Equity and power in Indonesia's digital skills training: a critical analysis using CIPP and Foucault's theory

Purpose This study deconstructs how Indonesia's digital skill training programme became a site for the exercise of bureaucratic power. It analyses how policy decisions created structural barriers that undermined the programme's mission of social justice. Design/methodology/approach This qualitative case study of Indonesia's training programme employs an innovative method. It harnesses the context-input-process-product (CIPP) framework as an analytical scaffold, integrated with Foucault's theory of power/knowledge. Data were gathered through semi-structured interviews, focus-group discussions (FGDs), observations and document analysis. Findings The findings reveal a profound gap between policy rhetoric and institutional practice. Administrative actions, such as the redefinition of “digital talent”, operated as disciplinary power through output-driven metrics. These practices subverted the programme's equity goals, diluted resources for the original target group and ultimately perpetuated rather than mitigated systemic inequalities. Research limitations/implications The study's qualitative focus on a single case inherently constrains the generalisability of its findings. It underscores the need for further comparative research to explore whether these dynamics of power are present in other workforce development programmes. Practical implications Meaningful reform requires participatory governance that counters top-down bureaucratic power and aligns programme objectives with the needs of marginalised communities. Originality/value The research's originality lies in its novel application of Foucault's critical theory to the technical domain of a training programme. By utilising the CIPP model as a tool for critical inquiry, this study reveals the hidden mechanisms of power that standard evaluations often overlook.