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  • 1
    Online Resource
    Online Resource
    Gender Gaps in Cognitive and Non-Cognitive Skills in Early Primary Grades : Evidence from Rural Indonesia (2016)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (43 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als Nakajima, Nozomi Gender Gaps in Cognitive and Non-Cognitive Skills in Early Primary Grades: Evidence from Rural Indonesia
    Abstract: This paper examines gender gaps in cognitive and non-cognitive skills among a sample of more than 10,000 children between the ages of 6 and 9 in rural Indonesia. In terms of cognitive skills, the analysis finds evidence of gender gaps favoring girls at each age in test scores of language (0.158-0.252 standard deviations) and mathematics (0.155-0.243 standard deviations) in the early years of primary school. Girls also perform significantly better than boys in non-cognitive skills, with higher scores on the social competence (0.086-0.247 standard deviations) and emotional maturity domains (0.213-0.296 standard deviations) of the Early Development Instrument, a finding consistent with research from high-income countries. Decomposition analyses are used to investigate the extent to which enrollment patterns in preschool and primary school as well as parenting practices contribute to these gender gaps in cognitive and non-cognitive skills. Standard decomposition approaches are extended to correct for selection on observables. The findings show that gender differences in enrollment patterns play a role in explaining gender gaps in test scores, while differences in parenting practices do not. However, the relative contribution of observed factors to gender gaps depends on the available quality of preschool services in the child's village and whether the outcome of interest is cognitive or non-cognitive skills
    DOI: 10.1596/1813-9450-7833
    URL: Volltext  (Deutschlandweit zugänglich)
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    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Investing in School Readiness : An Analysis of the Cost-Effectiveness of Early Childhood Education Pathways in Rural Indonesia (2016)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (45 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als Nakajima, Nozomi Investing in School Readiness: An Analysis of the Cost-Effectiveness of Early Childhood Education Pathways in Rural Indonesia
    Abstract: This paper presents evidence on the cost-effectiveness of early childhood education pathways in rural Indonesia. It documents the existence of substantial differences in school readiness between 6 to 9 year old children. Using detailed enrollment histories, it unpacks whether and how early education experiences explain these gaps. The analysis considers not only the sequence of services children enroll in, but also the age at which they enroll and the duration for which they enroll. The differences in primary school test scores between a child who has no early education exposure and a child who completes a full sequence at the developmentally appropriate age are 0.42 standard deviations in language and 0.43 standard deviations in mathematics, roughly equivalent to an additional 0.9 to 1.2 years of primary schooling. The paper analyzes the cost-effectiveness of various early education pathways in Indonesia to show that providing access to both playgroups and kindergartens to young children at developmentally appropriate ages can optimize public investments in early childhood education. The paper subjects the analysis to a variety of robustness checks, and concludes that children enrolled in play-based early education programs (playgroups) at age 3 or 4, followed by the country's more academically structured programs (kindergartens) at age 5 or 6, are more likely to be ready for primary school than children who do not follow this sequence. Compulsory pre-primary education policy should consider incorporating both playgroups and kindergartens
    DOI: 10.1596/1813-9450-7832
    URL: Volltext  (Deutschlandweit zugänglich)
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    MPI Ethno. Forsch.
  • 3
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    Online Resource
    Introducing a Performance-Based School Grant in Jakarta : What Do We Know about Its Impact after Two Years? (2017)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (43 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als Al-Samarrai, Samer Introducing a Performance-Based School Grant in Jakarta: What Do We Know about Its Impact after Two Years?
    Abstract: This paper evaluates the early impact of introducing a performance component into Jakarta's school grant program on learning outcomes. Using administrative data, it applies difference-in-differences and regression discontinuity approaches to identify the impact of the grant by exploiting differences in program coverage over time, as well as by comparing changes in test scores between schools that received the additional performance award with schools that did not. The paper finds that the introduction of the performance component had different impacts on government primary and junior secondary schools. The program improved learning outcomes for primary schools at the bottom of the performance distribution and narrowed performance gaps across schools. However, improvements in equity were also driven by negative impacts of the program on better performing primary schools. Overall, the program reduced primary examination scores albeit by a small amount. In contrast to the results at the primary level, the performance component improved examination scores in government junior secondary schools. However, the impact seemed to be greatest among better performing schools and has therefore widened performance gaps. The findings also suggest that program impact was largely through competition between schools to receive the performance component. There is little evidence that the additional resources schools received from the award had any additional impact. The evaluation utilized preexisting administrative data and the paper offers some suggestions on how education information systems can be strengthened to create more robust feedback loops between research and policy
    DOI: 10.1596/1813-9450-8223
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 4
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    Online Resource
    Built to Last : sustainability of early childhood education services in rural Indonesia (2019)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 46 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9061
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Amer Hasan Built to Last: Sustainability of Early Childhood Education Services in Rural Indonesia
    Keywords: 2009-2016 ; Frühkindliche Bildung ; Nachhaltigkeit ; Ländlicher Raum ; Entwicklungsprojekt ; Indonesien ; Graue Literatur
    Abstract: This paper studies the sustainability of early childhood education centers established under a large-scale, donor-funded project in rural Indonesia. Analysis of quantitative and qualitative data shows that 86 percent of the centers continued to provide preschool services three years after project funding ended. Centers balanced the reduction in funding by introducing student fees. The paper estimates a series of logistic regression models to predict center sustainability. Centers that increased their share of expenditures on teacher salaries during the project were significantly more likely to remain open. Often this was made possible by centers altering their mix of supplementary services provided. Centers that provided higher quality care, had more complementary services in the area, and had more parental involvement were significantly more likely to be sustained after donor funding ended. In contrast, centers with more substitute services in the area were less likely to be sustained. There is no evidence to suggest that distance to the village center or nearest neighboring center was a major factor for sustainability. There is also no evidence to suggest that, while they were operating, closed centers catered to children from different wealth backgrounds than those that remained open. These results point to actionable lessons for the design and sustainability of future development projects
    DOI: 10.1596/1813-9450-9061
    URL: lizenzpflichtig
    URL: Deutschlandweit zugänglich
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    MPI Ethno. Forsch.
