NATIONAL REPORT ON SUCCESSFUL

POLICIES AND PRACTICES IN LIFELONG

LEARNING:
CASE OF
INDONESIA (Gender Mainstreaming in
Education)

Contents
Contents................................................................................................. ii
Abstract................................................................................................. iii
Acronym................................................................................................ iv
Executive Summary...............................................................................v
NATIONAL REPORT ON SUCCESSFUL POLICIES AND PRACTICES IN
LIFELONG LEARNING:
CASE OF INDONESIA (Gender
Mainstreaming in Education)..................................................................1
I. Metodology...............................................................................................1
A. The Writing Process..............................................................................1
B. Reviewing Process................................................................................2
C. Revising Process...................................................................................2
II. Lifelong Learning through Gender Mainstreaming in Education..............3
A. Concept and Policy of Indonesia Lifelong Learning..............................3
B. Gender Mainstreaming in Education....................................................3
III. The Implementation of Gender Mainstreaming in Education...................6
A. The Programs of Gender Mainstreaming in Education.........................6
1. Woman Empowering Program.........................................................6
2. Working Group of Gender Mainstreaming at National Level............6
3. Working Group of Gender Mainstreaming at Provincial and District
Level.....................................................................................................7
4. Publising of Gender Mainstreaming Books......................................8
5. Publishing of Profile of Gender Mainstreaming in Education in
Provincial Level....................................................................................8
6. Movement on Education for Marginalized Women Empowerment. .9
B. Achievements and Outcomes of Gender Mainstreaming in Education 9
1. Percentage of Students Based on Education Level.......................10
2. Percentage of Graduates Based on Education Level.....................12
3. Percentage and Number of Principals Based on Education Level..13
4. Percentage and Number of Teachers Based on Education Level...14
5. Current Situation of Gender Oriented Education Indicators..........15
C. Barriers in Carrying Out Lifelong Learning through Gender
Mainstreaming in Education...............................................................18
1. Barriers at the Level of Policy........................................................18
2. Barriers at the level of Education Units.........................................18
3. Barrier at the Level of Community................................................18
IV. Conclusion..............................................................................................19
V. References.............................................................................................21

Abstract
Lifelong learning is an educational process of human from the
beginning of life to by the end. Lifelong learning is human attempt to
address the problems and challenges of life met from time to time. In
the context of Indonesia's national education system, lifelong learning
is done through schooling (formal education) and family and
community education (non-formal and informal education). In addition
to lifelong learning, Indonesian government also concern in providing
gender-equality access to education, which is expected that Indonesian
women have equal opportunities with men in all aspects of life. One of
the Attempts to combine these two things is by conducting Gender
Mainstreaming program. Since 2000, the Government of Indonesia
stipulated that every development programs must consider gender
mainstreaming, including in the field of education.
Gender Mainstreaming in Education is one of the efforts to provide
access to lifelong learning with an emphasis on engaging women
equally and fairly in the education system. This report aims to describe
the GM programs already implemented and the achievements of what
has been obtained.
The method used in the preparation of the National Report is
descriptive method using literature studies, interviews, and field
observations to gather data and prepare reports. Stages of preparation
of the report are of three main steps, namely: drafting, review and
revision of the text.
Based on data collected, up to the end of 2014, GM in education shows
satisfactory results. It is marked with the number of women
participation in education at all levels which are relatively balanced.
Efforts to increase the participation of women is done so that they
increasingly self-sufficient and able to act as agents of development.
This means that both men and women have equal access to the quality
education on the basis of equality of rights, obligations and
opportunities.

Acronym
APBN

CIE
GAP
GBS
GER
GM

=
=
=
=
=

GPI
GP3M

=
=

MDGs
NGOs
SDGs
WG

=
=
=
=

Anggaran Pendapatan dan Belanja Negara (Annual

Badget)
Communication Information and Education
gender analysis pathway
gender budget statement
Gross Enrollment Ratio
Gender
Mainstreaming
(Pengarusutamaan
Gender(PUG) in Bahasa Indonesia)
Gender Parity Index
Gerakan Pendidikan Pemberdayaan Permpuan Marginal
(Movement on Education for Marginalized Women
Empowerment
Milenium Development Goals
Non-Goverment Organization
Sustainable Development Goals
Working Group

Executive Summary
As part of the world community and the commitment of Indonesia
to the world's commitment to gender equality, in 2000 the Government
of Indonesia issued Presidential Instruction No. 9 Year 2000 on Gender
Mainstreaming in National Development. The Presidential Instruction
was later upheld by issuing the Act number 25 Year 2000 on the
National Development Programme 2000-2004. In the Act, gender
mainstreaming became one of the priority groups in order to build
community welfare, improve the quality of the religious life and cultural
maintenance.
In education, the main program is done to bring about justice and
gender equality in education through the strengthening of capacity
building of the policy makers and stakeholders in the field of education,
planners in education, the author of books/ materials, the heads of the
education unit, the educators, and other education stakeholders.
The Presidential Instruction and the Act, then, is followed by Decree
of National Education Minister Number 84 Year 2008 on Guidelines for
Gender Mainstreaming in Education at the national, provincial and
district / city level. The Gender Mainstreaming on Education aims: 1) to
provide references for policy makers and implementers of education in
developing the strategy of gender integration through planning,
budgeting, monitoring and evaluation of policies, programs, and
development activities in education; 2) to promote gender-perspectivebased planning by integrating experiences, aspirations, needs,
potentials, and the solving of problems facing by men and women; 3)
to promote gender equality and equity in the educational units and the
communities; 4) to promote gender-responsive-based budgeting
management of education; 5) to improve gender equality and equity in
position, role, and responsibilities of men and women as human and
resource of development.
The Barriers in Promoting Lifelong Learning through Gender
Mainstreaming on Education
Barriers in the level of policy. Technical barriers associated with the
implementation of the Gender Mainstreaming in Education including 1)
Not all local governments have local regulations yet that are directly
related to Gender Mainstreaming; 2) the relatively rapid shift of
leadership in local government level often inhibits the socialization of
gender-responsive education policies 3) the formed instution not yet
function optimally; 4) the unavailability of infrastructure to support.
Barriers at the Education Unit. Barriers associated with education
units include 1) the lack of understanding of educators and education
personnel on gender mainstreaming gender in education so that the
gender-responsive managemen has not been established yet; 2) the
uneven number of qualified and relevant teachers and administrator
at all levels and types of education that can be accessed by women
and men, 3) The weakness of the partnership between the family, the
education unit, and the community in the implementation education.
5

