<![CDATA[Equivalency Education Programs expand educational access and support character development, yet character values remain inconsistently institutionalized and underexplored from a community empowerment perspective. This study aims to analyze the process of character value transmission within an Equal Education Program and examine the role of tutors as institutionalization agents in empowering learners through character-based non-formal education. A qualitative instrumental case study approach was employed, involving tutors, learners, administrators, and other relevant informants. Data were collected through in-depth semi-structured interviews, participant observation of learning activities, and document analysis using interview guides, observation protocols, and document-analysis checklists. Data were analyzed using an interactive model involving data condensation, data display, and conclusion drawing, with credibility strengthened through source, method, and theoretical triangulation. The findings reveal that character value transmission is implemented holistically through the integration of character education and life skills, while core values are institutionalized through curriculum integration, organizational habituation, family engagement, and community participation. Tutors function as central institutionalization agents through exemplary behavior, consistent habituation, and dialogical facilitation. Character-based Equivalency Education can serve as a sustainable community empowerment model through strengthened tutor competence, institutional governance, and nonformal education policies that support learners’ character development.]]>
