A high quality education for children before they turn five yields significant long term benefits. There are evidences that affect children's development in the first years of life. Family poverty is an important mediator of the influence of community resources and children's innate abilities

Direktorat Pembinaan Pendidikan Anak Usia Dini, Direktorat Jenderal Pendidikan Anak Usia Dini dan Pendidikan Mas

Repositori Institusi Kemendikbud

Further information:Directorate of Early Childhood Education DevelopmentDirectorate General of Early Childhood and Community EducationMinistry of Education and CultureMinistry of Education and Culture Offi ce,E Building, 7th fl oorJl. Jenderal Sudirman, Senayan, Jakartae-mail: ella.yulaelawati@kemdikbud.go.idiGender Mainstreaming in Educationii iiiPocket Book Gender Mainstreaming in EducationForewordDirector of Early Childhood EducaƟ on DevelopmentDirectorate General of Early Childhood and Community EducaƟ onMinistry of EducaƟ on and CultureRepublic of IndonesiaA high quality educaƟ on for children before they turn fi ve yields signifi cant long-term benefi ts. There are evidences that aﬀ ect children’s development in the fi rst years of life. Family poverty is an important mediator of the infl uence of community resources and children’s innate abiliƟ es. Increased access to early childhood educaƟ on (ECE) services can have posiƟ ve eﬀ ects on the development outcomes and girls’ educaƟ on, even in the short run. The scope of ages for early year learners is 0-8 years, and in Indonesian educaƟ on system, girls at early years are in ECE services (0-6 years) and in primary school (7-8 years). However, for early year girls from Ella YulaelawaƟ Edited by  Ella Yulaelawatiiv vPocket Book Gender Mainstreaming in Educationpoor families, they have insuﬃ  cient access to pre-primary and primary schools because their parents tend to keep their young girls at home for several reasons. In terms of quality, the girls at early years also suﬀ er from irresponsive gender classroom acƟ viƟ es. ECE and primary school teachers have insuﬃ  cient knowledge and skills creaƟ ng gender bias for girls’ development. Stereotypes and sexism limit the girls’ potenƟ al growth and development because internalizing negaƟ ve stereotypes impacts their self-esteem and ulƟ mately, academic performance. Long-term gender bias eﬀ ects for the girls at early years become most apparent in adolescence. Thus, in order to improve access and quality for young girls, gender mainstreaming at early years is important. Therefore, since 2013, the Directorate of Early Childhood EducaƟ on and Development (Directorate of ECED) aim to improve quality of girls’ educaƟ on through access, provision of community-based ECE Centers, early-year gender mainstreaming, parenƟ ng and teacher training.The Directorate of ECED develops a series of Guidebook for Improving Girls’ EducaƟ on and Early Year-Gender Mainstreaming, which aims to improve access and quality of girl’s educaƟ on and early-year gender mainstreaming.  The guidebooks include: i. Pocket Book: Gender Mainstreaming in EducaƟ on, ii. Gender Responsive Planning and BudgeƟ ng, iii. Language and Gender (Early SocializaƟ on), and iv. Gender Responsive Teaching Materials.The guidebooks were prepared in Indonesian language; parƟ cular thanks go to Mr. Cecep Somantri and Ms. Mita Adhiwijna who prepared the texts in English, and to Ms. KurniaƟ  Restuningsih who coordinated the overall acƟ viƟ es and supervised the publicaƟ on.  I trust you will enjoy reading these guidebooks and urge you to take a lead for improving girls and women educaƟ on as well as gender mainstreaming.Jakarta,   April 2016Ella YulaelawaƟ Directorvi 1Pocket Book Gender Mainstreaming in EducationMan and WomanDefi niƟ on of sex or the state of being male or female is either of the two main categories (male and female) into which humans are divided on the basis of their reproducƟ ve funcƟ ons. The division is universal and permanent, is not interchangeable, and can be recognized since birth. It is called with the provisions of God or nature. From this comes the term sex idenƟ ty.When human beings are born into the world, they have carried the gender burden and responsibility. If a child is born with a penis, he is conceived as a boy, and if the child has a vagina, she is conceived as a woman. The characterisƟ cs of men and women are as follows:• Men have an Adam’s apple, and penis and sperm for concepƟ on.• Women have a vagina, ovum and uterus.• Nature (God’s will) refers to the term given to the creatures (including humans) that is seƩ led or cannot be changed.