Barriers at the Community Level. Social and cultural barriers

include 1) lack of understanding of women about self-concept, selfpotential, and the role that can be choosed in private, family, or social
life; 2) strong patriarchal culture, where women tend to be placed only
on domestic roles that influence on various sectors of life such as the
limited type of work / profession accessible to women and the limited
role that can be accessed social women; 3) the influence of beliefs,
some people have the belief that women are not the backbone of the
family, and in the name of belief, often used as the basis of gender
discrimination behavior in social interaction; 4) Stigma that view
women are below the level of men; 5) low public awareness about
gender mainstreaming so that their enrolment in the programs are stil
limited.

The Achievements and Outcomes of Lifelong Learning through

Gender Mainstreaming on Education
Achievement of Gender Mainstreaming in Education from 2002 to 2016
include 1) The establishment of the Working Group on Gender
Mainstreaming in the education sector at national level 2) the
publishing of 10 books themed Gender Mainstreaming 3) By the year
2013 all the Provincial Education Office and most District Education
Office / cities throughout Indonesia have gained advocacy, assistance,
and dissemination of gender mainstreaming in the field of education
through the facilitation of training and mentoring; 4) The establishment
of the Working Group on Gender Mainstreaming on Education in the 33
provincial level by 2015, 6) implementation of Movement on Education
for Marginalized Women Empowerment in 20 districts / cities in 2016.
Output of Gender Mainstreaming on Education in that gender parity
index at all levels of education are currently close to 1. It means that
the rate of participation of women and men at all levels is about to be
balance. The percentage of districts/cities adopting gender
mainstreaming in education reached 72.4% in 2014 (or 358 of 497
districts/cities). It means exceeded the number of 68% as the target of
the strategic plan 2010-2014.

NATIONAL REPORT ON SUCCESSFUL

POLICIES AND PRACTICES IN LIFELONG
LEARNING:
CASE OF
INDONESIA (Gender Mainstreaming in
Education)
I. Metodology
The method used in the preparation of the National Report is an
exploratory study using literature studies, interviews, and
observations. The preparation of National Report was carried out in
three main stages: the writing process, reviewing, and revising.

A. The Writing Process

1. Literature Study
Literature study was enacted to the legal basis of Lifelong
Learning for All through Gender Mainstreaming. The legal
basises are:
a. Indonesia Constitution of 1945
b. Act Number 7 Year 1984 on the Ratification of the Convention
on the Elimination of All Forms of Discrimination Against
Women
c. Law number 20 Year 2003 on National Education System
d. Government Regulation Number 19 Year 2005 on National
Education Standards, as amended by Regulation Number 13
Year 2015
e. Presidential Instruction Number 9 Year 2000 on Gender
Mainstreaming in National Development
f. Act number 17 Year 2007 on the National Long-Term
Development Plan 2005-2025
g. The Decree of Ministry of Home Affair Number 15 Year 2008
on General Guidelines for the Implementation of gender
mainstreaming as amended with Regulation Number 67 Year
2011
h. The Decree of Ministry of National Education Number 84 Year
2008 on the Guidelines for Mainstreaming Gender Education
i. Joint Regulation of Ministry of Women Empowerment, Ministry
of the Home Affair and the Ministry of National Education
Number 17 / men.pp / dep.ii / iii / 2005, No. 28a /2005,
Number: 1 / pb / 2005, dated July 18, 2005 on the
Acceleration of Womens Illiteracy Eridication.
j. Joint Regulation of Ministry of National Development Planning
/ Head of Bappenas, the Ministry of Finance, Ministry of Home
Affair and the Minister of Women's Empowerment and Child
Protection Number
270/M.PPN/11/2012, Number SE33/MK.02/2012, Number : 050/4379A/SJ, Number 46/MPPPA/11/2012 ont the National Strategy to Accelerate Gender

Mainstreaming Strategy
Planning and Budgeting

through

the

Gender-Responsive

2. Interview dan observation

Other writing sources are obtained through field visits to several
district/City that represent the three clusters, namely:
a. District / City of woman activist / heroine;
b. District / City of migrant workers / labor of women and
vulnerable to human trafficking crime
c. District / City with the highest dropout numbers
The field visit to the districts/ cities that are sample of the three
clusters are intended to obtain information relating to the
supporting and hindering factors in the implementation of
gender mainstreaming program. The districts /cities visited are
those organizing the Movement on Education for Marginalized
Women Empowerment (GP3M) which is a program of reinforcing
and reuniting of gender mainstreaming programs that has been
running for about 20 years.

B. Reviewing Process

After formulating the national report draft, the next process is

reviewing. The reviewers are:
1. Persons in charge of the Movement on Education for
Marginalized Women Empowerment (GP3M), from the
Directorate of Literacy and Equivalency Education, Directorate
General of Early Childhood and Community Education, Ministry
of Education and Culture
2. Persons in charge of Gender Mainstreaming at the Ministry of
Education and Culture
3. Other Stakeholders in the Directorate General of Early Childhood
Education and Public Education Ministry of Education and Culture

C. Revising Process
Formulating reviewers feedback and summary report feedback into
the revised draft of national reporton policies and implementation
of lifelong learning through gender mainstreaming in education in
Indonesia.

