Developing gender equality in Indonesia through education

Developing gender equality in Indonesia through education

Alpha Amirrachman, Jakarta

Despite the recently lifted beauty pageant ban slapped on our
women -- which prevent any from participation in the Miss
Universe competition in 1996 -- on the grounds of "cultural,
religious and sexual exploitation" reasons, gender inequality has
always been ubiquitous in our society.

A feminist friend summed it up with a simple, clear sentence:
"Women and men are not identical, but they are equal." The first
clause shows sexuality, while the second gender awareness. "The
problem is the two are intimately related," she explained. In a
patriarchal society they are overlapped, resulting in social
inequality. Marriage, pregnancy and menstruation, which are
associated with sexuality, are regarded as "natural obstructions"
that prevent women from receiving equal treatment in society.

In education, many parents have long given priority to their
sons in furthering their education, not their daughters based on
the argument, "Our daughters will end up cooking in the kitchen
anyway."

But recent statistics from the National Education Ministry
shows something encouraging: Participation at elementary school
level was 96.64 percent for males and 94.34 percent for females.
In junior high, the gap nearly disappears with 56.62 percent and
56.30 percent for males and females, respectively.

And, notably, female students are statistically more
successful in completing each level of education. At the
elementary level it is 96.18 percent and 95.88 percent; in junior
high it is 93.28 percent and 90.83 percent and at high school it
is 95.95 percent and 94.91 percent. For higher education it is
15.39 percent and 14.22 percent for female and male students,
respectively.

If we examine the workforce issue, however, the numbers are
quite disappointing. The statistics show that females in the
workforce generally receive lower incomes than their male
counterparts. Another example is in civil servant recruitment,
where there is a wide gulf between successful applicants -- males
(62.40 percent) and females (33.25 percent).

In the national political structure, women are represented by
only 8 percent of their own. So it can be concluded that the
output of our education system is still considered very low and a
large proportion of women still do not receive proper education.
This is evident as a large number of women leave their families
to work as domestic helpers in foreign countries. Out of 1.95
million Indonesians working overseas, 65 percent are women.

Many of them have been treated in an inhumane manner --
tortured, raped and killed -- and without adequate judicial
protection from our representatives. Worse still, our domestic
thugs often prey on them right from their arrival at the airport.
Regrettably, women -- who make up a vital part of the paid
Indonesian labor force -- are prone to exploitation.

Furthermore, quite ironically, aside from working overseas,
others are also still subjected to violence at home. Domestic
violence, for example, is spiraling as result of the socially
constructed patriarchal perception, which is still prevalent in
our society. And it largely goes unreported, apparently due to
fears of a harsher backlash. A female friend whose face was
black-and-blue only dared to whisper about her ordeal to her best
female friend. One study shows that marital rape and sexual
assault are on the rise, which confirms men's perceived sexual
entitlement.

Why does all this happen here?

Arguably, first, despite the "statistical progress" in gender
equality in school participation, education remains an
unattainable luxury for too many young women and girls.

Second, there is a lack of adequate education in society about
gender issues. Deep under the surface there is problem of mental
awareness.

Are our schools guilty of nurturing this mental awareness?
Partially yes. In addition to many families and the media,
schools are responsible for inculcating the dominant values of
society. Although the development of our curriculum is steadily
moving toward the elimination of gender bias, gender stereotypes
remain intact.

If we ask teachers most would say that they are against
discrimination, but it is an open secret that social norms that
continue the unequal treatment of girls and the preferential
treatment of boys still prevail, though perhaps just on a
subconscious level.

For example, some young women at a vocational school say that
they receive covert mockery from the young men (who dominate the
school), especially during metal-working classes. And the
teachers ignore it. This can be perilous; particularly as we are
now adopting a competence-based curriculum, for this can
discourage girls from exploring and developing their genuine
interests to achieve competence.

So how do we nurture gender awareness in our education system?
Sex education seems to be the answer. However, if we examine the
text books, most of what is termed "sex education" is science-
based, which simply provides "technical" information on
pregnancy, reproduction and birth.

Although one text of violence against women can be found in
our new civic education, substantive discussion on values of the
relationship between males and females and the subsequent social
consequences are still rare. Or, if this were to be further
developed by teachers, would it be possible to do effectively,
amid the latent patriarchal culture and degradation of women in
our society?

Despite the fact that we once had a female president, the
cases above show that what my feminist friends dreamed of that
"Women and men are not identical, but they are equal" is still
from a reality in our society. And schools are partly responsible
for this. Decisive policies to provide more access to education
for women and a pedagogical campaign for gender equality is
therefore indispensable.

And perhaps Artika Sari Devi, an educated Muslim woman, can
also seriously help to campaign for this "education for all
women" and silence those who are cynical about her taking part in
the Miss Universe competition, which is not merely about physical
beauty, but also about inner beauty, intelligence, knowledge,
skills, and dignity.

The writer is an education and social analyst at Public Sphere
Institute. He can be reached at a.amirrachman@usyd.edu.au.