Person:
Hasan, Amer
Author Name Variants
Fields of Specialization
Early childhood development,
Education,
Impact evaluation
Degrees
ORCID
External Links
Departments
Education Global Practice, South Asia Region
Externally Hosted Work
Contact Information
Last updated
January 31, 2023
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.
Publication Search Results
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Publication
The Impact of Early Childhood Education on Early Achievement Gaps : Evidence from the Indonesia Early Childhood Education and Development Project
(World Bank, Washington, DC, 2014-02)This paper assesses whether the Indonesia Early Childhood Education and Development project had an impact on early achievement gaps as measured by an array of child development outcomes and enrollment. The analysis is based on longitudinal data collected in 2009 and 2010 on approximately 3,000 four-year-old children residing in 310 villages located in nine districts across Indonesia. The study begins by documenting the intent-to-treat impact of the project. It then compares the achievement gaps between richer and poorer children living in project villages with those of richer and poorer children living in non-project villages. There is clear evidence that in project villages, the achievement gap between richer and poorer children decreased on many dimensions. By contrast, in non-project villages, this gap either increased or stayed constant. Given Indonesia's interest in increasing access to early childhood services for all children, and the need to ensure more efficient spending on education, the paper discusses how three existing policies and programs could be leveraged to ensure that Indonesia's vision for holistic, integrated early childhood services becomes a reality. The lessons from Indonesia's experience apply more broadly to countries seeking to reduce early achievement gaps and expand access to pre-primary education.