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PROJECT IMPLEMENTATION G d R lt i Gender Results in Madrasah Education Development Project Loan 2294 - INO Loan 2294 INO Presentation by l Ruly Marianti Indonesia Resident Mission The views expressed in this paper are the views of the author and do not necessarily reflect the views or policies of the Asian Development 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 do not imply any view on ADB's part as to sovereignty or independent status or necessarily conform to ADB's terminology.

INDONESIA: Gender Results in Madrasah Education Development Project

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Gender Specialists’ Annual Consultation WorkshopADB Headquarters, Manila, 26-28 October 2010http://www.adb.org/Documents/Events/2010/Gender-Specialists-Workshop/program.pdf

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Page 1: INDONESIA: Gender Results in Madrasah Education Development Project

PROJECT IMPLEMENTATION

G d R lt iGender Results inMadrasah Education Development Project

Loan 2294 - INOLoan 2294 INO

Presentation bylRuly Marianti

Indonesia Resident Mission

The views expressed in this paper are the views of the author and do not necessarily reflect the views or policies ofthe Asian Development Bank (ADB), or its Board of Governors, or the governments they represent. ADB does notguarantee the accuracy of the data included in this paper and accepts no responsibility for any consequence oftheir use. The countries listed in this paper do not imply any view on ADB's part as to sovereignty or independentstatus or necessarily conform to ADB's terminology.

Page 2: INDONESIA: Gender Results in Madrasah Education Development Project

Project Background• Project Context: About 13 % of Indonesian students , mostly poor boys and girls in rural

areas attend Madrasah schools which provide low quality education compared to national standards and lead to weak preparation for formal employment.p p p y

• Project Impact and Outcome: The Project aims to increase the levels of educational attainment and productivity of new workers and the rates of formal employment and household incomes. The Project primary outcome is to improve madrasah education, resulting in better student learning outcomes in core subject areas raised madrasahresulting in better student learning outcomes in core subject areas, raised madrasah accreditation levels, and enhanced perceptions of madrasah education quality by parents and the community.

• Loan Amount: $71.4 million ($50 million from ADB. $38.4 million have been earmarked $ ($ $for block grant to be transferred directly to project madrasahs for financing rehabilitation and construction of facilities, provision of equipment and furniture, procurement of textbooks, learning and instructional material and training measures for teachers)

• Project Scope: Implemented in 3 provinces (East Java West Java South Sulawesi) and• Project Scope: Implemented in 3 provinces (East Java, West Java, South Sulawesi) and 27 districts. 500 madrasahs are selected for upgrading – of which 90% are private.

• Beneficiaries: 120,000 students of which 60,000 are expected to be girls• EA: Ministry of Religious Affairs (MORA)• Dates: Approved on 15 Dec 2006; effective on 13 June 2007; expected completion on 30

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Sep 2012

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Project OutputsProject Outputs

The Project includes four outputs:

1. Teaching-learning resources and facilities are upgraded to national standards

2 T h f i li i i d di t2. Teacher professionalism is improved according to national standards

3. Internal efficiency is increased to meet national ystandards, especially student progression and transition rates

4. Governance, management and sustainability4. Governance, management and sustainability strengthened to meet national standards.

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Gender Targets (A)Gender Targets (A)Output 1: Teacher Professionalisms improved according to national

standards

• At least 30% of the participants in the degree upgrading (enrollment in bachelor degree/ S1) are women

• At least 40% participants in professional certification are women• At least 40% of participation in short-term training activities are women (e.g. training on

subject content curriculum development classroom teaching methodology)subject content, curriculum development, classroom teaching methodology)• Improved capacity of teachers to identify gender biases and stereotyping in textbooks (i.e.

in the content and illustrations)• Improved capacity of teacher to eliminate gender biases and stereotyping in teaching-

learning process

Output 2: Teaching-learning resources and facilities upgraded to national standards

• At least 50% of the participating madrasah have separate well-functioned toilets for boys p p g p yand girls

• Ensure that the facilities constructed/ upgraded (e.g. school toilets) are gender sensitive (consider needs of male and female students)

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Gender Targets (B)Gender Targets (B)Output 3: Internal efficiency increased to meet national standards• At least 50% of transition scholarships are provided for female students

Output 4: Governance, management and sustainability strengthened to national standards

• At least two masters degrees and one PhD fellowship are provided for womenAt l t 95% f d h h f ti i M d h C itt (MC )• At least 95% of madrasah have functioning Madrasah Committee (MCs)

• At least 30% of Madrasah Committees members are women• Gender training is included in Madrasah Based Management (MBM) and

