73031 ENGLISH Indonesia has experienced an improvement in narrowing the gender gap in some key areas of endowment (e.g. health and education), opportunities, voice and agency, and necessary legislation for gender mainstreaming, but challenges remain. Gender parity index in education has been achieved. Maternal health has significantly improved. There are no pronounce gender disparities in infant and under five mortality rates and other health outcomes. Women labor’s participation rate continues to grow with better return for educated women than men. Women’s political representation has increased. Challenges persist in MMR, HIV/AIDS, stunting and wasting, gender streaming in education, economic opportunities, access to legal justice, and voice and agency in influential decision makings. These challenges juxtapose the emerging trends of human trafficking and non-women friendly policies at sub national levels. The key achievements and outstanding-issues are presented in the eight Policy Briefs, developed by the Government (the Ministry of National Planning and The Ministry of Women’s Empowerment and Child Protection) and development partners (the World Bank, AusAID, CIDA, The Netherlands Embassy, DFID, and ADB). Policy Brief 1: Gender Mainstreaming has been adopted since the issuance of Presidential Instruction No 9/2000. Presidential Instruction No 3/2010 and other ministerial regulations on gender mainstreaming further stipulate efforts on equitable and inclusive development. The emerging non- women friendly legislation at the local level signifies the importance of enforcing the aforementioned legislative and policy frameworks, coordination among national ministries and all levels of public institutions, and replication of good practices. Policy Brief 2: Gender Equality and Health in Indonesia shows positive results and remaining challenges in the four key health areas related to the MDGs. Important efforts have been made to increase women’s access to health services but Indonesia needs to work hard on reducing the high maternal mortality rate, increasing access to water and sanitation as well as HIV prevention and treatment for the increasing number of adult women living with HIV. Policy Brief 3: Gender Equality and Education has been one of the key achievements for Indonesia. The MDG targets on gender parity in net enrollment are on track to be met by 2015, especially if disparities at the provincial level are addressed. Focus is now on systematic measures to increase access to improved outcomes from a more gender responsive education. The challenge remains to mainstream a gender perspective in education which involves assessing the implication of any planned educational actions (legislation, policies or programs) to boys and girls, in all areas and at all levels. Policy Brief 4: Employment, Migration, and Access to Finance remain a challenge in that without proper measures may impede development. The average annual growth of women entering labor market is higher than men, but women continue to face lower labor’s participation and higher unemployment rates, poorer quality work and lower wages, limited access to resources, discrimination in hiring and promotion, and a higher level of economic informality. Women constitute most of self- employed, unpaid family workers, and migrant workers, making them susceptible to personal and financial insecurity, trafficking and other human rights violations. Closing these gender gaps requires focusing on the equal employment opportunities, link and match of women’s trainings and skills with the labor market, underlying factors of labor market segmentation, and wage gaps and career opportunities. ENGLISH Policy Brief 5: Poverty, Vulnerability and Social Protection has been one of the current highest government’s development priorities. Whilst the national poverty rate fell from 16.7% (2004) to 13.3% (2010) and poverty rates amongst female-headed households (FHH) remain lower than male-headed households (MHH), the overall rate of poverty reduction for FHH is lower than MHH. This is notwithstanding the well-targeted FHH in all Social Protection programs. Improved targeting techniques will reduce exclusion and inclusion errors and ensure that more poor households receive social protection. The challenge will be to ensure the new targeting mechanisms to include poverty indicators which reflect characteristics of poor and vulnerable FHHs and the male-female intra-household equal access to program benefits. Policy