outline of the strategy · web viewthis strategy describes the distinctive features of innovation...
TRANSCRIPT
Part 2: January 2018
GENDER EQUALITY AND SOCIAL INCLUSION (GESI) STRATEGY
Updated 3rd October 2018
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INOVASI Guiding Program StrategyThe program development approach and strategic implementation choices
TABLE OF CONTENTSOutline of the strategy 5
About INOVASI and inclusion 5
INOVASI’s gender equality and social inclusion context: a situational analysis 7
Equality of access 7
Indonesia 7
The INOVASI context 8
Disability access and school facilities 9
Child labour 9
Nutritional barriers to learning 9
Equal opportunity to learn 11
Indonesia 11
Recognised barriers to learning 11
The INOVASI context 11
Barriers to learning in the INOVASI context 12
Equal support for women’s leadership in education 14
INOVASI’s policy framework for gender equality, disability and social inclusion 16
Indonesia and Australia’s commitments to inclusion in education 16
Indonesia: gender equality in education 17
Disability inclusion 17
Australia: gender equality and empowerment 18
Disability inclusion 18
The scope of INOVASI’s work in gender equality and social inclusion 20
Pilot activity 20
Targeted group pilots 20
Learning for all 22
School leadership pilots 22
INOVASI grant partnerships 22
Policy activity 23
Knowledge development and dissemination activity 26
Gender equality and social inclusion monitoring, evaluation research and learning 27
Integrating gender equality and social inclusion into INOVASI outcomes 27
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Improving disability data 27
Monitoring gender equality and social inclusion 28
Gender equality and social inclusion learning and research 29
Gender equality & social inclusion in operations, human resources, management 31
Capacity building for INOVASI partners 31
Roles and responsibilities for the gender equality and social inclusion strategy 32
Risks and risk management 32
References 34
Annex 1: GESI Action Plan 38
Annex 2: Risk Management Plan 38
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Acronyms
ACDP Analytical and Capacity Development Partnership
AKSI Indonesian students’ performance assessment (Asesment Kinerja Siswa Indonesia
DAPODIK Ministry of Education and Culture data base (Data Podok Pendidikan)
DFAT Australian Department of Foreign Affairs and Trade
INOVASI Innovation for Indonesia's School Children
GEMBIRA INOVASI's language transition pilot (Gerakan Menggunakan Bahasa Indonesia yang Baik dan Benar)
GESI Gender equality and social inclusion
INAP Indonesian National Assessment Program
KKG Teachers' cluster working groups (Kelompok Kerja Guru)
MERL Monitoring, evaluation, research and learning
MoEC Indonesian Ministry of Education and Culture
MoL Ministry of Labour
MoNPD Ministry of National Planning and Development
MoRA Ministry of Religious Affairs
MoSA Ministry of Social Affairs
PDIA Problem-driven iterative adaptation
PISA Program for International Student Assessment (OECD)
SETARA INOVASI's children with disabilities pilot project
SLA INOVASI's Student Learning Assessment
TASS Technical Assistance for Education Systems Strengthening project
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Outline of the strategyThis strategy describes the distinctive features of Innovation for Indonesia's School Children (INOVASI) that demarcate the program's broad approach to gender equality and social inclusion (GESI). The strategy takes an evidence-based approach, so we review the situational data relevant to GESI to help identify the main issues that INOVASI will work within. We then examine the policy frameworks and commitments of both Indonesia and Australia in relation to GESI and identify where INOVASI’s sphere of work aligns with specific policy commitments.
INOVASI's GESI strategy sets out our scope of work in the areas of: gender equality and empowerment; disability and social inclusion; and child protection. An action plan detailing this work is attached as Annex 1. The strategy sets out our GESI monitoring and evaluation arrangements, the roles and responsibilities assigned to deliver on the GESI strategy as well as the risks and our approach to managing these risks.
About INOVASI and inclusionINOVASI seeks answers to the question of ‘what works to improve learning outcomes’ by conducting pilots in three key areas of investigation: (1) the quality of teaching and learning in the classroom, specifically in the domains of early grades literacy and numeracy; (2) the quality of support for teachers; and (3) learning for all.
INOVASI’s partner provinces and districts are West Nusa Tenggara (Nusa Tenggara Barat—NTB) (six districts), North Kalimantan (Kalimantan Utara — Kaltara) (two districts), East Nusa Tenggara (Nusa Tenggara Timur — NTT) (Sumba, four districts) and East Java (Jawa Timur) (five districts).
In choosing partner provinces and districts, INOVASI considered inclusive principles. While the choice was made in the first instance based on a demonstrated commitment to education reform (INOVASI 2014: 25), the selected areas also share measures of disadvantage. Students in partner provinces demonstrated lower performance than the national average in the 2016 Indonesian students’ performance assessment tests in mathematics, literacy and science (Asesment Kinerja Siswa Indonesia —AKSI)1 and, with the exception of East Java, they also share the disadvantages of their peripheral location compared to other regions of Indonesia.2 Ten of INOVASI’s 17 partner districts are categorised as under-served districts (kabupaten tertinggal). In selecting the schools for the program pilots, however, we avoided schools with extreme disadvantages (or advantages). We developed a statistical methodology to identify schools in each district that fell into the middle range of facilities provision in order to have an
1 The whole province of West Nusa Tenggara was ranked last across the country in all subjects, with low science outcomes correlated with low literacy results. In North Kalimantan, 67 per cent and 81 per cent of students were underperforming in literacy and numeracy respectively. Another relevant research finding came from a national early grade reading assessment (EGRA) carried out in 2014. This found that while grade two reading levels in Indonesia were generally satisfactory, one of the two main factors explaining variance nation-wide was regional difference. Two of INOVASI’s provinces were in the region that scored lowest on this test: East Nusa Tenggara and West Nusa Tenggara (RTI International 2014: 1)
2 The rationale for including East Java by contrast was mainly on the basis of the intensive government and donor support it has received to improve basic education, resulting in a wealth of good practices to probe for their potential for adaption and scale out to other areas.
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experimental context where teachers and school heads were more likely to be able to control the conditions for improvement (in contrast to particularly high or low achieving schools).
INOVASI takes a problem-based approach to development – more specifically, we use a problem-driven iterative adaptation (PDIA) approach to research. The first principle of this approach is the importance of local stakeholders themselves identifying and owning the problems that inhibit effectiveness in something that matters to them. Solutions devised in keeping with local cognitions, values, capacities and resources are more likely to transform ongoing behaviour and practices than solutions imposed from elsewhere (Andrews et al. 2012). In this respect, nowhere is PDIA more applicable than in the sphere of inclusion where local culture so shapes perceptions of gender, disability3 and other social constructions of identity.
INOVASI implements the PDIA approach by piloting local or locally-adopted solutions. This approach continually assesses needs, reviews progress and adapts to learning. The process also engages stakeholders with the policy, systemic and management implications of what the pilots uncover about barriers to all children learning.
As part of an iterative adaptive approach to programming and other aspects of INOVASI, we will test the GESI strategy every six months. In this strategy testing we explore progress and learning via our data and ask:
In what ways has our understanding of the challenge changed?
Has the context changed? (internal and external)
Do we need to adapt or refine our approach to GESI in INOVASI?
In applying a PDIA approach to understanding how to improve literacy and numeracy outcomes, INOVASI’s Guiding Program Strategy identifies the following actions as strategic choices in implementing the program:
1. Prioritising evidence for what works in context – what works, where and for whom – to improve early grades literacy and numeracy;
2. Developing an agenda for policy and political action;
3. Supporting district, provincial and national partners in improving early grades literacy and numeracy.
This means that INOVASI’s work in gender, disability and social inclusion is:
– underpinned by a well-evidenced identification of the types and sources of exclusion and inclusion in INOVASI’s pilot communities;
– located in the pilots, including those managed by implementing partners;
– applied in the policy agenda developed from the pilots for deliberation with schools, village communities, district-level decision makers and, where appropriate, stakeholders at provincial and national level;
3 INOVASI’s definition of people with disabilities aligns directly with the definition outlined in DFAT (2015). The reference to disability is based on the characterisation of persons with a disability in Article 1 of the United Nations Convention on the Rights of Persons with Disabilities. DFAT added the term ‘episodic’ in line with the ‘evolving concept of disability’ referred to in the preamble (e).
