World Bank
Indonesia
Education
Publication
Catalogue

This catalogue contain35 reports & publications
made by World Bank’s
Education Team.

Browse byCategory

Browse by
Cover Page

2018 - 2024

Photo: Midjourney

Date of issue:
May 8th, 2024

Browse by

Category
Learning 02

Education Management 04

COVID-19 06

Curriculum 08

01

Education Sector Overview

03

Education Technology

05

Early Childhood Education

07

Higher Education

09

Inclusive Education & Gender

Teachers 10
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Category 01

Category 01

Category 01

Category 01

Education Sector
Overview

Education Sector
Overview

Education Sector
Overview

Education Sector
Overview

February 2018

November 2020

November 2020

November 2020

1.1

Learning for all : Towards
quality education forenhanced productivity
and economic growth inIndonesia

1.2

Measuring the
Quality of MoRA’s
Education Services

1.3

Revealing How Indonesia’s
Subnational Governments
Spend Their Money on
Education

1.4

The Promise of Educationin Indonesia
Author:Rythia Afkar, Petra Wiyakti Bodrogini
Prakosa, Jonthon Couslon, Sangeeta
Dey, Deepali Gupta, Susiana Iskandar,
Ratna Kesuma, Citra Kumala, Javier
Luque, Sylvia Njotomihardjo, Rosfita
Roesli, Jamil Salmi, Sheldon Shaeffer,
Dewi Susanti, Ruwiyati Purwana, Michael
Tjahjadi, and Wisnu Harto Adi Wijoyo

Category 02

Learning
2.1

April 2018

Who Learns What in Basic
Education? Evidence fromIndonesia

Author:Tazeen Fasih, Rythia Afkar, andHeather Tomlinson

Author:Noah Yarrow, Rythia Afkar, Eema
Masood, and Bernard Gauthier

Author:Rythia Afkar, Javier Luque, Shinsaku
Nomura, and Jeffery H. Marshall

EN

EN

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ID

ID

EN

ID

Author:Rythia Afkar, Joppe Jaitze De Ree, andNoviandri Nurlaili Khairina

EN

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Category 02

Learning

Category 03

Category 03

Category 03

Category 04

Education
Technology

Education
Technology

Education
Technology

May 2020

March 2021

August 2022

July 2020

Author:Riaz Bhardwaj, Noah Yarrow, andMassimiliano CalìAuthor:World Bank Indonesia

Author:Petra Wiyakti Bodrogini

Author:World Bank Indonesia

EN

EN

EN

EN

EN

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2.2

June 2023

The Invisible Toll of
COVID-19 on Learning
Author:Wael Mansour, Indira Maulani
Hapsari, Ahya Ihsan, Angella Faith
Lapukeni Montfaucon, Assyifa Szami
Ilman, Csilla Lakatos, Dwi Endah
Abriningrum, Jana Mirjam Silberring,
Kathleen Victoria Tedi, Ratih Dwi
Rahmadanti, Rong Qian, Shinsaku
Nomura, Lim Delbert, and Anna Hata

3.1

EdTech in Indonesia - Readyfor Take-off

3.2

Training and
Implementation Manual‘Tes Cepat’ Teachers’
Performance &Accountability (KIAT Guru)

3.3

Effective Hybrid Learningwith EdTech (Technical
Note)

ID

Education
Management
4.1

Leading Schools Digitally:
Evaluation of the Electronic
School Planning andBudgeting System(e-RKAS) in Indonesia

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Category 04

Education
Management
4.2

November 2020

Infrastructure, Learning
Complements, and Student
Learning : Working
Together for a Brighter
FutureCategory 04

Education
Management
4.3

December 2020

An Independent
Verification of Education
Sector Data in Indonesia

Author:Akiko Sawamoto, andJeffery H. Marshall

Author:Santoso, Javier Luque, Noviandri
Nurlaili Khairina, and Wisnu Harto Adi
WijoyoEN

EN

Category 05

Early Childhood
Education
5.1

Category 06

COVID-19
6.1

Category 06

COVID-19
6.2

December 2023

August 2020

June 2021

Author:Janssen Teixeira, Neil Butcher,
Elizabeth Crawford, Sarah Hoosen,
Elviyanti Martini, Stephanie Olmore,
Ruwiyati Purwana, Sharanya Ramesh
Vasudevan and Miguel Ruiz

Author:Noah Yarrow, Rythia Afkar, Eema
Masood, and Bernard Gauthier

Author:Rythia Afkar, Citra Kumala,Shinsaku Nomura

EN

EN

EN

Assessment of Indonesia’s
Early Childhood Education
and Development
Accreditation Process

