Strategic Management of Impact-Oriented Education Programs for Remote Indigenous Communities: A Case Study of Parigi Moutong Regency

Abstract

Objective: This study examines how strategic management is implemented in an impact-oriented education program to improve educational equity among remote Indigenous communities in Parigi Moutong Regency, Indonesia. Method: A qualitative descriptive approach was employed using in-depth interviews, field observations, and document analysis involving policymakers, program implementers, and beneficiaries. Data were analyzed thematically to identify patterns of planning, implementation, and program impact. Results: The findings indicate that effective program implementation relies on context-based planning, cross-sector collaboration, and culturally responsive communication strategies. These approaches contributed to increased educational participation, the development of local educators, and improved socio-economic resilience among Indigenous communities. The integration of life-skills training and community-based engagement also reduced social resistance and strengthened trust in formal education. Novelty: This study proposes a culturally responsive strategic management framework that integrates participatory governance, local capacity development, and adaptive implementation, offering a practical model for sustainable education reform in remote Indigenous contexts.