Publication: Indonesia: Can Performance-Based School Grants Improve Learning?
Loading...
Published
2018-01
ISSN
Date
2020-04-10
Author(s)
Editor(s)
Abstract
The results in education for all children (REACH) trust fund at the World Bank funded an evaluation that assessed the early impact of a performance-based school grants program on student learning in Indonesia. This evaluation focused on two separate effects in the first two years of the new program: the effect of announcing the performance-based incentive to schools, and the effect of receiving the bonus for top performing schools. Announcing the performance incentive had different impacts on primary and junior secondary schools. Student test scores improved in all junior secondary schools, with the largest gains being made in schools that were already the highest performing. The effect of the program on learning was largely due to the change in incentives created by announcing the performance-based grants, rather than by the additional grant funding itself. Future programs can be improved by using other measures of school performance in addition to test scores, considering alternative designs of the formula to determine grant allocations, and allowing schools more flexibility in experimenting with ways to improve learning.
Link to Data Set
Citation
“World Bank. 2018. Indonesia: Can Performance-Based School Grants Improve Learning?. RBF Education;. © World Bank. http://hdl.handle.net/10986/33584 License: CC BY 3.0 IGO.”
Digital Object Identifier
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Indonesia - Spending More or Spending Better : Improving Education Financing in Indonesia(World Bank, Jakarta, 2013-03)The report is divided into two parts. The first three chapters show that the vast increase in education resources has not been accompanied by a similar increase in learning outcomes, and thus highlight the urgent need to improve the quality of spending. Chapter one starts by describing the complex financing and governance systems. With this policy framework in mind, Chapter two focuses on the 20 percent rule, analyzing its consequences for budget planning and management and examining where resources went after this vast increase in spending. The chapter also provides some estimates of the cost of meeting future government objectives, in the context of discussions on expanding compulsory education, and broadening teacher certification. Chapter three looks at education outcomes, reviewing the significant improvements in access and equity, as well as the worrisome trends in learning outcomes. It points to improving the quality of education and expanding access to secondary and above (especially for the poor) as the main challenges in the sector. Given the cost of achieving these goals, and the fact that current expenditure patterns are unlikely to lead to improvements in learning outcomes, the chapter concludes that improving the quality of spending in education is now critical. The second part of the report focuses on how to improve the quality of spending in order to continue expansion and improve learning outcomes. In chapter four, the quality of spending issue is divided into two areas: i) reassigning or improving programs at the central level, and ii) improving management at the district and school levels. At the central level, this chapter analyzes the Scholarships for the Poor program (BSM) and recommends that it be expanded and improved. At the sub-national level, the report explores how a combination of more efficient teacher management and stronger support for schools can improve efficiency and learning outcomes, and what the central government s role should be in ensuring that these changes occur. Finally, chapter five summarizes these recommendations, providing a framework for improving the quality of spending and, ultimately, ensuring that this spending leads to an improvement in the quality of the Indonesian education system.Publication Spending More or Spending Better : Improving Education Financing in Indonesia, Extended Executive Summary(World Bank, Jakarta, 2013-03)Indonesia is the world's fourth most populous country, with more than 238 million people living in an archipelago comprising over 17,000 islands. Over the past decade the Indonesian economy has experienced positive economic growth, reduced poverty, and made continued progress towards many of the Millennium Development Goals (MDGs). For example, Indonesia has already met and surpassed projected reductions in the number of underweight children under five years old to below 18 percent and is on track to meeting its targets for reducing overall child mortality and the targets for achieving universal basic education. While clear progress has been made on reducing poverty rates, inequality has persisted, with the result that many children and families have not shared in these gains. Over 30 million Indonesians live below the poverty line (US $2 per day) and half of all households are clustered around the poverty line. Of the poor, 65 percent currently live in rural areas. For these families, national economic improvements have brought only modest gains in health and education, putting children's development at risk and threatening national progress. A notable achievement for Indonesia is that primary school enrollment is now near 100 percent for boys and girls of all income levels. However, as children move through the primary years, the enrollment disparities seen in Early Childhood Education and Development, or