Brief 6: Gender Equality in Disaster Management and Climate Adaptation highlights the gendered differentiated impact of disasters. There has been significant learning from Aceh Tsunami on good practices for gender responsive disaster management. These need to inform and further strengthen all related national and local-level policies, institutions and programs to tackle the root causes of gender-based vulnerabilities, ensure use of gender analysis and sex-disaggregated data, as well as give equal weight to men’s and women’s rights and capacities. Policy Brief 7: Women’s Voice in Politics and Decision Makings in Indonesia has increased due to, among others, affirmative action for women candidacy and political participation in 2008. Women’s representation in the Parliament (DPR) increased from 11% (2004-2009) to 18% (2009-2014). Representation remained below the desired 30% and inadequate in other critical areas of public service and decision-making roles. Significant disparities within political parties and across levels of national and sub national government constrain the MDGs’ achievement for women’s empowerment. Indonesia’s Constitution and legal framework assure the equal rights of women. Strengthening current laws/regulations as well as implementation and monitoring could more effectively address women’s institutional and socio-cultural barriers. Policy Brief 8: Violence Against Women (VAW): Domestic Violence and Human Trafficking in Indonesia show both important progress and outstanding issues. More efforts are needed for law enforcement, capacity building of service provider and wider community, and extend services to urban and rural areas. The increased trend of human trafficking demands more integrated efforts for prevention, protection, prosecution and reintegration. POLICY BRIEF 3 GENDER EQUALITY AND EDUCATION T his Policy Brief highlights the significant progress made in increasing access and parity to achieve the MDG goals for gender equality and education (Table 1). Focus is now on systematic measures to increase access to improved outcomes from quality education which is more gender responsive. The MDG targets to achieve gender parity in net enrollment at all levels of education are on track to be met by 2015, especially if disparities at the provincial level are addressed. The challenge remains to mainstream a gender perspective in education which involves assessing the implication for females and males of any planned action, including legislation, policies or programs, in all areas and at all levels. Gender-responsive education programs consider females and males concerns as an integral dimension of the design, implementation, monitoring and evaluation of education policies and programs. Current Status Gender disparities among provinces are still found at junior, senior and higher edu- The literacy ratio of females and males has cation levels. been achieved in the 15-24 years age group (MDG Goal 3 target). I ndonesia has made significant progress towards gender equality in net enrollment rates (NER) at the G overnment programs such as combined primary & junior secondary schools (Satu Atap), provision of small schools (Sekolah Kecil), satellite schools in national level. In 2009, the GPI at primary schools (SD/ MI/Package A) was 99.73, while at the junior secondary level (SMP/MT/Package B) was 101.99, at the senior sec- poor and remote areas, School Operational Assistance ondary level (SMA/MA/Package C) was 96.16, and high- (Bantuan Operasional Sekolah -BOS), scholarships for er education was 102.95. Disparities remain among poor children (Beasiswa Siswa Miskin), the conditional and across provinces (see Figure 1 and 2). Susenas cash transfer program and earmarked funding (Dana 2009 data shows that the GPI for NER at the primary Alokasi Khusus) have been successful in reducing bar- level ranged from 96.39 (Papua Barat) to 102.5 (Kepu- riers to access to education. In 2009, the national Gen- lauan Riau) which indicates that the NER of females to der Parity Index (GPI) for literacy of the 15-24 years age males does not widely differ among provinces. group was almost 100, with the female literacy rate at 99.4% and the male literacy rate at 99.5% (ref.Figure 1). At the junior secondary level the GPI ranged from However, in 16 provinces the literacy rate for females 89.54 (Papua) to 116.17 (Gorontalo), while at the se- in this age group is still slightly lower than for males, nior secondary level ranged from 68.60 (Papua Barat) (Bappenas, 