Publication: Indonesia - Spending More or Spending Better : Improving Education Financing in Indonesia
Loading...
Published
2013-03
ISSN
Date
2013-04-18
Author(s)
Editor(s)
Abstract
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.
Link to Data Set
Citation
“World Bank. 2013. Indonesia - Spending More or Spending Better : Improving Education Financing in Indonesia. © World Bank. http://hdl.handle.net/10986/13210 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 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 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 Transforming Indonesia's Teaching Force : From Pre-service Training to Retirement - Producing and Maintaining a High-quality, Efficient, and Motivated Workforce(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 The Challenge of Expanding Secondary Education and Training in Madagascar(Washington, DC: World Bank, 2008)Madagascar is making significant progress in achieving its Education for All Initiative (EFA) goals of providing universal primary education. It has recently decided to initiate far-reaching reforms in its primary and secondary education cycles. Good quality primary graduates are necessary for entry into the secondary education cycles in Madagascar. But equally important is the quality and relevance of what is taught and learned in secondary schools. This is one of the keys for accelerated economic growth and effective social development. International global trends in secondary education provide a useful framework for undertaking the current reform in secondary education. Madagascar's labor market needs more and better secondary graduates with "modern knowledge and better skills" to make its economy competitive and to attract overseas investments in the country. Asia and Latin America have already shown the way. However, to make the expansion of post-primary education services in Madagascar sustainable the system should become much more efficient and produce better results (in terms of quality and quantity). This report is designed to contribute to ongoing education reform discussions by presenting: analysis of the secondary education and training system; challenges and constraints to the expansion of the system; options to expand and improve secondary education based on other country experiences; and possible next steps for identifying the most appropriate course of action. This report aims to encourage discussion among policymakers, stakeholders, and donors, and does not promote one approach over another. To promote a more competitive economy in Madagascar in the 21st century, the government expects to increase the average years of schooling from the current 4.5 years to about 9-10 years by 2015 for the relative age groups. This report discusses the ongoing reform and its impact and provides suggestions for implementation. This report is intended to be used as a discussion instrument and to be disseminated among Madagascar's stakeholders in education.Publication Teacher Employment and Deployment in Indonesia : Opportunities for Equity, Efficiency and Quality Improvement(Washington, DC, 2008-09)The effective management of Indonesia's teaching force is of crucial importance to the development of the country's educational system. The study aimed to investigate the policies and practices governing teacher employment and deployment in primary and junior secondary schools. The major issues investigated included the distribution of teachers, the staffing of remote schools, teachers' workloads, the overall supply of teachers, teacher remuneration and teacher quality. A highly participatory case-study approach was used and included a field survey of 385 schools (276 primaries, 70 junior secondary and 39 senior secondary) in 12 sampled districts/municipalities. In addition, a two-day workshop, involving representatives from all participating districts, was held to analyze the survey results and to determine policy implications.