II. Lifelong Learning through Gender Mainstreaming in

Education
A. Concept and Policy of Indonesia Lifelong Learning
Lifelong learning has been mandated in the Constitution of 1945
and its amendments. Article 28C (1) states that "Everyone has the
right to develop themselves through fulfillment of their basic needs,
to involve in education and to benefit from science and technology,
arts and culture, in order to improve the quality of life and for the
welfare of mankind".
The concept of lifelonglearning has also appeared in The Decree
Parliament No. IV / MPR / 1973 jo the Decree No. IV / MPR / 1978 on
The State Policy Guidelines (Guidelines) which establishes the
principle of national development. In Chapter IV of the education
section, paragraph (d) says : "Education lasts a lifetime and
implemented within the household / family and community,
therefore education is a shared responsibility between families,
communities, and the government ".
In more detail, lifelong learning is covered in the Act Number 20
Year 2003 on National Education System. Article 3 states that "The
national education serves to develop the ability and character
development and civilization of the nation's dignity in the context of
the intellectual life of the nation, aims to develop students'
potentials to cherish God, noble, healthy, knowledgeable, capable,
creative, independent, democratic and responsible ". Furthermore,
Article 5 (5) states that "Every citizen shall have the opportunity to
improve education through lifelong learning".
Lifelong learning should be implemented in synergy between the
institutions of formal education, non-formal and informal. In the
implementation of lifelong learning can be carried out through:
1. formal education, including elementary, junior high, high school,
and university;
2. non-formal education, including life skills education, early
childhood education, youth education, women's empowerment
education, literacy education, vocational education and job
training, equivalency education, as well as other programs
aimed to develop the ability of learners; and
3. informal education conducted by the family and the
environment.

B. Gender Mainstreaming in Education

Gender equality and equity is one of the world-concerned issue and
becomes one of the commitments set out in the MDGs which is then
followed by the SDGs commitment. For the Indonesian, gender
equity values are contained in the Constitution of 1945. Article 27

stipulates that all citizens are

equal before the law and the
government
without
exception and can live with
dignity. Article 31 guarantees
access to education for all. In
addition,
the
amendment
ofthe constitution includes
the right to be free from
discrimination.
The
amendment also mandates
the Government to provide 20 percent of the annual budget (APBN)
for education.
As part of the world community and the commitment of Indonesia
to the world's commitment, since 2000 the Government of
Indonesia issued policies relating to gender. One of the policies is
the publishing of the Presidential Instruction Number 9 year 2000
on Gender Mainstreaming in National Development.
The Presidential Instruction is organized for the government
deemed that it was necessary to conduct a gender mainstreaming
strategy in the whole process of national development in an effort
to improve the position, role, and the quality of women, as well as
efforts to achieve gender equality and equity in family life,
community, nation, and state. Gender mainstreaming in the entire
development process is an integral part of the functional activities
of all government agencies and institutions at national as well as
local level. Gender mainstreaming should be encouraged,
streamlined and optimized so that it will be conducted in integrated
manner.
The Presidential Instruction was upheld by the issuing of Act
Number 25 Year 2000 on the National Development Programme
2000-2004. In the Act, gender mainstreaming became one of the
priority groups in order to build people welfare, improve the quality
of the religious and cultural maintenance. In The Act contains 19
gender-responsive development programs spread into 5 sectors of
development, namely the legal sector, the economy (especially
employment), politics, education, and socio-cultural (especially
health, social welfare, and family planning).
In education, the main program is done to bring about justice and
gender equality in education through the strengthening of capacity
of policy makers and stakeholders in the field of education, planners
in education, the authors of books / materials, the heads of the
education units, the educators, and other education stakeholders.
At the initial stage, the strengthening of capacity were conducted at
7 main units in the Ministry of National Education. Starting in 2003
the government in cooperation with the Working Group (WG)
Gender Mainstreaming in education in 33 provinces began to
develop implementation model of GM in the province.

In 2008 it was issued

the Decree of Ministry
of National Education
Number 84 Year 2008
on
Guidelines
for
Mainstreaming Gender
Education
at
the
Central, Provincial and
District / City. Gender
Mainstreaming
in
Education, hereinafter
referred as GM in
education is a strategy developed to integrate gender into an
integral dimension of the design, preparation, implementation,
monitoring and evaluation of policies, programs, and activities of
education developments.
Gender Mainstreaming in Education aims: 1) to provide references
for policy makers and implementers of education in developing the
strategy of gender integration through planning, budgeting,
monitoring and evaluation of policies, programs, and development
activities in education; 2) to promote gender-perspective-based
planning by integrating experiences, aspirations, needs, potentials,
and the solving of problems facing by men and women; 3) to
promote gender equality and equity in the educational units and the
communities; 4) to promote gender-responsive-based budgeting
management of education; 5) to improve gender equality and
equity in position, role, and responsibilities of men and women as
human and resource of development.

III. The Implementation of Gender Mainstreaming in

Education
A. The Programs of Gender Mainstreaming in Education
1. Woman Empowering Program
Before the enactment of legal framework of GM in education, the
Ministry of National Education actually had organized several
programs to empower women who gathered in Woman
Empoweing Program. The Programs were directed to promote
the role of women as equal partners to men. They were
encouraged to be more self-dependent so that can optimally
bring the families to the state of prosperity, healthy (phisycally,
mentally, spriritually) as well as can take more actively in
community development.
The Woman Empowering programs includes:
a. Women Illiteracy Eradication Program;
b. Woman lifeskills through some trainings to enhance the
ability of women;
c. Gender-equality-perspective-based Family Education;
d. Women Leadership Training;
e. Woman Empoweing Course; and
f. Establishing Women's Activity Center (Pusginita). :

2. Working Group of Gender Mainstreaming at National Level

Although the Decree on Guidelines for Mainstreaming Gender
Education Sector was published in 2008 but implementation of
gender mainstreaming in education, especially in the Ministry of
National Education, had started since 2002. In 2002 the Ministry
of Education through the Directorate General of Out of School
Education and Youth had established National Working Group of
Gender Mainstreaming in the education sector.
It aims to assist decision-makers in the Ministry of National
Education in an effort to increase gender equity and equality in
the various components of the national education system. The
main activities undertaken are as follow.
a. Advocating stakeholders in the Ministry of National
Education, which is done through:
- Workshop for officials of national and local level through
capacity building
- - Focus Group Discussion among educational policy
makers;
b. Conducting policy analysis, which performed various analyzes
of the substance of education, as well as the formulation of
policy of the Ministry of National Education;

c. Cooperating with the Centers for Women's Studies), women's

organizations, as well as non-governmental organizations
(NGO);
d. Preparing profile and database in order to produce genderresponsive statistical data and education indicators;
e. Conducting the program of Communication Information and
Education (CIE), a form of socialization of gender equity and
equality through the mass media or other media that were
relevant to reach the wider community.