2010). to 143.22 (Kepulauan Riau). Provinces with GPI less 1 NEW brief 3.indd 1 6/13/2011 2:13:04 AM POLICY BRIEF 3 than 90 for senior secondary include DKI Jakarta, Jawa school drop out rate for males is 8 times that of fe- Barat, Jawa Timur, Nusa Tenggara Barat, Papua, and males (8% and 0.02% respectively). In Bangka Belitung Papua Barat (6 provinces). These disparities indicate province the junior secondary drop-out rate for males a need to identify the factors contributing to signifi- is 7 times higher than females. In Sulawesi Tenggara cantly low achievement in indicators at provincial and province the senior secondary drop out rate is 10.98% district levels to inform gender responsive planning for males and 8.41% for females. The higher education Riau). Provinces with GPI less than 90 for senior secondary include DKI Jakarta, Jawa and Barat, budgeting.  Jawa  Timur, Nusa Tenggara Barat, Papua, and Papua Barat (6 provinces). These drop out rate shows 22.5% males and 14.5% females disparities indicate a need to identify the factors contributing to significantly low achievement in indicators at provincial and district levels to inform gender responsive drop out, (MONE, 2008). In Madrasah elementary Is- planning  with GPI less than 90 for senior secondary include DKI Jakarta, Jawa andbudgeting. Riau). Provinces Figure 1: Gender Parity Index (GPI) of Net Enrollment Rates (NER) for Primary lamic schools, significantly more boys drop out at all   Jawa Timur, Nusa Tenggara Barat, Papua, and Papua Barat (6 provinces). These Barat, (SD/MI/Package A) and Junior Secondary Schools (SMP/MTs/Package B) byA)provinces   more female than male dropͲouts (ref. Figure 3). In NTT province the primary Figure disparities 1:Gender  indicate  Parity a needIndex(GPI)  to  Enrollment ofNet  identify Rates the factors  contributing Province, 2009SecondarySchools(SMP/MTs/PackageB)byProvince,2009 (SD/MI/Package (NER)forPrimary  to significantly  lowand school  levels. drop Madrasah At for  out rate  males is 8Ibtidaiyah (MI)  times that of schools,  females 61.3%  (8% and  0.02%boys respectively). In achievement inJuniorindicators at provincial and district levels to inform gender responsive Bangka Belitung province the junior secondary dropͲout rate for males is 7 times higher planningandbudgeting. drop thanfemales. InSulawesi Tenggaraby out, followed 66.4% province the at Madrasah senior secondary Tsanawiyah dropoutrateis10.98%  for Figure1:GenderParityIndex(GPI)ofNetEnrollmentRates(NER)forPrimary(SD/MI/PackageA)and (MTs) and 57.1% at Madrasah Aliyah (MA), (MORA   males and 8.41% for females. The higher education drop out rate shows 22.5% males JuniorSecondarySchools(SMP/MTs/PackageB)byProvince,2009 and 14.5% females drop out, (MONE, 2008). In Madrasah elementary Islamic schools, Website, significantly 2008/2009).  more boys drop out at all levels. At Madrasah Ibtidaiyah (MI) schools, 61.3% boysdropout,followedby66.4%atMadrasahTsanawiyah(MTs)and57.1%atMadrasah Aliyah(MA),(MORAWebsite,2008/2009).  Figure 3: Drop out rate for Primary and Junior Secondary and by Sex 2003/2004 Figure – 2007/2008 3:Dropout rateforPrimaryandJuniorSecondaryandbySex2003/2004–2007/2008 DropoutRate(%)atprimary&juniorsecondaryschoolby sex,2003/2004 Ͳ2007/2008 6  5 Source:Susenas2009/BappenasReportontheAchievementofMDGsinIndonesia2010 Source  : Susenas 2009/Bappenas Report on the Achievement of MDGs in Indonesia 2010 4 Figure 2: Gender Parity Index (GPI) of Net Enrolment Rates (NER) Senior Secondary Schools by Province,2009 3  Source:Susenas2009/BappenasReportontheAchievementofMDGsinIndonesia2010  Figure 2: Gender Parity Index (GPI) of Net Enrolment Rates (NER) Senior 2 Figure  2: Gender Secondary  Parity Index Schools  (GPI) of Net by Province,  Enrolment Rates (NER) Senior Secondary Schools by 2009 Province,2009 1 0 2003/2004 2004/2005 2005/2006 2006/2007 2007/2008 Pri ma ry School  (SD/MI ) Boys Pri ma ry School  (SD/MI ) Gi rl s Juni orSe conda ry(SMP/MT)  Boys Juni orSe conda ry(SMP/MT)  Gi rl s  Source:CenterforEducationStatistics,“EducationalIndicatorsinIndonesia2007/2008�,MONE2008p.74 Source: Center for Education Statistics, “Educational Indicators in Indonesia 2007/2008�,  MONE 2008 p.74 The government’s provision of nonͲformal education programs (package A, B and C) particularlyforoutͲofͲschoolchildren(dropͲoutsandforboysandgirlsunabletoenrollin formal education), is essential in accelerating progress towards achievement of the MDG  Source:Susenas2009/BappenasReportontheAchievementofMDGsinIndonesia2010 goal The  for basic government’s  education.  