This study is intended to understand teaching quality of English student teachers when they conduct their teaching practicum. Teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. Thes


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Re-conceptualizing the Construction of Political Education for 
Women’s Party Cadres Based on Gender Competences and 
Needs 

 
AL RAFNI

1
, SURYANEF

2
, CICI NUR AZIZAH

3
* 

 
Abstract  

Political education for women cadres is a primary 
concern for the low quality (performance) of women's 
politics in the public world. Especially, for women’s 
party cadres, it is necessary to reconstruct the 
conception of political education so that occurs in 
politics. Researchers also targeted 45 informants from 
academics, practitioners, and the party's women 
cadres. The method used is a grounded theory 
approach to obtain field data as the basis for theory 
construction/conceptualization of the resulting 
theory. The research results indicated that the 
reconceptualization of the political education 
construction must be carried out on a philosophical, 
juridical, sociological, and practical basis. Three things 
that need to be reconceptualised, which are (1) the 
meaning of the essence of political education; (2) the 
process of implementing political education; and (3) 
the competencies that must be possessed by women’s 
party cadres. Recommendations are also discussed for 
political parties, government, and women political 
groups.  
 

 

 

  
Keywords 
competence, gender, 
reconceptualization, political 
education, women's party 
cadre  

 
Article History 
Received 16 September 2022 
Accepted 14 December 2022 

How to Cite  

Rafni, A., Suryanef, & Azizah, 
C. N. (2022). 
Re-conceptualizing the 
construction of political 
education for women's party 
cadres based on gender 
competence and needs. 
Indonesian Research Journal in 
Education |IRJE|, 6(2), 261–
273.https://doi.org/10.22437
/ irje.v6i2.20614      

 

   

 
 

 

 
 
 
 

 
 

1Faculty member, Fakultas Ilmu Sosial, Universitas Negeri Padang, Indonesia 
2Faculty member, Fakultas Ilmu Sosial, Universitas Negeri Padang, Indonesia 
3Faculty member, Universitas Bung Hatta, Indonesia, Corresponding author, e-mail: 
cicinurazizah@bunghatta.ac.id  

https://doi.org/10.22437/%20irje.v6i2.20614
https://doi.org/10.22437/%20irje.v6i2.20614
mailto:cicinurazizah@bunghatta.ac.id


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Introduction 
 

As one of the democratic institutions, political parties have a paramount role in 
empowering women in politics through competency-based political education implementation 
for women party cadres. Competencies that will be realized are candidates for legislative 
members, party administrators, or government institutions leaders whose political skills are 
not based on charity . Women at the practical political level have (Ferreira & Gyourko, 2014)
different political backgrounds and performances from men. The findings of the research 
indicate that political education carried out by political parties for women party cadres tend not 
to pay attention to the needs of women (Alrafni, 2013; Hariyanti, Darmawan, & Masyitoh, 

. As a result, many women are not ready to occupy political positions. 2018; Rafni 2015)
) revealed portraits of women legislators in areas that are far from expectations. Sastriyani (2009

There is a persistent gender gap that affects women's abilities and qualifications in politics (Fox 
). The abilities and qualifications of woman in & Lawless, 2014; Kanthak & Woon, 2015

political need to reconceptualize by presenting the construction of political education for 
woman’s party cadre based on gender competencies and needs. 

According to , olitical education for women’s party cadres has the Muslimat (2020)
following objectives: (1) cognitive aspects of building knowledge of basic political concepts, 
(2) the practical aspect of forming the character of citizens in favor of democratization and 
identity as the holder of people's sovereignty and (3) psychomotor aspects to build intellectual 
and moral skills in realizing a more democratic life. Furthermore, Suharto (2011) stated that 
the purpose of political education for women is not to seize the dominance of political power 
from men but to build a balance of roles in practical politics so it can accommodate he 
interests of both parties fairly and proportionally. He also explained that women whose 
self-awareness should not be infiltrated by capitalist politics that positions women to compete 
with men in the power struggle. Therefore, explained the need for Predescu and Darjan (2010) 
competence in carrying out practical political activities so that what is done is not trivial. 