3. Working Group of Gender Mainstreaming at

Provincial and District Level
As an effort to accelerate the institutionalization of gender
mainstreaming, in the each provincial education department was
formed Working Group of GM in education consisting of the all
head units under the department of education or others those
related to the field of education. Their task are:
a. promoting and facilitating GM in education to the related
units;
b. disseminating and giving advocacy to the government of
district / city;
c. drawing up a work program every year;
d. encouraging the establishment of gender-perspectives based
budgeting;
e. arranging anual work plan;
f. being responsible to the Governor through the head of
education office;
g. formulate policy recommendations to the Regent / Mayor;
h. facilitating the work unit in charge of data collection to
compile Profile Gender Education in the province;
i. monitoring the implementation of gender mainstreaming in
related agencies;
j. establishing a technical team to conduct an analysis of the
local education budget;
k. arranging Regional Action Plan in the province that includes:
1) gender mainstreaming in legislation
2) gender mainstreaming in the development cycle
education;
3) institutional strengthening; and
4) strengthening the role of community in education process.
l. encouraging
the selection of initiator for gender
mainstreaming in their respective work units.
Furthermore, Working Groups were also formed at the district /
city level. They are consisting of all heads of the relevant units in
the education department and other relevant unit, with Disctrict
Office of Education as the coordinator.
The district groupss task are:
a. promoting and facilitating GM to each unit concerned;
b. disseminating and giving advocacy to the government of subdistrict, villages;

c. drawing up a work program every year;

d. encouraging the establishment of gender-perspectives based
budgeting;
e. arranging anual work plan;
f. being responsible to the mayor through the head of
education office;
g. formulate policy recommendations to head of district office
and the Regent / Mayor;
h. facilitating the work unit in charge of data collection to
compile Profile Gender Education in the district/city;
m. monitoring the implementation of gender mainstreaming in
related agencies;
n. establishing a technical team to conduct an analysis of the
local education budget;
o. arranging Regional Action Plan in the district/city that
includes:
1) gender mainstreaming in legislation
2) gender mainstreaming in the development cycle
education;
3) institutional strengthening; and
4) strengthening the role of community in education process.
p. encouraging the selection of initiator for gender
mainstreaming in their respective work units.

4. Publising of Gender Mainstreaming Books

In 2012 the Ministry of Education and Culture did the preparation
and publication of 10 books comprising gender mainstreaming in
education.
a. Panduan Penyusunan Prol Gender Bidang Pendidikan
Daerah (Guidelines in Writing Profil of Gender Mainstreaming
in Education)
b. Panduan Strategi Pengembangan Pusat Kegiatan Belajar
Masyarakat (PKBM) Responsif Gender (Guidelines for
Strategy
of
Developing
GenderResponsive-Based
Community Learning Center (CLC)
c. Isu dan Solusi Gender Bidang Pendidikan (The Gender Issues
in Education and Their Solutions)
d. Strategi Pengembangan Sekolah Responsif Gender (Strategy
in Developing Gender-Responsive School )
e. Panduan Penyusunan Bahan Ajar Responsif Gender
(Guidelines for Writing Gender Responsive Teaching
Materials)
f. Panduan
Umum
Pengarusutamaan
Gender
Bidang
Pendidikan (General Guidelines Gender Mainstreaming in
Education)
g. Panduan Kelompok Kerja (Pokja) PUG Bidang Pendidikan
(Guidelines of Working Group of Gender Mainstreaming in
Education)
h. Buku Saku Pengarusutamaan Gender Bidang Pendidikan
(Handbook of Gender Mainstreaming in Education)
i. Data dan Indikator Pendidikan Berwawasan Gender tahun
2010/2011 (Statistic and Indicators of Gender-Based
Education in 2010/2011)

j.

Bahasa dan Responsif

Mainstreaming

Gender

(Language

and

Gender

5. Publishing of Profile of Gender Mainstreaming in

Education in Provincial Level
In collaboration with provincial working group, in 2015 the
Ministry of Education and Culture published the Profil of Gender
Mainstreaming in Education for each Province. The profiles
produced to:
a. provide an understanding of the gender issues in education
b. introduce the educational gender indicators that can measure
the access,
control,
participation in
development and
its benefits to
men and women,
c. present the
method of
calculating the
gender indicators
of education,
d. identify data sources to obtain relevant data to formulate
gender indicators
e. provides an alternative way of presenting data pro fi le of
gender education, and
f. Introduce local socio-cultural conditions that influence the
development of education.
With the formulation of profils that contains statistics and gender
indicators, both quantitately and qualitatively, it is expected to
be followed by various gender analysises in education which are
very useful for planners in preparing gender-responsive
budgeting through a gender budget statement (GBS) and the
reformulation of the policy through gender analysis pathway
(GAP).

6. Movement on Education for Marginalized Women

Empowerment
In 2016, the Government of Indonesia through the Directorate of
Literacy and Equivalency Education, Directorate General for
Early Childhood and Community Education, Ministry of Education
and Culture, drew up a program known as Movement on
Education for Marginalized Woman Empowerment (GP3M). The
program aims to 1) The program aims to 1) strengthen local
government and stakeholders commitment toward the
improving quality life of women as mothers that having role as
the first and main educator for the children, 2) arrange a local
plan of Movement on Education for Marginalized Women

Empowerment (GP3M), 3) upgrade marginalized womens

knowledge and life skills in order to improve family quality life
that supposed to improve future generation quality life. This
program are conducted in 21 cities in Indonesia which are
divided into three clusters, namely 1) the home town fighter /
activists of Women, 2) Cities with migrant workers / labor of
women and vulnerable to human trafficking crime, and 3) Cities
with high numbers of drop outs.
Basically, the program
is
a
reunite
and
reinforcement
of
gender mainstreaming
programs that have
been running for years.
GP3M is a framework
to strengthen gender
mainstreaming
education
programs
held at the district /
city. The programs are
women
lifeskills,
gender-responsive
family
educational,
equivalency education, Vocational Village, as well as the
Community Library. Each program is designed as an ecosystem
and supporting units for the efforts to improve education and
skills of marginalized women.