Users also downloaded
Showing related downloaded files
Publication South Asia Development Update, October 2024: Women, Jobs, and Growth(Washington, DC: World Bank, 2024-10-10)South Asia’s growth is on track to exceed earlier expectations, in a broad-based upturn. The region is expected to remain the fastest-growing among emerging market and developing economies (EMDEs). Several risks could upend this generally promising outlook, including extreme weather events, social unrest, and policy missteps, such as reform delays. But South Asian countries also have considerable untapped potential that could help them further boost productivity growth and employment and adapt to climate change. In particular, with about two-thirds of the region’s working-age women out of the labor force, raising female employment rates to those of men could increase per capita income by as much as one-half. Measures to accelerate job creation, remove obstacles to women working, and equalize gender rights would be more effective if combined with a shift toward social norms that looked more favorably on working women. Also, most South Asian countries rank among the EMDEs least open to global trade and investment. Greater openness could boost women’s employment, spur the growth of firms, and allow the region to take better advantage of the reshaping of global supply chains and trade. Reducing the cost of conducting business could help the region better harness large-scale remittance inflows.Publication World Development Report 2017(Washington, DC: World Bank, 2017-01-30)Why are carefully designed, sensible policies too often not adopted or implemented? When they are, why do they often fail to generate development outcomes such as security, growth, and equity? And why do some bad policies endure? This book addresses these fundamental questions, which are at the heart of development. Policy making and policy implementation do not occur in a vacuum. Rather, they take place in complex political and social settings, in which individuals and groups with unequal power interact within changing rules as they pursue conflicting interests. The process of these interactions is what this Report calls governance, and the space in which these interactions take place, the policy arena. The capacity of actors to commit and their willingness to cooperate and coordinate to achieve socially desirable goals are what matter for effectiveness. However, who bargains, who is excluded, and what barriers block entry to the policy arena determine the selection and implementation of policies and, consequently, their impact on development outcomes. Exclusion, capture, and clientelism are manifestations of power asymmetries that lead to failures to achieve security, growth, and equity. The distribution of power in society is partly determined by history. Yet, there is room for positive change. This Report reveals that governance can mitigate, even overcome, power asymmetries to bring about more effective policy interventions that achieve sustainable improvements in security, growth, and equity. This happens by shifting the incentives of those with power, reshaping their preferences in favor of good outcomes, and taking into account the interests of previously excluded participants. These changes can come about through bargains among elites and greater citizen engagement, as well as by international actors supporting rules that strengthen coalitions for reform.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.Publication What Matters Most for Education Management Information Systems : A Framework Paper(World Bank Group, Washington, DC, 2014-06)The main objective of this paper is to outline what matters most for an effective education management information system (EMIS). It presents the conceptual background and operational tools for the Systems Approach for Better Education Results (SABER)-EMIS domain. These tools are intended for use by government education policy makers to assess policy areas of relevance to a country s EMIS against international best practices. This paper begins with an introduction of the domain and the rationale for an EMIS benchmarking tool. Chapter 1 then provides an overview of current data-related demands to improve education, explains how an EMIS meets those data demands, and highlights examples of specific system s in action. Chapter 2 outlines what matters in an EMIS, starting with an explanation of what comprises the construct validity and theoretical underpinnings for benchmarking an EMIS. This chapter shows that the guiding principles behind an EMIS drive actionable policies. A detailed description of four policy areas specifically, the enabling environment, system soundness, data quality, and utilization for decision making then follows in chapter 3. The chapter describes the rubric for the SABER-EMIS Tool and gives a brief overview of an EMIS benchmarking pilot, which demonstrated the feasibility of the concept. The last chapter describes how an EMIS is benchmarked, scored, and subsequently leads to a situation analysis. This assessment sequence provides an understanding of the strength and weaknesses of an EMIS system for fuller, more comprehensive depiction of its status. Overall, this paper evaluates whether a management information system is set up to use the information it generates for improving operational efficiency and educational quality.Publication Remarks to the G20 Finance Ministers and Central Bank Governors Meeting(World Bank, Washington, DC, 2020-11-20)World Bank Group President David Malpass said that while some countries are recovering, the pandemic is still taking a terrible toll, with poverty levels rising sharply. He highlighted on the health emergency response programs in one hundred twelve countries using a fast-track mechanism that is now able to access a further window of twelve billion in funding for vaccine purchases and delivery. He also mentioned that the World Bank is already at work in cooperation with WHO, UNICEF, the Global Fund and GAVI on rapid vaccine deployment readiness assessments for one hundred countries. He spoke about IFC working in coordination with CEPI to invest a further four billion in manufacturing and distribution of vaccines and products that support vaccination programs. He recognized that fragile conflict and violence (FCV) states are most in need, and World Bank's engagement with them. Under his Presidency, the World Bank Group has invested more in climate finance than at any time in its history. He mentioned that IDA is frontloading its financing to make more resources available for the poorest countries. He highlighted on an important step that the G20 call on DSSI beneficiary countries to commit to disclose all public sector financial commitments. The Development Committee that asked the Bank and the IMF to propose more actions to address the unsustainable debt burdens of low- and middle-income countries. He concluded that the fuller transparency is the only way to balance the interests of the people with the interests of those signing the debt and investment contracts.