Meanwhile, emphasized six knowledge competencies must be mastered Kontu (2017) 
by women’s party cadres, such as (1) the Indonesian state and government system, (2) the 
general election system, (3) self-image building, (4) political communication, (5) fundraising, 
and (6) network building. Additionally, ) mentioned five competencies needed Rothwell (1999
by a person in carrying out his duties and responsibilities, such as (1) technical competence, (2) 
managerial competence, (3) social competence, (4) strategic competence, and (5) ethical 
competence. Technical competence is the skills and abilities to carry out their duties. Whereas 
managerial competence is competence related to managerial ability in planning, organizing, 
mobilizing, and supervising. In addition, social competence is a person's ability to interact with 
other parties. Last, strategic competence is the ability to look far ahead to formulate various 
strategic policies. At the same time, ethical competence carries out its duties and 
responsibilities with ethical and moral considerations. 

Political education for women’s party cadres based on gender competencies and  
needs can motivate women in political activities and prepare qualified candidates for legislative 
and government members and party administrators. The experience of other countries proves 
that the representation of women in decision-making institutions has a role in realizing policies 



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that care about women's interests. The high political representation of women in the United 
States parliament correlated with the low infant mortality rate in 1990-2012 . In (Homan, 2017)
India, women politicians care deeply about promoting the advancement of public health 

On the other hand, revealed that the high (Kumar & Prakash, 2017). York and Bell (2014) 
quality of women's representation in politics has implications for the high priority of the 
community towards health services. The research revealed that the political education for 
women’s party has implications for their success in displaying their competence well. 
Therefore, it is necessary to describe how political education for women’s party cadres is based 
on gender competencies and needs. Concept exploration and theory formulation are built 
from a philosophical, juridical, sociological, and practical view of the internal dynamics of the 
party. 
 

Methodology 
 
This research is qualitative research with a grounded theory approach. The grounded 

theory assumes that the data obtained in the field becomes the basis for theory 
construction/conceptualization of theories carried out by researchers as an essential 
instrument in qualitative research . However, in general, this research follows (Charmaz, 2014)
a systematic research flow as suggested by Creswell (2014), which are  (1) researchers 
collected information (from observational interviews, documents, and so on), (2) the 
researcher used open-ended questions to the participants and took field notes, (3) researchers 
analysed data based on themes and categories, (4) researchers look for general patterns, 
generalizations, or theories from the themes or categories created, and (5) the researchers 
proposed generalizations or theories from the literature and research experience. 

Research informants were determined purposively, which included: (1) political party 
administrators who were selected based on the representation of women in the DPRD of West 
Sumatra Province, namely the Gerindra, Golkar, and PDI-P party, (2) National and Political 
Unity Agencies (Kesbangpol) as an institution for fostering political parties in West Sumatra 
Province, (3) academics and practitioners of education and political education, (4) women 
members of the people’s consultative assembly (MPR) of West Sumatra Province, (5) women 
executives who sit in the ranks of the government of West Sumatra. All informants were 45 
people. 

The data were collected through in-depth interviews, focus group discussions (FGD), 
and documentation studies. To ensure the validity of the data, the researchers carried out 
credibility, transferability, and dependability. Credibility (trust is also called internal validity) is 
done through data triangulation techniques and theoretical triangulation. Meanwhile, 
transferability is the extent to which research results can be transferred in other contexts. 
Furthermore, the data were analysed qualitatively with the stages of data reduction, data 
presentation, data verification, and drawing conclusions. 

 
Findings  
 
The construction of political education for women’s party cadres based on gender 

competencies and needs begins with laying the philosophical, juridical, sociological, and 



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practical foundations. The philosophical foundation concerns the basis of the state, which is 
translated into the vision-mission, statutes and by laws of the party. Meanwhile, the juridical 
basis has been explicitly stated in Article 11 of Law Number 2 of 2011 that political parties are 
a means of political education for party members and the wider community. Furthermore, 
political parties also get funding sources through the budget income state expenditure (APBN) 
and budget income regional expenditure (APBD) to implement political education. Research 
findings indicate that party fund is inadequate for political education. According to 
administrator, the careful party revealed the interview results that generally party experience 
problem funding in carrying out the political education process. As stated by one woman 
administrator party is as following, 

 
“The party has many programs to reach the primary destination that wins the general 
election, at a time preparing the cadre party to occupy crucial positions in temporary 
government. The political education process only carried out on once or twice a year 
for society, while for cadre by importance and the right moment. It is because of party 
funds for political education is limited.” 
 