ECED services re-emerge. Educational attainment profiles reveal that while almost all children from all segments of society start primary school, children from poorer households and children from rural areas have more difficulties progressing from lower levels of education to higher levels. Only 55 percent of rural children make it to junior secondary school, and less than a quarter enroll in senior secondary. In contrast, 80 percent of urban children make it to junior secondary school and almost two-thirds enroll in senior secondary.Publication Republic of Indonesia - Information, Knowledge, and Behavior(World Bank, Washington, DC, 2015-04-27)Improving education outcomes by disseminating information to parents and thereby encouraging them to become more actively engaged in school oversight is attractive since it can be done relatively cheaply. This study evaluates the impact of alternative approaches to disseminating information about a school grants program in Indonesia on parent knowledge about the program in general, knowledge about the implementation of the program in their child’s school, and participation in school activities related to the program as well as beyond it. Not all dissemination approaches yielded impacts, and different modes of dissemination conveyed different types of information best, resulting in different impacts on behavior. Specifically, the low-intensity approaches that were tried - sending a letter from the principal home with the child, or sending a colorful pamphlet home with the child - had no impact on knowledge or participation. On the other hand, holding a facilitated meeting with a range of school stakeholders or sending targeted short message services (SMSs) to parents did increase knowledge and participation. Facilitated meetings mostly increased overall knowledge and fostered a feeling of transparency on the part of parents, which resulted in greater participation in formal channels for providing feedback to the school. SMSs increased knowledge about specific aspects of the program, such as the grant amount, and tended to increase participation through informal channels.Publication Transforming Indonesia's Teaching Force : Executive Summary(World Bank, 2010-04-01)The report on the transforming Indonesia's teaching force is divided in two volumes. The executive summary is the first volume of a two-volume comprehensive report on teacher management in Indonesia. This volume summarizes the key findings of the detailed technical analysis in volume two, but with much greater focus on the key areas where policy reforms will likely generate a large impact in Indonesia. While volume two is aimed at public policy researchers and technical staff of the Government of Indonesia, this shorter volume provides policy makers and the general public a condensed version of the larger report's analysis, results, and recommended policy reforms for developing a better teaching force in Indonesia. This report not only can assist the government in setting up a future reform agenda, but also add value to ongoing educational reform in Indonesia, in terms of improving the effectiveness of reform and ensuring its institutional and fiscal sustainability.Publication Uganda - Developing the Enabling Context for Student Assessment(World Bank, Washington, DC, 2013-01)Uganda's commitment to improving the quality and outcomes of its education system has translated into a parallel commitment to creating stronger, more sustainable student assessment system, one that includes: (i) examinations for selection and certification; (ii) large scale assessments for monitoring education quality at the country level; and (iii) classroom assessments for evaluating student work and informing ongoing teaching and learning. A number of lessons can be learned from Uganda's experience. First, political stability and a strong commitment to education are key drivers for building a strong assessment system. Second, charging a single institution with all assessment activities can allow for clearer institutional structures, as well as efficient coordination, development, and implementation of assessment programs. Third, competitive salaries need to be in place to attract and retain personnel, and training needs to be provided for capacity building. Finally, a strong focus on student learning and curriculum reforms can act as important catalyst for strengthening the assessment system
Users also downloaded
Showing related downloaded files
Publication The Role of Social Ties in Factor Allocation(Published by Oxford University Press on behalf of the World Bank, 2019-10)We investigate whether social structure helps or hinders factor allocation using unusually rich data from the Gambia. Evidence indicates that land available for cultivation is allocated unequally across households; and that factor transfers are more common between neighbors, co-ethnics, and kinship-related households. Does this lead to the conclusion that land inequality is due to flows of land between households being impeded by social divisions? To answer this question, a novel methodology that approaches exhaustive data on dyadic flows from an aggregate point of view is introduced. Land transfers lead to a more equal distribution of land and to more comparable factor ratios across households in general. But equalizing transfers of land are not more likely within ethnic or kinship groups. In conclusion, ethnic and kinship divisions do not hinder land and labor transfers in a way that contributes to aggregate