Nomura, Shinsaku

Education Global Practice
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Economics of education
Education Global Practice
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Last updated September 25, 2023
Shinsaku Nomura is a Senior Economist at the Education Global Practice in the World Bank. He has worked in countries in Middle East and North Africa, Sub-Saharan Africa, and South Asia regions. In South Asia, he has managed projects of basic and secondary education, early childhood education, and skills development in Pakistan, Bangladesh and India. He has also led analytical projects such as big data labor market analytics, learning assessments, impact evaluations, and economic and financial analyses. He received a PhD in Economics from the Graduate School of International Cooperation Studies, Kobe University, Japan.

Publication Search Results

Now showing 1 - 3 of 3
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    Embracing Diversity and Inclusion in Indonesian Schools: Challenges and Policy Options for the Future of Inclusive Education
    (World Bank, Washington, DC, 2021-10-01) Hata, Anna ; Yuwono, Joko ; Purwana, Ruwiyati ; Nomura, Shinsaku
    Today, children with disabilities continue to be one of the most disadvantaged social groups and experience barriers to access and full participation in education in Indonesia. This policy note reviews the current status of Inclusive Education (IE) in Indonesia with dedicated attention to children with disabilities, focusing on school facilities and environment, teacher competency, and governance and service delivery. This study used focus group discussions to understand stakeholder perspectives in the implementation of IE, in addition to an extensive review of policy frameworks and IE practices in Indonesia and international good practices. This policy note finds that while the government has made progress on establishing policy framework for IE, the implementation of IE faces significant challenges. IE has not been fully mainstreamed into the education system due to limited legal and financial responsibilities and coordination at national, local and school levels. There is a strong need for improved accessibility and quality of inclusive schools, teacher and staff training, and increased administrative capacity. Limited cross-sectoral collaboration can prevent children with disabilities from appropriate learning and smooth school transitions, but this issue could have been exacerbated during the COVID-19 (coronavirus). This policy note provides policy recommendations in three strategic areas including access and equity of IE, quality of teaching and learning, and improved governance and ecosystem of service delivery. It is indispensable to ensure equitable access to inclusive schools in every sub-district/city in every education level. Teacher training and support mechanisms in IE is needed for all teachers, thus providing an opportunity to understand what inclusion is. Improved coordination, budget allocation, capacity building should happen across different levels of administration, providing better opportunities for children with disabilities.
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    Revealing How Indonesia’s Subnational Governments Spend Their Money on Education: Indonesia Subnational Education Public Expenditure Review 2020
    (World Bank, Washington, DC, 2020-11-16) Afkar, Rythia ; Luque, Javier ; Nomura, Shinsaku ; Marshall, Jeffery ; Afkar, Rythia
    Indonesia’s most recent amendment to its decentralization legislation transferred a far greater role in education management and service delivery to subnational governments. However, little information has been made available on how subnational governments conduct the planning, allocation, and execution of their education budgets—a key driver of increased human capital development. This study aims to fill this essential information gap by assessing the activities implemented by subnational governments as they fulfill their mandate in the education sector. Data collected from January to June 2019 in a survey of 27 districts and cities spread over eight provinces, as well as an analysis of national spending data.
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    Improving Toilet Hygiene and Handwashing Practices During and Post-COVID-19 Pandemic in Indonesian Schools
    (World Bank, Washington, DC, 2021-06) Afkar, Rythia ; Kumala, Citra ; Nomura, Shinsaku ; Afkar, Rythia
    This policy note examines a rapid situation analysis of water, sanitation, and hygiene (WASH) facilities in Indonesian schools using quantitative and qualitative data, including a review of relevant regulations. It discusses policy implications related to the COVID-19 (coronavirus) pandemic response and its implications for achieving universal access to basic WASH facilities in schools by 2030, under the Sustainable Development Goals. It is found that 8 percent of MoECRT schools and 20 percent of MoRA primary schools have no functional toilets for students. The average number of toilets, 58 students to 1 toilet in primary schools, is not up to the international standards of 25:1 ratio. Twenty-two percent of MoECRT schools have no access to water and 47 percent reported no soap nor running water. The policy note also identifies 4 areas of policy gaps and corresponding recommendations to respond to the current situation and its causes.