Estimates of COVID-19
Impacts on Learning andEarning in Indonesia: How
to Turn the Tide

ID

Improving toilet hygieneand handwashingpractices during and pastCOVID-19 pandemic in
Indonesian schools

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Category 06

COVID-19
6.3

September 2021

The Struggle Against
COVID-19 in Indonesian
Education: Responses,
requirements, and policy
needs for learning recovery
Author:
Neil Butcher, Noviandri Nurlaili
Khairina, Citra Kumala, andSonja Loots

Category 06

COVID-19
6.4

September 2021

Rewrite the future: How
Indonesia’s education
system can overcome thelosses from the COVID-19
pandemic and raiselearning outcomes for all
Author:Akiko Sawamoto, andJeffery H. Marshall

Category 06

COVID-19
6.5

Category 06

COVID-19
6.6

Category 07

Higher Education
7.1

August 2022

August 2022

April 2021

Author:Petra Wiyakti Bodrogini

Author:Petra Wiyakti Bodrogini

Author:Sachiko Kataoka, Hena Mukherjee,
Susanna Karakhanyan, and Daniel
Suryadarma

Framework for Learning
Recovery during the
COVID-19 Pandemic and
Beyond (Technical Note)ID

Psychosocial Support
During and Post
COVID-19 Pandemic(Technical Note)

EN

ID

Islamic Higher Education inIndonesia

EN

EN

EN

EN

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Category 08

Curriculum
8.1

Category 08

Curriculum
8.2

Category 09

Inclusive Education
and Gender
9.1

Category 09

Inclusive Education
and Gender
9.2

Category 09

Inclusive Education
and Gender
9.3

January 2022

January 2022

June 2020

October 2021

June 2023

Author:Janssen Edelweiss Teixeira,and Elizabeth Crawford

Author:Kim Korotkov, and Noah Yarrow

Author:Noah Yarrow, Rythia Afkar, Soedarti
Surbakti, and Rachel Cooper

Author:Anna Hata, Joko Yuwono
Ruwiyati Purwana, and Shinsaku
NomuraAuthor:Anna Hata, Sheila Town, Joko Yuwono,
and Shinsaku Nomura

Climate Change Education
and Curriculum Revision

Options to ImproveIndonesia’s Inclusive
Education Curriculum

Inclusion in Indonesia’s
Education Sector: A
Subnational Review ofGender Gaps and Children
with Disabilities

Embracing Diversity andInclusion in Indonesian
Schools – Challenges
and Policy Options for
the Future of Inclusive
Education

Inclusive Early Childhood
Education for Children with
Disabilities in Indonesia

EN

EN

EN

EN

EN

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Category 09

Inclusive Education
and Gender
9.4

Category 09

Inclusive Education
and Gender
9.5

Category 10

Teachers
10.1

Category 10

Teachers
10.2

Category 10

Teachers
10.3

June 2023

June 2023

August 2018

January 2019

June 2019

Author:Anna Hata, Han Wang, Joko Yuwono,
and Shinsaku Nomura

Author:World Bank Indonesia

Author:Ratna Kesuma, Anuja Utz, Petra W.
Bodrogini, and Ruwiyati Purwana

Author:World Bank Indonesia

Author:World Bank Indonesia

EN

EN

Assistive Technologies forChildren with Disabilities
in Inclusive and Special
Schools in Indonesia

ID

Cyber Gender-Based
Violence among HighSchool Students inIndonesia

ID

Efficient Deployment of
Teachers: A Policy Note

Improving Teaching,
Learning and Education
Management in Indonesia

Primary Education
in Remote Indonesia :Survey Results from West
Kalimantan and East Nusa
Tenggara

EN

EN

EN

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9BROWSE BY COVER PAGE INDEX
Category 10

Teachers

Category 10

Teachers

Category 10

Teachers

Category 10

Teachers

10.4

10.5

10.6

June 2020

June 2020

April 2021

February 2022

Author:Djoko Hartono, and Eddy Quach Trang

Author:World Bank Indonesia

Author:Noah Yarrow, Santoso Alexander
Michael Tjahjadi, Noviandri Nurlaili
Khairina, and Tobias Linden

Author:Noah Yarrow, Noviandri Nurlaili
Khairina, Jacobus Cilliers, andIndah Shafira Zata Dini

Management of Teachers
and Supervisors of
Religion in Government
Schools in Indonesia :Policy Note

Institutional Capacity
Assessment of MoRA
In-Service Teacher
Education

Setting Up a Teacher
Incentive System: The Caseof DKI Jakarta

10.7

The Digital Future of
Teacher Training inIndonesia: What’s Next?