However, provision  programs face of non-formal education problems of coverage  and quality with  no analysis of the extent to which girls and boys benefit and whether gender gaps are Dropoutrateishigherformalesatalllevelsofeducationandvariesbyprovince addressed atprovincial(package programs anddistrictslevels.A, B and C) particularly for out- There are significant variations in dropͲout between males and females at the primary  level  ina Source:  few2009/Bappenas Susenas provinces. At  senior Report onthe level,  secondary Achievementof  national MDGs  data inIndonesia   2010 shows that in eight of-school children (drop-outs and for boys and girls Source: Susenas 2009/Bappenas Report on the Achievement of MDGs in Indonesia 2010Transition rate for males is higher than for girls at all levels of education in most Dropoutrateishigherformalesatalllevelsofeducationandvariesbyprovince 2 provinces. unable Transition toratesenroll forboys formal in are highereducation), thangirlsfromis essential primary tosenior insecondary   are significant variations in dropͲout between males and females at the primary There school.  Provincial level in a few provinces. At senior secondary level, national data shows that in eight  level  data  reveals  that  11 provinces accelerating progress towards achievement of the  parity  have  very  significant  gender gaps ranging between 10Ͳ23% higher transition rates for boys. There are 4 provinces in Drop out rate is higher for males at all levels which 2 MDG rates  transition goal  forfor  girls  are upeducation. basic However,  boys andprograms to 4% higher than one province in which  the transition rate for girls is almost 48% higher than boys. Provincial data for junior of education and varies by province face problems of coverage and quality with secondary reveals that transition rates for boys to senior secondary are higher in 31 no analy- provinces. sis the of are There extent gender significant to which gapsgirls and boys in16provinces, benefit with and thelargest gapisfound T here are significant variations in drop-out be- tween males and females at the primary level in a few provinces. At senior secondary level, national data in Papua Barat with 38.3% more boys transitioning to senior secondary. This is followed by Kepulauan whether Riau in districts levels. gender  which 20.7 gaps  %aremore addressed at provincial  boys transition  compared to and  females.  In 3 shows that in eight provinces more female than male  drop-outs (ref. Figure 3). In NTT province the primary 2 NEW brief 3.indd 2 6/13/2011 2:13:06 AM POLICY BRIEF 3 Transition rate for males is higher than for sults suggest that policies and programs designed to girls at all levels of education in most prov- improve these school quality factors will contribute to inces. improving transition and retention of girls in schools. T ransition rates for boys are higher than girls from primary to senior secondary school. Provincial lev- el data reveals that 11 provinces have very significant Government programs have been success- ful in reducing barriers to access to school gender parity gaps ranging between 10-23% higher facilities for females and males, but there transition rates for boys. There are 4 provinces in which are significant barriers to completing a qual- transition rates for girls are up to 4% higher than boys ity education that is gender-responsive. and one province in which the transition rate for girls is almost 48% higher than boys. Provincial data for ju- nior secondary reveals that transition rates for boys to S usenas 2009 data highlights gendered responses given in the population aged 7-18 years relating to reasons for discontinuing education. Lack of afford- senior secondary are higher in 31 provinces. There are ability is an issue affecting more males with 10.78% of significant gender gaps in 16 provinces, with the larg- males responding they dropped to work and earn an est gap is found in Papua Barat with 38.3% more boys income compared to 8.69% females. Custom is still a transitioning to senior secondary. This is followed by powerful factor affecting access (Box 1) with early mar- Kepulauan Riau in which 20.7 % more boys transition riage still a notable barrier with 6.07% of females giving compared to females. In contrast, Gorontolo province this as a reason for dropping out compared to 0.14% had 9.9% more girl transitioning to senior secondary, of males. Prevalence of early