Madrasah Leadership

NOTE• Targets in red are added in the revision of the GAP during

implementationp• The added targets also addressed the criticisms on possible gender

biases in Islamic teaching in madrasah raised by women’s NGO

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Implementation Progress:Implementation Progress:Achieving the Gender Targets (as Sep 2010)Achieving the Gender Targets (as Sep 2010)Achieving the Gender Targets (as Sep 2010)Achieving the Gender Targets (as Sep 2010)

Achieved Targets (7 out of 12):

• 36% (163 out of 447) participants of degree upgrading are female• 36% (163 out of 447) participants of degree upgrading are female teachers (target: 30%)

• 47% (910 out of 1,938) participants of trainings on curriculum development and classroom teaching methodology, are women (target: 40%)40%)

• 43% (678 out of 1565) participants of training on (academic) paper/ report writing are women (target: 40%)

• 51% (455 out of 888) participants of four ‘content knowledge upgrading’ trainings are women (target: 40%)upgrading trainings are women (target: 40%)

• Overall 44% (76 out of 172) of participants of professional certification are women. In East Java 64% (100 out of 156) (target: 40%)

• Overall more than 50% of participants of transition scholarship are girls In East Java 54% (836 out of 1 542) (target: 50%)girls. In East Java 54% (836 out of 1,542) (target: 50%)

• All of participating madrasahs have functioning Madrasah Committees/ MC (requirement for block grant) (target 95%)

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Implementation Progress:Implementation Progress:Achieving the Gender Targets (as Sep 2010)Achieving the Gender Targets (as Sep 2010)Achieving the Gender Targets (as Sep 2010)Achieving the Gender Targets (as Sep 2010)

‘On track’ targets (4 out of 12):

• Inclusion of gender perspective in training modules: The Project developed gender modules for ‘Madrasah Based Management/MBM’ and ‘Role of Community in MBM’ (how to integrate gender perspective in madrasah management, in what manner women can participate in the madrasah menagement, how to improve women’s participation in madrasah management)

• Improving capacity to eliminate gender biases/ stereotyping:• Improving capacity to eliminate gender biases/ stereotyping: Gender biases/ stereotyping in the modules for content knowledge upgrading had been discussed and scrutinized in the preparatory workshop for quality assurance of the training program (Feb 2010)

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Implementation Progress:Implementation Progress:Achieving the Gender Targets (as Sep 2010)Achieving the Gender Targets (as Sep 2010)Achieving the Gender Targets (as Sep 2010)Achieving the Gender Targets (as Sep 2010)

‘On track’ targets (4 out of 12):

• Overall the representation of women in Madrasah Committee is 17%Overall the representation of women in Madrasah Committee is 17%(711 out of 4,124), still below the targeted 30%. One province achieved the target: South Sulawesi 31%. Two others need improvement: East Java 19%, Central Java 10%

Ab t 40% f th ti i ti M d h h f ti i t• About 40% of the participating Madrasahs have functioning separate toilets for boys and girls (still below the target 50%). In East Java 41% (374 out 921 newly constructed/ upgraded toilets)

Not achieved targets (1 out of 12):Not achieved targets (1 out of 12):• Very low participation of women in Master Degree and PhD program:

only one woman participate in the Masters Program (out of 7) and none in the PhD Program (participants are MORA staffs, program study in La Trobe Univ. Australia, a few female staffs that are selected withdraw their applications , ppbecause they are reluctant to study abroad for some years and leave the family behind)

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Implementation Progress:Implementation Progress:GS AssistanceGS Assistance and GAP Revisionsand GAP RevisionsGS AssistanceGS Assistance and GAP Revisionsand GAP Revisions

Making the gender targets visible : • Revised Project GAP and included all gender targets identified in RRP and PAM

in a more systematic manner in line with project outputsin a more systematic manner in line with project outputs• Disseminated and explained the GAP to all project stakeholders from national to

the madrasah level (the GAP has also been presented and discussed with women’s NGO)

Continuous revision of the GAP: • proposed/ negotiated new gender targets (highlighted in red) at the end of loan

review mission (whenever necessary, based on mission findings)

Capacity Development: • Assigned Gender Focal Point both in the CPMU (EA) as well as in National

Consultant Team for more effective GAP implementation C d t d l b i fi i ll ll bi• Conducted regular briefings in small groups as well as big-group training/workshops for EA/IA staffs, project consultant team and the madrasah facilitators on implementation of Project GAP (especially on achieving the gender targets)

• Conducted presentation and facilitated discussion on gender stereotyping and

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• Conducted presentation and facilitated discussion on gender stereotyping and bias

