Thematic Case Study Gender and Education: Studies of gender in the implementation of INOVASI’s pilot programs to improve students learning outcomes

This paper is both a look back and a look forward. At the juncture between INOVASI’s first and second phases, we reflect on what INOVASI learned over 2016–2020 and look ahead to how phase two will approach gender. Our intended audience is internal, primarily INOVASI management and staff, and secondarily, our colleagues at Technical Assistance for Education System Strengthening (TASS) and the Department of Foreign Affairs and Trade (DFAT). Unlike the themes of continuing education, disability, literacy, numeracy and problem-driven iterative adaptation (PDIA) (the other thematic study topics), we did not focus on gender equality in phase one. Therefore, this paper is an opportunity to reflect and to look ahead, rather than to dive deep into ‘what works’ for gender equality. INOVASI took a relatively light touch in its treatment of gender in the first phase for several reasons. However, phase two presents the opportunity for INOVASI to build on what we have learned and focus on two areas that we are uniquely positioned to consider from a gender perspective: educational leadership and character education. An energised contribution in phase two means that INOVASI will need to invest in new in-house skills and forge alliances with new partners in government and civil society. In phase one we embedded gender in our wider gender equality and social inclusion (GESI)strategy. This strategy outlines our scope of work in the following areas: gender equality and empowerment; disability and social inclusion; and child protection.

This paper is both a look back and a look forward. At the juncture between INOVASI’s first and second phases, we reflect on what INOVASI learned over 2016–2020 and look ahead to how phase two will approach gender. Our intended audience is internal, primarily INOVASI management and staff, and secondarily, our colleagues at Technical Assistance for Education
System Strengthening (TASS) and the Department of Foreign Affairs and Trade (DFAT). Unlike the themes of continuing education, disability, literacy, numeracy and problem-driven iterative adaptation (PDIA) (the other thematic study topics), we did not focus on gender equality in phase one. Therefore, this paper is an opportunity to reflect and to look ahead, rather than to dive deep into ‘what works’ for gender equality.

INOVASI took a relatively light touch in its treatment of gender in the first phase for several reasons. However, phase two presents the opportunity for INOVASI to build on what we have learned and focus on two areas that we are uniquely positioned to consider from a gender perspective: educational leadership and character education. An energised contribution in phase two means that INOVASI will need to invest in new in-house skills and forge alliances with new
partners in government and civil society.

In phase one we embedded gender in our wider gender equality and social inclusion (GESI)strategy. This strategy outlines our scope of work in the following areas: gender equality and empowerment; disability and social inclusion; and child protection.