Primary Education in Remote Indonesia : Survey Results from West Kalimantan and East Nusa Tenggara
Competitiveness in an increasingly globalized world requires a highly skilled and educated workforce. The Government of Indonesia recognizes that a highly educated and skilled workforce is critical to reducing inequality and poverty. To ensure scho...
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| Format: | Report |
| Language: | English |
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World Bank, Washington, DC
2019
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| Online Access: | http://documents.worldbank.org/curated/en/383471576785203185/Primary-Education-in-Remote-Indonesia-Survey-Results-from-West-Kalimantan-and-East-Nusa-Tenggara http://hdl.handle.net/10986/33113 |
| Summary: | Competitiveness in an increasingly
globalized world requires a highly skilled and educated
workforce. The Government of Indonesia recognizes that a
highly educated and skilled workforce is critical to
reducing inequality and poverty. To ensure schools are given
adequate attention, the 2003 Law 20 on National Education
System mandates that 20 percent of national and district
government budgets is for education. This target was
achieved in 2009 and has continued thereafter. Indonesia has
made considerable progress in achieving universal enrollment
at the primary and secondary school levels. The
Government's attention to education through its
policies as well as the two decades favorable economic
growth has enabled gross enrollment at the primary school
levels at about 100 percent, with gross enrollment at the
secondary school levels increasing from 55 to more than 86
percent. Paradoxically, despite success in education
enrollment, Indonesian students have low learning outcomes,
particularly in rural and remote areas of the country.
Findings show that years of education and enrollment figures
do not correlate with the quality of education provided. In
other words, "schooling ain't learning"
(Pritchett 2013; World Bank 2018a). In all international
assessments (such as the PISA, TIMSS, and PIRLS), Indonesian
students rank bottom among all countries assessed (Hanushek
and Woessmann 2007; OECD 2017; World Bank 2017). Over the
past 20 years, Indonesian student learning outcomes have
tended to remain flat (OECD 2017; Beatty et al. 2018). In
addition, studies show that primary and secondary schools
located in rural and remote areas have substantially lower
learning outcomes compared with their urban counterparts
(Stern and Nordstrum 2014; BPS 2017; Beatty et al.2018). |
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