carong scholarship and the application and advantages of this scholarship. As per the problems stated above, the researcher would like to conduct a research entitled "Analysis Implementation of Aceh Scholarship Program Distribution at the BPSDM of Aceh Province."

2. Literature Review

According to (Westra et al., 1989), Policy implementation may be defined as the set of actions taken to achieve political plans through the use of formulated and legalized policies. Policy implementation involves ensuring that all the required tools and resources are prepared, knowing who should implement the policy, identifying the place where the implementation will take place, and setting up a schedule on when to begin the activities and when to end them.

Furthermore, (Mazmanian & Sabatier, 1983) assert that the essence of policy implementation lies in a deep understanding of what actually occurs after an official program has been declared effective or has finished being formulated. The main focus of implementation lies in the various events and activities that emerge following the enactment of public policy, which encompasses not only the administrative efforts involved in managing the policy, but also the real impacts and effects it produces on society at large.

(Meter & Horn, 1975) define policy implementation as a series of actions carried out by individuals or groups within governmental institutions, directed toward achieving the goals established in a policy decision. Both scholars argue that the process of policy implementation unfolds in a linear fashion, encompassing three interconnected main elements, namely public policy, policy implementers, and policy performance itself. Meanwhile, from the perspective of Primordialism, this approach views religious phenomena as rooted in fundamental bonds within social groups formed on the basis of regional, religious, cultural, and linguistic identity, as well as social organizational structures that are inherently given and difficult to dispute. This approach further explains how the interests of individuals as members of a religious group serve to sustain the interests of the group and its leaders, while also functioning to reinforce religion's position as a source of social strength and influence.

(Meter & Horn, 1975) put forward a basic model consisting of six variables that shape the linkage between policy and performance. These six variables include: (1) resources, particularly financial resources; (2) standards and objectives; (3) characteristics of the implementing agencies; (4) interorganizational communication and enforcement activities; (5) disposition of the implementors; and (6) economic, social, and political conditions surrounding the implementation process. Based on the explanation above, it can be concluded that the components of identity politics encompass various dimensions such as race, gender, ethnicity, cultural orientation, and other forms of political identification. Identity politics is essentially a political act carried out through various efforts to channel group aspirations in order to influence the direction of policy, control the distribution of values considered important, and ultimately, the most fundamental demand of all: the right to self-determination on the basis of a particular ethnic or group identity.

These factors are not only related to policy performance individually, but also interact with and influence one another reciprocally. The policy implementation approach developed by (Meter & Horn, 1975) is known as the policy implementation model, which views the implementation process as an abstraction of a policy designed to achieve an optimal level of implementation performance through the interaction of various interrelated variables. This model provides guidance that the policy implementation process essentially unfolds in a linear and continuous manner, starting from the stage of political decision-making, continuing through the stage of execution by implementors, and ultimately producing public policy performance that can be measured and evaluated comprehensively.

3. Research methods

This study employs a qualitative approach, namely a research procedure that produces descriptive data in the form of written or spoken words from informants, as well as directly observable behavior in the field. Given these characteristics, qualitative research is essentially descriptive in nature and places greater emphasis on in-depth analysis of the phenomenon under study. The object of the research is focused on specific individuals or groups, enabling the researcher to comprehensively reveal and analyze the implementation of the Aceh Carong scholarship program for students in Aceh Province in 2019.

Data collection is a highly crucial stage in a research study. Therefore, an appropriate data collection technique is required to obtain accurate and valid data, so that it can adequately answer all the research questions that have been formulated. As stated by (Sugiyono, 2022), data collection methods refer to the ways researchers use to obtain data from their research objects. The data collection techniques employed in this study comprise three main methods, namely direct observation, in-depth interviews, and documentation studies.

The informants in this study were selectively chosen by the researcher based on the consideration that they were the parties most relevant and competent in providing the required information. In total, this study involved 16 informants who were deemed capable of representing various perspectives related to the object of the research.

4. Results and Discussion

The description of the research results on the implementation of the Aceh Carong scholarship policy and the realization of the Aceh Carong scholarship program is presented based on direct observation. The research results in this section include descriptions, actions, observations, and direct interviews with recipients of the Aceh Carong scholarship. This research was conducted at the Aceh Provincial Government office, specifically the BPSDM Aceh, along with several other institutions and the Aceh Regional Police, as well as 16 students who received the scholarship.

In general, the research process begins with data collection through interviews with key informants, namely officials from government agencies directly involved in scholarship disbursement, as well as students who are recipients of the Aceh Scholarship. This study aims to examine the implementation of the Aceh Carong Scholarship in improving the quality of human resources in accordance with its intended purpose, as well as to analyze the realization of the Aceh Carong Scholarship program.

