Equality of Opportunity in Education and Training - Indonesia National Action Plan, Education for All (EFA) 2003 - 2015

National Action Plan, Education for All 2003 -2015

The National Action Plan was drafted by the National Coordination Forum.

Chapter 6 deals with Gender Equity Education. It reiterates the commitment to the Dakar Framework for Action and progress towards gender equity to date is summarized.

Subchapter 4.1 introduces the policies to improve gender equality:

1. realizing the same rights of qualified and gender-based educational access for all males and females;
2. decreasing the illiteracy levels of adults especially females through improving their educational performances in every level of education both through schools and non-schools education, functional equity and literacy education for adults; and
3. improving the ability of the educational institutions in managing and promoting gender-based education.

Subchapter 4.2: The plan adopts the following strategies:

1. providing qualified educational access especially in elementary schools evenly for both males and females and both through schools and through non-schools education;
   
2. providing equal educational access for adults who did not follow the school education;
   
3. improving the adequacy of literacy educational services for adults especially women;
   
4. increasing the coordination, information, and education in promoting the gender-based education; and
   
5. developing educational institution boards both in central and in local governments about the gender-based education.
   

Main Activities to achieve the strategies:

1. Capacity Building of Gender-based Institutions by

• Increasing the gender-based network for mainstreaming across sectors in regencies and provinces
  
• Holding communication forum that allows opportunities to educational practitioners to share experiences and best practices from local to central governments.
  
• Cooperating with non-government organization (LSM) and women/ educational-based organizations to facilitate poor families or parents to give rights to each child to get education.
  
• Intensifying the use of information system and educational data collection in accordance with gender and analyze the data to determine the gender-based educational performances and plans from the central to local governments in order to formulate the gender-based educational policies and programs.
  
• Developing instruments for gender-equitable educational plans.
  
• Developing standardized messages about gender-equitable education.
  
• Improving new women study centers or broadening the scope of study centers that have been in operation in local governments or gender-issues as counterparts to the local governments in the gender-based educational management.
  
• Increasing the roles of the available study centers to study various gender issues in educational fields.
  
• Developing study programs of gender in the development from bachelor and masters, to doctor degrees in universities that have women studies in order to provide gender-based human resources in the development that would become gender-based researchers, decision makers, planners, and executors in the development programs.
  
• Analyzing policies that are still gender-biased in their various forms: regulations, curricula and teaching materials.
  
• Doing various studies on practices that have resulted in the exiting gender-irresponsive education and following up the findings and proposed recommendations
• Perfecting the regulations, curriculum, and teaching materials that are still gender-biased.
  
• Monitoring the implementation of gender-mainstreaming programs from the levels of central to local governments.
  
• Evaluating the implemented practices and giving feedbacks for revisions.
  

2. The Improvement of Gender-based Educational Dissemination:

• Developing educational strategies to the society about various fields of technology, environment, and information adequately followed by women.
  
• Implementing advocate and KIE programs about the importance of equity and gender equity in the family as early as possible.
  
• Socializing gender mainstreaming to the executors (or program implementers) and decision makers in the central and local governments.
  
• Developing the commitment of decision makers in the educational fields in realizing the gender-equity and optimizing the implementation of gender-responsive programs.
  
• Realizing the availability of websites and internet in educational fields in each educational office and sub-office provided by accurate and up to date data.
  
• Improving the roles of mass media for education as a means for educators, government, and LSM to develop women and development to generate their learning motivation.

3. Gender-based Family Education

• Formulating the pilot project of the gender-based family educational model for poor families.
  
• Making estimation and up dating the poor families’ data.
  
• Implementing the pilot project of the gender-based family education for poor families in several selected cities and villages.
  
• Evaluating and perfecting the concept of the pilot project of the gender-based family education.
  
• Implementing the gender-based family education for poor families both in villages and in cities in the national scale.