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– included in INOVASI’s wider dissemination of evidence of what works, where and for whom, to other districts, provincial and national partners and to the wider Indonesian community through media and advocacy events.
INOVASI’s gender equality and social inclusion context: a situational analysis Before INOVASI developed the pilot program we undertook the following studies: a systematic review of the evidence for what influences learning in Indonesia; situational analyses in all our partner districts; and baseline profiles of all pilot schools (quantitative data). Based on these sources and confirmed by the pilot activity over the last eighteen months, this section describes the salient issues that contribute to exclusion from learning, especially in relation to gender and disability, that INOVASI can address through its pilots. We present the broad picture across Indonesia and then look at INOVASI’s particular contexts.
Equality of access
Indonesia Girls’ and boys’ enrolment in primary education is nationally on track in Indonesia. The net enrolment rate for primary school in 2017 stood at 97.19 per cent with equal enrolment for girls and boys. The figure for junior secondary school was 78.40 in 2017 with enrolment rates for girls (79.34) slightly higher than for boys (77.51) (Central Bureau of Statistics 2017).
To achieve nine years of compulsory education, children need to not only enrol in school but also to stay enrolled in school. In this regard, student drop-out rates become a critical indicator. According to data compiled by the Ministry of Education in 2016–2017, 67.26 per cent of children who repeated classes in primary schools were boys. Boys also made up 58.07 per cent of children who dropped out of primary school (MoEC 2017). The drop-out trend is particularly evident for boys from low-income households across Indonesia due to poverty and societal pressure to earn income for the family. As for girls, early marriage is a common reason for dropping out for poor girls in Indonesia, particularly in rural areas and among senior secondary school students (MoNPD, TASS 2018; ACDP 2013).
The primary school enrolment, attendance and completion rates for Indonesia’s children with disabilities appear to be low. Data from the 2010 census indicated that only 53 per cent of people with disabilities ever attended school compared to 98 per cent of people with no disability (UNESCO 2018).4 A comprehensive review showed that youth aged 15–24 years with no schooling have two or three times the rate of disability as youth with schooling. Also, children with a mild level of disability is associated with a 63.4 per cent lower probability of completing primary school, relative to their counterparts with no disability while having a severe level of disability reduces that relative chance to only 24.2 per cent (Adioetomo et al. 2014).
Estimates vary due to different methodologies for defining and measuring disability. Mizunoya et al. (2016) report that 66.5 per cent of out-of-school-children in Indonesia have disabilities.
4 Note that this figure draws on 2010 census data.
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Attitudes towards disability tend to be negative and stigmatising as they relate to beliefs around disability being a punishment for moral wrongdoings in the past. This results in families keeping children with disabilities hidden and thus excluding them from education and social participation. Negative parental attitudes whereby they perceive a child with disability as unable to learn exacerbate this situation of exclusion. Parental reasons for keeping children with disabilities out of regular schools may also be due to fear of abuse (Adioetomo et al. 2014) and this fear may be based on the reality of bullying in schools (Purnomo 2016). Financial constraints can also pose barriers to education and the costs of educating children with disabilities (including transport) may sometimes be perceived as not a good investment in terms of the chances of education leading to employment (Mitra et al. 2011).
Other obstacles that contribute to children with disabilities being excluded from school include physically inaccessible schools and toilets, and lower rates of birth registration.
Child labour is a reason for children being out of school or absent to an extent that disrupts their access to education. Based on data compiled by the Indonesian Central Bureau of Statistics, child labourers made up 6.9 per cent of the total number of children aged 5–17 years old in 2009 – equivalent to over four million children (Central Bureau of Statistics 2009). Of these children, 20.7 per cent were considered to be employed in the worst forms of child labour (MoL 2015). Acknowledging the seriousness of the situation, the Government of Indonesia initiated various social protection programs and policies which resulted in 98,956 child labourers returning to school in 2017 (Industri 2018).
The INOVASI context Primary school enrolment for girls and boys in the provinces of North Kalimantan, West Nusa Tenggara (NTB) and East Nusa Tenggara (East Nusa Tenggara) was lower than the national average, based on MoEC data (MoEC 2017a, 2017b). When cross-referenced with INOVASI districts, West Sumba and Southwest Sumba in East Nusa Tenggara had the lowest net enrolment rates for primary school with 96.79 per cent and 82.60 per cent respectively. The net enrolment rates for primary school in all INOVASI districts in West Nusa Tenggara are below the national average (MoEC 2017b).
Central Lombok was declared an inclusive education district in 2012 and the entire province of West Nusa Tenggara was declared inclusive in 2015. According to the Directorate of Pendidikan Khusus dan Layanan Khusus (Special Education and Special Service), West Nusa Tenggara has 223 inclusive elementary schools and 127 are in Central Lombok. A situation analysis undertaken by INOVASI in April 2015 identified that earlier inclusive education efforts in West Nusa Tenggara included a programme by Handicap International that focused on raising awareness, some localised teacher training and work on making school environments accessible. In 2015, the Strengthening School Quality program worked in 20 religious primary schools (madrasah) to raise awareness on the right to education for children with disabilities and to develop inclusive, learner-friendly environments. Central Lombok sponsored 18 teachers to attend a full-time course on special education at the State University of Surabaya. Additionally, a vehicle was provided to three special schools in Central Lombok to help children get to school and there is a rolling programme to build resource rooms in all designated inclusive schools. Mataram University has agreed to incorporate inclusive education as a subject with two credits in pre-service teacher training. While data on the numbers of out-of-school children with disabilities is unavailable, all key informants interviewed for a pre-pilot
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review acknowledged that many children with disabilities continue to be out of school (Mattingly and Jufri 2017).
The data that INOVASI collected from across East Nusa Tenggara, West Nusa Tenggara and North Kalimantan on enrolled children with disabilities was based on teacher-reported disability, using impairment and medical typologies rather than functional observations. While this impairment-based approach is the most commonly used worldwide, it is increasingly considered unreliable, prone to misclassification and highly variable, being dependent on the types of questions included in the data collection and teachers’ interpretations (UNICEF 2016; Sprunt et al. 2016). Additionally, teachers may assume a child has an intellectual disability (and classify the child as a slow learner) instead of seeing that the child may simply require more (or better) teaching to learn. This increases estimates of disability. Using this method, the estimates of the prevalence of disability among enrolled students across the program ranged from 10.8 per cent to 34 per cent. However, it is not possible to readily determine whether these figures represent true variations in the prevalence of disability across the INOVASI districts or variations in teachers' interpretations of disability.
Actions to improve the method of identifying and counting children with disabilities form an important part of this strategy and we are piloting a means of identifying disability based on observations of functioning, learning and support needs. These are outlined later in the document.
Disability access and school facilitiesINOVASI’s baseline assessments in West Nusa Tenggara, East Nusa Tenggara (Sumba Island) and North Kalimantan concluded that only West Nusa Tenggara had schools that are accessible to students with disabilities. This was based on measuring two indicators – ramps and hand rails into classrooms. Ramps were present in 7 per cent of schools and hand rails in 2 per cent of schools in West Nusa Tenggara but not present in any schools in East Nusa Tenggara or North Kalimantan. Central Lombok, however, had more accessible facilities, with ramps present in 16 per cent of schools and hand rails in 11 per cent of schools. (Although the earthquake of August 2018 may have had a negative effect on disability access.) Unfortunately, no data exists on accessibility of other facilities such as toilets, drinking water or emergency evacuation options.
Child labourChild labour practices are evident in Sumba with a higher prevalence of children from lower caste families who are obligated to work for their masters (program baseline data). Rates of school absenteeism are high during the sowing and harvesting periods when children are often removed from school to assist their parents. The baseline data also confirmed the tendency for communities to normalise child labour under the pretext that it is a common practice in Sumba. Some parents perceived education as less important than children contributing their labour for the family's economic gain.
Nutritional barriers to learningIn Indonesia, nine million children under the age of five experience stunted growth due to malnutrition and this represents around 37 per cent of this age group (NIHRD and MoH 2013).
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East Nusa Tenggara province was among those with the highest rate of stunting in this age group in Indonesia (ACDP 2016). In East Sumba, 42.3 per cent of children under five experienced stunting (Picauly and Toy 2013). In 2007, the stunting rate in the area covered by West Sumba before it was divided into other districts was 49 per cent (World Vision International 2013).
