Year: 2026 | Month: April | Volume: 13 | Issue: 4 | Pages: 369-380
DOI: https://doi.org/10.52403/ijrr.20260437
Gender-Responsive Family Accompaniment Model for Enhancing Child Protection Competencies in Non-Formal Education
Ari Putra
Nonformal Education Study Program, Faculty of Teacher Training and Education, University of Bengkulu, Indonesia
ABSTRACT
Gender-based inequality and deficient child protection practices remain persistent challenges in non-formal education communities, particularly in under-resourced districts such as Central Bengkulu, Indonesia. Families' limited awareness of gender-responsive parenting and child rights contributes to cycles of verbal and physical domestic violence, gender stereotyping, and inadequate protection of children. This study investigated how a structured, community-embedded accompaniment program the Gender-Responsive Family Partner Post (Posko Mitra Keluarga Responsif Gender, PMKRG) developed and implemented at the Satuan Pendidikan Nonformal-Sanggar Kegiatan Belajar (SPNF-SKB) Central Bengkulu, enhanced participating families' child protection competencies. This study employed a qualitative approach grounded in participatory action research (PAR). Data were collected over four months (April–August 2023) through in-depth interviews, focus group discussions, participatory observation, reflective journals, and document analysis involving 15 families, 2 tutors, and 1 SKB head. Data were analyzed using thematic analysis following Braun and Clarke's six-phase framework, with trustworthiness established through member checking, triangulation, and prolonged engagement. Five major themes emerged: (1) From Ignorance to Awareness families began recognizing previously unnoticed gender biases and rights violations in their daily practices; (2) Andragogical Learning as Empowerment adult-centered pedagogical principles enabled self-directed, experience-based learning; (3) Posko as Safe Learning Space the program created a non-threatening environment fostering trust, peer solidarity, and shared accountability; (4) Shifting Parenting Practices participants demonstrated measurable behavioral changes toward more gender-equitable, non-violent parenting; (5) Nonformal Education as Community Anchor SPNF-SKB emerged as a sustainable institutional platform for community-based family learning. Conclusions: The PMKRG model demonstrates that non-formal education institutions can serve as powerful, contextually appropriate platforms for gender-responsive family accompaniment. The model's integration of andragogical principles, community ownership, and child protection content represents a significant innovation for non-formal education practice in Indonesia. Findings support scaling PMKRG as a national parenting education framework through SPNF-SKB networks across Indonesia.
Keywords: gender-responsive education, child protection, non-formal education, parenting accompaniment, participatory action research, andragogy, Central Bengkulu
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