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ID:
160541
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| Summary/Abstract |
After successfully improving access to education in the early 1990s through virtually universal primary school completion and similar positive trends at the senior secondary level in 2005, Indonesia began investing heavily in improving learning outcomes. For almost a decade, the country has been spending about a fifth of its public funds on education. In particular, teachers have received significant salary increases through a certification programme. This paper provides a long-run overview of numeracy and literacy among fifteen-year-old Indonesians using an international test, spanning from 2003 until 2015. It is found that improvements in learning levels are too small to justify the substantial investments that the country has undertaken. The government’s major education policies have not produced the expected results. It is argued that without adding accountability measures that focus on learning outcomes, there is little chance for the investments to provide noteworthy returns in the form of remarkably improved learning outcomes.
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| 2 |
ID:
181830
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| Summary/Abstract |
An education system needs valid and objective information on student learning outcomes at a sufficiently disaggregated geographical level. Such data can inform policymakers on specific aspects in each geographical area that require attention and provide an indication of the returns to public investments in education. They are the starting point for any effort to improve the performance of an education system. Without information on learning outcomes, policy reforms or higher public investments in education are unlikely to be effective. Indonesia’s education system does not currently have such information. In this paper, we take advantage of a government policy to change the mode of the national examination administration, from paper-based to computer-based testing, to estimate the quality of education in Indonesia at the district level. Our results indicate that education quality across the country’s districts is highly heterogeneous. The gap in results between the highest-scoring and lowest-scoring districts shows that children in the latter have been attending schools for nine years with minimal learning outcomes. We find that, over the course of one year, the average quality of education has increased slightly and the variation in quality has declined slightly. However, these national averages mask significant heterogeneities across and within districts.
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| 3 |
ID:
098941
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