B. Achievements and Outcomes of Gender

Mainstreaming in Education
The increasing of gender-responsive education programs is a
strategic objective to support the accessibility of the services
provided and equitable education. Based on the 2010-2014
strategic plan targets, until 2013, the districts / cities that had been
carrying gender mainstreaming programs are as much as 321
districts / cities from 497 districts / cities, or as much as 64.78%. In
the year 2014, or the end of the 2010-2014 strategic plan PUG
education targeted to increase to 68%. From the data, it can be
concluded that the targets for gender mainstreaming in education
in 2014 have been achieved, their achievements even exceed the
target set.
Over the last five years, gender mainstreaming in education has
increased continuously, it is seen from the percentage of gender
mainstreaming in education, which reached 15.69% in 2010
increased to 72.4% in 2014.
Figure 1
Disctricts/Cities Conducting Gender Mainstreaming in
Education

10

57.34

72.04

64.78

48.7

15.69

Th 2010

Th 2011

Th 2012

Th 2013

Th 2014

Source: Center of Statistics, MoEC, 2014

The results of educational achievements which have been referring

to gender equality program until the end of 2015 in detail can be
described as follows.

1. Percentage of Students Based on Education Level

The percentage of students starting from kindergarten up to
university level shows remarkable gender equality and equity.
The Gender Ratio in kindergarten, primary and lower secondary
school, upper secondary schools and university is respectively
0.88, 0.94, 1.63 and 1.08, indicating a balance in male and
female composition. However, it is interesting to note that in
non-vocational senior secondary school, the Gender Ratio is
already accomplished, that is 1.00. In contrast to that, in islamic
upper secondary school, female is domonating with ration1.74.
In vocational senior secondary school and Package C, the
percentage of male students is still dominating that of female,
causing the Gender Ratio to reach only 0.74 and 0.89.
Early childhood programs and kindergarten give massive
benefits for parents and children, especially in the regions.
Massive socialization took impact in the increasing of early
childhood and kindergarten rates. The participation of
community leaders both formal and informal leaders in deriving
the various elements of society have an impact on parents by
sending their children to attend early childhood programs and
kindergarten. The increase in gross enrollment rate continues to
improve. When viewed in the perspective of gender, the number
of early childhood and kindergarten students, men and women
began to approach equilibrium.
Table 1.
Percentage of Students Based on Education Level, 2013/2014

N
o

SEX
Education Unit

Male
Amount

Early
Education

Childhood
6,856,551

Female
%
53.1
5

Amount
6,043,16
2

%
46.8
5

Total
12,899,7
13

Gender
Differe
nce

Gend
er
Ratio

6.31

0.88

11

N
o

Unit
Play Education
Gropu)

1,880,712

Child Care

35,744

Other

1,973,659

Islamic Play Group

594,738

Kindergarten
Basic Education (Primary
and Lower Secondary
School)

2,371,698

Primary Schools

21,874,27
9
13,648,35
3

Islamic Primary School

Package A (Nonformal
primary school)

1,702,701

Lower Secondary School

Islamic Lower Secondary
School
Package B (non-formal
lower secondary Schools)

5,020,313

Secondary School

3,013,479

Upper Secondary School

Islamic Upper Secondary
School
Package C (non-formal
Upper Secondary School)

2,113,835

Vocational School

240,550

Shchool for Special Need

65,045

University

2,800,298
34,609,6
52

5,621

1,390,854
106,437

475,995
183,099

4
5

Average

53.1
7
54.9
1
52.4
2
50.6
5
54.4
2
51.6
1
52.2
3
51.7
5
53.2
1
50.5
5
49.3
6
52.7
0
38.0
5
49.9
4
36.6
3
52.8
0
11.7
8
59.2
0
48.1
0
50.
06

SEX
1,656,66
8
29,350
1,791,09
8
579,519
1,986,52
7
20,509,1
23
12,483,7
88
1,587,53
9
4,943
4,910,33
4
1,426,98
4
95,535
4,906,51
5
2,118,73
7
823,371
163,712
1,800,69
5
44,826
3,021,84
5
34,525,
471

Gender
Differe
nce
6.33

Gend
er
Ratio
0.88

9.82

0.82

4.85

0.91

1.30

0.97

8.84

0.84

3.22

0.94

4.46

0.91

3.50

0.93

10,564
9,930,64
7
2,817,83
8

6.42

0.88

1.11

0.98

1.28

1.03

201,972
7,919,99
4
4,232,57
2
1,299,36
6

5.40

0.90

23.90

1.63

0.12

1.00

26.73

1.73

346,811
2,041,24
5

5.59

0.89

76.43

0,74

109,871
5,822,14
3
69,135,
123

18.40

0.69

3.81

1.08

0.12

1.00

46.8
3
45.0
9
47.5
8
49.3
5
45.5
8

3,537,38
0

48.3
9
47.7
7
48.2
5
46.7
9
49.4
5
50.6
4
47.3
0
61.9
5
50.0
6
63.3
7
47.2
0
88.2
2
40.8
0
51.9
0
49.
94

42,383,4
02
26,132,1
41
3,290,24
0

65,094
3,764,75
7
1,174,25
7
4,358,22
5

Source: Center of Statistics, MoEC, 2015

Figure 2
Gender Parity Index of Students Based on Level of Education
2013/2014

12

1.63

0.88

0.94

1.08
0.69

PAUD

DIKDAS

DIKMEN

SLB

PT

Source: Center of Statistics, MoEC, 2015

2. Percentage of Graduates Based on Education Level

The percentage of graduates starting from kindergarten up to
university level shows significant improvement in terms of gender
equality and equity. The Gender Ratio in kindergarten, primary
school and junior secondary school, senior secondary and university
is respectively 0.89, 0.94, 0.81, 1.00, indicating a balance in male
and female graduates. However, in vocational senior secondary
school, the percentage of male graduates is still dominating that of
female, causing the Gender Ratio to reach only 0.53.
Table-2
Percentage of Graduates Based on Education Level, 2013/2014
Gender
Differen
ce