• The diﬀ erences in biological organs of women and men, especially in the reproducƟ ve organs, are God’s giŌ  that are seƩ led, so it is called as a nature. By nature, women have reproducƟ ve funcƟ ons such as menstruaƟ on, pregnancy, childbirth, and breasƞ eeding, while men have a funcƟ on to ferƟ lize.Men and women are different in thinking, way of seeing the worldThey look alike, but different in many ways, and yet they complement each other.2 3Pocket Book Gender Mainstreaming in Education• The role of reproducƟ on cannot be changed, cannot be exchanged and is valid eternally.• Gender is not a nature, since it is a man-made maƩ er, but the reproducƟ on role is a nature since it is God’s creaƟ on.GenderGender refers to any diﬀ erence between men and women in roles, funcƟ ons, rights, responsibiliƟ es, and behaviors shaped by social, cultural and custom values of the communiƟ es that may change over Ɵ me as well as condiƟ ons (MOWE, UNFPA & BKKBN, 2005).The disƟ ncƟ on in roles and responsibiliƟ es of men and women can be changed due to social circumstances and culture of the communiƟ es (Ministry of Internal Aﬀ airs RegulaƟ on Number 15/2008).Gender was born from a culture developed by human beings, so it can be changed based on the human needs and condiƟ on, as well as the development of Ɵ me. Gender is not a nature as it is related to the role of both men and women that is relaƟ ve, subject to change and interchangeable.Gender Mainstreaming in EducationIt is a strategy to achieve gender equality and equity through the development of policies and programs that highly considers experiences, aspiraƟ ons, needs and problems of men and women. It covers a number of phases starƟ ng from planning, implementaƟ on, monitoring and evaluaƟ on in various fi elds of development.4 5Pocket Book Gender Mainstreaming in EducationGender Responsive Policy in Education• Gender Neutral: a policy that does not discriminate the interests of men and women, but it will conƟ nue to preserve the gender gap in certain groups of people.• Gender Responsive: a policy that integrates the dimension of gender equality and equity. It is the government’s eﬀ ort to uphold the rights of men and women in gaining opportunity, recogniƟ on and mutual respect in the society.• Gender Bias: a policy that shows alignments to one sex and limits the other sex without taking into account consideraƟ ons on equality and equity.6 7Pocket Book Gender Mainstreaming in EducationGender Responsive Policy Support SystemSome common system devices to support the gender responsive policy are as follows:• Gender Analysis PathwayThe Ministry of Women Empowerment and Child ProtecƟ on (Kemen PPPA) and The Ministry of NaƟ onal Development Planning (BAPPENAS) have developed an analysis tool called Gender Analysis Pathway (GAP). This tool aims to idenƟ fy policies and factors causing the emergence of gender gaps, and recommendaƟ ons to improve the policies. • Gender Responsive Planning and BudgeƟ ngThis device is used for planning programs and acƟ viƟ es that integrate the dimension of gender equality and equity. Gender Responsive Planning and BudgeƟ ng (GPRB) gives clarity about the benefi ciaries of a certain program or acƟ vity from gender perspecƟ ve. It is also supported by Gender Budget Statement (GBS).• Gender AuditThis device is used to ensure that a program is implemented in accordance with Gender Responsive Planning and BudgeƟ ng. Gender audit is not only applicable to gender-related programs, but also to all programs planned by Ministries or Agencies, EducaƟ on Departments, and EducaƟ on Units (Schools).• Gender Mainstreaming in EducaƟ on Working GroupIt is a working group that is responsible to be a partner in designing, developing, and evaluaƟ ng the implementaƟ on of gender mainstreaming in the Ministry of EducaƟ on and Culture, EducaƟ on Oﬃ  ces at Local Level, or EducaƟ on Units (Schools).• Gender Focal PointIt refers to a resource person that has an under-standing, commitment, and infl uence on policy makers and planners in the fi eld of educaƟ on.Implementing Gender Mainstreaming in EducationThe implementaƟ on of gender mainstreaming in educaƟ on require the followings:• poliƟ cal commitment of the leaders (execuƟ ve, legislaƟ ve, judicial)• Policies that integrate the dimension of gender equality and equity8 9Pocket Book Gender Mainstreaming in Education• Mechanism for implemenƟ ng gender mainstreaming in educaƟ on• SupporƟ ve resources (Gender Focal Point)• Systems of informaƟ on and disaggregated data• SupporƟ ng tools: guidelines, training modules, and gender analysis toolsImplementing Gender Mainstreaming in Education at National, Provincial and City/District Levels• Build and/or improve the commitment of all policy makers at all levels to have a full understanding of gender mainstreaming in educaƟ on• Develop gender responsive policies and programs• Establish a working group• Develop resources through training or capacity building• Develop a system of informaƟ on and disaggregated data• Develop gender analysis tools, guidelines and modules• Build and develop a networkImplementing Gender Mainstreaming in Education at Education Units (Formal and Non-formal)1. Educational Management• Provide equal opportuniƟ es and roles for all in schools’ management.