Person:
Hasan, Amer

Education Global Practice, South Asia Region
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Fields of Specialization
Early childhood development, Education, Impact evaluation
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ORCID
0000-0003-3809-376X
External Links
https://ideas.repec.org/f/pha1384.html
Departments
Education Global Practice, South Asia Region
Externally Hosted Work
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Last updated: November 20, 2024
Biography
Amer Hasan is a Senior Economist with the Education Global Practice, focusing on the South Asia Region (SAR). His most recent assignment before this was with the Human Capital Project team. He has also been a part of the East Asia and Pacific (EAP) Education team where he worked on Indonesia and China and served as Task Team Leader on both lending and analytical operations. He was the EAP regional focal point for Early Childhood as well as for Disability Inclusive Education. He co-led the 2018 flagship report on the quality of education in EAP entitled “Growing Smarter: Learning and Equitable Development in East Asia and Pacific.” Amer holds a PhD and Masters in Public Policy from the University of Chicago as well as a BA in History from Yale University.
Citations 34 Scopus

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2015 - 20191
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Sustainable Development Goals: SDG 11: Sustainable Cities and Communities × Topic: Health, Nutrition and Population ×

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    The Impact of Expanding Access to Early Childhood Services in Rural Indonesia: Evidence from Two Cohorts of Children
    (World Bank, Washington, DC, 2015-07) Brinkman, Sally Anne; Hasan, Amer; Jung, Haeil; Kinnell, Angela; Pradhan, Menno
    This paper uses three waves of longitudinal data to examine the impact of expanding access to preschool services in rural areas of Indonesia on two cohorts of children. One cohort was children aged 4 at the start of the project and was immediately eligible for project-provided services when they began operation in 2009. The other cohort was children aged 1 at the start of the project and became eligible for project-provided services two years later. The paper presents intent-to-treat estimates of impact in the short term (first year of the project) and medium term (three years after the project started), using experimental and quasi-experimental methods. For the cohort of 4-year-olds, while the magnitude of the enrollment impact is similar across children from different backgrounds, the impact on child outcomes is larger for children from more disadvantaged backgrounds in the short and medium terms. However, for this cohort of children, it seems that project-provided playgroups encouraged substitution away from existing kindergartens, suggesting that future interventions should incorporate such possibilities into their design. For the average child in the younger cohort, the project led to improvements in physical health and well-being as well as language and cognitive development. For this cohort, there is little evidence of differential impact. This can be explained by the fact that children who enrolled soon after the centers opened (the older cohort) were generally poorer, compared with children who enrolled later (the younger cohort). This may be because of fee increases in project centers as project funding ended.