BEST PRACTISES OF LIFELONG LEARNING GENDER RESPONSIVE ADULT

BEST PRACTISES OF LIFELONG LEARNING, GENDER RESPONSIVE ADULT EDUCATION Muhammad Hasbi

1 Policy Framework on Lifelong Learning 2 Financing on Lifelong Learning 3 Implementation of Lifelong Learning 4 A Way Forward outline

Legislation of Indonesia Lifelong Learning "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“ (Constitution of 1945/Pasal 28 UUD 45) "Every citizen shall have the opportunity to improve education through lifelong learning“ (Act Number 20 Year 2003 on National Education System/Pasal 5 UU Sisdiknas) 1

FINANCING 06 Quality Assurance [PERCENTAGE] 05 Management [PERCENTAGE] 04 Family Education [PERCENTAGE] 03 Equivalency & literacy Education [PERCENTAGE] 01 [CATEGORY NAME] [PERCENTAGE] In thousands 02 Course [PERCENTAGE] 01 280. 000 $ 21, 570 02 450. 420. 000 $ 34. 699 03 717. 270. 000 $ 55. 256 04 300. 323. 000 $ 23. 136 05 182. 403. 366 $ 14. 051 06 318. 463. 246 $ 24. 533

Gender Gap Index (GGI) in Economic Participation (1/3) Wage Inequalities between Male and Female (%) 110 100 90 107, 36 107, 09 106, 76 84, 99 85, 52 85, 73 80 70 60 2011 Male Female 2012 Average Working Hours by Gender 46 45 44 43 42 41 40 39 38 37 45 44 44 40 40 2011 2012 41 2010 Male Female

Gender Gap Index (GGI) in Economic Participation (2/3) Number of Formal and Informal Labors by Gender Male Formal Informal Female 60 000 Male 40 000 20 000 Female - Percentage of 15 years and above of Labors by Education Level and Gender in Year 2011 ≤ PS JSS Formal ≥ SSS Informal Formal Informal 80 60 40 20 0

Gender Gap Index (GGI) in Economic Participation (3/3) Number of Migrant Worker by Gender (20092015) 700 000 600 000 103 188 124 684 500 000 210 116 214 825 400 000 300 000 528 984 200 000 451 120 376 686 235 170 186 243 108 965 279 784 276 998 100 000 243 629 166 771 - 2009 2010 2011 2012 Female Source: BPS 2013 Male 2014 2015

Women in Parliament by National and Local Levels in 2014 National Level 17% (97) Provincial level 15. 85% (335) District/City Level 14. 2% (2406) Source: General Election Commission

4. 5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

LIFELONG LEARNING PROGRAMS

LIFELONG LEARNING PROGRAMS NONFORMAL INFORMAL (CLC, course n training institution) (preschool and school) (HS association) VILAGE – BASED ENTREPRENEURSHI P EDUCATION Lifeskills education for rural people Literacy Education Self entrepreneurship literacy Equivalency Education Vocational Package C Women Empowerment National Movement on Education for Marginal Women (GP 3 M Scout Gender – Responsif Learning and Teaching Teachers Working Group Student Organization Leadership Skill Training Homeshcooling Family/parenting education

2009 - Ministry of Finance Regulation No. 119/PMK. 02/2009 on pilot institutions for gender responsible budgeting 2008 - Ministry of National Education Regulation No. 84/2008 on Guidelines for the Implementation of Gender Mainstreaming in the Education Sector at the Central, Provincial and Regency/Municipality Levels and Education Units 2008 Ministry of Home Affairs Regulation No. 15/2008 on Guidelines for implementation mainstreaming gender in the region 2000 Presidential Decree No. 9/2000 on ‘Gender Mainstreaming in the National Development Planning and Programming’ and its Technical Guidelines ext These Guidelines aim to build capacity of related officials to gender mainstreaming at national and local levels. ENABLING ENVIRONMENT

Gender Mainstreaming in Education A Policy to integrate gender equality and equity in the process of planning, designing, implementing, monitoring and evaluating of the whole education programs 3

THE GOALS To encourage stakeholders and educators in developing gender-mainstreaming integration strategy into all education programs and activities; To promote gender equality and equity in education units as well as communities; To provide gender-responsive education budgeting; To increase gender equality and equity in the position, role, and responsibility that can be access both by men and women.

STRATEGY Integrating gender-perspective in designing middle-term development planning and strategic planning in the level of national, provincial, and districts/cities; Designing gender-perspective-based policies, programs, and activities; Setting gender-perspective- based policies, programs, and activities by issuing the policies of governors, mayors/regents; Developing Working Group of Gender Mainstreaming in Education in the level of province, districts/cities and education units in order to promote, advocate, and facilitate gender mainstreaming in education.

FORMAL THE PROGRAMS OF GENDER MAINSTREAMING IN EDUCATION Gender – Responsif Learning and Teaching Teachers Working Group (KKG) Scout Student Organization (OSIS) Leadership Red Skills Training Cross Youth Science Competition

THE PROGRAMS OF GENDER MAINSTREAMING IN EDUCATION NONFORMAL Promoting, advocating, and facilitating NF education units in implementing gender mainstreaming village-based entrepreneurship education, literacy education, equivalency education Publising of Gender Mainstreaming Books Publishing of Profile of Gender Mainstreaming in Education in Provincial Level Movement on Education for Marginalized Women Empowerment (GP 3 M)

THE PROGRAMS OF GENDER MAINSTREAMING IN EDUCATION INFORMAL Homeschooling Parenting Programs / Family Learning

ACHIEVEMENTS AND OUTCOMES OF GENDER MAINSTREAMING IN EDUCATION Disctricts/Cities Conducting Gender Mainstreaming in Education 80 70 60 50 40 30 20 10 0 48, 7 57, 34 64, 78 72, 04 15, 69 2010 2011 2012 2013

THE WAY FORWARD Raising awareness for parents, teachers, and community leaders about the important of girls’ education for the equality and sustainable development Provide documentation of emerging best practice of innovative Girls’ education improvement Develop relevant training and learning materials which are gender responsive Measure outcomes rather than outputs and it should include in the formulation of gender responsive budgets (GRG) and gender budget statements (GBS). Develop and align specific action plans and budgets to empower EFA stakeholders and to enable local governments to develop and align their own girls and women responsive budgets and plans to meet national strategic gender equality objectives. Women’s/Gender Study Centers in universities should be supported to build capacity to undertake research and development in the dimensions of girl equality in education 4

TERIMA KASIH