The sociological basis of women’s party cadres is highly dependent on the internal 

environment of the party and the culture of the society in which the political party is located. 
First, it concerns the party's internal environment. Second, regarding the culture of the 
community where the party is located, it is also a concern and contribution to the existence of 
women politicians. Furthermore, from the practical aspect, it explains that political parties 
carry out political education for women’s party cadres which consists of two things, namely 
internal political education, and external political education. The party's internal political 
education attended by women cadres is no different from what is carried out by the party for 
male cadres. The research findings show that the three parties studied have standardized the 
implementation of political education for their party cadres without distinguishing between 
female or male cadres. Standardization is only limited to the norms contained in the Articles of 
Association and by-law of each party. Article 88 and 89 of the articles of association 
(AD)/(ART) of (PDIP) explain that political education for party cadres is carried out based on 
levels that consist of first-level, middle-level, and main-level cadres. For the interests of 
political parties and party regeneration, the central leadership council (DPP) of the PDI-P has 
also established party cadre schools and party schools. Party schools aim to provide political 
education and national education. Whereas the party’s cadre school aims to: (1) form party 
cadres who have ideological, organizational, political, and environmental awareness and an 
understanding of the socio-economic aspects of the community and (2) educate and prepare 
candidates for party, nation, and state leaders, and (3) convey Bung Karno's thoughts. 

Like the PDI-P, Article 15 of the Golkar Party's Articles of Association (AD)/ By-laws 
(ART) contain levels of cadres, namely primary cadres, intermediate cadres, and main cadres. 
Meanwhile, the explanation of Golkar cadres is contained in Article 6 of the party's By-laws 
(ART), which are (1) Golkar Party cadres are party members who are the core and movers of 
the Golkar Party, (2) party cadres are members who have attended cadre education, training 
and have been screened based on mental-ideological criteria, appreciation of the party's vision, 
mission, and platform, achievements, dedication, discipline, loyalty and blamelessness 



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(PD2LT), and leadership, militancy, and independence. Whereas, the articles of association 
(AD)/By-laws (ART) of the Gerindra Party also mentions party cadres in article 10, which the 
members of the Gerindra Party are the core and movers of the party? Party cadres have 
attended cadre education and training and have been screened with almost the same criteria as 
Golkar Party cadres. 

Based on the philosophical, juridical, and sociological foundations, as well as the 
practical ones that have been built, a reconceptualization of the political education 
construction is carried out regarding (1) the meaning of the essence of political education, (2) 
the process of implementing political education, and (3) competencies that must be possessed 
by women’s party cadres. Another thing revealed about the factors influencing the 
reconceptualization of political education for women’s party cadres based on gender 
competencies and needs. Several factors greatly influence the political education organized by 
the party. The research results indicate four primary factors influencing the construction of 
political education, (1) gender-responsive political party policies, (2) party governance for 
political education, (3) party institutionalization in optimizing the function of political 
education, and (4) external political education network. These four things are the result of 
thinking based on findings in the field. Each explanation is below. 
 

Gender-responsive political party policies 
 
Political education for women’s party cadres is a crucial issue for two reasons: (1) 

increasing women's participation in politics, and (2) increasing the capacity of women's party 
cadres to take part in public positions, both in the legislature and the executive. The issue of 
increasing women's participation in politics is global and national. The experience of other 
countries proves that the representation of women in decision-making institutions has a role in 
realizing policies that care about women's interests. 

Some research related to gender and politics stated that special treatment is needed for 
women in political education carried out by parties because women at the practical political 
level have different political backgrounds and performances from men. Therefore, parties 
need to support internal party policies, such as incorporating gender-responsive policies into 
the vision and mission, Articles of Association (AD), and By-laws (ART). 

 
The management of party funds for political education  
 
The provision of political education for women’s party cadres is also greatly influenced 

by the availability of funds. Article 34 paragraph 3a of Law Number 2 of 2011 concerning 
political parties states that political parties receive funds from the state budget (APBN) and 
regional government budget (APBD). This budget allocation is used with a priority to conduct 
political education for party members and the public. The amount of funds allocated is 
regulated in government regulation number 1 of 2018 concerning financial assistance to 
political parties. The provisions in article 5 state the amount of financial assistance to political 
parties as follows: 



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a. financial assistance to political parties at the central level that obtains seats in the DPR as 
referred to in Article 2 paragraph (3) in the amount of IDR. 1.000.00 (one thousand rupiahs) 
per valid vote, 

b. financial assistance to political parties at the provincial level that obtains the provincial 
DPRD as referred to in Article 2 paragraph (3) in the amount of IDR. 1.200.00 (one 
thousand two hundred rupiahs) per valid vote; 

c. the value of the financial assistance to a district/city level political party that obtains a seat in 
the district/city DPRD as referred to in Article 2 paragraph (3) is IDR. 1.500.00 (one 
thousand five hundred rupiahs) per valid vote. 