Category 10

Teachers
10.8

April 2024

Improving Teachers
and School Leadershipin Indonesia : Impact
Evaluation of Guru
Penggerak Program at
the Primary Level
Author:Noviandri Nurlaili Khairina, Noah
Bunce Yarrow, Cilliers Erasmus Jacobus
Petrus, and Indah Shafira Zata Dini

EN

EN

EN

EN

EN

ID

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This is the last Index

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Browse Every
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10

11

World Bank Indonesia
Education Publications
Catalogue 2018 - 2024

Education
Sector Overview
Category 1

Learning for all : Towards
quality education for enhanced
productivity and economic growth
in Indonesia
Measuring the Quality of
MoRA’s Education Services
Revealing How Indonesia’s
Subnational Governments
Spend Their Money on
Education
The Promise of Educationin Indonesia

Photo: Freepik

Back to Category Page

Photo: Akhmad Dody/World Bank.

This note synthesizes the findings of various
analytical pieces conducted by the World Bank in
the education sector in Indonesia. The World Bank
has supported the knowledge base on educationin Indonesia through several studies and technicalassistance partnerships, which are noted at the endof this brief. The studies investigate various subsectors of education to effectively analyze criticalissues in depth and recommend policy options.

February 2018

Learning for All :Towards Quality
Education for Enhanced
Productivity & Economic
Growth In Indonesia

EN

Author:Tazeen Fasih, Rythia Afkar, and Heather Tomlinson‘‘

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Citation:

Fasih, Tazeen; Afkar, Rythia; Tomlinson, Heather; Afkar, Rythia. 2018. Learning for All: Towards Quality Education for Enhanced Productivity

and Economic Growth in Indonesia. © World Bank, Washington, DC. http://hdl.handle.net/10986/29379 License: CC BY 3.0 IGO.

12

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Photo: Akhmad Dody/World Bank

Abstract

The authors visited 350 primary schools and collected data from 1,838 teachers and 3,368 Grade 4
students to assess the quality of education service delivery in a nationally representative sampleof schools of the Ministry of Religious Affairs and a smaller sample of schools of the Ministry of
Education and Culture. The authors found that students were on average 1.5 years behind thelearning level expected for 4th grade, representing a learning crisis. These low levels of learning
were associated with high levels of teacher absence, low levels of availability of textbooks,

and low levels of teacher subject knowledge and pedagogy skills but high levels of student

satisfaction. The authors find higher levels of learning for students who have ever attended earlychildhood education, those who have eaten breakfast on the day of the assessment, as well as

for female students. The authors offer some recommendations for addressing these challenges,
drawing from schools with higher levels of student learning in the sample.

November 2020

Measuring the
Quality of MoRA’s
Education Services

EN

Author:Noah Yarrow, Rythia Afkar, Eema
Masood, and Bernard Gauthier

Full Report

ID

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Summary

Presentation (EN)

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Citation:

Yarrow,Noah Bunce; Afkar,Rythia; Masood,Eema; Gauthier,Bernard P.. Measuring the Quality of MoRA’s Education Services (English).

Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/249751605564818092/Measuring-the-Quality-of-

MoRAs-Education-Services

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Photo: Akhmad Dody/World Bank.

AbstractIndonesia’s most recent amendment to its decentralization

legislation transferred a far greater role in education management

Photo: Akhmad Dody/World Bank.

and service delivery to subnational governments. However,

little information has been made available on how subnational

governments conduct the planning, allocation, and execution of

their education budgets—a key driver of increased human capitaldevelopment. This study aims to fill this essential information gap byassessing the activities implemented by subnational governments asthey fulfill their mandate in the education sector. Data collected fromJanuary to June 2019 in a survey of 27 districts and cities spread overeight provinces, as well as an analysis of national spending data.

November 2020

Revealing How Indonesia’s
Subnational Governments
Spend Their Money on
Education
Author:Rythia Afkar, Javier Luque, Shinsaku Nomura, and Jeffery H. Marshall

EN

Full Report

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Summary

Presentation (EN)

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Citation:

Afkar,Rythia; Luque,Javier; Nomura,Shinsaku; Marshall,Jeffery H.. Revealing How Indonesia’s Subnational Governments Spend their

Money on Education (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/487071605565796167/

Revealing-How-Indonesia-s-Subnational-Governments-Spend-Their-Money-on-Education

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Photo: Nico Boersen/Pixabay

Abstract

This Indonesia Education Flagship Report examines
ways to strengthen education reforms and boost

the learning outcomes of all Indonesian students.

