Publication: Inclusion in Indonesia's Education Sector: A Subnational Review of Gender Gaps and Children with Disabilities
Date
2020-06
ISSN
Published
2020-06
Author(s)
Afkar, Rythia
Yarrow, Noah
Surbakti, Soedarti
Cooper, Rachel
Abstract
This study seeks to examine gender gaps
and disability issues in education in Indonesia, and to
suggest policy actions as well as future analytical and
operational work to address these differences. Field visits
were conducted to uncover drivers of gender differences, as
well as issues of social inclusion, and to explore policy
approaches to improve learning outcomes and educational
achievement for all children. Secondary data analysis shows
that Indonesia has demonstrated great progress on gender
parity in education; however, the national averages mask
important variations at the subnational level, including
variations of significant male and female disadvantage
between and within provinces. Women are still
underrepresented in school and government leadership
positions, as well as the workforce overall. Despite women
making up the majority of the teaching workforce, men
dominate the management and leadership roles in schools. The
study also reveals significant challenges and offers policy
recommendations to ensure inclusivity in education for
children with disabilities.
Citation
“Afkar, Rythia; Yarrow, Noah; Surbakti, Soedarti; Cooper, Rachel. 2020. Inclusion in Indonesia's Education Sector; Inclusion in Indonesia's Education Sector: A Subnational Review of Gender Gaps and Children with Disabilities : A Subnational Review of Gender Gaps and Children with Disabilities. Policy Research Working Paper;No. 9282. © World Bank, Washington, DC. http://openknowledge.worldbank.org/entities/publication/1eb18597-81de-5a0d-9391-f5a3b7619157 License: CC BY 3.0 IGO.”
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