With these various regulations, why do many political parties not carry out their role as 
instruments of political education even though financial assistance is available? Nurdin (2019) 
stated the state has a weak role in providing sanctions to political parties that do not carry out 
the function of political education to cadres and the public. He further explained that the 
instrument of sanctions is a preventive and repressive measure in the supervision of political 
parties. It is crucial to consider that without sanctions, there is a possibility that political parties 
will deviate from the predetermined path. If it happens, the credibility of political parties in the 
eyes of the public will be increasingly threatened, so political parties are no longer trusted to 
carry out their functions. 

Regarding the application of sanctions and obligations of political parties as regulated 
in Article 47 and Article 13 of Law Number 2 of 2011 concerning Amendments to Law 
Number 2 of 2008 of Political Parties, which essentially regulates: 
a. Violation of the provisions as referred to in Article 13 letter h, namely "keeping the books, 

maintaining a list of contributors and the amount of donations received, and being open to 
the public", is subject to administrative sanctions in the form of warnings by the 
government. 

b. Violation of the provisions as referred to in Article 13 number I, which is "submitting an 
accountability report on financial receipts and expenditures sourced from APBN assistance 
financial and regional expenditure revenues periodically once a year to the government after 
being audited by the State Audit Board" is subject to sanctions. Administrative assistance in 
the form of termination of APBN/APBD assistance until the report is received by the 
government in the relevant fiscal year. 

Based on the provisions, the application of sanctions to political parties that do not 
carry out their obligations, one of which is to provide political education to the community, 
does not provide a deterrent effect. Therefore, it is necessary to have a model for 
implementing sanctions aimed at making political parties carry out their obligations in 
providing political education to the public and party cadres (  Nurdin, 2019).
 

Party institutionalization in optimizing the function of political education 
 
Well standardized political parties will carry out regeneration and political education 

for their members on an on-going basis. The cadre and political education are to improve the 
quality of its members so that later they can face the problems and challenges that always 
develop in political, national, and state life 2). Party institutionalization is a necessity (Rush, 200



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that cannot be avoided considering that will make the party run in the proper corridor and 
function. 

defined institutionalization as strengthening political parties processes in Scully (1995) 
structural and cultural aspects. These aspects are manifested in patterns of behaviour, 
attitudes, and culture. Meanwhile, according to , the Basedau and Stroh (2008)
institutionalization of political parties is an organizational process and procedure to obtain 
definite values and stability. When a political party has succeeded in formulating and 
internalizing its values and internalizing internal stability, it can be properly institutionalized. 
Regarding the context of political education, the theories of institutionalization of political 
parties can explain how optimally political parties are to organize political education. The more 
standardized the values that will be implemented in political education, the more optimal the 
party will be in carrying out the function of political education. 

Besides the need for institutionalization of political parties, the modernization of 
political parties is also a must. revealed the theory of political Hofmeister and Grabow (2009) 
party modernization through the following ten indicators, such as  (1) membership and 
organization, (2) party members, (3) political recruitment, (4) cadre education and training, (5) 
the existence of a party program, (6) internal and external communication, (7) the realization 
of internal democracy, (8) conflict and conflict resolution, (9) the existence of quotas for 
women and minorities, and (10) party financing. The implementation of these ten indicators 
can only be achieved through the commitment of the political parties themselves. Therefore, it 
is necessary to reconceptualise how the institutionalization and modernization of political 
parties can be carried out to improve the implementation of political education for women’s 
party cadres. 
 

External political education network 
 
Besides internal party of political education, women’s party cadres also receive political 

education from external parties, such as non-governmental organizations (NGOs), the 
Ministry of Women's Empowerment, community organizations, or traditional groups. An 
interesting example from Australia is the electoral commission's on-going collaboration with 
indigenous people through indigenous electoral participation programs. The program involves 
civil society in learning political education with party cadres. The women's political resource 
center (WPRC) regularly provides political education for women politicians in Georgia. In 
Europe and Latin America, one of the specialized institutions that provide political education 
for women is the women and cities political training center. This institution is in Barcelona, 
Spain. It has a mission to make women politicians have a huge influence in making decisions in 
a more democratic society . From the various factors that influence the (Dewi, 2010)
construction of political education and based on research findings in year I and II, a proper 
construction of political education for women’s party cadres can be conceptualized based on 
gender competencies and needs. Its construction is in the following diagram. 