The National Team for the Acceleration of Poverty Reduction (TNP2K) has developed an action plan for the 2018–2021 period to address these concerns. Their target for 2018 is to maximise program implementation in 100 districts or cities (TNP2K 2017). INOVASI is working in several common districts, including: Probolinggo and Sumenep in East Java; Malinau in North Kalimantan; all districts in Sumba Island, East Nusa Tenggara; and North Lombok, Central Lombok, Sumbawa and Dompu in West Nusa Tenggara. While INOVASI's work is not directly about providing health services, the incidence of poor nutrition affects cognitive development and school readiness and is a marker of disadvantage in education.
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Equal opportunity to learn
IndonesiaWithin the context of the overall low performance of Indonesian students in mathematics, science and literacy compared with international benchmarks, a review by the Ministry of National Development Planning (Bappenas) confirmed that girls scored higher than boys in literacy. This conclusion was based on iterated outcomes over a decade from the Programme for International Student Assessment (PISA) (MoNDP, TASS 2018). In the national Early Grades Reading Assessment (EGRA) undertaken by USAID in 2014, girls outperformed boys in every region (USAID 2014). This was also evident in results from the Progress in Reading Literacy Study (PIRLS) assessment in 2011 (Mullis et al. 2012).
Based on qualitative research from the Ministry of National Development Planning for its review on gender mainstreaming in education, teachers further reported a tendency for girls to outperform boys in literacy (Bahasa Indonesia and English) and boys to outperform girls in science (MoNDP, TASS 2018). This is thought to be a consequence of students and teachers’ perceptions and their stereotyping of boys as better at science and girls as better at languages which has subsequently affected teachers’ attitudes and approach as well as students’ outcomes in these subjects.
Recognised barriers to learning The Indonesian Commission for Child Protection reports that the most widespread types of discrimination in Indonesian schools are based on social status, religion and disability, and include victims of sexual violence and those with perceived behavioural disorders.6
A key barrier to learning for children with disabilities is the teachers' lack of preparedness and/or competence in providing an inclusive classroom program (Adioetomo et al. 2014), partly due to the rapid expansion of inclusive education (JICA 2015). This varies across districts and East Java appears to have had significant support for teacher development for inclusive education (JICA 2015). A key competence lacking is the ability to adapt the curriculum and to undertake student-centred lesson planning (Sunardi et al. 2011).
The wide prevalence of violence or bullying behaviour in schools has been reported by the Indonesian Commission for Child Protection who noted that 84 per cent of students in Indonesia had experienced violence at school (Harian Terbit 2017).
The INOVASI contextGirls generally performed better than boys in both reading literacy and numeracy in INOVASI’s baseline learning assessments in West Nusa Tenggara, East Nusa Tenggara and North Kalimantan.
This resonates with INOVASI's Indonesian National Assessment Program (INAP) study (Nogroho et al. 2017). It also supports the trend previously documented by the Ministry of
6 https://news.detik.com/berita/2402128/ini-15-bentuk-diskriminasi-sekolah-terhadap-siswa-versi-kpai
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National Development Planning although it is important to highlight that INOVASI findings were only statistically significant for reading literacy in grades one and three (MoNDP, TASS 2018).
A rapid participatory situation analysis conducted in 2017 in North Kalimantan (INOVASI 2017) confirmed that boys were more likely to drop out compared to girls and a comprehensive situational analysis in Sumba, East Nusa Tenggara, found the tendency for boys to repeat was higher than for girls (ACDP 2016). This finding is aligned with the regional7 and national trends8 relating to children’s failure to learn in school.
INOVASI’s baseline assessments did not identify sub-groups beyond gender and so at this stage we cannot compare the relative performance of different disadvantaged groups with mainstream children, including children with disabilities. Disability disaggregated education data tend to be limited. Even the metadata for the Sustainable Development Goal 4 indicators on inclusive and equitable education states that procedures for collecting disability disaggregated data are yet to be established (UNESCO 2017). We outline our approach to strengthening disability data in the monitoring, evaluation, research and learning (MERL) section of this strategy.
Barriers to learning in the INOVASI contextINOVASI’s pilot situational analyses and pilot experience has led to some understanding of the difficulties that different groups of students face in different contexts in obtaining an equal opportunity to learn.
Classroom neglect of children with learning disabilities or problems. Classroom observations in West Nusa Tenggara indicated that there are many classrooms where children with a disability or even ‘struggling learners’ (who may or may not have disabilities) are not engaged in learning activities for a large proportion of the school day. This also applies to children who are advanced learners and are provided with no challenge but simply sit at their desks while other children are participating in the class. This would imply that learning outcomes for these children are significantly hindered. Further work is needed to collect accurate and widescale information about learning outcomes, disaggregated by disability. Pilot-specific measurements and monitoring will highlight teacher practices and provide evidence on how teachers currently manage the varied learning needs of students in their classrooms.
The language of instruction is a barrier in some INOVASI districts. The education sector Analytical and Capacity Development Partnership (ACDP) conducted a situational analysis in Sumba, East Nusa Tenggara in 2016 and noted the significant impact of local languages on students’ literacy comprehension. The study confirmed an increase in the students’ literacy comprehension by almost 50 per cent when local languages were used rather than Bahasa Indonesia. The study further called for a language policy to be formulated for these communities (ACDP 2016).
The difference between the languages that teachers from outside speak and the languages students indigenous to a region speak can also impair children’s understanding of the lessons. Most students in the targeted schools for INOVASI pilots in North Kalimantan are from the local ethnic groups of Dayaks, Bulungan and Tidung and are active speakers of local languages.
7 UNESCO. (2016). Policy Paper 27/Factsheet 37. Leaving no one behind: How Far on the Way to Universal Primary and Secondary Education?8 Kementerian Pendidikan dan Kebudayaan. (2017). Ikhtisar Data Pendidikan Tahun 2016/2017. Jakarta: Kementerian Pendidikan dan kebudayaan
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However, their teachers are often from different ethnic groups of Bugis and Javanese, from different areas of Sulawesi and Java respectively.
The remoteness of schools in geographically isolated settlements can be another barrier to learning. Three of INOVASI’s districts, Bulungan and Malinau in North Kalimantan and East Sumba in East Nusa Tenggara, have significant numbers of remote schools where teachers' contact with supervisors and professional peer support groups, as well as their access to resources, are limited. Students’ unfamiliarity with the language of instruction and, in some cases, the nomadic lifestyles of some communities compound the challenges in these areas.
Violence, in the form of corporal punishment, physical and verbal bullying is evident across INOVASI's pilot schools, as indicated by the baseline measurements completed in three provinces in 2017. The students were asked if they ever experienced these forms of violence, but not the frequency of violent events.
The use of light corporal punishment such as pinching, ‘dijewer’,’distrap’ was reported by 40 per cent of students interviewed in West Nusa Tenggara (with West Sumbawa having the highest rate of 44 per cent), 54 per cent in East Nusa Tenggara (with West Sumba having the highest rate of 55 per cent) and 38 per cent in North Kalimantan (with Bulungan having the highest rate of 42 per cent). Corporal punishment – including being beaten, kicked, told to run or forced to complete push ups – averaged 18 per cent in West Nusa Tenggara (with Sumbawa having the highest rate of 21 per cent), 38 per cent in Sumba Island, East Nusa Tenggara (with West Sumba having the highest rate of 39 per cent) and 14 per cent in North Kalimantan (with Malinau having the highest rate of 18 per cent).
Incidents of verbal bullying from the sampling taken averaged 58 per cent in Sumba (with Southwest Sumba having the highest rate of 59 per cent), 66 per cent in West Nusa Tenggara (with North Lombok having the highest rate of 73 per cent), 67 per cent in North Kalimantan (with Bulungan having the highest rate of 68 per cent). Physical bullying incidents average 61 per cent in West Nusa Tenggara (with North Lombok having the highest rate of 68 per cent), 61 per cent in Sumba island, East Nusa Tenggara (with Southwest Sumba having the highest rate of 62 per cent) and 64 per cent in North Kalimantan (with Bulungan having the highest rate of 72 per cent).