The implementation of the Aceh Carong Scholarship program for Acehnese students aims to support the sustained improvement of education quality among the Acehnese population. However, budget realization for the funds allocated to the Aceh Carong Scholarship has only reached 80%, with the remaining 20% yet to be disbursed. As a result, the implementation of the Aceh Carong Scholarship program has not been running optimally.

To achieve effectiveness and efficiency, the Aceh BPSDM Aceh, as the operator appointed by the government to disburse scholarships, needs to conduct a re-verification of the recruitment process carried out by universities.

As stated by (Mazmanian & Sabatier, 1983), policy implementation is essentially an effort to understand what actually occurs after an official program has been declared in effect or has been fully formulated. The primary focus of policy implementation lies in the various events and activities that emerge after policy guidelines are enacted, encompassing not only the administrative processes involved in their management, but also the concrete effects and influences generated on community life as well as on various occurrences in the field.

1. Scholarship Disbursement Not Reaching the Intended Targets

The disbursement of the budget allocated for the Aceh Carong Scholarship has not been fully targeted correctly, resulting in suboptimal realization of the program's budget. In the scholarship disbursement process, the government appointed the BPSDM Aceh as the distributing operator. However, BPSDM Aceh did not carry out re-verification of whether recipients met the established eligibility requirements, one of which is being classified as poor or economically disadvantaged. This is evidenced by a statement from a civil servant staff member of BPSDM Aceh who is also part of the Aceh Carong Scholarship team, as follows:

“ BPSDM does not verify whether Aceh Carong Scholarship recipients meet the eligibility criteria, because that responsibility has been fully delegated to the universities. Moreover, conducting re-verification would incur additional costs and budget." (Muhammad Reza, interview). Based on the research findings above, the following results were obtained:

a.Individuals from financially capable families, with one or both parents being civil servants, were still declared eligible and received the Aceh Carong Scholarship

b. Individuals from severely economically disadvantaged backgrounds were declared ineligible and therefore did not receive the Aceh Carong Scholarship

c. Field coordinators were not objective in identifying prospective recipients of the Aceh Carong Scholarship

d. BPSDM, as the operator providing the scholarship funds, did not conduct oversight of the disbursement and utilization of the scholarship funds

2. Recruitment for the Aceh Carong Scholarship Lacks Transparency

In the recruitment process for the Aceh Carong Scholarship program, program implementation has not been running effectively due to the absence of a clear master plan or road map regarding the utilization of special autonomy funds for the advancement of education in Aceh, as mandated by Aceh Governor Regulation No. 58 of 2017 concerning the Aceh Government Scholarship and its accompanying Technical Guidelines. However, Aceh specifically lacks a scholarship program master plan that outlines the direction of regional education policy.

With such a master plan or road map in place, the standards and objectives of the scholarship program would be better positioned to accurately identify eligible recipients of the Aceh Carong Scholarship. In particular, the utilization of special autonomy funds for this program needs to be more focused, properly targeted, and impactful in improving the welfare of the Acehnese community. It is therefore unsurprising that the Aceh Carong Scholarship program has continued to generate controversy, as reflected in complaints received by the Ombudsman of the Republic of Indonesia, Aceh Representative Office, regarding the misallocation of recipients a consequence of the lack of proper planning from the outset. This was stated by Nurul Ardila, Assistant to the Ombudsman of the Republic of Indonesia for Public Complaint Examination, Aceh Representative Office, as follows:

"Regarding complaints about the Aceh Carong Scholarship, five members of the public have filed reports questioning why the scholarship results were not publicly announced, leading the community to view the recruitment process as lacking transparency. All public complaints have been followed up by a team formed by the Ombudsman of the Republic of Indonesia, Aceh Representative Office." (Nurul Ardila, interview)

It can therefore be observed that the absence of a master plan has resulted in the lack of an official channel through which the Aceh Provincial Government, via BPSDM Aceh, could communicate information to prospective scholarship recipients. In fact, having a road map or master plan containing technical guidelines for scholarship disbursement would support the program's smooth implementation. Based on the research findings above, the following results were obtained:

a) There is no blueprint or detailed framework serving as the foundation for the utilization of the Aceh Carong Scholarship.

b) There is insufficient information and outreach from BPSDM Aceh regarding the Aceh Carong Scholarship program.

c) The public perceives the recruitment process for the Aceh Carong Scholarship as lacking transparency, since selection results were not published or broadcast through newspapers or other public media.

