Rabu, 29 Juli 2009

STUDY AND EVALUATION POLICY REFORMULASI of Primary and Secondary Education LENSA USING THE GENDER

ABSTRACT

This study aims to obtain information about the various policies
education is not gender-responsive, including a description of the profile of education
school based on gender, gender issues and factors that mempengaruhinya in the field of basic education and secondary schools, and the formulation of the barn device
policy and school education programs that gender responsive. Method of research
used is descriptive research method that emphasizes the survey. The data
used in this research is the statistical data in education, strategic plan of Bandar
Lampung, a strategic plan of the Education Office City of Bandar Lampung, and policies
operational and program / activities of the education office in the City schools Bandar Lampung.
Research conducted in the city of Bandar Lampung. Data collected using the technique
documentation and interviews. Quantitative data collected using the processed
table and a single cross. Results serving data will be analyzed with descriptive techniques
GAP and POP. Research findings, obtained multiformity education issues in the primary and
Slip, the primary damage, lack of textbooks, lack of information tools for
support the practice of learning, the quality of teachers, the high number of dropouts
and sustainability to a higher level because of poor in the cost
school or because of economic reasons, and the lack of teachers in the areas
isolated. Aspects of the gender perspective has not been a problem in formulating and preparing
education program development. The problem of quality teachers has not been seen and the
gender such as how to condition the quality of teachers, men and women, and
difficulties - difficulties faced by teachers, especially women, in increasing
quality. Gender barriers that are obstacles for women in the effort
improving the quality of teaching such as the remote location of Training and temporary residence
difficult for women to leave home, obstacles for women to
teach in schools that are very remote location and residence, has not been made as
basic program planning. The drop out rate is already a problem that
priority to be addressed immediately. However, gender considerations in the dropout
school has not been made as a basic troubleshooting. That the number of dropouts over
experienced by many women should be in the decision-making.
Various factors cause girls drop out of school should be a consideration
in decision making. The lack of books is a problem especially
economic crisis in a situation where the price is very expensive book while buying power
Low community. Priorities of the book is very important for
immediately implemented. However, the gender aspect should not
be in relation to the availability of the book. Programs for
solve the problem is not gender-responsive, such as for the Primary School Level and
Advanced First, in implementing such assistance to private elementary and Slip
as many as 16 packages, providing assistance to 10 elementary school projects and 10 pilot
SLTP pilot projects followed by training activities for 20 school principals and 20 teachers pilot
projects, providing assistance rehab package 10 private primary schools, implement assistance tool
education of 20 set for primary and 18 to set the level Slip, conducting training
Lampung language tutors to 50 people and 367 people Lampung language teachers, and
also held writing competitions Lampung language, do penyetaraan D-II program
5620 to the teachers, to improve the qualifications and guidance to teachers in 1050
and 250 teachers practice IPA / IPS / Mathematics, provide basic textbooks
for the primary level, 12,500 sets of library books, and 16,300 sets of reading books, doing
upgrading of the 240 people at the Slip, the procurement of 65,352 former book.,
procurement of as many as 57,600 students work sheets, operational assistance to the 8
schools, help students learn the tool equipment of 2880 set, the tool supplies teachers
240 sets, 192 sets of tool skills, make pentaloka decentralization of education to 50
guy. All programs / activities Claw it does not use the data terpilah
gender, and gender terpilah if not used for the planning and implementation
and evaluation of education in the Province of Lampung. And results of research that can be
during this planning policies, programs, education kegitan not gender responsive. This
can be seen in the policies, programs, educational activities for which this was done.
It also can be known from the process of planning policies that are not gender-responsive,
so that education is an indicator of success indicators that are gender neutral. Deep
terpilah planning process data for planning is very limited so it does not
enough to know the problems of gender as to prepare a planning
gender responsive. In preparing the plan, the requirement for a policy, program,
activities that are responsive to gender has not been filled at this time. Thus, it can be
conclude that planning policies, programs, activities carried out by dinasdinas
education is not gender-responsive because they do not meet the requirements as follows:
(1) planning the program based on community needs and problems with
attention to equality of men and women, (2) Society and the invited
present in the planning program balanced between men and women, (3) Men's and
women have the same opportunities in the opportunity to submit a proposal, and the frequency
and ideas in the process of program planning, (4) Most of the people involved and
or represented in the decision making process without distinction of gender, race,
religion, and wealth, but based on ability. Things that need to be
from a planning, namely (1) Benefits of the policy / program should be men and lalci
women, with women who can benefit more if
preliminary data indicate that women are left behind, (2) Policy / program / activity
planned should be able to view the different needs of men and laid
women, (3) Policy / program / activities that are planned should be based on a
situation analysis of gender pay gaps, (4) The purpose and objectives of
policy must be outlined in the strategy to the programs and projects that gender
responsiveness, (5) There must be institutions that need to be developed to ensure effectiveness
implementation and efficiency, and the formulation of policies / programs are gender, (6) should be
institutional mechanisms that have been created to respond to and respect masalahmasalah
gender (eg, focal point at the local level and the level of the group / unit), and
(7) planning mechanisms must be created in order to accommodate the differences
and women's needs, and overcome the obstacles that dihadapai men
and women to participate effectively.

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