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Early Childhood Education and Development in Indonesia : Strong Foundations, Later Success - A Preview

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dc.contributor.authorWorld Bank
dc.date.accessioned2013-01-08T20:13:36Z
dc.date.available2013-01-08T20:13:36Z
dc.date.issued2012-11
dc.description.abstractIndonesia 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.en
dc.identifier.doi10.1596/12122
dc.identifier.urihttps://hdl.handle.net/10986/12122
dc.language.isoen_US
dc.publisherWorld Bank, Jakarta
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo
dc.subjectachievement
dc.subjectattention
dc.subjectBASIC EDUCATION
dc.subjectbasic knowledge
dc.subjectbehavioral problems
dc.subjectCDD
dc.subjectchild health
dc.subjectchild mortality
dc.subjectchild outcomes
dc.subjectchildren at risk
dc.subjectclassroom
dc.subjectclassroom quality
dc.subjectCognitive development
dc.subjectcognitive skills
dc.subjectcommunication skills
dc.subjectcompetence
dc.subjectcompetencies
dc.subjectdecision making
dc.subjectdevelopmental potential
dc.subjectearly child development
dc.subjectEarly Childhood
dc.subjectearly childhood development
dc.subjectEarly Childhood Education
dc.subjectearly education
dc.subjectEDUCATION CAPACITY
dc.subjectEducational attainment
dc.subjectemotional development
dc.subjectenrollment
dc.subjectenrollment rates
dc.subjectfamily support
dc.subjectfeeding patterns
dc.subjectfine motor skills
dc.subjectformal schooling
dc.subjectgirls
dc.subjectholistic development
dc.subjectHuman Development
dc.subjectimmunization
dc.subjectinfant mortality
dc.subjectinfant mortality rates
dc.subjectinterventions
dc.subjectkindergartens
dc.subjectlearning
dc.subjectlegal status
dc.subjectliteracy
dc.subjectlive births
dc.subjectmaternal mortality
dc.subjectmotivation
dc.subjectNational Education
dc.subjectNational Education Standards
dc.subjectnutrition
dc.subjectold children
dc.subjectparent education
dc.subjectParental education
dc.subjectparenting
dc.subjectplaygroups
dc.subjectpoor children
dc.subjectprimary school
dc.subjectprimary school enrollment
dc.subjectprimary years
dc.subjectProfessional development
dc.subjectquality assurance
dc.subjectreading
dc.subjectreasoning
dc.subjectrecognition
dc.subjectrural areas
dc.subjectrural children
dc.subjectsanitation
dc.subjectschool readiness
dc.subjectsocial behavior
dc.subjectStudent Assessment
dc.subjectstunted children
dc.subjectstunting
dc.subjectteacher training
dc.subjectteachers
dc.subjecttemperament
dc.subjectthinking
dc.subjecttoddlers
dc.subjectunderweight children
dc.subjectuniversal basic education
dc.subjectwasting
dc.subjectyoung children
dc.subjectyounger children
dc.titleEarly Childhood Education and Development in Indonesia : Strong Foundations, Later Success - A Previewen
dspace.entity.typePublication
okr.date.disclosure2012-11-22
okr.date.doiregistration2025-05-07T10:37:35.712931Z
okr.doctypeEconomic & Sector Work::Other Education Study
okr.doctypeEconomic & Sector Work
okr.globalpracticeSocial, Urban, Rural and Resilience
okr.globalpracticeEducation
okr.globalpracticeHealth, Nutrition, and Population
okr.identifier.report73358
okr.language.supporteden
okr.region.administrativeEast Asia and Pacific
okr.region.countryIndonesia
okr.region.geographicalAsia
okr.region.geographicalSoutheast Asia
okr.sectorEducation
okr.topicEducation::Primary Education
okr.topicEducation::Early Childhood Development
okr.topicUrban Development::Street Children
okr.topicEducation::Educational Sciences
okr.topicHealth, Nutrition and Population::Early Child and Children's Health
okr.unitEducation Sector Unit (EASHE)
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