 
 
 
 



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Figure 1. Construction of political education for women’s party cadres based on gender competences and needs 

 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Construction of Political Education 

for Women’s Party Cadres Based on 

Gender Competencies and Needs 

Philosophical Base: 
Pancasila 
UUD 1945 
Vision and Mission of 
Party 
Articles of Association 
(AD) and By-laws of 
Party 
The nature and purpose 
of political education 
based on the philosophy 
of the party 

Juridical Base: 
UU No. 2/2011 
PP No.1/2018 
Fulfillment of 
Sanctions 
Enforcement 
Juridical Provisions 
Program 
Accountability 

 

Sociological 
Base: 
Party Internal 
Environment 
Community 
Culture 
Political System 
Culture 

Practice Base: 
Internal Political 
Education 
External Political 
Education 

General Competencies: 
Material related to state and 
national politics as well as 
ethics 

Special Competencies: 
The material is related to 
the fulfillment of the 
qualifications of cadres 
as party administrators, 

and legislative  

Gender Competencies and 
Needs: 
Materials on women’s 
empowerment in 
gender-responsive politics 

Professional and Gender 

Responsive Women’s Party 

Cadres 

Gender- responsive party policies 

Management of party financial for political 

education 

Institutionalization of parties in optimizing the 

function of political education 

External political education networking 



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Discussion 
 
One of the efforts to achieve gender equality in politics that can be done by political 

parties is to prepare women’s party cadres to compete in the public sphere with good quality. 
Hence, parties are obliged to carry out political education by paying attention to women’s 
particular needs. Unfortunately, the implementation of political education by political parties 
tends to be gender neutral. As a result, many women feel less confident in appearing in public 
spaces, which impacts their political performance. The research results Sastriyani (2009) 
revealed that the performance of women's representatives in an area was far from 
expectations. There is a gender gap that continues to affect women's abilities and qualifications 
( ) Fox & Lawless, 2014; Kanthak & Woon, 2015

Definite actions from internal parties in carrying out political education are strategic 
steps to improve the process of developing women cadres themselves. According to Soeharto 

, the purpose of political education for women is not to seize the dominance of political (2011)
power from men. However, it aims to build a role balance in practical politics, so it 
accommodates the interests between men and women moderately and proportionally. Squires 

revealed the need for special treatment for women because women have different (2013) 
political backgrounds and performances from men. When discussing policy issues, women's 
political performance tends to pay attention to social needs that are full of services, education, 
and health. stated that the competencies possessed by women Ferreira and Gyourko (2014) 
would impact their skills as party administrators, legislators, or government leaders. According 
to women make a difference. They are "present" in democracy and Hoecker and Fuchs (2004), 
bear democracy (bringing different styles and values to politics). 

According to , there are many reasons why women need to Hoecker and Fuchs (2004)
be involved in politics. The first is justice. Justice refers to the fact that democracy involves 
women and men in determining and making policies. Equality refers to political participation 
as a paramount criterion for assessing or measuring the political process in a 
gender-democratic democracy. Second, the argument about “women's interests”. It is good if 
women are championed as representatives to have women-friendly policies. Meanwhile, the 
third is emancipation and change. It concerns the changes made by women to become the new 
driving force in society and political participation that is not only in terms of women's rights 
but also in terms of needs. 

Then fourth, women make a "difference". Women are not only present in democracy 
but also gender democracy. Women are expected to “carry different styles and values into 
politics. It means that women bring different views, perspectives, and talents to formal politics. 
It relates to (1) leading and encouraging efforts against gender-based violence, (2) promoting 
and ensuring issues of old age, childcare, gender equality, and electoral laws/regulations to 
strengthen women's access to parliamentary legislative processes, (3) the responsibility to 
represent women in general, (4) the importance of advocacy for the wider community, and (5) 
promoting the “women's agenda” into broader political discussions. Finally, mean that women 
become role models or motivations and encouragements for other women. 

Three things are very urgent and must be built conceptually, (1) regarding the meaning 
of the essence of political education, and (2) the process of implementing political education, 



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and (3) competencies that must be possessed by women’s party cadres. In addition, the 
foundation of political education itself was reconstructed, namely the philosophical, juridical, 
sociological, and practical foundations. Furthermore, to present women’s party cadres who are 
professional and gender responsive, supporting factors are needed, such as (1) gender 
responsive party policies, (2) governance of party funds for political education, (3) party 
institutionalization in optimizing the function of political education, and (4) external political 
education network. 

