INDONESIA AT GLANCE : Land Area: >17,000 Islands 34 Provinces 98 Cities 404 Districts

2. INDONESIA AT GLANCE: • Land Area: • >17,000 Islands • 34 Provinces • 98 Cities • 404 Districts • 6,543 sub-districts • 75,244 villages • Population: • 237,641,326 people • Education Institutions: • ECE : 112,925 • PS : 170,256 • JSS : 52,697 • SSS : 19,709 • VSS :11,663 • SpS : 2,473 • CLC : 10,025 • HE : 835

3. Early Childhood Care and Education • Basic Education • Life Skills Education • Literacy Education • Gender Equality • Quality Improvement of Education Six Goals of Education ForAll

6. Reduce from 5,9% in 2000 and to 2,99% in 2012 Significantly Reduce from 2.62% in 2000 to 0.90% in 2011

11. Total Number, Percentage and Gender Disparity of Adult Illiteracy (15-59 years old) Source: National Bureau of Statistics and Center of Statistics, MoEC, 2013

17. Indonesian Vision2025 100 years of independence “To leverage Indonesia as developed country – to be one of 12 developed countries (2025) and to be one of the 8 developed countries (2045) through a high, exclusive, and sustainable economic achievement” (Source: Master Plan Percepatan dan Perluasan Pembangunan Ekonomi Indonesia2011 – 2025 ) In achieving the goals of the vision 2025 and 2045 Indonesia needs to prepare a highly competent generation with a readiness to actively contribute for the development of the nation 18

18. Challenges in Implementing EFA (1/2) • Improving equitable access to all children, boys and girls, to quality basic education as a major challenge to the achievement of the MDGs education targets; • Reaching the unreached as a major challenge in achieving the MDGs targetsby 100 percent, particularly due to poverty; • Improving school readiness to reduce drop-out rate and the completion rate for basic education; • Improving the quality of non-formal education (NFE) programs for drop-out students and children who are unable to enroll to formal schooling; • Providing adequate infrastructure, books and teaching learning equipments for basic education; • Improving the quality and equity of teachers distributions in all regions to improve the quality of basic education;

19. Challenges in Implementing EFA (2/2) • Enhancing curriculum at primary education to improve soft skills and to develop students’multiple intelligence; • Developing better financing transfer mechanism to improve efficiency, accountability, and equity, and to ensure the equitable access to quality basic education; • Improving education management accountability and efficiency in a decentralized system; • Growing national and local ownership and engagement; • Improving stakeholders’ perspective on the scope of MDG 3’s to captureseveral intrinsic women’s rights issues such as freedomfrom violence; • Missing the actual equality issues due to over emphasis on educational gender parityindicators.

20. Strategic Plan 2013-2015

21. Early Childhood Care and Education Program • Increasing community participation in the implementation of early childhood care and education program. • Creating innovative models of early childhood education program. • Expansion of Early Childhood Professional Development • Increasing mobilizations of community-based Early Childhood Education Learning Group (KB-PAUD) • Establishment of Children Day Care Centers (TPA) • Infant’s Family Development (BKB)

22. Basic Education • The expansion of school infrastructure programs • Reducing barriers to access related financing • Expansion of the approach through an innovative non-formal education. • Strengthening the system of regional planning.

23. Life Skills Education • Mapping the life skills education and strategy development. • Expansion of opportunities for formal and non-formal life-long learning. • Strengthening the response to the needs of skilled manpower. • Expansion and development of apprenticeship system. • Provision of further education and training. • Strengthening mainstreaming of entrepreneurship skills in training and in technical and vocational education. • Increasing development of competency standards, skill recognition and certification.

24. The programs of AKRAB • Functional Literacy • Entrepreneurship Literacy • Family Literacy • Literacy for Special Community based on Folk Tales • Local Culture Literacy • Mother Tongue Literacy

25. Gender Mainstreaming Program • Efforts to accelerate the implementation of gender mainstreaming are carried out through putting the implementation of gender responsive budgeting (anggaranresponsif gender/ARG) to the test. • Meanwhile, gender mainstreaming has also been implemented by some local governments. • Since 2009, the Ministry National Education has initiated various gender mainstreaming programs and activities in the field of education, which among others include: • preparation of the Regional Action Plan (RAD) for Gender Mainstreaming in the Education Sector for 2009-2015; • completion of Modules and Supplement Modules which function as a learning and understanding medium for facilitators; • implementation of the Gender Responsive Family Education (PendidikanKeluargaBerwawasan Gender/PKBG) associated with life skills in six sub-districts from three districts/cities, which were represented by two sub-districts respectively; • establishment of the Facilitator/Focal Point Forum in the education sector in 2008; and • implementation of gender mainstreaming programs and activities in the education sector by districts/cities using financial support from the provincial budget. • ParahitaEkaprayaAward

26. Quality of Education Improvement • Enabling implementation of Teacher’s Law and Regulations; • Establishment of Board of Education National Standards (BNSP); • Establishment of National Accreditation Board (BAN) for formal education ranging from primary level, up to higher education, and non-formal education; • Assuring effective implementation of Textbook Operational Programs; • Strengthening quality oriented governance and accountability mechanism.