Publication:
The Role of Coherence in Strengthening Community Accountability for Remote Schools in Indonesia

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dc.contributor.authorHwa, Yue Yi
dc.contributor.authorLumbanraja, Sharon Kanthy
dc.contributor.authorRiyanto, Usha Adelina
dc.contributor.authorSusanti, Dewi
dc.date.accessioned2022-06-17T18:56:38Z
dc.date.available2022-06-17T18:56:38Z
dc.date.issued2022-04
dc.description.abstractIncoherence in accountability relationships, or the lack of alignment between the various components of a specific education system, can hamper the quality of education. Such incoherence can be a particular challenge in resource constrained, remote villages where teachers tend to have higher educational capital and social status than the parents and communities whom they serve. We analyzed quantitative and qualitative data from a randomized controlled trial of a social accountability mechanism (SAM) for primary schools in remote Indonesian villages. The intervention had three treatment groups, all of which included the SAM, that engaged village-level stakeholders in a consensus-building process that led to joint service agreements for supporting the learning process. Prior analyses have found that all three treatment groups significantly improved student learning, but the treatment group combining the SAM with teacher performance pay based on camera-monitored teacher attendance led to much larger gains than the SAM-only treatment group or the treatment group combining the SAM with teacher performance pay based on a community-evaluated scorecard. Drawing on a range of quantitative data sources across all treatment group schools (process monitoring, survey, and service agreement indicators) and qualitative data from nine case study schools (interviews and focus group discussions), we show first that the student learning gains across all three treatment groups were accompanied by increases in both the coherence of the accountability relationships between village-level stakeholders and the degree to which these relationships were oriented toward the purpose of cultivating learning. We further show that the treatment group combining the SAM with camera monitored teacher attendance led to greater improvements in the coherence of accountability relationships than the other treatment groups, because the cameras improved both the technical capacity and the social legitimacy of community members to hold teachers accountable. This coherence-focused, relational explanation for the relative effectiveness of the treatment groups has more explanatory power than alternative explanations that focus narrowly on information quality or incentive structure. Our analysis reinforces arguments for ensuring that accountability structures are coherent with the local context, including local social structures and power dynamics.en
dc.identifierhttp://documents.worldbank.org/curated/en/099335204212211721/P16728106dfeb90ad0911d001fea800bca9
dc.identifier.doi10.1596/37567
dc.identifier.urihttps://hdl.handle.net/10986/37567
dc.languageEnglish
dc.publisherWorld Bank, Washington, DC
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo
dc.subjectKIAT GURU PROJECT
dc.subjectSOCIAL ACCOUNTABILITY MECHANISM (SAM) IN PRIMARY SCHOOLS
dc.subjectTEACHER ACCOUNTABILITY
dc.subjectSTUDENT ACHIEVEMENT
dc.subjectLEARNING SUPPORT
dc.subjectSTAKEHOLDER AGREEMENT IN PRIMARY EDUCATION
dc.subjectACCOUNTABILITY RELATIONSHIPS
dc.subjectPARENT’S AGENCY IN EDUCATION
dc.subjectCAMERA MONITORED TEACHER ATTENDANCE
dc.subjectCLASSROOM MONITORING
dc.subjectCOHERENCE IN EDUCATION
dc.titleThe Role of Coherence in Strengthening Community Accountability for Remote Schools in Indonesiaen
dc.typeWorking Paperen
dc.typeDocument de travailfr
dc.typeDocumento de trabajoes
dspace.entity.typePublication
okr.date.disclosure2022-04-21
okr.date.doiregistration2025-04-15T10:59:05.301665Z
okr.date.lastmodified2022-04-21T00:00:00Zen
okr.doctypeWorking Paper
okr.docurlhttp://documents.worldbank.org/curated/en/099335204212211721/P16728106dfeb90ad0911d001fea800bca9
okr.guid099335204212211721
okr.identifier.externaldocumentum33791005
okr.identifier.internaldocumentum33791005
okr.identifier.report170755
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/099335204212211721/pdf/P16728106dfeb90ad0911d001fea800bca9.pdfen
okr.region.administrativeEast Asia and Pacific
okr.region.countryIndonesia
okr.topicEducation::Education Indicators and Statistics
okr.topicEducation::Education Reform and Management
okr.topicEducation::Effective Schools and Teachers
okr.topicEducation::Primary Education
okr.unitSocial EAP 2 (SEAS2)
relation.isSeriesOfPublication3e126efc-de2f-4a95-be5b-bd2e430a4843
relation.isSeriesOfPublication.latestForDiscovery3e126efc-de2f-4a95-be5b-bd2e430a4843
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