marriage can be found in (MONE, Bureau of Planning, 2009). Indramayu, West Java and in Nusa Tenggara Timur dis- tricts. Regulations are ambiguous regarding support There is a lack of provincial level research to to be given by schools for school-age females who are identify factors which determine why more married, pregnant or young mothers. Distance from boys or girls transition to the next level of school and related safety and cost issues in traveling education. long distances also presents a barrier to continuing education for more 0.32% of females compared with T his is needed to inform gender responsive plan- ning and budgeting at provincial and district lev- els. One study based on a school mapping exercise 0.66% of males in the city and 4.18% of females than 3.98% of males in urban and particularly rural areas, (BPS-Susenas, 2009). Inadequate separate school sani- of 2,126 schools, shows that the transition rate to a tation facilities for Box 1: Custom still influencing girls’ higher level of schooling is much lower (by about 20.3 females for men- access to education percentage points) for girls leaving junior secondary struation man- In NTT, if a girl goes to school outside madrasah than for those leaving a primary madrasah. agement affects the area and stays unchaperoned in The study also shows that girls’ transition to the next a boarding house, her bride price, or regular school ‘belis’, will fall because her reputation level of schooling correlates with key aspects of school attendance; re- will be tainted as a result of a presump- quality. These are higher qualifications of teachers, the tion that she is no longer “pure�. Apart search in Indo- from issues related to custom, girls also availability of other materials and equipment to sup- nesia suggests confront gender bias where parents port student learning and the availability of separate still prioritize education for boys. the presence of toilets for girls and boys, (Austen et al, 2009). These re- 3 NEW brief 3.indd 3 6/13/2011 2:13:08 AM POLICY BRIEF 3 separate toilets in Madrasah raises the transition rates ployed teachers, compared to a total of 1 million male of girls to higher levels of education by 5 percentage teachers of which 66% are government employed. points on average, compared to schools without the Gender equality, in terms of teacher qualifications, facility, (Austen et al , 2009). has yet to be achieved. 39% of women teach­ ers have the minimum bachelor or diploma degree qualifications compared to 48% of male teachers Lack of gender-responsive teaching me­ (MONE PMPTK, 2009). At the primary level, 33% thods and materials is still an issue. of school principals in public and private schools T eacher training institutions currently do not suf- are women reducing to 14% at junior secondary ficiently meet the need for trained teachers level and 12% at senior secondary, (MONE Web� equipped with skills to understand and address the site). Lack of female school principals constitutes a specific learning needs of both sexes. This includes de- potential constraint in maintaining gender equity, sign and use gender-responsive teaching and learning particularly in secondary education where interna� materials and lesson plans; gender sensitive language tional evidence indicates that the presence of a fe� in the classroom; classroom set-up; and school man- male school principal correlates strongly with high agement systems. This would create teaching practic- female enrollment rates and progression to higher es that engender equal treatment and participation of education. A study conducted in Indonesia concluded girls and boys in the classroom, extra curricula activi- that teacher qualifications have a positive impact on ties and in the wider school community. There is also the proportion of female students who transition to a lack of teaching materials that meet gender equality the next level of schooling in Islamic schools. A one standards. While the national Ministry of Education unit increase in the proportion of teachers with de- has promote this issue for many years, curriculum grees at a school is associated with an 8.7 percentage textbooks continue to be gender biased and reinforce point increase in the proportion of girls transitioning stereotypes of female and male’s roles and the prob- to the next level of schooling, (MONE Website). lem is well recognized: “It has been long known that our educational materials are gender biased,� said Ace There is a lack of gender mainstreaming in Suryadi, Chairman, Ministry of National Education’s Islamic schools where there is a higher pro- Working Committee on Gender Mainstreaming, (Ja- portion of female students. karta Post, 10 March 2008). Disparity in teachers’ and principals’ gender G iven that more females than males attend junior and senior secondary level madrasah, whereas females comprise 48.5% in MI, 50.8% in MTs, and ratios and qualifications. 