The research findings indicate that the party does not yet have a standard operating 
procedure (SOP) to carry out political education operationally or procedurally. Although there 
have been instructions from the DPP empirically at the district/city level, there are no firm 
rules regarding the pattern of organizing political education. Hence, it is necessary to 
strengthen party institutions in carrying out political education. 

The institutionalization of political parties to strengthen political parties structurally 
and culturally is to build patterns of behaviour and culture. The party institutionalization 
process consists of internal-external aspects and structural-cultural aspects (Randall & 

. They also explained, if the two aspects are crossed, four criteria will emerge in Svasand, 2002)
looking at institutionalization, such as (1) systemic criteria, which is the process of 
implementing the functions of political parties carried out according to agreed, procedural 
rules. requirements, and mechanisms, (2) value identity criteria (value infusion), which is 
political parties have value identities that are different from one another and become a 
representation of the pattern and direction of their struggle, (3) independence criteria, which is 
political parties have decision-making autonomy which determines the level of party authority 
in making decisions, and (4) criteria for public image (reification) which is the depth of public 
knowledge about the existence and movement of parties. 

Furthermore, it is necessary to build a network with the government, the community, 
and the private sector. Political education within the party needs to be supported by external 
party education. Parties must build networks and cooperate with various parties to optimize 
political education for their cadres. In this case, women are party cadres. The research results 
indicate that there have been partnerships between women's party cadres with several 
institutions such as the women and children empowerment agency in terms of gender 
mainstreaming (PUG), Indonesian women's political caucus (KKPI) by holding counselling 
and socialization, including: (1) women's empowerment development program in the political 
field, (2) a strategy to increase women's ability to gain public sympathy, (3) tips for building 
political communication between women politicians, and (4) smart strategies to win election 
campaigns and so on. Meanwhile, the material provided by Non-Governmental Organizations 
is also not much different in providing counselling for women’s party cadres, including (1) 
determining seat allocation, (2) technical guidelines for drafting laws, and (3) 
gender-responsive budgets. Referring to the counselling material provided, the political 
education from external parties provides more insight or gender perspective for women 
activists or party cadres. 

If we learn from other countries, such as Australia, in improving the quality of 
democracy, cooperation with local communities is built in a program called indigenous 
electoral participation . In this program, the local community continues to (Setiawaty, 2014)
have a network to create a better political life. revealed their Campbell and Niemi (2016) 



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research results in the American Political Science Review by describing the National 
Assessment of Educational Progress (NAEP) program by continuously evaluating the level of 
political knowledge of young people (18-24 years) during the period 2006 - 2010 for the 
sustainability of political education patterns. Thus, the party needs to expand the network of 
cooperation with various parties. Political education is a necessity in a democracy. Lippman 

that there is no democracy without politics and no politics without parties. and Rossiter (1982) 
Therefore, political education programs in political parties must be based on 
gender-responsive party policies. 

 
Conclusion and Recommendations      
 
The reconceptualization of the construction of political education for women’s party 

cadres based on gender competencies and needs consists of (1) the foundations that form the 
basis for the implementation of political education, which are the philosophical basis, juridical 
basis, sociological basis, and juridical basis, and practical basis, (2) the meaning of political 
education, (3) the process of providing political education, and (4) the concept of competence 
that must be possessed by women’s party cadres. Our main factors that influence the 
construction of political education for women’s party cadres based on gender competencies 
and needs, which are (1) gender responsive political party policies, (2) party governance that 
supports the political education process, (3) party institutionalization in optimizing the 
function of political education, and (4) external political education network. 

Political parties should create an applicable political education model for support 
enhancement competence of women cadre party based on gender. Also, government areas 
give relatively sufficient budget for the process of organizing political education so that the 
representation of women could increase at a time increase capacity as people's representative.  
 

Disclosure statement  

 
No potential conflict of interest was reported by the authors. 

Acknowledgments  
 
The authors' gratitude goes to the Chancellor of Universitas Negeri Padang and the 

Institute for Research and Service to the Community (LPPM) that have facilitated the 
implementation of research for this article. 

 
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Biographical Notes 
 
AL RAFNI

 
is faculty member, Fakultas Ilmu Sosial, Universitas Negeri Padang, 

Indonesia. 
SURYANEF is faculty member, Fakultas Ilmu Sosial, Universitas Negeri Padang, 

Indonesia. 
CICI NUR AZIZAH is faculty member, Universitas Bung Hatta, Indonesia, 

Corresponding author, e-mail: cicinurazizah@bunghatta.ac.id  
 

  

mailto:cicinurazizah@bunghatta.ac.id