Appendix 8 Gender Action Plan The universal compulsory 9-year basic education campaign (Wajar) launched in 1989, like

the universal compulsory primary education campaign which preceded it, implicitly required gender equality in education. National level statistics indicate equality has nearly been achieved in madrasah, particularly at the junior and senior secondary education level. (However, the national level statistics hide regional variations in female enrollments.) In 2004, 50.7% of students in madrasah were female compared to 48.5% in general schools. MTs and MA have made a significant contribution toward gender equality, and compare favorably with general schools. The proportions of female students in madrasah were especially high in MA at 54%.1 In part, this higher female enrollment at upper levels is due to a preference among parents for their daughters to attend madrasah which are viewed as a safer environment for girls. Drop-out is low, but transition from MI to MTs is a problem for both boys and girls. Many girls marry young and are unable to continue their education. Female teachers are a slight minority in madrasah. In MI 48% of teachers are female with 41% in MTs and 40% in MA. This relatively high proportion of female teachers offers an opportunity to improve gender equity by providing training in gender sensitive teaching to teachers, especially female teachers. Gender training is not yet a part of teacher training and while gender sensitive teaching materials have been developed, they are not in widespread use. Female teachers have less opportunity for training because it is more difficult for them to leave their families, suffer more from the poor sanitary facilities in many of the madrasah, and are less likely to be promoted to principal. Women are not as well represented in managerial and administrative positions. There are few female principals in madrasah and few female madrasah supervisors in district and provincial offices. Women are also underrepresented on many madrasah committees. More can be done to encourage gender equity in madrasah education. The following strategies are recommended to maximize impact on women and should be incorporated into the MEDP: 1. Appropriate Number of Female Teachers

a. Hiring more substitute female teachers in order to provide positive models for students and parents. b. Hiring more female teachers to teach science classes to eradicate the myth that boys are better in sciences. c. Appropriate numbers of female teachers (at least 30 to 45%) are included in S1 upgrading programs. d. Addressing specific needs of female teachers so that they find a conducive environment in the madrasah. e. Equipping female teachers with gender training, gender sensitive materials, and gender awareness. 2. Addressing Gender and Curriculum

MORA (2004). op. cit. p.26-28; MONE (2004). Rangkuman Statistik Persekolahan. p.21.

a. Ensuring that gender training is part of the training conducted under projects. b. Programs to promote gender sensitive curricula, and gender mainstreaming in teacher training. c. Making sure that teaching materials do not contain any stereotyped roles for men and women. 3. Improving Female Participation in Madrasah Based Management Systems

a. Encourage female teachers to be active in the madrasah based management. b. Increase the percentage of the female principals and supervisors by advocating for the promotion of exemplary female teachers and publicizing examples of successful female principals. c. Appropriate numbers of female supervisors of Islamic education (PAI) at MONA d. Appropriate number of female members of the madrasah committees through advocacy and a required minimum percentage (e.g. at least 30%). 4. Expanding Access and Opportunity for Girls and the Poor

a. Develop strategies to recruit female students from poor and more remote areas. b. Undertake regular assessments of female/male enrolment and attendance rates at all madrasah levels. c. Provide scholarship support for poor female students to attend MTs. d. Develop appropriate policies and program interventions to improve the attendance and retain students from poor areas. 5. Introducing Paket A and B for Girls

a. Advertising the Paket A and B programs at different societal institutions such as Majlis Talim, religious and community meetings. b. Develop strategies to increase the enrolment in Paket A and B. c. Provide scholarship support for female students to enroll in Paket A and B courses. d. In addition to the formal subjects taught at the madrasah, the Paket A and B should provide programs that enhance life skills. 6. Implement Advocacy Programs

a. Encouraging prospective poor area parents to attend the community meetings addressing the importance of compulsory education in madrasah. b. Advertising scholarships available for the prospective female students from the poor areas. Baseline survey data will provide benchmarks for setting targets for training of female teachers, promotion of female teachers to positions of principal and supervisor, and for membership on madrasah committees.