INOVASI's monitoring data from observations in the pilot classrooms indicates that gender-based bullying, the use of insulting words, pushing and punching are widespread in classrooms where teachers lack basic classroom management skills. In schools and educational settings, teachers and other children commonly put pressure on children to conform to cultural values and social attitudes that define what it means to be ‘masculine’ or ‘feminine’.9 Gender-based bullying may condone bullying behaviour by boys as the social norm and teachers do not discourage this practice, resulting in poor learning environments.
A site of risk to girls' safety is the school toilet where there is no separate provision for girls and boys. INOVASI's baseline data showed that 20 per cent of the schools surveyed have separate toilets for women and men teachers and 39 per cent have separate toilets for girls and boys. If broken down by province, North Kalimantan has the lowest percentage of all areas with only five per cent of all schools surveyed having separate toilets for women and men teachers
9 The European Institute for Gender Equality defines gender-based bullying as a 'complex form of violence that targets a person’s sex or sexuality, representing a pattern of behaviour rather than an isolated event (see : http://eige.europa.eu/rdc/thesaurus/terms/1150 ).
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and 20 per cent with separate toilets for girls and boys. Having separate toilets in schools is included in the national standards and indicators of gender-responsive education as part of an effort to accommodate the gender-based needs of both women and men.
Teachers' bias in allocating attention, learning tasks and resources also results in unequal opportunity to learn. Monitoring data from observations in pilot classrooms identified discriminative patterns that included the arrangement and distribution of students in the classroom, narrowing the teachers' focus to a smaller group and neglecting the participation of students seated at the back or to the side of the room. This varied by gender. Sometimes it was responsive boys who were strategically seated for interaction with the teacher and sometimes it was girls. Some teachers also showed consistent bias in selecting children to answer questions or perform tasks in a classroom. A lack of classroom control allowed assertive boys to have unequal and dominating control of learning in group tasks.
Equal support for women’s leadership in education
One factor affecting teachers’ motivation is systemic barriers to opportunity. This in turn affects their professional standing, the quality of their teaching and the role model they provide for girls.
INOVASI conducted a baseline study that reviewed teachers’ status across three pilot areas10 – West Nusa Tenggara, East Nusa Tenggara and North Kalimantan. Variations were evident across the provinces in the comparative proportions of men and women teachers with civil service status (PNS). There was minimal difference in access to training between the women and men teachers, with almost all teachers reporting they had had the opportunity to participate in professional development activities.
By contrast, an analysis of school leadership positions reveals a lack of opportunities in Indonesian schools for women principals. Women represent 39 per cent of all the school principals in primary schools. The percentage continues to decline in junior secondary and senior secondary schools with 19 per cent and 15 per cent respectively (POM, DFAT 2016:9–10).11 Women teachers indicated that household responsibilities, inequality in marital power relationships and the desire to maintain contact with students and colleagues were the reasons for women not pursuing leadership roles. The results highlight the importance of establishing family support and women and men’s equitable relationships within households. Other factors, such as the lack of role models and mentors, school remoteness and religious reasons are proven to be influential in shaping the dynamics of women’s school leadership (POM, DFAT 2016).
INOVASI baseline data also indicate that in East Nusa Tenggara and North Kalimantan, more women principals demonstrated effective educational leadership, supervised teaching practices more often and were more active in school principals’ working group meetings than the men. Moreover, more women principals took action when teachers did not have adequate capacity
10 INOVASI. (2018). Survei Inovasi Pendidikan dan Pembelajaran Indonesia (SIPPI). 11 The baseline data shows a relatively high number of women teachers with civil servant status in North Kalimantan (79.6 per cent). In contrast, only 57.14 per cent of men teachers are registered as permanent civil servants. This contrasts with results in West Nusa Tenggara where only 51.54 per cent of women teachers have permanent civil servant status compared to 60.27 per cent of men teachers.
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building opportunities across the three provinces. This result possibly indicates the potential for increasing the numbers of women principals and making school management more effective. Further investigation into the most significant factors affecting women in pursuing school leadership positions in East Nusa Tenggara, West Nusa Tenggara and North Kalimantan and how INOVASI may be able to address them could be a suitable topic for future research.
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INOVASI’s policy framework for gender equality, disability and social inclusionThe context described above demarcates the field of exclusion in which INOVASI works. The profile of exclusion arising from INOVASI’s pilot schools shows both particular groups at risk of exclusion and more general exclusionary dynamics in classrooms and schools that affect differently vulnerable children.
The excluded groups include: children with disabilities and learning problems; children whose language is different from the language of instruction; children taken out of school for labour; and children in remote schools. Exclusionary dynamics are issues of discriminatory treatment and neglect, bullying, violence and harassment. Limitations on women’s opportunities for positions in school leadership has policy ramifications and is a main exclusionary dynamic in terms of teacher support.
Although these exclusionary pressures manifest in schools and classroom, strategic actions to tackle these pressures should not be confined to these areas. We need ways to identify and address the root causes also at the community and at the policy and system levels. This particularly applies to the group of children with learning difficulties since most schools do not have the means to diagnose the nature of these problems. Actions that INOVASI uses to support learning for all children will benefit most children in this group. Wider contributory causes to exclusion also mean that the INOVASI GESI strategy is to aim for gender and disability inclusion and equitable education.
Indonesia and Australia’s commitments to inclusion in educationBoth Indonesia and Australia are committed to inclusion in education. Linking these commitments to INOVASI’s GESI strategy is deliberate, making inclusive and equitable education a focus for both stakeholders and INOVASI’s internal team.
Indonesia and Australia are signatories to the 1979 Convention on the Elimination of All Forms of Discrimination against Women and the 1990 Convention on the Rights of Child. Both countries subscribe to Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all and to Goal 5: Achieve gender equality and empower all women and girls.12
Both countries have policies that frame the scope of these subscriptions at the national level. These are national policies on gender equality and empowerment, disability inclusion, social inclusion and child protection. There is overlap in the concerns of some of these policies, for example, issues of violence occur in child protection and gender empowerment. This section sets out the policy scope for each of these areas as they relate to INOVASI’s work on inclusion.
Serving as Indonesia’s main regulation for education, the National Education System Law No 20 of 2003 specifies democracy, equality and non-discrimination as the main guiding principles in implementing education and highlights the government's responsibility to provide good quality education for all citizens without discrimination.
12 The targets and indicators for these goals comprehensively frame the scope of inclusion at the school and community level. They scope vulnerable groups broadly, cover equality of participation in school, achievement in learning and facilities provision; child safety, protection from discrimination, empowerment and opportunities for leadership.
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Indonesia’s child protection regulations, Ministry of Education and Culture Regulation No 82 of 201513 and Ministry of Women's Empowerment and Child Protection Regulation No 8 of 2014,14 also focus on anti-discrimination and children's rights against abuse. Corporal punishment is considered a form of child abuse.
Indonesia: gender equality in education Indonesia has made extensive policy provision for gender and other forms of inclusion. The 2000 Presidential Decree (Instruksi Presedensial – Inpres) No 9 of 2000 on gender mainstreaming in national development planning and programming became the government's cornerstone in integrating gender issues into national and sub-national policies and programs.15
The Ministry of Education Regulation No 84 of 2008 on the implementation guidelines for gender mainstreaming in education applies the guidelines to education and they are reflected in the current strategic planning of the Ministry of Education and the Ministry of Religious Affairs, as the main administrator of Islamic education in Indonesia. MoEC has also developed standards and indicators of gender-responsive education (MoEC 2014) which cover eight elements of the national education standards (MoEC 2007, 2008, 2009, 2016).16
The standards include reference to gender sensitivity in the content and process of teaching and learning to meet the needs of girls and boys. INOVASI can make use of these standards and indicators in developing a solid framework for integrating gender equality and social inclusion into INOVASI's pilots and grant partnership projects. They are also the entry point for discussions with MoEC and its affiliated agencies at sub-national education offices on applying and implementing gender-responsive education in Indonesia.
Disability inclusion Indonesia is a signatory to the United Nations Convention on the Rights of Persons with Disabilities17 which the country enshrined in Law No 19 of 2011. The government also passed Law No 8 of 2016, on the rights of people with disabilities, which explains that ‘inclusive education’ is:
'…education in regular schools or in universities where students with disabilities and those without disabilities study together.'
The national commitment to inclusive education for students with disability and those with exceptional ability and or talent is stated in Article 3.1:
'… every student having physical disability, emotional, mental or social difficulties, or having exceptional ability and/or talent, deserves to have inclusive education within schools according to their needs and abilities.'