54.3% in MA in 2008/2009 (MORA Website), quality T he ratio of female to male teachers has reached improvements in Madrasah and a cadre of well-ed- 50% or more in all provinces except for Papua, Bali, ucated female and male teachers trained in gender NTB and Papua Barat. The highest number of women mainstreaming to have positive gender perspective teachers is found in West Sumatra (75.8%) and the low- are likely to contribute to greater gender equality di- est in Papua (45.2%), (MONE Website). Out of a total of rectly, as well as a reduction in economic inequality, 1.65 million female teachers, 57% are government em- 4 NEW brief 3.indd 4 6/13/2011 2:13:11 AM POLICY BRIEF 3 as these schools also cater for large numbers of poor streaming, (Kull, 2009). For example, textbooks have students. already been produced with a gender perspective for higher education students of Islamic studies at UIN Ja- In order to successfully challenge the still dominant karta. However, insufficient funds have hampered the patriarchal structure of Islamic education in Indonesia, reprinting of these textbooks. UIN Yogyakarta’s Centre adequate guidelines and resourcing for gender main- for Women’s Studies (PSW) recommended the formu- streaming is needed at all levels. The government is lation of clear policies regulating the share of men and in the process of formulating guidance for gender women in all activities, including in leadership, man- mainstreaming in Madrasah, which will require wide agement, and academic positions. They stress the ne- dissemination and capacity building at all levels to cessity to include both an explicit and implicit gender ensure implementation. This should take into account perspective in the curriculum as well as training for the need for Islamic interpretations with a gender neu- all teachers in implementing gender mainstreaming, tral or even openly female perspective and to include (Kull, 2009). these interpretations in the curriculum and textbooks, and/or political instruments aimed at facilitating such an inclusion. All IAIN/UINs Centre for Women Studies Policy Issues have stressed the importance of using a gender ap- G proach in research of Islamic studies and are commit- ender mainstreaming in the Ministry is mandated ted to using the results in reforming curriculum and through the Presidential Gender Mainstreaming textbooks. Inadequate funding limits the expansion Decree 9/2000. The Ministry of Education was one of of innovative research initiatives and activities that the first Ministries involved in developing a gender are taking place at the tertiary level in gender main- mainstreaming plan and in identifying Gender Focal Point, producing a gender mainstreaming position paper in 2005, followed by a Ministerial Regulation No. 84/2008 for the sector. The Office of the President and Ministry of National Education has put in place a comprehensive legislative and regulatory framework, including specific presidential decrees for eradication of illiteracy and achievement of 9 years of basic edu- cation for all children, guided by the revised National Education Law 20/2003. An analysis as to whether the current policy context is sufficient for successful gen- der mainstreaming, including an assessment of op- portunities and constraints at the policy level is also needed. Policy planning instruments such as qualita- tive participatory school mapping and parent satisfac- tion surveys that assess aspects of access and quality and impacts on girls’ and boys’ retention and transi- tion to the next level of schooling can be used to in- 5 NEW brief 3.indd 5 6/13/2011 2:13:14 AM POLICY BRIEF 3 form future planning and resourcing. They can assess the Finance Ministerial Decree 119/2009 on the imple- how parents’ views affect drop out rates and girls’ and mentation of gender responsive budgets in seven pi- boys’ performance at school and inform awareness lot government agency program including Education. raising campaigns directed at parents. For example, Resource rich provinces could accelerate progress by school mapping was