Gender and Education in Indonesia

8/2/2019 Gender and Education in Indonesia

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Sulikanti Agusni

Ministry of Womens Empowerment and Child

ProtectionRepublic of Indonesia

2012

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ADB-OECD Joint WorkshopGender and 3Es (Education, Employment and Entrepreneurship) inIndia, Indonesia and the Peoples Republic of China

27-28 February 2012 Auditorium B, ADB Headquarters, Manila Philippines

The views expressed in this paper are the views of the author and do not necessarily reflect the views or policies of the AsianDevelopment Bank (ADB), or its Board of Governors, or the governments they represent. ADB does not guarantee the accuracy of

the data included in this paper and accepts no responsibility for any consequence of their use. The countries listed in this paper donot imply any view on ADB's part as to sovereignty or independent status or necessarily conform to ADB's terminology.


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Gender first entered National Guidelines Policy (GBHN

1994/95-1998/99)

Presidential Decree No 9/2000 on Gender

Mainstreaming in National Development

Gender in development planning - Propenas 2000-4,

Long Term (2005-25) and Medium-Term (2004-9)

Development Plans, & annual Work Plan

Mid-term National Plan 2005-09gender one of 4

mainstreams; 38 gender-responsive programmes; 20

sectors have gender working groups & gender focal

points

Minister for Internal Affairs Decree No. 15 /2008

Guidelines for Gender Mainstreaming Implementation

in Local Government levels

Strategic Plan 2010-14 Gender Mainstreaming through

Gender Responsive Planning and Budgeting

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Minister for Education Decree no. 84/2008 on Guide onthe Implementation of Gender Mainstreaming inEducation

MOWECPprinciple advocate, technical leadership

Gender Focal Points & Working Groups at central &

local levels

Minister for Finance Regulation 200820092011

mandate for gender analysis & Gender Budget

Statement

Gender Responsive Planning and Budgeting - pilot

project on gender-responsive planning & budgeting - 4

drivers and 3 ministries (education, health, publicworks) in 2009

Joint Circulars BAPPENAS/Ministry of Internal Affairs

womens participation in Musrenbang (Local Meeting

for Development Plan) is mandatory

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PHASE III

2009-2010: Strengthen and Implementation up toDistrict/ City level and Unit of Education

PHASE II2005-2008; Improved Institutional Capacity ofGendermainstreaming at National, Provincial andDistrict/City levels , maintaining commitment

PHASE I

2000-2004; Socialization, Program Developmentand Implementationn the Framework of GenderMainstreaming in Education

GENDER MAINSTREAMING IN EDUCATION

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5

National Policy/Prov/Districts

GenderResponsive

Policy

GENDER EQUALITYAND EQUITY IN

EDUCATION

Publishers/Authors/

Unit of Educ./

Stakeholders.

PSBG, Guide BA,Unit of educ governanceGender responsive

Planner &Program

governance

Plan &Programresponsivegender

WORKSHOP, RTD, FGD

STUDY, WORKSHOP

PILOT MODEL

CAPACITY

BUILDING

POLICY STUDY /PARTNERSHIP

STRENGTHENEDSTAKEHOLDERS

DATA &WEBSITE

PARTNERSHIPWITH NGOs

MEDIA KIE

LSM/ Org.Perempuan

PKBG/WomensLife Skills

GenderAwareness inCommunity

PT/ PSW

Analysis /Profil Gender

In Educ.

Database/WebsiteUploading

PositionPaper/

RAN - RAD

DATA IMPROV

EMENT

SOSIALISASI


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Arrangement of Gender Budget Statement and TORin every major units in Ministry of Education; Implementation of gender mainstreaming in formal

and nonformal education; Implementation of Family Education with

gender perspective in 570 educationalinstitutions;

Arangement of guidelines and media forsocialization of gender mainstreaming ineducation, such as Leaflet, booklet, and publicservice information.

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HOW TO: Improve local leaders commitment to implement

gender mainstreaming in education.

Insert gender mainstreaming in every program andactivity of educational unit at local and national

levels. Reduce local government dependency to National

level in order to implement gender responsive ineducation.

Implement gender mainstreaming in educational unitand integrated it to educational unit culture.

Reduce the impact of local personnel rolling to theimplementation of gender mainstreaming ineducation.

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Ministry of Womens Empowerment and ChildProtection should improve its coordination with

BAPPENAS, Ministry of Finance, Ministry of InternalAffairs, and Ministry of Education to accelerategender mainstreaming in education.

Commitment of the Ministry of Education is high, butgender issues have not institutionalized at all levels.

However, gender issues are assumed to beappropriate for Directorate that responsible for earlyeducation, non-formal and informal education.Coordination among divisions within the Ministry andgender focal points should be improved.

Although segregated data in education is available,planners have not used it optimally. Furthersosialization is necesarry to get more understanding.Trainings are necessary to improve understanding ongender mainstraming.


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What should be done?

In the implementation, development ofgender responsive in education shouldlook at the whole process of gendermainstreming which envolvestakeholders, namely educators, teachersand lecturers, trainers, parents andcitizen.

Improvement of class environment tomeet studentss needs in response togender issues Relevent engendered subject of education Improving literatures in introducinggender issues at all levels of education. Development of instrument to monitorgender gaps that occured in classes at alllevels and different socio-economic levels


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Strengthening Capacity of Decision Makers(most effective)

Increasing gender sensitivity through GenderResponsive Planning and Budgeting, whichproduce Gender Budget Statement and Gender

Responsive T0R(most effective)Maintaining coordination with stakeholders to

create social system with gender sensitive

Increasing number of educational practitions to

improving unit of education Engaging non-government organisations and

civil society to participate in gendermainstraming activities


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Learning Process Schools focus onlearning activities to improve theoutcome of boys and girls, men andwomen.

Community Support Schools create asupportif and comfortable environmentfor gender equity and equality.

Home, Schools and Community

Partnership Schools work togetherwith students, parents and community toraise boys and girls, men and womenissues in education.


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Thank you.

Documents

Gender and Education in Indonesia