Page 10: INDONESIA: Gender Results in Madrasah Education Development Project

Implementation Progress:Implementation Progress:GS AssistanceGS Assistance and GAD Reportingand GAD ReportingGS AssistanceGS Assistance and GAD Reportingand GAD Reporting

Regular assessment and reporting of gender progress: • At least 2x a year conduct data updates related to the genderAt least 2x a year conduct data updates related to the gender

targets (as preparation for semi-annual loan review missions)

• Develop gender status report that review the achievement of• Develop gender status report that review the achievement of gender targets under each project output (As a separate gender report, 2x a year after the Loan Review Missions)

• Present the summary of the status report (the gender progress) in the wrap-up meeting of each Loan Review Mission. Follow-up/ remedial actions identified discussed and agreed with theup/ remedial actions identified, discussed and agreed with the EA and the National Consultant Team

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Ways ForwardWays Forward(1) Focus on teaching quality improvement activities (teacher

learning/ working groups or the ‘KKG/ MGMP’)

• Regular discussion and lateral learning on gender concerns (e.g. gender biases and stereotyping in text books, teaching and learning methodologies to meet the needs of all students) in Madrasahmethodologies to meet the needs of all students) in Madrasah education among teachers, mentors and school supervisors

• Using existing activities/ institutions (i.e. the teacher working groups at sub-district level) and having more sustainable impact on improvingsub district level) and having more sustainable impact on improving teaching quality

• The Project (CPMU) is developing references (i.e. booklets) on gender concerns in Madrasah education to be used in the discussions

• The Project (CPMU) agreed to conduct piloting (on regular gender discussions in KKG/MGMP activities with relevant references, including booklets produced by the Project) in East Java Province (2011)

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Page 12: INDONESIA: Gender Results in Madrasah Education Development Project

Discussing KKG/MGMP with Madrasah head and teachers in East JavaDiscussing KKG/MGMP with Madrasah head and teachers in East Java

Page 13: INDONESIA: Gender Results in Madrasah Education Development Project

Ways ForwardWays Forward(2) Study on ‘Operationalization of Gender Mainstreaming in

Curriculum Development’ (2011)

• Identify/ analyze gender issues related to curriculum developmente.g. Who/ which groups are defining what is to be taught and how it is to be delivered? To what extent are women a part of this? What are girls being taught about who they are in their education? Do the processes in which education is institutionalized and delivered allow girls’ effective participation in labor force?institutionalized and delivered allow girls effective participation in labor force? Are girls’/ women’s existing situation enhanced or diminished through the education they receive? (Output: Research report on gender issues in madrasah education, especially in relation to the madrasah based curriculum development)

• Formulate recommendation on operationalization of gender mainstreaming in the curriculum development of MEDP targeted madrasahs (Output: 1. A guideline on mainstreaming gender in curriculum development of Madrasah that can be used by both targeted and non targeted madrasah, 2. Decree at the directorate general level on the , gimplementation/operationalization of gender mainstreaming in the madrasah curriculum)

• Activities: research, workshop, publication and dissemination of knowledge products (e g guideline research report)

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products (e.g. guideline, research report)

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Providing the students extra course on MathProviding the students extra course on Math

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Ways ForwardWays Forward(3) GRB in Madrasah Based Budgeting

• The Project will conduct workshop and training on ‘Madrasah Based Budgeting’ (Nov 2010) and will mobilize an expert to provide series of training/ sessions on how to develop a gender responsive budget at the madrasah level (Some areas of investment that can bebudget at the madrasah level (Some areas of investment that can be considered: remedial and transition scholarships, extra-curricular activities for students, capacity development of teachers through working groups)g g p )

• Currently the Project and the experts are still developing the training material (i.e. GRB at the madrasah level in the annual activity planning and budget allocation)

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QASIDAH: Extra curricular activity preferred by girlsQASIDAH: Extra curricular activity preferred by girls

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Ways ForwardWays Forwardyy

(4) Gender responsive Madrasah Management and Leadership(4) Gender responsive Madrasah Management and Leadership

• Improvements in representation of women in Madrasah Committees(Lessons from South Sulawesi and East Java) : encouraging involvement of various community activists/ leaders e.g. village health cadres/ midwife (to supervise health and sanitation issue at school) female religious leaders etcand sanitation issue at school), female religious leaders etc

• Provision of gender training and briefings (e.g. special field visits, during the regular loan review missions) on Madrasah Management and Leadershipespecially for the ‘actors’ at school level (the madrasah management, teachers, committee etc)committee etc)

(5) Continued upgrading of facilities to reach targeted 50% of schools having well-functioning separate toilets for boys and girlsand girls

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THANK YOUTHANK YOU