3. The Scholarship Acquisition Process Does Not Comply with Technical Guidelines

The primary requirement for advancing to the next selection stage in obtaining the Aceh Carong Scholarship is that the student must be classified as poor and severely disadvantaged in pursuing their studies. This was stated by Reza, a civil servant at the BPSDM Office who is part of the evaluation and monitoring team for the Aceh Carong Scholarship, as follows:

"The Aceh Government established the Aceh Carong Scholarship program with the primary focus of providing scholarships to Acehnese children who are genuinely poor and unable to afford higher education, particularly those not yet covered by the central government's Bidikmisi Scholarship. For this reason, the Aceh Government created the Aceh Carong Scholarship with the aim of breaking the cycle of poverty." (Muhammad Reza, interview).

In practice, however, there is a difference of opinion between some students and BPSDM Aceh regarding the mechanism for obtaining the Aceh Carong Scholarship, which is considered not to have followed the official procedures and administrative order established by BPSDM Aceh and Syiah Kuala University. A number of students reportedly did not go through the designated selection process, and unofficial brokers were found to have illegally channeled scholarship funds to several recipients of the Aceh Carong Scholarship.

One major consequence of this issue was the discovery of more than 400 Aceh Carong Scholarship recipients who were required to return the funds they had received. This was stated by Winardy, Head of Public Relations at the Aceh Regional Police, as follows:

"Investigators found more than 400 students who could potentially become suspects for receiving scholarships that did not meet the eligibility requirements under the applicable technical guidelines, and who were known to have given kickbacks to coordinators. Investigators already have a list of names and identities of these more than 400 recipients." (Winardy, interview)

As a result, more than half of the Aceh Carong Scholarship recipients were required to return the funds they had received. This finding demonstrates that the success criteria standards of this scholarship program have failed, as the implementing officials did not accurately target recipients of the Aceh Carong Scholarship. Based on the research findings above, the following results were obtained:

a) Students colluded with field coordinators regarding deals for receiving the Aceh Carong Scholarship.

b) Students were willing to provide kickbacks to field coordinators in exchange for having Aceh Carong Scholarship funds transferred to them

Realization of the Aceh Carong Scholarship Program

In general, the allocation of Aceh Carong Scholarship funds originates from Aceh's special autonomy funds, which are intended for post-armed-conflict development in Aceh, particularly to improve the standard of living and welfare of the Acehnese people. These funds are distributed to all prospective recipients who have been registered, declared to have passed, and completed the selection process, before being submitted to BPSDM Aceh for prompt disbursement to support recipients' education ultimately aimed at ensuring the effective implementation of the Aceh Carong Scholarship in advancing education in Aceh.

In a press statement, the then-Head of Public Relations at the Aceh Regional Police, Police Commissioner Ery, noted that the scholarship budget was placed under BPSDM Aceh, which had disbursed funds to 803 recipients with a budget realization of more than IDR 19.3 billion. Specifically, regarding the disbursement process, the Aceh Inspectorate stated that the scholarship originated from proposals by 24 members of the Aceh Regional House of Representatives, with a total of 938 student recipients, comprising 825 recipients proposed by the Aceh Regional House of Representatives members and 86 through independent applications (Agus, 2022) ; (Voi.id, 2021).

Comparing the realized scholarship budget disbursed to recipients against the total number of registered recipients reveals that realization has not been fully achieved, with a gap of 113 students who had not yet received their scholarship funds. Of the 803 recipients who received the Aceh Carong Scholarship, 430 were students who did not qualify for the Bidikmisi Scholarship, 270 were impoverished students receiving the Aceh Carong Scholarship, and 103 were impoverished students who were also conflict victims receiving the scholarship.

Thus, it can be concluded that the Aceh Carong Scholarship education program, initiated by then-Governor of Aceh Irwandi Yusuf together with Vice Governor Nova Iriansyah, has not been implemented to the fullest extent as originally envisioned as one of the flagship programs of that period.

Based on the description above, the implementation of the Aceh Carong Scholarship program for Acehnese students intended to support the sustained improvement of education quality among the Acehnese population has not been running optimally. This is reflected in the realization of the budget allocated for the Aceh Carong Scholarship, which has only reached 80% of the planned total, with the remaining 20% yet to be realized.

4. Budget Absorption Not Yet Reaching 100 Percent

Specifically, in the process of disbursing the Aceh Carong Scholarship, findings from the Aceh Inspectorate revealed that the scholarship program originated from proposals submitted by 24 members of the Aceh Regional House of Representatives (DPRA). The total number of recipients reached 938 students, consisting of 825 recipients proposed by DPRA members and 86 who applied independently (Agus, 2022).