Gend
er
Ratio

5.94

0.89

6.13

0.88

31,683
2,680,16
9

8.91

0.84

4.46

0.91

645,280
2,775,88
0

1.86

0.96

8.16

0.85

2.85

0.94

Sex
N
o

Education Unit
Early
Education

Childhood

328,628
1,501,22
3

%
52.9
7
53.0
7
54.4
6
52.2
3
50.9
3
54.0
8

Female
Amoun
t
%
3,712,7
47.0
54
3
826,72
46.9
0
3
45.5
14,430
4
1,280,2
47.7
95
7
316,65
49.0
2
7
1,274,6
45.9
57
2

4,579,48
7

51.4
3

4,325,5
13

Amount
4,181,76
5

Play Group

934,787

Child Care

17,253
1,399,87
4

Other
Islamic Play Group
2

Male

Kindergarten
Basic
Education
(Primary and Lower
Secondary School)

48.5
7

TOTAL

7,894,51
9
1,761,50
7

8,905,00
0

13

Primary Schools
Islamic
Primary
School
Package A (Nonformal
primary school)
Lower
Secondary
School
Islamic
Lower
Secondary School
Package
B
(nonformal
lower
secondary Schools)
3
Secondary
Upper
School
Islamic
Secondary
Package
formal
Secondary
4
5

School
Secondary

2,315,92
5
240,407
1,523,98
4
422,145
77,026
1,793,02
9
728,794

Upper
School
C
(nonUpper
School)

130,054
57,605

Vocational School
Shchool for Special
Need

876,576

University

403,691
10,964,
848

Average

6,876

53.0
0
51.7
5

2,053,3
34
224,14
7

47.0
0
48.2
5

4,369,25
9

6.01

0.89

464,554

3.50

0.93

49.5
5
49.3
6

1,551,6
05
433,09
2

50.4
5
50.6
4

3,075,58
9

0.90

1.02

855,237

1.28

1.03

54.8
8
55.3
3
50.9
7
36.6
3

63,335
1,447,7
04
701,00
1
224,99
5

45.1
2
44.6
7
49.0
3
63.3
7

140,361
3,240,73
3
1,429,79
5

9.75

0.82

10.66

0.81

1.94

0.96

355,049

26.74

1.73

112,787
1,343,10
2

2.15

0.96

30.53

0.53

12,340

11.44

0.79

807,319
20,859,
911

0.01

1.00

5.13

0.90

51.0
7
65.2
7
55.7
2
50.0
0
52.5
6

55,182
466,52
6
5,464
403,62
8
9,895,
063

48.9
3
34.7
3
44.2
8
50.0
0
47.4
4

Source: Center of Statistics, MoEC, 2015

3. Percentage and Number of Principals Based on Education

Level
The representation of women in high level position of an education
unit at almost all education level remains a big challenge for Indonesia.
Male principals are dominating in terms of percentage and number
compare to the female ones in almost all education level. The statistics
shows an interesting fact, that is the higher the education level is, the
more male principals there will be. The comparison in percentage
between male and female principals in primary school and junior
secondary school, senior secondary school and school for children with
special needs is respectively 66.02: 33.98, 71.40: 28.60, 60.20:39.80.
However, there is another interesting fact again where the ECD
principals perbanding dominated by women with men and women was
10:55: 89.45.

Table 3
Percentage and Number of Principals Based on Education Level,
2013/2014
Gender
SEX
Differe
N
TOTAL nce
Male
Female
Education Unit
o
Amou
Amou
nt
%
nt
%

14

Gend
er
Ratio

16,657

10.5
5
14.1
3

245,97
6
101,26
2

Child Care

461

9.98

4,160

Other

4,049

41,054

Islamic Play Group

3,711

8.98
13.2
6

Kindergarten
Basic Education (Primary
and
Lower
Secondary
School)

4,135

5.21

75,233

154,79
0

Primary Schools

87,804

Islamic Primary School

Package
A
(Nonformal
primary school)

17,858

66.0
2
59.5
2
75.4
2

Lower Secondary School

Islamic Lower Secondary
School
Package
B
(non-formal
lower secondary Schools)

29,059

Secondary School

34,027

Upper Secondary School

Islamic Upper Secondary
School
Package
C
(non-formal
Upper Secondary School)

7,998

Vocational School

10,944

Shchool for Special Need

1,369
219,1
99

Early Childhood Education

29,013

Play Group

Average
Note: * Data tahun 2013/2014
Sumber: PDSP Kemdikbud 2015

13,970
6,099

6,393
8,692

79.5
7
85.8
0
58.3
6
71.4
0
63.9
2
88.0
6
56.2
2
88.1
1
60.2
0
39.
19

24,267

79,652
59,709
5,820
7,459
2,313
4,351
13,629
4,515
867
6,770
1,477
905
340,1
62

89.4
5
85.8
7
90.0
2
91.0
2
86.7
4
94.7
9

274,98
9
117,91
9

33.9
8
40.4
8
24.5
8

234,44
2
147,51
3

20.4
3
14.2
0
41.6
4
28.6
0
36.0
8
11.9
4
43.7
8
11.8
9
39.8
0
60.
81

-78.90

8.48

71.75

6.08

4,621

80.05

9.02

45,103

82.05

10.14

27,978

73.47

6.54

79,368

89.58

18.19

32.05

0.51

19.05

0.68

50.84

0.33

23,678
-

36,518

59.15

0.26

16,283

71.59

0.17

10,450

16.73

0.71

47,656

42.80

0.40

12,513

27.84

0.56

7,260

76.12

0.14

15,462

12.43

0.78

12,421

76.22

0.13

2,274
559,3
61

20.40

0.66

21.63

1.55

4. Percentage and Number of Teachers Based on Education

Level
At the operational level of education at schools, female teachers
proportion tends to be dominant than male.
Early childhood
education teachers are dominated by women with the composition
of 4.19 percent for men and 95.81 percent for women. The same
thing also happens in the primary school, junior secondary school
and senior secondary school level in which female teachers are
dominating in percentage and number. However, at vocational
secondary school, school for special need, and university, male
teachers are dominant.