  • 5
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    Online Resource
    Mama knows (and does) best : maternal schooling opportunities and child development in Indonesia (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 58 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9355
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Hasan, Amer Mama Knows (and Does) Best: Maternal Schooling Opportunities and Child Development in Indonesia
    Keywords: Graue Literatur
    Abstract: This paper leverages quasi-experimental variation in increased access to basic formal education, introduced by a large-scale school construction program in Indonesia in the 1970s, to quantify the benefits to the children of women targeted by the program. Novel and rich data allow the analysis of a range of health, cognitive and socio-emotional development outcomes for children ages 6 to 8 in 2013. The paper finds that increased maternal access to schooling has positive and multidimensional effects on children. The effects are particularly salient at the bottom of the distributions of outcomes. Drawing on insights from economics, psychology, and sociology, the paper examines pathways for these impacts. Evidence suggests that mothers who were exposed to more schooling opportunities during childhood demonstrate less hostility toward their children when parenting and also invest more in their children's preschool education
    DOI: 10.1596/1813-9450-9355
    URL: lizenzpflichtig
    URL: Deutschlandweit zugänglich
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  • 6
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    Online Resource
    Contrasting experiences : understanding the longer-term impact of improving access to preschool education in rural Indonesia (2019)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 42 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9060
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Amer Hasan Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Preschool Education in Rural Indonesia
    Keywords: Graue Literatur
    Abstract: This paper examines the longer-term impact of a project that expanded access to playgroup services in rural Indonesia. It compares the outcomes of two cohorts of children who were exposed to the same intervention at different points in time. One cohort was eligible to access playgroups during the first year of a five-year project cycle, beginning at age four. The other cohort became eligible to access these services during the third year, beginning at age three. The younger cohort was more likely to be exposed to playgroups for longer and at age-appropriate times relative to the older cohort. The paper finds that enrollment rates and enrollment duration in preprimary education increased for both cohorts, but the enrollment effects were larger for the younger cohort. In terms of child development outcomes, there were short term effects at age five that did not last until age eight, for both cohorts. The data reveal that the younger cohort had substantially higher test scores during the early grades of primary school, relative to the older cohort. To unpack why the two cohorts experienced different longer-term outcomes, the paper provides evidence of changes that transpired in the operating conditions of the playgroups over time
    DOI: 10.1596/1813-9450-9060
    URL: lizenzpflichtig
    URL: Deutschlandweit zugänglich
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  • 7
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    Online Resource
    Promoting parental involvement in schools : evidence from two randomized experiments (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 56 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9462
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Barrera-Osorio, Felipe Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments
    Keywords: Graue Literatur
    Abstract: Parental involvement programs aim to increase school-and-parent communication and support children's overall learning environment. This paper examines the effects of low-cost, group-based parental involvement interventions in Mexico using data from two randomized controlled trials. The first experiment provided financial resources to parent associations. The second experiment provided information to parents about how to support their children's learning. Overall, the interventions induced different types of parental engagement in schools. The information intervention changed parenting behavior at home - with large effects among indigenous parents who have historically been discriminated and socially excluded - and improved student behavior in school. The grants did not impact parent or student behaviors. Notably, the paper does not find impacts of either intervention on educational achievement. To understand these 0 effects, the paper explores how social ties between parents and teachers evolved over the course of the two interventions. Parental involvement interventions led to significant changes in perceived trustworthiness between teachers and parents. The results suggest that parental involvement interventions can backfire if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools
    DOI: 10.1596/1813-9450-9462
    URL: lizenzpflichtig
    URL: Deutschlandweit zugänglich
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