Problem Traceability In The Innovation Of Gender-Responsive Educational Policy
Ismi Dwi Astuti Nurhaeni, Yusuf Kurniawan, Intan Sani Putri, Dra, M.Si Sudaryanti
Ismi Dwi Astuti Nurhaeni
Available Online March 2018.
- https://doi.org/10.2991/aapa-18.2018.11How to use a DOI?
- gender responsive, innovation, educational policy, problem tracability
- Gender equality is one of the targets of Sustainable Development Goals and improves human-development quality. According to UNDP (2016) gender disparity in education still exists. It shows that the innovation of gender-responsive educational policy in the form of gender mainstreaming in educational field implemented since 2008 has not succeeded. This article discusses problem tracability in the innovation of gender-responsive educational policy. The aspects cover technical difficulties encountered by the schools in implementing seven key-components of gender mainstreaming at school, diversity of target-group behavior and extent of behavior change required. This research was conducted at all 92 junior high schools of Sragen Regency, Indonesia, involving 150 teachers as the respondents who were purposively selected. They are comprised of counseling teachers having participated in gender-responsive school trainings. The data were collected through questionnaires, observation, documentation studies and focus group discussion. To analyze the data NVivo version 11 was utilized for lessening the researchers’ subjectivity. The research reveals that problem tracability encountered by the schools are technical difficulties, diversity of the target groups and extent of behavior change required. Although the schools have shortage in human resources understanding gender, institutional difficulties and no guidance on the implementation of the innovation of gender-responsive educational policy, the diverse school elements (teachers, administration staff and students) support the implementation of the policy. The schools expect behavioral change of all school members, i.e. students, teachers, administration staff and parents/society to perform activities supporting the implementation of the policy. It is recommended to assign all school elements to participate in trainings on the implementation of gender at school. In addition, the government’s education office should provide standard operational procedure of the implementation of gender-responsive educational policy.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Ismi Dwi Astuti Nurhaeni AU - Yusuf Kurniawan AU - Intan Sani Putri AU - Dra, M.Si Sudaryanti PY - 2018/03 DA - 2018/03 TI - Problem Traceability In The Innovation Of Gender-Responsive Educational Policy BT - Proceedings of the 2018 Annual Conference of Asian Association for Public Administration: "Reinventing Public Administration in a Globalized World: A Non-Western Perspective" (AAPA 2018) PB - Atlantis Press SP - 100 EP - 112 SN - 2352-5398 UR - https://doi.org/10.2991/aapa-18.2018.11 DO - https://doi.org/10.2991/aapa-18.2018.11 ID - Nurhaeni2018/03 ER -