13 Peraturan Menteri Pendidikan dan Kebudayaan 82/2015, available online at: http://simpuh.kemenag.go.id/regulasi/permendikbud_82_15.pdf1433 Menteri Negara Pemberdayaan Perempuan dan Perlindungan Anak 8/2014, available online at: https://sekolahramahanak.files.wordpress.com/2013/11/permen-pppa-no-8-thn-2014-ttg-kebijakan-sekolah-ramah-anak-1.pdf15 Developed by the Ministry of Women’s Empowerment and Child Protection and Ministry of Home Affairs, See also technical guidelines and manuals.16 The standards cover graduate competence, learning content, learning process, educators and education personnel, facilities and infrastructure, school management, funding and education assessment. 17 Ratified by Indonesia in 2011.
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Schools not appointed as inclusive must also enrol students as stated in Article 3.1.
Australia: gender equality and empowermentAustralia’s approach to gender equality in the aid program is set out in its Gender equality and empowerment strategy (DFAT 2016). The strategy emphasises the importance of carefully analysing gender and political economy, pointing out that gender frequently intersects with other ways that people are marginalised, for example, through disability and indigenous identity. It is important for stakeholders concerned with improving classroom and school dynamics for all girls and boys to be sensitive to these intersections. It identifies three essential fields of work for attaining gender equality and empowerment: enhancing women’s voices in decision-making; empowering women; and ending gender-based violence. The strategy indicates actions that are relevant to INOVASI’s field of work in GESI. To enhance women’s voices, it suggests supporting women’s leadership and equal participation on committees and there is scope for this in INOVASI’s aim to strengthen school leadership and promote community approaches to improving children’s learning in and outside school. It recognises equal opportunities for learning as a core strategy for women’s economic empowerment.
DFAT’s approach to gender equality also makes the link between negative gender stereotypes and attitudes, and abusive and violent behaviour. As with Indonesia's child protection policy, the DFAT policy also emphasizes the importance of creating classrooms and schools that are free of discrimination and violence.
DFAT has a zero-tolerance approach to child exploitation and abuse, recognising that all adults share the responsibility for preventing this from happening. Therefore, as a program funded by DFAT INOVASI will ensure the design and delivery of programs and organisational operations do not expose children to adverse impacts, including the risk of abuse and exploitation, and that any concerns about children’s safety within the communities where we work are appropriately reported.
Disability inclusion Australia’s policy on disability inclusion Development for all 2015–2020: Strategy for strengthening disability-inclusive development in Australia’s aid program (DFA strategy) (DFAT 2016) aims to improve the quality of life of people with disabilities in developing countries through three approaches: enhancing participation and empowering people with disabilities; reducing poverty among people with disabilities; and improving equality for people with disabilities in all areas of public life, including education. The policy highlights the need to be more inclusive across the diverse range of people with disabilities, including those with psychosocial and intellectual disabilities as well as the need to reduce stigma.
The strategy for inclusion advocates a twin-track approach whereby people with disabilities are actively included as participants in and beneficiaries of development efforts across all sectors (‘mainstreaming’), but they are also ‘targeted’ in development initiatives designed specifically to benefit them. Targeted approaches include providing assistive products to support mobility and communication and facilitating access to health and rehabilitation. The strategy recognises that participating in development efforts can largely depend on people with disabilities having reasonable accommodation that provides the support, modifications and/or adjustments that meet their individual needs. Examples include providing accessible transportation, sign-language interpreters, accessible buildings and ensuring information or communication materials are in an accessible format.
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The Development for all strategy promotes a comprehensive approach to inclusive education, including interventions such as policy dialogue, curriculum development, teacher training, accessible infrastructure, reasonable accommodation and student-centred learning tailored to all students' individual needs whether they have disabilities or not. Finally, the policy highlights the important role of strengthening disability data collection to inform evidence-based policymaking, programming and services delivery. This includes working with implementing partners to disaggregate data by disability status to understand how well investments are reaching people with disabilities.
INOVASI’s design means that it can actualise many elements of DFAT’s disability policy. INOVASI focuses on: developing capacity and mentoring teachers, principals and school supervisors to improve student-centred learning practices; promoting policy dialogue and development; devising communications strategies to reduce stigma and increase awareness of inclusive education; and disaggregating data collected from monitoring, evaluation, research and learning (MERL) processes. In addition, close partnerships with district-level education offices enables access to local resources.
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The scope of INOVASI’s work in gender equality and social inclusion
Pilot activity This GESI strategy focuses on 'children potentially excluded from learning'. This is the target group identified under the 'learning for all' indicator in INOVASI's results framework.
Our concern with children at risk of being excluded from learning can be divided into two tracks. One track targets the groups with particular at-risk characteristics. The other track targets any children who may be excluded from learning due to the dynamics in the classroom or school wherever this occurs. Consequently, the scope of our work is both broad and targeted.
INOVASI’s approach to these two tracks is as follows.
Targeted group pilots This section describes some of the targeted group pilots INOVASI undertakes. We currently have four pilots that focus on specific forms of exclusion in the INOVASI context.
1. SETARA: focus on disabilityThe SETARA pilot is the cornerstone of our disability-inclusive education efforts. Through this pilot we are developing a toolkit that will include: a student learning profile tool; a handbook on disability-inclusive education strategies for teachers; specific sessions on inclusion within the literacy short course that covers differentiated instruction; and a short course on disability-inclusive education.
The Student Learning Profile tool identifies disability and learning and support needs of children; it is based on the UNICEF/Washington Group Child Functioning Module18, designed into a compact matrix, with a range of additional questions (assistive devices and technologies; movement around build environment; learning and support needs; health, diagnostic and treatment information). Forms will be completed for children with difficulties in any of the following areas: seeing, hearing, moving (gross and fine motor), speaking, learning, behaviour / socialization, or emotions; and children who consistently perform very poorly in assessments and class activities. A Guidance Matrix is provided to increase the consistency of category selection; once teachers are familiar with the form, they will only refer to the Guidance Matrix occasionally. Education Plan – ( IEP - in many countries). This enables short and long term goals to be developed and tracked. For some children with higher levels of disability, for whom standard examination and testing processes are not suitable, the IEP is an important tool for tracking educational progress. It is expected that most schools will print the form to complete during a meeting between the parent(s), teacher and other relevant people. The meeting enables discussion about the child’s functioning, strengths, difficulties and options for enabling the fullest potential for learning and other outcomes.
The Student Learning Profile has the potential to be the basis of data entered into DAPODIK,( MoEC basic education database) overcoming current challenges related to validity and
18 https://data.unicef.org/resources/module-child-functioning
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reliability. Discussions are underway with TASS and the MoEC regarding trialling the tool in Lombok Tengah and sharing findings centrally.
2. GEMBIRA and the East Sumba mother-tongue pilot: focus on levelling the linguistic playing field
INOVASI acknowledges the important role of local languages through the language transition pilots in Bima, West Nusa Tenggara and the grant partnership projects in Sumba.
The aim of the GEMBIRA pilot in Lombok and the mother tongue pilot in East Sumba is to increase teachers’ capacity to support students’ transition from mother tongue to Bahasa Indonesia.
The GEMBIRA pilot will specifically build teachers' capacity to lay the foundations of literacy for students using their mother tongue and to facilitate the transfer of their literacy and cognitive skills to Bahasa Indonesian. The pilot includes sessions on the basic principles of bridging between the students’ home language and school language (Bahasa Indonesian) emphasising language bridging, oral language, phonics as well as social and emotional connections. These sessions will be delivered within the framework of the literacy short course.
The mother-tongue pilot in Sumba is similarly working to build bridges from mother tongue to Bahasa Indonesia. The Sulinama organisation will implement this pilot as part of the INOVASI grants and partnerships program. This pilot will also build literacy skills using a mother tongue approach and support transition strategies into the language of school. The pilot will introduce and develop mother-tongue support materials and is planning 200 decodable and levelled books in Bahasa Indonesian.
There are frequently differences in teachers and students' languages in North Kalimantan which impedes the transition from mother tongue to the language of instruction. INOVASI will need to investigate further to find the best way forward in these situations.
