A107 Indonesia and education

1. Amiek Chamami , amiek@bps.go.id
Sri Hartini Rachmad, shrachmat@yahoo.com
BPS Statistics Indonesia
Parallel Session A - 107 : Tuesday 25 October 2016, 2.00-3.30 pm
Inclusive provision or specialist services?
Harris, Level +1

2. Critical transition reason ;
from childhood to adulthood

3. Stigmatization
Accessibility
Public Facility

4. Learning is not Studying
Vertical Migration
Education For All
SDGs (No one Left Behind)

5. Disabled Person in Indonesia

6. Adolescent Disabled
The younger age > 20 years, female and
married adolescent disable tend to
having in the high percentage of
prevalence distribution

7. Variables On RegLog For Adolescent
Variables Old Code New Code
Disabled
Disabled 1 0
Not Disabled 2 1
Sex
Male 1 1
Female 2 0
Expenditure
Group
Q1 1 0
Q2 2 1
Q3 3 1
Q4 4 1
Q5 5 1
Area Type
Urban 1 1
Rural 2 0
Attending
School
Never/Not yet
school
1 0
Schooling 2 1
Ever been school 3 0

8. Output RegLog for Adolescent
Variables not in the Equation
Score df Sig.
Step 0 Variables disper 506,738 1 ,000
Urban - rural 321,828 1 ,000
Q1 497,405 1 ,000
sex 31,250 1 ,000
Overall Statistics 1311,592 4 ,000
Variables in the Equation
B S.E. Wald df Sig. Exp(B)
Step 1a
disper 1,718 ,086 400,731 1 ,000 5,575
Urban-rural ,199 ,012 290,980 1 ,000 1,221
Q1 ,540 ,025 452,663 1 ,000 1,715
sex -,119 ,023 28,095 1 ,000 ,888
Constant -,749 ,089 71,270 1 ,000 ,473
a. Variable(s) entered on step 1: disper, urbanrural, Q1, sex.

9. Variables On RegLog For Adolescent Disabled
Characteristics Old Code
New
Code
TransportationAccess 1 0
0 & 2 1
Information Access 1 0
0 & 2 1
Building Access 1 0
0 & 2 1
Trotoar Access 1 0
0 & 2 1
Bridge Access 1 0
0 & 2 1
Zebra Cross Access 1 0
0 & 2 1
Rehabilitation 5 0
1-4 1
Variables Old Code New Code
Disable
d
Disabled 1 0
Not
Disabled
2 1
Sex
Male 1 1
Female 2 0
Expendi
ture
Group
Q1 1 0
Q2 2 1
Q3 3 1
Q4 4 1
Q5 5 1
Area
Type
Urban 1 1
Rural 2 0
Attendi
ng
School
Never/No
t yet
school
1 0
Schooling 2 1
Ever been
school
3 0

10. Output RegLog for Adolescent Disabled
Variables not in the Equation
Score df Sig.
Step 0 Variables urbanrural 10,066 1 ,002
Q1 ,545 1 ,460
sex ,008 1 ,927
help_tools 2,387 1 ,122
Transp_access 35,838 1 ,000
Info_access 45,397 1 ,000
Build_access 58,043 1 ,000
Trotoar_access 77,215 1 ,000
Bridge_access 37,494 1 ,000
Zebra_access 49,524 1 ,000
rehabilitation 11,566 1 ,001
Overall Statistics 96,972 11 ,000

11. Output RegLog for Adolescent Disabled
Variables in the Equation
B S.E. Wald df Sig. Exp(B)
Step 1a
urbanrural ,061 ,109 ,318 1 ,573 1,063
Q1 ,100 ,228 ,193 1 ,660 1,105
sex -,076 ,201 ,144 1 ,704 ,926
help_tools ,300 ,331 ,820 1 ,365 1,350
Transp_access ,011 ,295 ,001 1 ,970 1,011
Info_access ,572 ,260 4,858 1 ,028 1,772
Build_access ,362 ,345 1,103 1 ,294 1,437
Trotoar_access 1,182 ,350 11,434 1 ,001 3,261
Bridge_access -,313 ,347 ,818 1 ,366 ,731
Zebra_access ,163 ,332 ,241 1 ,623 1,177
rehabilitation ,941 ,297 10,044 1 ,002 2,562
Constant -1,499 ,267 31,526 1 ,000 ,223
a. Variable(s) entered on step 1: urbanrural, Q1, sex, help_tools, Transp_access, Info_access,
Build_access, Trotoar_access, Bridge_access, Zebra_access, rehabilitation.

12. Adolescent school access
Attending school is significantly influenced by disabled or
not ; adolescent who are not disabled have opportunity 5.575
times greater than the disabled adolescent . This is showing
the GAP and Exclusion evidence.
Adolescent disabled
The chance for schooling attendance is much more affected
by the absence of barriers on the sidewalk (3.261 point),
building (1.437 point), information access (1.772 point), as
well as ownership of help tools (2.562 point), and
participation in rehabilitation (1.350 point)
Conclusion

13. In order to close the gap of school attendance for
adolescent disabled , it is strongly recommended to
improve the adolescent accessibility to help tools and
rehabilitation disabled;
Barriers that occur on the facilities of information,
building and sidewalks to be removed as an urgent
policy action demand, as a consequence of releasing
the complicate adolescent disabled can be achieved;
Specific skill of teacher and/ or assistant in the public
schools should be provided to create inclusive
education and fulfilling the human rights basis for all.
Policy Reccommendation