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5 - Early Childhood Education and Development Services in Indonesia
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- By Hafid Alatas, University of Queensland, Sally Brinkman, Telethon Institute for Child Health Research, Mae Chu Chang, World Bank, Titie Hadiyati, World Bank, Djoko Hartono, World Bank, Amer Hasan, World Bank, Marilou Hyson, University of Pennsylvania, Haeil Jung, Indiana University, Angela Kinnell, University of Western Australia and the University of Adelaide, Menno Pradhan, VU University Amsterdam and the University of Amsterdam, Rosfita Roesli, World Bank
- Edited by Daniel Suryadarma, Gavin W. Jones
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- Book:
- Education in Indonesia
- Published by:
- ISEAS–Yusof Ishak Institute
- Published online:
- 21 October 2015
- Print publication:
- 29 April 2013, pp 82-108
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- Chapter
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Summary
INTRODUCTION
Many of the factors that determine success in school stem from the period before children enter primary school. During this period the central nervous system and brain cells develop and neural pathways are established, laying the foundations for a child's future pathway through life (Irwin, Siddiqi and Hertzman 2007). Although children's later experiences can still change those pathways, developments in early childhood have long-lasting effects on health, behaviour and learning outcomes for years to come (Grantham-McGregor et al. 2007; Mustard 2007). Children whose early learning and development are promoted are likely to be far more engaged, productive and successful in later life (Heckman 2008).
The available statistics show big disparities in developmental outcomes for children in Indonesia both at an early age and in primary school, although there is a lack of data for children aged 0–6. Indonesia's maternal mortality rate fell from 340 to 220 deaths per 100,000 live births between 2000 and 2010, but remains far above the 2010 average of 83 for all developing countries in the East Asia and Pacific region. Similarly, the under-5 mortality rate fell from 54 to 35 deaths per 1,000 live births between 2000 and 2010, and the infant (under-1) mortality rate from 38 to 27, but both remain well above the 2010 regional averages of 24 and 20 respectively. Births attended by skilled health staff, immunization rates and rates of access to improved sanitation facilities are also below the averages for all developing countries in the East Asia and Pacific region. Moreover, an estimated 42 per cent of rural households have children whose growth is stunted, putting them at risk of long-term cognitive deficits, emotional and behavioural problems, and low school achievement.
Indonesia can pride itself on having primary school enrolment rates that are now close to 100 per cent for both boys and girls at all income levels. At higher levels of schooling, however, disparities emerge. Educational attainment profiles reveal that although almost all children from all segments of society start primary school, children from poorer households and those from rural areas are less likely to progress to higher levels of education. Only 55 per cent of children in rural areas make it to junior secondary school and less than a quarter to senior secondary school.
7 - The Indonesian Economic Crisis: Impacts on School Enrolment and Funding
- from Part II - Human Capital
- Edited by Aris Ananta
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- Book:
- The Indonesian Crisis
- Published by:
- ISEAS–Yusof Ishak Institute
- Published online:
- 21 October 2015
- Print publication:
- 05 December 2002, pp 182-212
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- Chapter
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Summary
Introduction
The impacts of the economic crisis in Indonesia on education enrolments and drop-out rates have not been as devastating as initially feared. School incomes, however, have been hit hard by the crisis.
This chapter examines how the crisis has affected key educational indicators since the 1997/98 academic year. The findings of the study reflect the authors’ analysis of several previously published sources of data from the Central Independent Monitoring Unit (CIMU), which independently monitors and evaluates the Scholarships and Grants Programme (SGP), one component of the Indonesian Social Safety Net programme. The CIMU has published a number of reports on the economic crisis, education, and the Scholarships and Grants Programme.
The analysis begins with a description of the education system, summarizing the policy focus at the time when the crisis first struck Indonesia. Detailed findings from the CIMU national survey data are used to describe the varying effects of the crisis on education. Other data sources are also examined to determine the consistency of findings from the CIMU data with those from other sources. The chapter concludes with an analysis of the impact of the Scholarships and Grants Programme, a major donor-supported government intervention to mitigate the effects of the crisis on the school system.
The Indonesian Educational System and Development
The Indonesian education system consists of several levels, including pre-school, primary school, junior secondary school, senior secondary school, and a range of post-secondary education programmes. According to Indonesian law No. 2/1989, basic education lasts for nine years, consisting of six years of primary school plus three years of junior secondary school.
Management responsibility for education falls on several different government ministries. The Ministry of National Education manages the general primary schools, junior secondary schools, and senior secondary schools. However, the general primary schools are not only managed by the Ministry of National Education but also by the Ministry of Home Affairs. The Ministry of Religious Affairs administers some primary schools known as Madrasah Ibtidaiyah (MI), some junior secondary schools known as Madrasah Tsanawiyah (MTs), and some senior secondary schools known as Madrasah Aliyah (MA).
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