3. BERSAMA: focus on children who work
The BERSAMA pilot is targeting schools in three villages in Dompu, West Nusa Tenggara, where students are currently engaged in prolonged, cultural or customary and economic activities, such as seasonal agriculture and horse racing, that impede their regular attendance at school. While detailed information on this group of children will be updated in the new academic year, boys seem to be more vulnerable, particularly in the horse racing sector.
To address the specific needs of these children, the pilot seeks to ensure continued access to literacy learning during the seasonal break in schooling. It will do this by working with schools to create simple, take-home literacy activities they can complete at home with the assistance of parents or other adults. The pilot also aims to improve attendance at school by working with parents and guardians who decide on children’s usage of time. Working with village authorities, we will organise short sessions for parents and community members to raise awareness of child rights and wellbeing. The sessions will also improve parents' skills, so they can ensure their children's wellbeing and support their literacy learning at home and in the community.
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4. Social media supervision pilot: focus on remote schools
INOVASI in North Kalimantan is currently developing a pilot to establish a mechanism for school supervisors to easily supervise and monitor teachers based in remote and hard-to-reach areas. The idea of the pilot is for teachers to use social media platforms (email, WhatsApp) to communicate with their supervisors about the teaching and learning in their classrooms. This may include videos, text messages, voice messages and photos. Supervisors can then provide feedback and input accordingly to improve teaching and learning practices in the classrooms, using the same platform. The pilot aims to address the disadvantage of limited mentoring and feedback experienced by teachers in remote locations and allow supervisors to reach teachers by alternative methods.
Learning for allINOVASI will support short-course pilots in every district to increase the capacity of teachers and principals to meet the needs of all children, including those potentially excluded from learning. In response to the lessons learned about teachers’ needs from the first phase of PDIA pilots, we reviewed and redesigned the pilot programs to focus on basic pedagogical knowledge and skills in teaching early grades literacy and, in some districts, numeracy. Short courses developed and implemented through the pilots will integrate the skills of adapting learning materials, doing simple formative assessments, grouping children for cooperative learning and using differentiated instruction. These are fundamental in inclusive education planning and teaching. Diagnostic and formative assessment, positive discipline, disability inclusion and gender-sensitive classroom management are skills woven throughout the content of the training. These approaches will be covered by specifically exploring and implementing strategies to raise teachers' awareness of individual differences within specific aspects of the pilots. Teachers will acquire the attitudes and skills that underpin learning for all and ensuring that no group or individual in the class is excluded. The short course pilots will also run specific gender and inclusion sessions, designed to engage teachers in discussions and activities around broader classroom, school and community issues.
The modality will be sustained delivery of continuous professional development, in line with MoEC's aims. Through the existing mechanism of teachers' working groups and regular mentoring of teacher and leadership groups, we aim to increase teachers' opportunities for continuous improvement, increase their awareness of gender, disability and inclusion, and promote action against exclusion.
School leadership pilots
The school leadership pilots in West Sumba and Batu city will include GESI training on safe, gender-responsive and non-discriminatory school policies and environments, and school planning and budgeting to support the inclusion of children with a disability. They will also include school–village community strategies to engage parents in supporting struggling learners and encouraging the full participation of all children in learning, including those with a disability who may not be in school.
INOVASI grant partnerships INOVASI's grant partners provide expertise to the project in a variety of areas, including programs selected for their contribution to social inclusion and 'learning for all'.
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All grant partners receive GESI training and all pilot partnerships, wherever possible and relevant, integrate GESI values and principles in implementing their programs. For example, these values and principles include: equal opportunity for learning; inclusive and gender-sensitive learning and reading materials; needs-based individualized learning; and gender-disaggregated reporting.
Six grant partnerships have a particularly inclusive focus:1. The Summer Institute of Language International (SIL) endangered languages project in
Southwest Sumba is increasing access and ability in literacy and numeracy for early grades children in communities that use the Kodi language. They are developing reading materials and promoting active learning in two languages (mother tongue and Bahasa Indonesia) using Bloom software. The program is also developing 100 thematic books for the early grades designed for the local context and establishing reading corners in selected community classrooms.
2. Sulinama, a local organisation in East Sumba, is working to support children’s reading in specific mother tongues and to provide decodable early readers.
3. Forum Lingkar Pena (the writing circle forum) in Central Lombok is developing levelled books covering a range of inclusion topics.
4. Circle Imagine Society Timor in Sumba is working to train teachers and principals in inclusive education, as well as to promote community involvement to support inclusive learning by parents.
5. The Indonesian Child Literacy Foundation (YLAI) in West Sumba is working to provide a differentiated approach to teaching reading that is developmentally appropriate and engages children through culturally-sensitive levelled reading materials.
6. The Litara foundation and One Person One Book program in North Kalimantan is a coalition to promote a reading culture in the Malinau district by establishing reading corners in classrooms and community reading centres near schools.
Policy activity The GESI strategy has several components relating to the policy agenda:
1. Building the INOVASI team's own understanding of GESI so we can identify issues relating to potential exclusion at the school system and policy level, particularly in relation to gender and disability. The national and provincial policy teams and district facilitators will be the key targets. We will raise awareness through online or face-to-face workshops conducted by the GESI team and ensure that INOVASI members interacting with district leadership and technical teams are well informed about the Indonesian government policy commitments to gender-sensitive, disability-inclusive and non-discriminatory education.
2. Assisting and promoting national and sub-national initiatives for planning and implementing programs targeting gender equality and social inclusion. The provincial INOVASI team will work with the Central Lombok district education office, in collaboration with INOVASI’s policy team, to develop a 'roadmap for inclusive education' that covers issues such as: funding flows; linkages between special and inclusive education resourcing; role definition; competencies at teacher, head teacher and supervisor levels; the role of resource centres; linkages with health and social welfare; access to assistive technology; and accessible infrastructure and transport.
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Based on the roadmap developed in Central Lombok we will advocate for sponsorship from the West Nusa Tenggara provincial authorities to realise the province’s ambition to be an inclusive province, as declared in 2015.
INOVASI will work closely with relevant national education departments to identify opportunities to support programs and initiatives related to gender and inclusion.
3. GESI problems emerging in the pilots will be presented and discussed at the relevant policy level – school, district authority or national levels – to seek solutions. This will be done through regular team meetings between the national, GESI and policy teams based on input from the district facilitators, MERL officers and provincial education staff. Regularly sharing monitoring data between teams and visiting sites will help identify these GESI issues. This will provide opportunities to discuss desirable changes at community level as well as in the systems, for example: children coming to school without breakfast; the importance of supporting women’s involvement in community library committees; and mitigating school absences because of work.
4. GESI issues arising from the pilots that entail policy action at the national level will be brought to the attention of the relevant policy makers. One example is the need for gender-sensitivity in developing national criteria for books eligible for purchase using the schools' operational funds (BOS).
5. The GESI team will also work with INOVASI’s policy team to pursue issues with district authorities that did not necessarily arise from the pilots but that affect gender equality and disability inclusion in the school setting.
One pertinent policy entry point is implementing regulations related to GESI, for example, the Ministry of Education Regulation No 84 of 2008 on the implementation guidelines of gender mainstreaming in education and its standards for and indicators of gender-responsive education (MoEC 2014). We can consult with MoEC and collect more information on current implementation and the impact of the policies.
An example of a teacher management issue is the pay disparities between some groups of men and women teachers. Besides supporting Australia’s commitment to women’s economic empowerment in workforce settings dominated by women, this goes to the heart of sustainable changes in dispositions towards teaching that INOVASI is striving for in our local approach to teachers' motivation and problem solving.19
6. Building coalitions for change. Depending on emerging priorities and partners’ interests in the districts, we will actively investigate opportunities to engage ‘coalitions for change’20 to improve learning outcomes for key populations.
This activity will include:
19 Data from the INOVASI baseline shows more than half the teachers surveyed were high school (or of the same level) graduates. In terms of pay, women generally received less than their male counterparts, except in North Kalimantan where they received almost twice the salary of their male counterparts. This may be due to the higher number of women with civil servant status (79.6 per cent) and the extent of their experience (19.6 years) in North Kalimantan. An interesting finding however was in West Nusa Tenggara where more women teachers had a degree in teaching (85.67 per cent) and had taught for longer than the men (23.8 years as opposed to 22.3 years). However, just 51.54 per cent of the women surveyed were permanent civil servants and they received 30 per cent less salary than the men teachers. More investigation may be required to clarify the gender pay gap issues.