15

Table 4
Percentage and Number of Teachers Based on Education Level, 2013/2014
Sex
N
o
1

Education Unit
Early
Education

Childhood

Male
Amoun
t
%
26,636
4.19
7,997

4.96

0.07

2,848

4.49

8,548

6.82

7,237

2.61

1,198,6
48

39.8
7

604,99
3
113,09
1
-

35.6
9
43.1
5
-

1,090,3
56
148,99
9
-

64.3
1
56.8
5
-

1,695,3
49
262,09
0
-

28.63

1.80

13.70

1.32

328,38
4
139,64
1
12,539

43.2
4
52.4
4
53.7
6

431,05
8
126,63
7
10,786

56.7
6
47.5
6
46.2
4

759,44
2
266,27
8
23,325

13.52

1.31

4.88

0.91

7.52

0.86

424,79
4
156,11
0
73,119

48.8
0
44.5
8
55.2
8
43.4
4

445,71
7
194,07
0
59,158

51.2
0
55.4
2
44.7
2
56.5
6

870,51
1
350,18
0
132,27
7
41,376

2.40

1.05

10.84

1.24

10.55

0.81

13.12

1.30

51.2
3
59.7
3
59.4
2
37.7
6

169,08
7
16,674

48.7
7
40.2
7
40.5
8
62.2
4

346,67
8
41,408

2.45

0.95

19.46

0.67

206,64
1
4,760,
720

18.84

0.68

24.48

1.65

Child Care
Other
Islamic Play Group
2

Primary Schools
Islamic
Primary
School
Package A (Nonformal
primary school)
Lower
Secondary
School
Islamic
Lower
Secondary School
Package
B
(nonformal
lower
secondary Schools)
3
Secondary
Upper
School
Islamic
Secondary
Package
formal
Secondary
4

School
Secondary
Upper
School
C
(nonUpper
School)

Vocational School
Shchool for Special
Need

5
University
Average

Gend
er
Ratio

Female
Amoun
t
%
609,04
95.8
0
1
153,09
95.0
5
4
8,143
99.9
3
60,590
95.5
1
116,85
93.1
5
8
270,35
97.3
7
9
1,807,8 60.1
36
3

Play Group

Kindergarten
Basic
Education
(Primary and Lower
Secondary School)

TOTAL

Gender
Differe
nce

17,974
177,59
1
24,734
122,78
6
1,797,
598

23,402

83,855
2,963,
122

635,67
6
161,09
2
8,149

91.62

22.87

90.07

19.14

99.85

63,438

91.02

1,357.
17
21.27

125,40
3
277,59
4
3,006,4
84

86.37

13.67

94.79

37.36

20.26

1.51

Source: Center of Statistics, MoEC, 2015

5. Current Situation of Gender Oriented Education Indicators

Achieving gender equality by building human resources without
any discrimination to both men and women is one of the human
development goals in Indonesia that requires special attention. This
16

strong commitment is shown by the significant progress achieved in

gender oriented education indicators. The progress in the indicators
comprise Gender Parity Index of Net/Gross Enrollment Rates,
percentage of graduates, percentage of repeating rates, and
percentage of drop outs.
a. Net/Gross Enrollment Rates
Indonesia's efforts to achieve the MDG targets on primary
education have been successful with Net Enrolment Rate (NER)
for primary school 95.7 percent and 78.8 percent for junior
secondary school in 2012. In line with this celebrated news,
Indonesia began to add middle school as the target of universal
primary education since the NER for senior secondary school
reached 78.7 percent in 2012.
In accordance with the significant progress of NER for primary
school above, improvement of gender equality in education had
been conducted through providing an equal access and
participation to education for both male and female. Measured
by the gender parity index (GPI) of NER or the ratio of NER of
females to males, gender equality in education showed
significant process.
Data from 2006/2007 to 2010/2011 academic year indicated
that the GPI of NER for primary education, junior secondary
school and senior secondary eschool showed significant
progress.
Table 5
Gender Parity Index (GPI) of Net Enrolment Rates (NER) Based
on Education Level, 2006/2007 2010/2011
No.

Education Unit

2006/200 2007/200 2008/200 2009/201 2010/201

7
8
9
0
1

Gender Parity
Index
Kindergarten

1.04

0.96

1.04

1.04

1.03

Primary School

0.97

0.92

0.97

0.96

1.01

0.94

0.97

0.97

1.00

1.01

Junior Secondary
School
Senior Secondary

0.96

0.92

0.91

0.94

0.94

University

1.05

1.07

0.76

0.99

0.97

Source: MoEC, 2013

b. Graduation Rate
Graduates from the 2008-2015 at the elementary up to high
school / vocational show an increasing percentage. The
graduation rate between men and women, showed an increase
and balance between the passing of men and women.
Figure 3

17

Gender Parity Index of Graduation Rate Based on Level of

Education 2000-2015

SD

SMP

SM

Source: Center of Statistics, MoEC, 2015

c. Repeatation Rates
In any learning process, there might be a number of students
who are not able to achieve the standards set due to a particular
obstacle. In the following year, the students are given the
opportunity to repeat at the same level. The number of repeats
can be reduced by providing a remedial program for the
students who fall behind in certain subjects.
In the 2006/2007 academic year, the best GPI of repeating
rates was primary school (0.67) even though it is still far from
balance, and the worst GPI of repeating rates was senior
secondary school (0.44), indicating that it is very far from
gender equality.
After 5 years, the condition in 4 education levels showed
significant improvement. The GPI of repeating rates in primary
school and vocational senior secondary school was respectively
1.04 and 0.90, meaning that the balance was nearly
accomplished. However, the condition in two education levels
did not change very much. The GPI of repeating rates in junior
secondary school was 0.56 and 0.42 for senior secondary school.

Figure 4
Repeatition Rates Based on Level of Education, 2000-2015

18

Source: Center of Statistics, MoEC, 2015

d. Drop Out Rate

During the learning process there are a number of students
who should leave school before the specified time or could not
finish school because of certain reasons. Students who quit (stop
schooling) are categorized as dropouts.
The table below summarizes the GPI of percentage or
dropouts based on education level from 2006/2007 2010/2011
academic years. The GPI fluctuated from time to time. However,
a significant improvement has been shown.
Figure 5
Dropout Rates Based on Level of Education 2000-2015

Source: Center of Statistics, MoEC, 2015

19

C. Barriers in Carrying Out Lifelong Learning through

Gender Mainstreaming in Education
1. Barriers at the Level of Policy
Some technical constraints associated with the implementation
of the mainstreaming of Education are
a. Regulation
Not all local governments have directly-related regulations
and instruments for implementation and evaluation so that
gender mainstreaming can not be fully systematicly planned,
implemented, and evaluated.
b. Changes in Leadership
Decentralization allows the rapid change of leadership at the
local level. Transformation of a leadership position in an
institution is often not accompanied by the transformation of
information from the former leadership to the new leader.
This often inhibits socialization of gender responsive policy
c. the formed instution not yet function optimally;
d. unavailability of infrastructure to support.