The scholarship budget was placed under the BPSDM Aceh, and the scholarship was disbursed to 803 recipients with a realized budget of more than IDR 19.8 billion (Antara News Aceh, 2021), out of a total budget of IDR 22.3 billion allocated by the Aceh Government in 2017 (Lubabah, 2021).

When comparing the realized scholarship budget disbursed against the total number of registered recipients (938 students), it becomes evident that realization has not been fully achieved, with a gap of 135 students who had not yet received scholarship funds. This indicates that the Aceh Carong Scholarship education program, launched by then-Governor of Aceh Irwandi Yusuf together with Vice Governor Nova Iriansyah, has not been implemented to its fullest potential as originally envisioned as one of the flagship programs of that era.

This issue was further compounded by findings that the funds actually received by students were significantly lower than the amounts proposed. Of the proposed IDR 20–30 million per student, the amount actually received ranged only between IDR 2.5–7 million (Komar, 2020), indicating that funds were withheld or deducted by field liaisons or coordinators.

This was echoed by an Aceh-based academic, who stated:

"Aceh's substantial special autonomy funds must be utilized as effectively as possible, particularly for advancing education in Aceh. The budget allocated for the Aceh Carong Scholarship must be properly realized, and budget absorption must be fully directed toward students' interests so that it directly benefits the improvement of their learning quality." (Effendi Hassan, academic, interview)

Based on the research findings above, the following results were obtained:

a) The budget allocated for the Aceh Carong Scholarship program has not been fully absorbed

b) A significant portion of Aceh Carong Scholarship recipients did not receive their scholarship funds in full, and in many cases received considerably less than the proposed amount.

c) Communication and coordination among institutions in implementing the Aceh Carong Scholarship program have not functioned well, as reflected in BPSDM Aceh's inability, as the budget holder, to clarify to the DPRA that its members were, in fact, not authorized to propose candidate names for scholarship recipients, since doing so did not comply with applicable technical guidelines despite the existence of Commission VI and the Council's Deliberative Body within the DPRA, both of which are also responsible for education-related matters in Aceh.

As a result, the allocation of Aceh Carong Scholarship funds sourced from Aceh's special autonomy budget is considered not to have functioned effectively, as it is still regarded as poorly targeted and unable to adequately address the real needs and urgency faced by recipients in pursuing their education. This suggests that the education programs designed have not been fully based on the priority issues faced by the community, and therefore have not genuinely resolved the underlying problems.

5. Aceh Carong Scholarship Funds Embezzled

The allocation of Aceh Carong Scholarship funds is intended to provide the broadest possible opportunity for students to pursue their fields of interest, particularly for those facing financial constraints in their education. The program is also designed to promote equitable access to education, improve community welfare, and produce a new generation of high-quality, competitive human resources ultimately contributing to improving the overall standard of living and welfare of the Acehnese people.

To achieve this goal, the Aceh Provincial Government, through the Aceh Carong program, has affirmed its commitment to prioritizing the improvement of human resource quality in the province. This policy is formally set out in Aceh Governor Regulation No. 58 of 2017 concerning the Aceh Government Scholarship, along with the 2017 Technical Guidelines for Scholarship Implementation as the program's operational framework.

In practice, however, funds allocated for the Aceh Carong Scholarship were embezzled by irresponsible parties. This was stated by Alfian, Coordinator of the Aceh Transparency Society (Masyarakat Transparansi Aceh/MaTA), as follows:

"The method involved deducting scholarship funds. Money that should have gone to prospective Aceh Carong Scholarship recipients was instead controlled by influential individuals and third parties acting as student recruiters, who were mandated to enroll students under certain conditions tied to discretionary funds. Based on the Inspectorate's audit at the time, the scholarship allotment that should have been received was IDR 12 million, but students only received IDR 2–3 million. Although their bank accounts officially showed a deposit of IDR 12 million, the funds were subsequently withdrawn. That was the method — deduction. In terms of criminal corruption, this kind of deduction practice is one of the recognized modus operandi. This is also supported by evidence from an investigative audit by the Aceh Financial and Development Supervisory Agency (BPKP), which has clearly demonstrated the state's financial losses." (Alfian, MaTA Coordinator, interview)

Consistent with Alfian's statement, the Aceh Regional Police named seven suspects in the Aceh Carong Scholarship corruption case, involving the deduction of scholarship funds. The seven suspects consisted of four civil servants from BPSDM Aceh and three private individuals: SYR, the former Head of BPSDM Aceh and budget user; FZ and RSL, budget authorization holders; FY, the technical activity officer; and SM, RDJ, and RK, field coordinators responsible for recruiting prospective scholarship recipients (Zulkarnaini, 2022); (Dra, 2022).