It focuses on how the education system can deliveron the promise of human capital for Indonesia.

The recommendations focus on protecting andbuilding human capital by increasing the capacity,
equity, and accountability for learning. The report

also explores what the central government can do
to make changes for the better in areas under its
control and how to provide better guidance andClick here to watch the video

support to provinces, districts, and schools.

November 2020

EN

Full ReportID

Summary

Presentation (EN)

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The Promise of Educationin Indonesia

Author:Rythia Afkar, Petra Wiyakti Bodrogini Prakosa, Jonthon Couslon, Sangeeta Dey,
Deepali Gupta, Susiana Iskandar, Ratna Kesuma, Citra Kumala, Javier Luque,Sylvia Njotomihardjo, Rosfita Roesli, Jamil Salmi, Sheldon Shaeffer, Dewi
Susanti, Ruwiyati Purwana, Michael Tjahjadi, and Wisnu Harto Adi Wijoyo

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Citation:

Afkar,Rythia; Prakosa,Petra Wiyakti Bodrogini; Couslon,Jonthon; Dey,Sangeeta; Gupta,Deepali; Iskandar,Susiana; Kesuma,Ratna;

Kumala,Citra; Luque,Javier; Njotomihardjo,Sylvia; Roesli,Rosfita; Salmi,Jamil; Shaeffer,Sheldon; Susanti,Dewi; Purwana,Ruwiyati;

Tjahjadi,Michael; Adi Wijoyo,Wisnu Harto. The Promise of Education in Indonesia (English). Washington, D.C. : World Bank Group.

http://documents.worldbank.org/curated/en/658151605203420126/The-Promise-of-Education-in-Indonesia

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World Bank Indonesia
Education Publications
Catalogue 2018 - 2024

Learning
Category 2

Who Learns Whatin Basic Education?
Evidence fromIndonesia

The Invisible Tollof COVID-19 on
Learning (Indonesia
Economic Prospect)

Photo: World Bank

Back to Category Page
Photo: Freepik

AbstractIndonesia consistently fares poorly on the international

the primary curriculum helps explain the low levels ofof poor learning we track student achievement across 9

Our analysis also provides directions for future research.

tests like PISA and TIMSS. To help diagnosing the causes
years in basic education. We find that 40% of students
do not learn the basics in the early grades of primaryschool (recognizing 2-digit numbers by 2nd grade, andordering 4-digit numbers by 4th grade). We also findthat schools do not cover the complete Indonesiancurriculum. Only few students learn how to calculate
the surface area of a triangle by 5th grade, the rules

about the order of operations, and to complete exercises
embedded in stories. Poor and incomplete coverage of

Author:Rythia Afkar, Joppe Jaitze De Ree, and Noviandri Nurlaili Khairina

We observed a large catching-up effect in learning in

6th grade. A plausible explanation for this pattern is theincreased pressure on schools, teachers and students toperform well on the high-stakes national exams. The factthat the system can produce learning once (all) actors

are sufficiently motivated, suggests that 1.) performancepressure might help, and 2.) that low levels of teacher’s
knowledge and skills are currently not a major binding
constraint to learning in Indonesia.
EN

April 2018

Who Learns Whatin Basic Education?
Evidence from Indonesia

student achievement we observed in secondary school.

Photo: Atet Dwi Pramadia/World Bank‘‘

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Citation:

Afkar,Rythia; De Ree,Joppe Jaitze; Khairina,Noviandri Nurlaili. Who learns what in basic education Evidence from Indonesia (English).

Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/379221568187527440/Who-learns-what-in-basic-

education-Evidence-from-Indonesia

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Photo: Achmad/World
Photo: Freepik
Bank

Abstract

Commodity windfalls and private

further market-friendly policies and reduce constraints to competition toIndonesia’s growth despite a difficult

put tremendous efforts into mitigating the learning disruption caused byconsumption have sustained

global environment, but signs ofnormalizing domestic demand are
emerging. Inflation is easing at afaster pace than markets anticipated.
Indonesia’s external vulnerabilities

remain moderate. The fiscal stancehas normalized reflecting faster fiscal
consolidation, anchored by a broadbased rise in revenues and prudent

June 2023

The Invisible Toll of COVID-19
on Learning (Indonesia
Economic Prospect)
Author:Wael Mansour, Indira Maulani Hapsari, Ahya Ihsan, Angella Faith Lapukeni
Montfaucon, Assyifa Szami Ilman, Csilla Lakatos, Dwi Endah Abriningrum, Jana
Mirjam Silberring, Kathleen Victoria Tedi, Ratih Dwi Rahmadanti, Rong Qian,
Shinsaku Nomura, Lim Delbert, Anna Hata

public spending. Softening inflation
and resilient capital flows have led

Bank Indonesia (BI) to ease its paceaccelerate productivity growth. The Government of Indonesia (GoI) has