2. Barriers at the level of Education Units

a. Teachers and Administrator Insight
There is still inadequate insight of teachers and administrators
about gender mainstreaming so that gender-responsive
management of schools has not been realized;
b. Distribution of Teachers
The uneven number of qualified and relevant teachers and
administrator at all levels and types of education that can be
accessed by women and men,
c. Partnership
The partnership between the family, the education unit, and
the community in the implementation education need to be
improved

3. Barrier at the Level of Community

a. Less-Informed
Lack of education of women lead to lack of understanding
about the self-concept, self-potential, and the role that can be
took in private life, family, and social. Their role in the
domestic sector, are generally not based on the choice and
women's awareness, but rather on the lack of awareness of
their own potential and opportunities that can be picked. The
same things are then transfered to their daughters so that
the level of education or social role of daughters" relatively
similar to their mothers.
b. The strong patriarchal culture
The tradition of patriarchal ideology supported by kapitalism
resulted in dominant role of men in society. Gender
differences become discriminatory legitimacy that makes

20

women have les role, and increasingly marginalized. Women

tend to be placed only on the domestic roles. This influences
various sectors of life such as the limited type of work /
profession accessible to women and the limited role of
women's social accessible.
c. Belief
Some communities believe that women are not the backbone
of the family, and in the name of belief, often used as the
basis of gender discrimination behavior in social interaction;
d. Stigma
There is a stigma in some community that women are
viewed below the level of men. This has an impact on, for
example, women's wages earned less than men for the same
work.
.

IV. Conclusion
Institutionalization of "Gender Mainstreaming Strategy" into the
development process in general and accompanied by supporting
policy formulation and device is the ideal form of development.
However, this requires a process of learning and adaptation from all
entire development agents involved in it, especially the planners and
decision makers. In addition, the participation of non-governmental
organizations, academics, practitioners, and communities are higly
needed to support gender mainstreaming program.
Recommendations that need to be carried as the following up of the
implementation of gender mainstreaming in education are:
1. Continuing steps to alleviate women from illiteracy;
a. Collecting actual data of illiterate women complete with
identity and family conditions
b. More socialization to local leaders and community leaders as
well as promotion through electronic media (TV and radio)
about the importance of women literacy
c. Actively involving organizations and women's NGOs in
implementing literacy for women
d. Arranging gender-responsive curricula and teaching materials
for literacy at the local level
2. Increasing cooperation with universities, Institute of Education
and Women Empowerment and other concerned organizations to
disseminate infoemation to to families and parents about gender
equality in education
3. Enhance the role of the mass media to promote women in
education and development
4. Strengthening institutional capacity with a focus on the
implementation of gender mainstreaming in formal and nonformal education unit
5. All of the provincial education department and district / city are
encourage to have
a. Human reources who understand and are able to integrate
gender in education development program

21

b. Valid data on which the analysis of gender-responsive

education policies are based
c. Adequate budgetary support for the campaign, change the
mindset and integrate gender in the programs of national
development priorities
d. Tools / instruments that are practical so it is easier for
everyone to integrate gender mainstreaming to any program
and educational development activities
6. Increasing the commitment of the decision makers in achieving
gender equality.
7. Improving socialization Gender Mainstreaming on actors /
activists and policy makers at central and local levels.
8. Optimizing the implementation of programs that are gender
responsive at all levels of government.
9. Increasing the capacity and competence of and genderresponsive budgeting planners
10.Promoting gender equality in education to whole society
11.Improving advocacy and dissemination of information of gender
mainstreaming, through modules, booklets, leaflets, folders,
posters, and others.
12.Enlarging networking among government sectors at district and
provincial levels as well as NGOs and private sector
13.Developing studies centers at the university and expanding the
scope of study centers that already exist
14.Increase the availability of education services including education
infrastructure and other supporting units

22

V. References
1. Indonesia Constitution of 1945
2. Act Number 7 Year 1984 on the Ratification of the Convention on
the Elimination of All Forms of Discrimination Against Women
3. Law number 20 Year 2003 on National Education System
4. Government Regulation Number 19 Year 2005 on National
Education Standards, as amended by Regulation Number 13 Year
2015
5. Presidential Instruction Number 9 Year 2000 on Gender
Mainstreaming in National Development
6. Act number 17 Year 2007 on the National Long-Term
Development Plan 2005-2025
7. The Decree of Ministry of Home Affair Number 15 Year 2008 on
General Guidelines for the Implementation of gender
mainstreaming as amended with Regulation Number 67 Year
2011
8. The Decree of Ministry of National Education Number 84 Year
2008 on the Guidelines for Mainstreaming Gender Education
9. Joint Regulation of Ministry of Women Empowerment, Ministry of
the Home Affair and the Ministry of National Education Number
17 / men.pp / dep.ii / iii / 2005, No. 28a /2005, Number: 1 / pb /
2005, dated July 18, 2005 on the Acceleration of Womens
Illiteracy Eridication.
10.Joint Regulation of Ministry of National Development Planning /
Head of Bappenas, the Ministry of Finance, Ministry of Home
Affair and the Minister of Women's Empowerment and Child
Protection
Number
270/M.PPN/11/2012,
Number
SE33/MK.02/2012, Number : 050/4379A/SJ, Number 46/MPPPA/11/2012 ont the National Strategy to Accelerate Gender
Mainstreaming Strategy through the Gender-Responsive
Planning and Budgeting
11.Evaluation on Gender Mainstreaming in Nine Development
Sectors Year 2006 by the Directorate of Population and Women's
Empowerment, Bappenas, in cooperation with the Ministry of
Women's Empowerment
12. Gender-Perspective Statistics and Indicators of Education
2014/15, the Center for Statistics, Ministry of Education and
Culture

23