• Provide educaƟ on services that could derive equal opportuniƟ es and benefi ts to both sexes.• Develop responsive gender teaching materials and sex disaggregated data to assist teachers in assessing or evaluaƟ ng the learning process and outcomes.• Encourage teachers to change their way of teaching, if it is not yet gender responsive.• Encourage schools to prepare a work and acƟ on plan to achieve gender equality and equity.• Provide schools’ infrastructures based on specifi c needs of girls and boys (bathrooms, toilets, sports faciliƟ es, etc.).• Ensure school regulaƟ ons provide equal opportuniƟ es for boys and girls to parƟ cipate acƟ vely in all acƟ viƟ es.• Establish mechanisms to idenƟ fy, support and monitor children at risk or those who need special aƩ enƟ on.10 11Pocket Book Gender Mainstreaming in Education• Provide programs for teachers, counselors, and parents that allow them to understand children in high risk, potenƟ ally unable to conƟ nue educaƟ on.2. Gender Responsive Learning Processa. Teachers’ Behavior in Learning Process – Treat girls and boys equally and fairly with regard to personal characterisƟ cs and specifi c needs based on biological and social aspects. – Avoid aƫ  tudes and behaviors that lead to the social, sexual, and cultural abuses on boys and girls. – Foster moƟ vaƟ on to learn and choose the appropriate subject to study based on the students’ competencies and interests. – Provide insights and moƟ vaƟ on to male and female students according to their interests and talents. – Provide assurance to male and female students to obtain the same rights and obligaƟ ons in learning at school. – Provide good and high quality service for male and female students who have diﬃ  culƟ es in learning.12 13Pocket Book Gender Mainstreaming in Educationb. Gender Responsive Teaching Materials – Provide a dynamic overview of male and female fi gures. – Describe balanced and equitable gender roles. – Avoid gender stereotypes. – Describe the objecƟ ves of life in a communicaƟ ve and realisƟ c manner.environment that aims to improve educaƟ on for male and female students.• Develop programs to educate male and female students eﬀ ecƟ ve communicaƟ on and life skills in solving confl icts or problems.• Prepare regulaƟ ons at the school level to suggest that deviant behavior (delinquency, drug abuse, sex) and sexual harassment are unacceptable and should be sancƟ oned.• Provide programs and materials for the school community about the negaƟ ve impacts of deviant behavior (delinquency, drug abuse, sex) and sexual harassment for children.• The school commiƩ ee must have sex-disaggregated data regarding students who have (fi nancial and behavioral) problems, and facilitate a room for discussion to fi nd the soluƟ ons.• The school commiƩ ee should be engaged in developing the School Development Plan (RPS) and School Budget Plan (RAPBS) by involving men and women equally.4. Gender Responsive School Indicators• Heads of School and School CommiƩ ee give equal support to boys and girls to learn in school.3. Gender Responsive Community ParƟ cipaƟ on• Involve parents and community in developing programs and materials that support an increased understanding of gender concepts and implementaƟ ons in the school 14 Pocket Book• Heads of School and School CommiƩ ee appreciate male and female teachers equally.• School Principals treat male and female teachers based on their social and biological needs.• Girls and boys feel safe from harassment, discriminaƟ on, and sexual harassment at school.• The language used for communicaƟ on between teachers and students shows appreciaƟ on to both sexes.• Exercises and stories in textbooks depict equal posiƟ on of boys and girls.• Roles, responsibiliƟ es and acƟ viƟ es of male and female students refl ect gender equality and equity.• Male and female teachers are given equal opportunity as the primary trainers in implemenƟ ng gender responsive curriculum and teaching materials.• All infrastructures and faciliƟ es at school have to be considered based on the needs of men and women.• Guidance and counseling methods should be adapted to the students’ needs (male and female) and the nature of each character .

Pocket book: gender mainstreaming in eduaction

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Pocket book: gender mainstreaming in eduaction

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