developed and implemented providing matching funds for existing government by MONE and UNICEF while a satisfaction survey has programs such as scholarships for poor girls and boys been implemented in Indramayu district by Bappenas to eliminate gender disparities, for example in NER, with Bogor Agricultural University supported by ADB drop-out and transition rates in districts where need- PRMAP. ed. For resource poor districts a scholarships strategy and expanded resourcing needs to be considered. Gender equality is mentioned as a national priority in development planning in the National Medium Term Development Plan (RPJMN) for 2010-2014. While there Recommendations are no specific gender targets, the mainstream educa- •• MONE, MORA and MoWECP to coordinate policies tional priorities of the RPJM 2010-2014 should be in- and strategies that focuses on the elimination of formed by systematic gender analysis. These include: gender ratio disparities for education indicators at a) Increased average school stay of people of 15 years all education levels at provincial and district level and older (years); b) Decline in illiteracy rate of popu- and strengthen the implementation of gender lation aged 15 and over; c) Increased net enrollment mainstreaming in education at all levels rate of elementary schools; d) Increased net enrol- •• MONE to review progress in implementing the ment rate of junior high school; e) Increased gross en- Ministerial Regulation 84/2008 on Mainstreaming rollment rate of senior high schools; f ) Increased gross Gender in Education at school and district levels enrollment rate at universities of those in 19�23 years and to strengthen implementation of Ministerial age bracket; and g) Reduced disparity in participation Decrees aimed at achieving a gender responsive and quality of education services. education with capacity building at all levels of the education system. The significant increase in budget allocation (20%) re- flects the Government’s commitment to educational •• MONE and MORA to conduct an assessment in a improvements and an important initiative in 2010 is sample number of schools in different geographi- cal locations to assess ways in which gender poli- cies have been incorporated within school man- agement plans and their implementation. •• MONE and MORA to review from a gender per- spective the PP on budgeting for provinces and districts and the Ministry of Home Affairs Regula- tion 13/2006 on financial management and the Finance Ministerial Decree 119/2009 on Gender Responsive Budgeting. 6 NEW brief 3.indd 6 6/13/2011 2:13:16 AM POLICY BRIEF 3 •• MONE and MORA to give more attention to un- •• MONE and MORA to review and improve provision derperforming provinces related to gender par- of gender sensitive textbooks at all levels of educa- ity, transition and drop-out ratios through design tion, including text and images and equal access of additional custom-built strategies, including to extra-curricular activities in sports, arts and sci- identifying underlying factors contributing to low ence. achievement of indicators in provinces and dis- • • MONE (Sekolah to ensure  Kecil), education satellite schools  in poor financing and remote areas mechanisms  and the conditional tricts. cash  transfer  program.  Enhance  coverage  and  quality  of equivalency  programs are gender responsive. For example, when financ- (Paket A, B and C), particularly where gender ratio disparities exist in dropͲout to •• MONE to accelerate existing training programs to ing new enhance to qualityinfrastructure  accessschool and isrehabilitation, education. An assessment  also needed to determine whetherandtowhatextentthisschemeiseffectiveinaddressinggendergaps. improve capacity for gender-disaggregated data x design schools to ensure the practical needs of Develop a policy and synchronize with national, regional and school policies to collection, analysis and gender responsive plan- males ensure thatandyoungfemales married,pregnant are met. Themothers andyoung provision of ade- areenabled tocontinue education. Implement awareness campaigns to reduce the incidence of early ning and budgeting at provincial and district lev- quate marriage  andand separate  promote sanitation  continuity  of education facilities  for earlyfor females  married  males and particularlyfemales. els for specific indicators. x for menstruation management at Lembaga Pendidikan Tenaga Kependidikan/LPTKs  to review teacher trainingjunior second- curriculum to improve development