20 We employ a broad definition of ‘coalition’ here, meaning several INOVASI grantees working together for a common goal.
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Ongoing engagement with disabled persons organisations and sourcing technical advisors from these organisations;
Regular meetings with representatives from MoEC, the Ministry of Religious Affairs (MoRA) and the Ministry of Social Affairs (MoSA);
Participating in DFAT coordination groups for gender and disability;
Coordinating meetings with other DFAT programs such as TASS, Peduli, Kompak, Mahkota and Mampu on gender and disability inclusion;
Coordinating with district-based health sector service providers, including special schools (for diagnostics and specialist service provision) and the district inclusive education taskforce;
Coordinating with universities and teacher training institutes to provide pre-service and in-service training on inclusion.
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Knowledge development and dissemination activity The INOVASI communications team is committed to ensuring that GESI principles are embedded in their work. Some examples of this are: the INOVASI website is designed to accommodate visually-impaired users; our digital platforms reflect gender diversity, social inclusion and cultural diversity (including religious or cultural differences); and our communications materials are free of negative stereotypes and sensitive to vulnerable or at-risk children and adults in photos, stories and videos. The GESI team will work with the communications team to support these commitments.
Platforms for communication with particular ‘inclusion potential’ are likely to include:
Newsletters targeting teachers' working groups;
Ongoing social inclusion campaigns through the Facebook community of practice group, WhatsApp groups (MoEC, district teams, local facilitators). This may include joint campaigns around social inclusion issues with partners like the Australian Embassy in Jakarta and other education-related non-governmental organisations and donor programs;
Awareness campaigns for gender equality and social inclusion, including posters, infographics and relevant data for dissemination;
Targeted meetings, workshops and forums where relevant stakeholders can gather to share experiences and ideas (including disabled people's organizations, non-governmental organizations or civil society organizations, universities and government);
National, provincial and district Temu INOVASI activities (forums targeting key MoEC stakeholders and donor representatives);
Training local communications facilitators. This is a large network (including journalists), located across INOVASI’s entire geographic area that plays a central role in transferring findings and other information from INOVASI to schools, families, communities, district or provincial offices and civil society. Our capacity development for this group includes: general GESI sensitisation; training in GESI-sensitive communications skills; initial facilitator training; and refresher sessions held bi-annually, usually at district level and led by provincial communications officers. Refresher training will allow for time and space to revise key concepts like story writing, child protection, promising education practices and GESI themes.
GESI media contributions to international events such as: International Women’s Day (8 March); World Storytelling Day (20 March); International Children’s Book Day (2 May); National Education Day (2 May); National Children's Day (23 July); International Literacy Day (8 September); International Day of the Girl Child (11 October); National Teachers' Day (25 November); and International Day of Persons with Disabilities (3 December)
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Gender equality and social inclusion monitoring, evaluation research and learning
Integrating gender equality and social inclusion into INOVASI outcomesOur GESI strategy in program monitoring is largely to ensure that we do not lose sight of the learning for all dimension of the program in noting improvements in literacy and numeracy outcomes for students. A proportion of our emerging evidence (in 2019) and the ‘credible body of evidence’ (in 2023) – two of INOVASI’s primary legacies – should provide insight into what works for girls, boys, children with disabilities and marginalised or disadvantaged children.
Our reflections on the INOVASI theory of change highlighted points where INOVASI will ideally need to articulate results for these children – separated out from aggregated results for the ‘average’ Indonesian child. Future assessment processes will build in a means of disaggregating disability, so we can measure progress in the learning outcomes of children with disabilities.
Improving disability data Limitations in disability data within education systems are common (Sprunt et al. 2016; UNICEF 2016). This section summarises the key limitations and outlines our approach to managing these limitations and improving the system.
In INOVASI's baseline studies process we made concerted efforts to collect data on disability by reviewing the existing basic education data (DAPODIK) and collecting a large sample of reports from teachers on student disability. However, we defined disability based on impairment and medical typology, which is known to be unreliable across teacher respondents and over time. The Indonesian education and learning innovation survey (Survey Inovasi Pendidikan dan Pembelajaran Indonesia – SIPPI) does not include a mechanism to identify and disaggregate disability. Consequently, we have baseline data on enrolment rates across the whole program but no way of disaggregating learning outcomes across the whole program. In comparison with the state-of-the-art disability data within education management information systems globally, disaggregated enrolment data would at least be a good start in Indonesia. Increasing enrolments is an important first step in disability-inclusive education, especially when rates of out-of-school children with disabilities are so high (Adioetomo et al. 2014).
However, the program understands the importance of going beyond enrolment. To measure a core area of focus for INOVASI – demonstrated improvement in literacy and numeracy among potentially-excluded students – the program will improve disability data in the following ways:
Implement a valid, reliable and feasible tool to identify disability (the student learning profile that incorporates learning and support needs);
Embed a disability identifier in the baseline literacy test that is being implemented across the SETARA schools, to enable disaggregation (consistent with the student learning profile approach);
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Oversample (or completely sample) students with disabilities in the SETARA schools for the literacy baseline;
Incorporate the same disability identifier in INOVASI’s end line SIPPI tests so the data can be compared for future work;
Work in partnership with TASS and DAPODIK to disseminate our findings and explore options for introducing new ways of disaggregating disability that overcome the issues of poor validity and reliability (based on the method tested through the SETARA pilots).
To measure changes in teachers' attitudes, the program will use an adapted internationally-validated tool that measures teachers' attitudes and perceived self-efficacy towards inclusive education. We will use the tool as pre and post tests for teachers in the SETARA pilot and possibly in other pilot areas.
Monitoring gender equality and social inclusionGESI is well integrated in the INOVASI results framework. All data collected on participants and beneficiaries are disaggregated by gender and there are several specific indicators, as shown in Box 1.
Box 1: Indicators related to gender equality and social inclusion in INOVASI's Results Framework
1. Number of gendered-policy analyses;
2. Number of focused-policy analyses on children with disability;
3. (Sub-indicator) Number of interventions co-designed to target potentially-excluded students (gender, disability and ethnicity);
4. Total amount (AUD) of additional funds leveraged for the implementation of pilot activities (PAF 1); (specifically related to the SETARA pilot)
5. Number of women and men who apply improved technical skills to support better quality education services (PAF #3) (disaggregated as relevant); (technical skills related to inclusive education practice will be measured)
6. Number of women and men who apply improved knowledge on gender perspective to support gender equality in teaching and learning (PAF#3);
7. Number of women and men who implement inclusive learning scenarios or plans;
8. (Sub-indicator) Number of potentially-excluded students that have demonstrated improvement in literacy and numeracy (Indicator for inclusion);
9. Number of pilots that demonstrate improvement in participants’ attitude and behaviour change; (attitude and behaviour related to GESI principles will be measured)
10. (Sub-indicator) Number of development policies improved to support inclusive learning and teaching (gender, disability and other social inclusion);
11. Number of credible analyses documentation on what does and does not work to improve inclusive learning.
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From mid-2018 the three main areas of focus for the monitoring, evaluation, research and learning (MERL) element of INOVASI in terms of capturing gender equality and social inclusion data will be as follows:
Finalising results frameworks for the pilots, including exploring ways of capturing qualitative differences for girls and boys, and ensuring that the frameworks enable disaggregated data for gender, disability and other relevant categories and inclusion information.
Closely monitoring sex-disaggregated data in all the MERL activities in the pilots so we can identify any emerging gender-related differences and trigger discussions with provincial and district staff on appropriate responses to improve gender equality.
Applying a GESI lens in our six-monthly strategy-testing sessions. This will be done through collaboration with all INOVASI teams in analysing MERL reports, team surveys and field observations that are the basis of the six-monthly strategy review.
Gender equality and social inclusion learning and research It is likely that some areas for further research will emerge from the pilots and these will contribute to the evidence base needed to develop policy and practice to improve learning outcomes for Indonesian school children. Indicative topics based on early feedback include:
SETARA, INOVASI’s disability-inclusive education pilot, can potentially influence how children with disabilities are identified and taught in mainstream classrooms. Tools emerging from the pilot (like the student learning profile) should result in a method for disaggregating disability and have a systemic influence on the basic education database (DAPODIK) as well as on budget allocations. Thus, the pilot has potential for large-scale impact.