factor inequality. Labor transfers do not equilibrate factor ratios across households. But it cannot be ruled out that they serve a beneficial role, for example, to deal with unanticipated health shocks.Publication Impact of Migration on Economic and Social Development : A Review of Evidence and Emerging Issues(2011-02-01)This paper provides a review of the literature on the development impact of migration and remittances on origin countries and on destination countries in the South. International migration is an ever-growing phenomenon that has important development implications for both sending and receiving countries. For a sending country, migration and the resulting remittances lead to increased incomes and poverty reduction, and improved health and educational outcomes, and promote economic development. Yet these gains might come at substantial social costs to the migrants and their families. Since many developing countries are also large recipients of international migrants, they face challenges of integration of immigrants, job competition between migrant and native workers, and fiscal costs associated with provision of social services to the migrants. This paper also summarizes incipient discussions on the impacts of migration on climate change, democratic values, demographics, national identity, and security. In conclusion, the paper highlights a few policy recommendations calling for better integration of migration in development policies in the South and the North, improving data collection on migration and remittance flows, leveraging remittances for improving access to finance of recipient households and countries, improving recruitment mechanisms, and facilitating international labor mobility through safe and legal channels.Publication The Firm-Level Impact of the Covid–19 Pandemic(World Bank, Washington, DC, 2020-09-02)The World Bank commissioned a firm-level survey to provide quantitative evidence of the impact of the Coronavirus (COVID-19) pandemic. Two rounds of data have now been collected for the months of March and May using a nationally representative World Bank survey providing information on the impact of the Coronavirus (COVID-19) pandemic. The survey includes five hundred firms spanning a wide range of industries and firm sizes, as well as the formal and informal sector. This note provides a snapshot of how the firms’ outcomes and response to the pandemic have changed between the months of March and May 2020.Publication MIGA Annual Report 2013 : Insuring Investments, Ensuring Opportunities(Washington, DC: World Bank Group, 2013-10-11)In fiscal year 2013, Multilateral Investment Guarantee Agency (MIGA) issued 2.8 billion dollars in investment guarantees for projects in our developing member countries. At 1.5 billion dollars, representing more than half of new business, the bulk of MIGA's guarantees issued support investments in Sub-Saharan Africa. Sixty-nine percent of new business volume this year was in complex projects in infrastructure and extractive industries, a strategic priority for the Agency. This year, 82 percent of MIGA's new volume fell into one or more of strategic priority areas: investments in the world's poorest countries, "South-South" investments, investments in conflict-affected countries, and investments in complex projects. MIGA also established the conflict-affected and fragile economies facility to further deepen support to this priority area.Publication Digital Africa(Washington, DC: World Bank, 2023-03-13)All African countries need better and more jobs for their growing populations. "Digital Africa: Technological Transformation for Jobs" shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth. These outcomes are not automatic, however. Mobile internet availability has increased throughout the continent in recent years, but Africa’s uptake gap is the highest in the world. Areas with at least 3G mobile internet service now cover 84 percent of Africa’s population, but only 22 percent uses such services. And the average African business lags in the use of smartphones and computers as well as more sophisticated digital technologies that catalyze further productivity gains. Two issues explain the usage gap: affordability of these new technologies and willingness to use them. For the 40 percent of Africans below the extreme poverty line, mobile data plans alone would cost one-third of their incomes—in addition to the price of access devices, apps, and electricity. Data plans for small- and medium-size businesses are also more expensive than in other regions. Moreover, shortcomings in the quality of internet services—and in the supply of attractive, skills-appropriate apps that promote entrepreneurship and raise earnings—dampen people’s willingness to use them. For those countries already using these technologies, the development payoffs are significant. New empirical studies for this report add to the rapidly growing evidence that mobile internet availability directly raises enterprise productivity, increases jobs, and reduces poverty throughout Africa. To realize these and other benefits more widely, Africa’s countries must implement complementary and mutually reinforcing policies to strengthen both consumers’ ability to pay and willingness to use digital technologies. These interventions must prioritize productive use to generate large numbers of inclusive jobs in a region poised to benefit from a massive, youthful workforce—one projected to become the world’s largest by the end of this century.