Equity in anti-violence policy implementation: Lessons learned from education ecosystem in Indonesia

• In Event: Equity considerations when scaling for impact

Proposal

Over the years, implementing anti-violence policies in schools in Indonesia has encountered challenges, even though it remains a priority in the Indonesian educational ecosystem. In 2023, the Ministry of Education, Culture, Research and Technology (MoECRT) passed the Ministerial Regulation No. 46 on Violence Prevention and Handling in Schools to better protect children and adults (including teachers and school staff) from violence in the educational environment. This paper presents findings from research taking place in three provinces in Indonesia: Aceh, Banten, and Maluku. Through participatory conversations with diverse groups, including children, the research identified gaps between policy expectations and actual implementation in schools. It also examined the interplay between underlying assumptions (the soft system) and the structural ecosystem, including infrastructure, politics, and bureaucracy (the hard system), and how these factors co-mingle to impact policy implementation. Study findings highlight several disparities divided into five equity dimensions: gender, geographical, social inclusion, sociocultural contexts of the communities, and pedagogical practices.
Gender. Communities largely uphold traditional patriarchal norms, and afforded more power to men. There are consequences for individuals when they fail to observe and perform their assigned gender roles. There was an expectation for boys to display behaviors and actions that are considered masculine. Boys who display feminine traits are frowned upon and tend to receive harsher societal punishment than girls who exude masculine behaviors.
Geographical. Regions with better infrastructure and closer to the capital, like Banten, have the advantage of more immediate access to information and capacity-building resources. Conversely, more remote areas, such as Maluku, may still struggle with limited infrastructure and resources.
Social inclusion. The policy seeks to establish a safe and inclusive learning environment for all children, including those with disabilities. However, a limited understanding of disabilities in the locations studied often results in the segregation of these children into "special" classes, instead of implementing a school-wide inclusion policy. Consequently, misconceptions about disabilities—particularly mental disabilities—contribute to the stigmatization of these students.
Sociocultural contexts of the communities. The policy advocates for non-violent disciplinary methods. However, communities have different perceptions regarding disciplinary methods and addressing violence that derive from historical patterns, cultural norms, and religious values. In Maluku, the legacy of past religious conflict still lingers and influences how schools respond to violence. Conversely, communities in Aceh are governed by Sharia Laws which include particular punishment practices such as public caning and which may influence current attitudes toward corporal punishment.
Pedagogical practices. Schools and teachers in all locations have access to free education materials provided by MoECRT on their learning platform—including violence-prevention materials. The current curriculum requires teachers to enter the platform and develop their own syllabi according to the needs of the students. However, many teachers lack adequate training on creating teaching materials—including violence prevention—and additionally struggle with using the technology to access the platform. This paper will detail these and other findings to highlight that the implementation of the country’s anti-violence policy faces some challenges that can be addressed. Acknowledging the gaps should help improve the implementation moving forward.

Author

• Stefani Widiyani