Pedagogies and language learning approaches that support the transition from mother-tongue learning to literacy in Bahasa Indonesia could have implications for policy and practice if the model is proven effective. The policy issues, community advocacy and sustainability (costs, teacher deployment) of such a model should be researched.
In locations where the gender gap in learning outcomes is growing, we need to determine what is causing the gaps and how the INOVASI pilots can respond.
Insights from working with North Kalimantan schools where families are migratory will help us better understand how to improve learning outcomes for children who have minimal contact with the formal school system.
We need to establish to what extent, if any, the gender of a principal contributes to student achievement and whether we should encourage more women teachers to become principals. We also need to determine what drives the regional differences in the percentage of women principals and how men perceive and support women in leadership roles in schools.
We need to investigate how the current professional development accreditation policy is affecting teacher uptake of disability-inclusive education training opportunities.
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Research will be prioritised if it has significant potential to inform policy change and if there is a sizeable audience. Some research questions may be more appropriate for the Technical Assistance for Education Systems Strengthening (TASS) project's scope of work and we would need to coordinate with TASS in deciding on these research studies.
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Gender equality and social inclusion in operations, human resources and managementDFAT, Palladium and the INOVASI team are committed to the core principle of an inclusive workplace. INOVASI is creating a workplace that values diversity and inclusion, and we are guided by the relevant policies laid down by MoEC and Palladium.
All INOVASI staff are required to complete online training sessions covering: diversity and inclusion; the code of conduct; and child protection requirements. This means that staff across the organisation have a common understanding of these areas.
Examples of inclusive practices evidenced by the human resources team include:
Training focused on combating sexual harassment and bullying in the workplace;
Screening job advertisements for gender or cultural bias;
Providing time off in lieu, flexible working hours and other initiatives to support staff with caring roles;
Using equal opportunity and disability welcoming language in recruitment materials;
Reviewing and communicating work policies related to inclusive practices, such as, parental leave, maternity and paternity leave, menstrual leave and breast feeding;
Expanding and safeguarding our child protection work by reviewing and improving child protection documentation;
Commissioning a workplace disability audit and booking accessible venues for INOVASI events.
While INOVASI is open to all applicants from various backgrounds, we currently do not have affirmative policies to encourage women and people with disabilities to apply for positions. The facilities and infrastructure needed to support people with disabilities are currently unavailable.
Some entry points for increasing diversity and inclusion in our workplace are to more actively pursue people with disabilities to work with INOVASI and to initiate conversations around social inclusion, discrimination and sexual harassment in the workplace.
Capacity building for INOVASI partnersINOVASI promotes gender equality and inclusive practices within our larger family of implementing partnerships in the following ways:
Encouraging a fair distribution of women and men among our local facilitators and other key partners in the INOVASI ‘extended family’;
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Building the capacity of grant-based implementing partners to provide inclusive programs. In applying for funding our partners are required to outline existing and planned efforts towards gender equality and social inclusion. INOVASI provides varying levels of GESI technical support and capacity development to grantees in the application, implementation and evaluation, phases of any programs. Entry points that the grantees may focus on include the development of gender-sensitive and socially-inclusive books and learning materials as well as using inclusive classroom management approaches. We expect our grant partners to aim for gender balance in selecting training participants and project beneficiaries.
Roles and responsibilities for the gender equality and social inclusion strategyResponsibility for delivering the GESI strategy is shared across the whole team, including staff based in Jakarta, West Nusa Tenggara, East Nusa Tenggara, North Kalimantan and East Java, as well as advisory support staff based nationally and internationally.
The INOVASI team includes a small cohort of GESI specialists: a local gender specialist, a local disability specialist and a local child protection specialist (with disability experience). We also have short-term inputs from senior technical advisors in social inclusion and disability-inclusive education.
INOVASI’s program director has overall responsibility for delivering on the GESI strategy.
The head of the education program development (EPD) team has primary responsibility for managing the GESI team and ensuring that their efforts are timely, proportionate and aligned with INOVASI’s broader program of work.
Within the context of a complex, adaptive, multi-site program, we need considerable support from our Indonesia-based senior leadership to achieve the strategic insertion of GESI inputs and activities across the INOVASI components in the right place and at the right time. The GESI team needs to be aware of upcoming events and activities, such as: developing MERL tools and approaches for the pilots; preparing six-monthly reports; Aid Quality Checks; training programs in the provinces; commissioning research; developing short courses; new programming (in East Java, for instance); and recruiting new staff (for induction on ‘GESI basics’).
The GESI specialists will have a high level of input and responsibility for implementing the GESI action plan in collaboration with the policy, MERL, communications and education program development teams. The GESI specialists will also provide ongoing support on request to all areas of the INOVASI program that touch on gender equality and social inclusion issues.
GESI strategy testing will be part of the wider INOVASI strategy testing and be done approximately every six months. This will act as an internal audit, giving the GESI team the opportunity to reflect on what has been accomplished and how the strategy and approach may need adjusting.
Risks and risk managementThe aim of better learning outcomes for ‘key populations’ needs to be understood in the context of fundamental challenges in delivering quality education even to mainstream Indonesian children. Recent evidence from INOVASI suggested surprisingly low levels of literacy and
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numeracy competency among some teachers themselves (INOVASI 2018). These insights mean that the challenge of helping teachers to achieve improved learning outcomes for even their most capable and advantaged pupils is much greater than we thought.
This highlights a significant challenge for the GESI strategy. It is possible that teachers assume children who are struggling to learn have 'learning disabilities' rather than acknowledge that poor teaching practices may be the cause of the problem. In addition, disability-inclusive education relies on teaching approaches such as differentiated instruction, where teachers adapt materials and teaching approaches to suit individual children’s levels and needs. However, expecting teachers with low levels of teaching competence to independently incorporate differentiated instruction is unrealistic without targeted support.
In response to this challenge, the GESI strategy incorporates activities to support and mentor teachers, including in the skills of adapting learning materials, doing simple formative assessments, grouping children for cooperative learning and using differentiated instruction. These skills will be built into all short courses. In addition, we have modified our approach to training teachers within the SETARA pilot schools, building in time for basic literacy skills training, using the one-semester literacy short course.
Potential risks regarding gender equality, disability and indigenous or ethnic minority children may include: inadvertently stereotyping gender roles in the pilots; failing to understand the dynamics underlying the gender gap in boys’ achievement; and failing to understand the nuances of how children from ethnic minorities and their teachers interact. We mitigate these risks by consulting with organisations representing ethnic minority communities and with provincial or local gender-based non-governmental organisations whenever possible, and by actively analysing the materials that INOVASI produces (the short-course materials).
Equally, we need to be aware of the potential unintended harm that can occur when certain children are nominally ‘included’ in systems or structures that actually make their lives worse rather than better. Examples include children with complex physical or emotional needs being ‘mainstreamed’ in schools that do not provide for their needs (Hickey and Toit 2007).21 Mitigating this risk will entail training teachers to assess what these children need to be able to participate. Other ways that we can avoid unintended harm are: by ensuring teachers do not label children as disabled when they just need better teaching; promoting existing communication and reporting systems and making these visible to teachers, students and families so they can report issues; and assessing existing communication systems to ensure they are adequate for the needs of children with disabilities and for those who speak languages other than Bahasa Indonesia. INOVASI’s Risk Management Matrix is attached as Appendix 2.
21 This concept is sometimes described as ‘adverse incorporation’.
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Republic of Indonesia legislation
Law on the National Education System No 20 of 2003
Law on the Ratification of the Convention on the Rights of Persons with Disabilities No 19 of 2011
Law on Disabilities No 8 of 2016
Ministry of Education and Culture Regulation No 82 of 2015 on the Prevention and Handling of Violence in Education Settings
Ministry of Women's Empowerment and Child Protection Regulation No 8 of 2014
Ministry of Education Regulation No 84 of 2008 on the Implementation Guidelines for Gender Mainstreaming in Education
Presidential Decree No 9 of 2000 on Gender Mainstreaming in National Development Planning and Programming
International treaties
United Nations Convention on the Rights of Persons with Disabilities 2006
United Nations Convention on the Elimination of All Forms of Discrimination Against Women 1979
United Nations Convention on the Rights of Child 1990
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Annex 1: GESI Action Plan
Annex 2: Risk Management Matrix
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