GENDER MAINSTREAMING GENDER MAINSTREAMING

IN EDUCATION IN EDUCATION

SECTORSECTOR

Sri Natin Gadjah Mada University Faculty of Law & Women's Study Center

IntroductionIntroductionBackground :Background :

1.1. Indonesia constitution (1945 constitution) assigns the Indonesia constitution (1945 constitution) assigns the government to give equal opportunities for all citizen in government to give equal opportunities for all citizen in educationeducation

2.2. Act no 20/2003 on national education system :Act no 20/2003 on national education system :

- every citizen has equal rights to obtain - every citizen has equal rights to obtain quality educationquality education (chapter 5 article 1)(chapter 5 article 1)

3.3. World conference on woman in Beijing (held by UN 1995)World conference on woman in Beijing (held by UN 1995)

- one of the platforms is to guarantee men and women equal - one of the platforms is to guarantee men and women equal access to and treatment in educationaccess to and treatment in education

4.4. Framework of Dakar Action Plan for Education for All (EFA)Framework of Dakar Action Plan for Education for All (EFA)

- entering the year 2015, all children, particularly girls, have - entering the year 2015, all children, particularly girls, have access to complete the act compulsory basic education of good access to complete the act compulsory basic education of good qualityquality

5.5. Indonesian government has ratified CEDAW through its act no Indonesian government has ratified CEDAW through its act no 7/19847/1984

- elimination of all forms of discrimination against women- elimination of all forms of discrimination against women

Condition, Problem and Issues of Gender Education :Condition, Problem and Issues of Gender Education :1.1. Education Strategic Environment Education Strategic Environment

TableTable

Women’s education in general is lower than that of menWomen’s education in general is lower than that of men The Role of Rough Participation (RRP) and Role of Pure The Role of Rough Participation (RRP) and Role of Pure

Participation (RPP) Participation (RPP) the gaps are not too large between rural the gaps are not too large between rural

and urban sectionsand urban sections

AreasAreas MaleMale FemaleFemale M + F %M + F %

RuralRural 70.49%70.49% 15.16%15.16% 85.65%85.65%

UrbanUrban 20.63%20.63% 60.75%60.75% 81.38%81.38%

Table 1

2. Equality and Equity in education2. Equality and Equity in educationTableTable

EducationEducation Male %Male % Female %Female % M + F %M + F %

Elementary School Elementary School (SD)(SD)

Junior Secondary Junior Secondary School (SLTP)School (SLTP)

Senior Secondary Senior Secondary School (SMA/SMK)School (SMA/SMK)

106.40106.40

59.9259.92

51.7451.74

105.59105.59

82.3782.37

50.4350.43

105.82105.82

81.0981.09

50.8950.89

Table 2

EducationEducation Male %Male % Female %Female % M + F %M + F %

Elementary School (SD)Elementary School (SD)

Junior Secondary School Junior Secondary School (SLTP)(SLTP)

Senior Secondary School Senior Secondary School (SMA/SMK)(SMA/SMK)

92.4992.49

62.6062.60

40.4840.48

92.6192.61

64.4664.46

40.6440.64

92.5592.55

63.4963.49

40.5640.56

Table 3

Similar trend is also shown by the RPP presented in Table 3. The Similar trend is also shown by the RPP presented in Table 3. The two indicators of education equity, however show intangible Gender two indicators of education equity, however show intangible Gender gaps existing in SD levelgaps existing in SD level

Chart about significant Bias Against FemaleChart about significant Bias Against Female

YearYear SexSex

7 - 127 - 12 13 - 1513 - 15 16 - 1816 - 18

20012001

20022002

20032003

% Male% Male

% % FemaleFemale

% Male% Male

% % FemaleFemale

% Male% Male

% % FemaleFemale

95.2395.23

96.0396.03

95.7595.75

96.4996.49

96.0496.04

96.8396.83

78.8978.89

79.8479.84

78.9478.94

79.5079.50

80.4880.48

81.5881.58

50.2050.20

48.1148.11

50.7050.70

48.7748.77

51.2751.27

50.6550.65

Age Group

Table 4

Table 4 describes emerging trends in Table 4 describes emerging trends in the school - age population group that the school - age population group that occur during the last 3 years with occur during the last 3 years with respect to the RSP indicator. In the respect to the RSP indicator. In the SD and SLTP – age group. Higher SD and SLTP – age group. Higher participation of female students participation of female students compared to that of the male can be compared to that of the male can be observed. On the other hand, opposite observed. On the other hand, opposite trend is shown by data of SMA/SMK – trend is shown by data of SMA/SMK – age group for the same period age group for the same period

3. Quality and Relevance 3. Quality and Relevance

There is a tendency that male students There is a tendency that male students choose hard science. Whole female students choose hard science. Whole female students choose soft science (examples!)choose soft science (examples!)

4. Management Of Education4. Management Of Education

- The top positions (echelon I & II) are - The top positions (echelon I & II) are dominated by men. Women only get low dominated by men. Women only get low positionposition

- Efficiency in the management of education :- Efficiency in the management of education :

no Equal access for citizen e.g. in big cities no Equal access for citizen e.g. in big cities students have more facilities than students students have more facilities than students from isolated areasfrom isolated areas

D. Problems and Issues of Gender Policies in Education

Problems & issues of gender policies in Problems & issues of gender policies in educationeducation

Illiteracy rate for females (2003)Illiteracy rate for females (2003)10 – 44 years10 – 44 years : 4.51 %: 4.51 %10 – 1510 – 15 : 12.28 %: 12.28 %> 15> 15 : 13.84 %: 13.84 %

Bias Gender :Bias Gender :SD SD the same the sameJunior HighJunior High 2% male 2% maleSLTASLTA bias is relatively small (1- bias is relatively small (1-2%)2%)

Gender bias learning materials :Gender bias learning materials :

-- Such as civics Indonesian language, social Such as civics Indonesian language, social & religion studies & physical education& religion studies & physical education

-- Women are in a rather disadvantageous Women are in a rather disadvantageous position position

-- underrepresented underrepresented structural position & structural position & attitude doing decision making processattitude doing decision making process

-- underrepresented underrepresented such as researcher such as researcher curriculum develops, functional positions, curriculum develops, functional positions, computer programmerscomputer programmers

-- Gender segregation Gender segregation still can be observed still can be observed in the selection of education studyin the selection of education study

Perquisites for gender mainstreaming Perquisites for gender mainstreaming implementation :implementation :

- Political will and leadership of the executive - Political will and leadership of the executive judicative and legislative institution judicative and legislative institution

- The availability of policy framework commitment The availability of policy framework commitment on the part of nation district/municipal on the part of nation district/municipal government in a equality and equitygovernment in a equality and equity

- The structure and mechanism of national and The structure and mechanism of national and district/municipal government to gender district/municipal government to gender mainstreaming implementation.mainstreaming implementation.

- Data and information system classification by Data and information system classification by gendergender

- Gender analysis tools for planning, budgeting, Gender analysis tools for planning, budgeting, monitoring and evaluation purposesmonitoring and evaluation purposes

- Support for the government from a democracy Support for the government from a democracy societysociety

Implication of Gender MainstreamingImplication of Gender Mainstreaming

Every government institution, local as Every government institution, local as well as national, needs to integrated well as national, needs to integrated the dimension on gender equality the dimension on gender equality and equity into its respective local and equity into its respective local and sectoral programs.and sectoral programs.