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RIWC_PARA_A107 Indonesia and education

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A107 Indonesia and education

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RIWC_PARA_A107 Indonesia and education

  1. 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. 2. Critical transition reason ; from childhood to adulthood
  3. 3. Stigmatization Accessibility Public Facility
  4. 4. Learning is not Studying Vertical Migration Education For All SDGs (No one Left Behind)
  5. 5. Disabled Person in Indonesia
  6. 6. Adolescent Disabled The younger age > 20 years, female and married adolescent disable tend to having in the high percentage of prevalence distribution
  7. 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. 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. 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. 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. 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. 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. 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

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