The Role of Coherence in Strengthening Community Accountability for Remote Schools in Indonesia
Incoherence 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...
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World Bank, Washington, DC
2022
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| Online Access: | http://documents.worldbank.org/curated/en/099335204212211721/P16728106dfeb90ad0911d001fea800bca9 http://hdl.handle.net/10986/37567 |
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okr-10986-375672022-06-18T05:10:35Z The Role of Coherence in Strengthening Community Accountability for Remote Schools in Indonesia Hwa, Yue Yi Lumbanraja, Sharon Kanthy Riyanto, Usha Adelina Susanti, Dewi KIAT GURU PROJECT SOCIAL ACCOUNTABILITY MECHANISM (SAM) IN PRIMARY SCHOOLS TEACHER ACCOUNTABILITY STUDENT ACHIEVEMENT LEARNING SUPPORT STAKEHOLDER AGREEMENT IN PRIMARY EDUCATION ACCOUNTABILITY RELATIONSHIPS PARENT’S AGENCY IN EDUCATION CAMERA MONITORED TEACHER ATTENDANCE CLASSROOM MONITORING COHERENCE IN EDUCATION Incoherence 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. 2022-06-17T18:56:38Z 2022-06-17T18:56:38Z 2022-04 Working Paper http://documents.worldbank.org/curated/en/099335204212211721/P16728106dfeb90ad0911d001fea800bca9 http://hdl.handle.net/10986/37567 English CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Working Paper East Asia and Pacific Indonesia |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
KIAT GURU PROJECT SOCIAL ACCOUNTABILITY MECHANISM (SAM) IN PRIMARY SCHOOLS TEACHER ACCOUNTABILITY STUDENT ACHIEVEMENT LEARNING SUPPORT STAKEHOLDER AGREEMENT IN PRIMARY EDUCATION ACCOUNTABILITY RELATIONSHIPS PARENT’S AGENCY IN EDUCATION CAMERA MONITORED TEACHER ATTENDANCE CLASSROOM MONITORING COHERENCE IN EDUCATION |
| spellingShingle |
KIAT GURU PROJECT SOCIAL ACCOUNTABILITY MECHANISM (SAM) IN PRIMARY SCHOOLS TEACHER ACCOUNTABILITY STUDENT ACHIEVEMENT LEARNING SUPPORT STAKEHOLDER AGREEMENT IN PRIMARY EDUCATION ACCOUNTABILITY RELATIONSHIPS PARENT’S AGENCY IN EDUCATION CAMERA MONITORED TEACHER ATTENDANCE CLASSROOM MONITORING COHERENCE IN EDUCATION Hwa, Yue Yi Lumbanraja, Sharon Kanthy Riyanto, Usha Adelina Susanti, Dewi The Role of Coherence in Strengthening Community Accountability for Remote Schools in Indonesia |
| geographic_facet |
East Asia and Pacific Indonesia |
| description |
Incoherence 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. |
| format |
Working Paper |
| author |
Hwa, Yue Yi Lumbanraja, Sharon Kanthy Riyanto, Usha Adelina Susanti, Dewi |
| author_facet |
Hwa, Yue Yi Lumbanraja, Sharon Kanthy Riyanto, Usha Adelina Susanti, Dewi |
| author_sort |
Hwa, Yue Yi |
| title |
The Role of Coherence in Strengthening Community Accountability for Remote Schools in Indonesia |
| title_short |
The Role of Coherence in Strengthening Community Accountability for Remote Schools in Indonesia |
| title_full |
The Role of Coherence in Strengthening Community Accountability for Remote Schools in Indonesia |
| title_fullStr |
The Role of Coherence in Strengthening Community Accountability for Remote Schools in Indonesia |
| title_full_unstemmed |
The Role of Coherence in Strengthening Community Accountability for Remote Schools in Indonesia |
| title_sort |
role of coherence in strengthening community accountability for remote schools in indonesia |
| publisher |
World Bank, Washington, DC |
| publishDate |
2022 |
| url |
http://documents.worldbank.org/curated/en/099335204212211721/P16728106dfeb90ad0911d001fea800bca9 http://hdl.handle.net/10986/37567 |
| _version_ |
1764487342329954304 |