Does Vocational Education Model fit to Fulfil Prisoners' Needs Based on Gender?

2nd International Conference on Innovation in Engineering and Vocational Education

工业技术;教育

Hayzaki, S.H.^1 ; Nurhaeni, I.D.A.^1

Prog. Studi Ilmu Administrasi Negara Fakultas Ilmu Sosial Dan Politik, Universitas Sebelas Maret, Indonesia^1

关键词: Category models;    Data collection;    Human rights;    In-depth interviews;    Socio-cultural;    Teaching materials;    Vocational education;    Vocational education and training;   

Others  :  https://iopscience.iop.org/article/10.1088/1757-899X/306/1/012114/pdf
DOI  :  10.1088/1757-899X/306/1/012114

来源: IOP

【 摘 要 】

Men and women have different needs, based on their gender or the socio-cultural construction. The government has issued a policy about accelerating the equivalence of gender since 2012 through responsive planning and budgeting. With the policy, every institution (including the institutions under the ministry of law and human rights) must integrate its gender perspective on planning and budgeting, then it can fulfill the different needs between men and women. One of the programs developed in prisons for prisoners is vocational education and technology for preparing the prisoners' life after being released from the prison cells. This article was made for evaluating the vocational education and training given to the prisoners. Gender perspective is employed as the analyzing tool. The result was then used as the basis of formulating vocational education model integrating gender perspective. The research was conducted at the Prison of Demak Regency, Indonesia. The method used in the research is qualitative descriptive with data collection techniques using by in-depth interviews, observation and documentation. The data analysis uses statistic description of Harvard's checklist category model and combined with Moser category model. The result shows that vocational education and training given have not considered the differences between men and women. As a result, the prisoners were still not able to understand their different needs which can cause gender injustice when they come into job market. It is suggested that gender perspective must be included as a teaching material in the vocational education and training.