of gender responsive teaching skills and ary and secondary schools is needed. •• Accelerate existing education access programs, materials x MONE and MORA to review and improve provision of gender sensitive textbooks prioritizing provinces that have significant gender • • MONE at all levelsand MORA of education, to formulate  including clear and  text and images policies regu-  equal access  to extraͲ curricularactivitiesinsports,artsandscience. parity gaps in education indicators. These include x lating the share of qualified males and MONE to ensure education financing mechanisms are gender responsive. For females in combined primary & junior secondary schools all education example,  when financing (including  new school Islamic education)  infrastructure activi- design  and rehabilitation, schoolstoensurethepracticalneedsofmalesandfemalesaremet.Theprovision (Satu Atap), provision of small schools (Sekolah Ke- ofties, adequate especially  and separate leadership, in sanitation management,  facilities and  for females for menstruation  managementatjuniorsecondaryandsecondaryschoolsisneeded. cil), satellite schools in poor and remote areas and x MONE academic  and MORA positions  to formulate at all levels  clear policies of education regulating  the share(such  of qualified males and females in all education (including Islamic education) activities, the conditional cash transfer program. Enhance a system is already established in the field especially in leadership, management, and academic positions at all levels of of repre- coverage and quality of equivalency programs sentation education  (suchin political a system parties  is already and parliament).  established in the field of representation in politicalpartiesandparliament). (Paket A, B and C), particularly where gender ratio  Table Table 1: MDG 1:MDG Goal Goal 3: Promote 3:Promote Gender GenderEqualityEquality & Empowerment &Empowerment ofWomen of Women disparities exist in drop-out to enhance access to  quality education. An assessment is also needed Target3A:Eliminategenderdisparityinprimaryandsecondaryeducation,preferablyby 2005,andinalllevelsofeducationnolaterthan2015 to determine whether and to what extent this RatioofGirlstoBoysinPrimary,SecondaryandTertiaryeducation Indicators Baseline Current Target Status scheme is effective in addressing gender gaps. (1993) (Susenas 2015 2009) Ratioofgirlstoboysinprimaryschools 100.27 99.73 100.00 Achieved •• Develop a policy and synchronize with national, Ratio of Girls to Boys in junior secondary 99.86 101.99 100.00 Achieved regional and school policies to ensure that young schools  Ratio of Girls to Boys Senior Secondary 93.67 96.16 100.00 Ontrack married, pregnant and young mothers are en- Schools RatioofGirlstoBoyshighereducation 74.06 102.95 100.00 Achieved abled to continue education. Implement aware- LiteracyRatioofwomentomen in 98.44 99.85 100.00 Achieved ness campaigns to reduce the incidence of early 15Ͳ24yearage marriage and promote continuity of education for 8  early married males and particularly females. References •• Lembaga Pendidikan Tenaga Kependidikan/LPTKs to review teacher training curriculum to improve Austen, S, Edwards, J and Sharp, R (2009), “Funding quality improvements in development of gender responsive teaching skills girls’ education in Islamic schools in Indonesia’, in Lynne Chester, Michel Johnson and Peter Kriesler (eds), “Heterodox economics’ visions�, Australian and materials Society of Heterodox Economists 8th Annual Conference, University of New South Wales, Sydney, pp 29–45. Data analyzed from AusAid funded LAPIS project school survey, Indonesia. 7 NEW brief 3.indd 7 6/13/2011 2:13:18 AM POLICY BRIEF 3 Bappenas (2010), “Report on the Achievement of MDGs in Indonesia�. Biro Pusat Statistik, (2009), “Education Statistics�, BPS Susenas, 2009 Kull, A (2009), “At the Forefront of a Post-Patriarchal Islamic Education, Female Teachers in Indonesia.� Journal of International Women’s Studies. Vol. 11 #1, Nov. 2009 Jakarta Post (2008), 10 March 2008 Ministry of National Education (MONE), “Analisis Data Guru�, PMPTK, 2009 Ministry of National Education (MONE), “Educational Indicators in Indonesia 2007/2008,� p. 74. Ministry of National Education (MONE), “Data Capaian Indikator MDGs�, Planning Bureau, 2009 Ministry of National Education (MONE) Website, “Education Data 2008/2009�. Ministry of Religious Affairs (MORA) Website, “Edu­cation Statistic Tables for Madrasah 2008/2009�. 8 NEW brief 3.indd 8 6/13/2011 2:13:19 AM