A Sustainable Empowerment Model for Out-of-School Youth: A Qualitative Study at PSBR Hiti Hiti Hala Hala Ambon

Abstract

This study aims to analyze the sustainable empowerment model for out-of-school youth implemented by the Hiti Hiti Hala Hala Social Welfare Institution for Youth and Children in Conflict with the Law (PSBR-ABH) in Ambon. Previous studies on PSBR Hiti Hiti Hala Hala have predominantly examined legal issues and the benefits of institutional programs, while limited attention has been given to the continuity of empowerment from participant selection and skills development to post-training reintegration and supervision. This study employed a qualitative approach with a descriptive design. The research was conducted over a two-month period involving 12 informants selected through purposive sampling, consisting of institutional staff, out-of-school youth participating in the program, and skills instructors. Data were collected through in-depth interviews, direct observation, and document review. Data credibility was established through triangulation, while data were analyzed using the interactive model of data reduction, data display, and conclusion drawing or verification. The findings reveal that PSBR-ABH implements a potential-based and continuous empowerment model consisting of interconnected stages: recruitment, initial assessment, potential identification, selection, service planning, capacity strengthening, vocational skills training, reintegration, follow-up, placement, monitoring, and evaluation. The empowerment process combines vocational training in sewing, welding, and furniture making with social, mental, physical, and motivational guidance. The study further demonstrates that post-training outcomes are influenced not only by participants’ acquired skills but also by support from families, local governments, and other relevant actors. The novelty of this study lies in conceptualizing empowerment at PSBR-ABH as a continuous institutional process that links participant assessment and skills development with reintegration, post-program support, and community-based supervision. The model highlights that empowerment should be understood as a sustained process rather than a time-limited vocational training intervention. The findings imply the need to strengthen post-training assistance, interinstitutional coordination, access to productive resources, and family support to sustain participants’ independence. Future research should examine the long-term sustainability of participants’ employment and entrepreneurial activities and compare the implementation of similar empowerment models across institutions and regions.