Although the Aceh Carong Scholarship provided benefits in supporting educational needs such as purchasing books, stationery, and even smartphones the corruption significantly undermined its effectiveness, as the funds actually received by students were far smaller than intended. Based on the research findings above, the following results were obtained:

a) Scholarship funds for the Aceh Carong Scholarship were deducted by field coordinators at a rate of 50–75 percent of the amount that should have been received.

b) Students received scholarship funds amounting to less than half of the budgeted amount.

c) Funds were transferred in full to students' accounts, after which students were pressured by field coordinators to deposit back a substantial portion of the funds.

6. Scholarships Provide Limited Direct Benefit to Improving Students' Educational Quality

Policy implementation that has been realized, even if imperfectly, should ideally provide direct benefits to Aceh Carong Scholarship recipients, particularly throughout their four-year period of study. Before receiving the scholarship, many recipients experienced a shortage of funds to support their education. Therefore, after receiving the Aceh Carong Scholarship, such educational support needs should be properly met, thereby improving the quality and motivation of students' learning. This was stated by one Aceh Carong Scholarship recipient, as follows:

"In my view, the benefit of the Aceh Carong Scholarship is that it has broadened my knowledge through the books I was able to purchase. As for my academic performance, it has remained roughly the same as before receiving the scholarship. The funds received from the scholarship can be used for beneficial purposes to support education, such as buying books, and were also used to purchase a smartphone. I think this scholarship should continue, as it greatly helps friends who wish to pursue their studies." (Aceh Carong Scholarship recipient, interview)

Based on this interview, it is evident that the Aceh Carong Scholarship does provide benefits in meeting educational support needs, such as purchasing books, stationery, and even smartphones. However, equally important is the extent to which the scholarship is able to improve the quality of recipients' learning, ultimately leading to improved academic achievement.

Furthermore, a statement from the Aceh Regional Police, through its Head of Public Relations, generated anxiety among scholarship recipients, particularly those concerned about being among the 400 students identified by police as potential suspects for further legal action. This anxiety is reflected in the following interview with a scholarship recipient:

"Because of the news that went viral some time ago, stating that 400 Aceh Carong Scholarship recipients had to return their funds through a return post established by the Aceh Regional Police, and that new suspects would be named among students who failed to report and return the funds, my friends and I felt afraid and anxious upon hearing this news, worried that we might be summoned and dragged into this scholarship case." (Aceh Carong Scholarship recipient, interview)

Based on the research findings above, the following results were obtained:

1. A portion of scholarship funds was spent on lifestyle-related purchases, such as smartphones

2. The very limited scholarship funds have not been optimally utilized by Aceh Carong Scholarship recipients

3. Because the amount of funds received was very small, the Aceh Carong Scholarship has not significantly boosted recipients' academic achievement.

5. Conclusion and Suggestions

1. Conclusion

The implementation of the Aceh Carong Scholarship program, designed to improve human resource quality, has not been successful due to a lack of policy standards and the performance of its implementers, resulting in a failure to achieve its objectives. This includes a lack of standards and objectives consistent with technical guidelines, a lack of a blueprint (framework), and a lack of integrity among the implementing organizations. Therefore, the implementation of the Aceh Carong Scholarship program can continue in the following year, provided comprehensive improvements are made to the recruitment process and its utilization.

Monitoring and evaluation of the Aceh Scholarship program have not been effective. Communication between implementing stakeholders, in this case the Aceh government represented by the Aceh Human Resources Development Agency (BPSDM Aceh), scholarship field coordinators, and relevant universities receiving scholarships has been poor. This is due to corruption, less than 100% budget absorption, and the failure of policy implementers to oversee the distribution of scholarship funds until they reach students.

2. Suggestions

1) To ensure that the Aceh Carong scholarship program is implemented well in improving the quality of human resources, the Aceh government, in this case as a policy maker through the Aceh Human Resources Development Agency (BPSDM) must create a master plan/blueprint containing a comprehensive program plan regarding the use of the Aceh Carong scholarship, the aim of which is to educate the young generation of Aceh on target.

2) There needs to be special supervision from stakeholders, in this case from the Aceh government through the Aceh Human Resources Development Agency (BPSDM) regarding the initial recruitment process for the Aceh Carong scholarship, acceptance of the Aceh Carong scholarship, and the utilization of the Aceh Carong scholarship by recipients of the Aceh Carong scholarship.