COVID-19. This study provides new evidence of learning loss in math andlanguage, comparing data on grade 4 student learning before and after the
COVID-19 pandemic-induced school closures across Indonesia. In line withinternational literature on COVID-19 - induced learning losses, students’future earnings and Indonesia’s future productivity will be negatively

affected if no action is taken. This study highlights the urgency of addressing
learning loss by stimulating political commitment for learning recovery andprompting deliberate actions, with adequate resources to complete them.
EN

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Go to Detail Pageof monetary tightening. The outlook
remains stable as the economy
normalizes following the post-

pandemic recovery. While this is arobust outcome given levels of global
uncertainty, Indonesia still faces

declining productivity growth likeother emerging market economies.
Policy makers are encouraged tobuild on recent reforms and adopt‘‘

Citation:

Mansour,Wael; Hapsari,Indira Maulani; Ihsan,Ahya; Montfaucon,Angella Faith Lapukeni; Ilman,Assyifa Szami; Lakatos,Csilla;

Abriningrum,Dwi Endah; Silberring,Jana Mirjam; Tedi,Kathleen Victoria; Rahmadanti,Ratih Dwi; Qian,Rong; Nomura,Shinsaku; Delbert Lim;

Hata,Anna. Indonesia Economic Prospect June 2023 : The Invisible Toll of COVID-19 on Learning (English). Washington, D.C. : World Bank

Group. http://documents.worldbank.org/curated/en/099062323023530087/P179556020fd80030087730cbc843df07de

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World Bank Indonesia
Education Publications
Catalogue 2018 - 2024

Education
Technology
Category 3

EdTech in Indonesia Ready for Take-off

Training and Implementation Manual‘Tes Cepat’ Teachers’ Performance &Accountability (KIAT Guru)
Effective Hybrid Learning with
EdTech (Technical Note)

Photo: Sahlan/Shutterstock

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Abstract

May 2020

This EdTech landscape survey provides an overview of theinformation available about the quality or effectiveness of

three main sources of information: publicly available data,

market, something that is true of many EdTech markets

Indonesian startup ecosystem in EdTech, drawing upon

EdTech in Indonesia Ready for Take-off?

information collected via an online-questionnaire sent to 60
EdTech players—representing the vast majority of the main

players—and 18 structured, in-depth face-to-face interviews

from December 2018 through February 2019, as well as a groupconsultation with preliminary findings and recommendations.

Author:Riaz Bhardwaj, Noah Yarrow, and Massimiliano CalìThe findings reveal that the Indonesian EdTech sector isstarting to catch up with the global frontier, and with growthof similar platforms, such as Harukaedu (a platform offering

online university degrees), Ruangguru (an interactive e-learning
platform for K-12 students in Indonesia) and Cakap by Squline(a tutoring platform for language learning), but overall thesector is still in its infancy. This early stage of development
applies to evidence as well; there is almost no rigorousEN

Photo: Ed Wray/World Bank‘‘

the products and services offered in the Indonesian EdTech
globally. Indonesian EdTech products generally aim at helping
students with learning and upskilling, helping educatorswith student management, communication and teaching,and helping educational institutions with administration. For

example, companies such as Ruangguru, Zenius and Quipper
provide self-directed e-learning content, interactive learning

platforms, and study tools that help students to expedite thelearning process, along with interactive online services that
help students with theirassignments and test preparation.
Companies such as Arsa Kids, Digikids and Educa Studiodevelop gamebased and blended learning experiences,including interactive storybooks and educational mobile apps,
to help improve early childhood educators’ effectiveness.

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Citation:

Bhardwaj,Riaz; Yarrow,Noah Bunce; Cali,Massimiliano. EdTech in Indonesia : Ready for Take-off (English). Washington, D.C. : World Bank

Group. http://documents.worldbank.org/curated/en/535881589465343528/EdTech-in-Indonesia-Ready-for-Take-off

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Photo: Midjourney

KIAT Guru developed Tes Cepat, a low-stake diagnostic

was digitized into a mobile phone application to

by community members on a semester basis. Tesinterpretation of test results, and data storage. This

test on primary grade reading and math administered
Cepat was developed in the spirit of citizen-led

assessment movements that aim to increase parental
involvement in education by providing them accessto learning information that is easily understood andcan be monitored regularly. For more informationon the test, see BRIEF Tes Cepat: Diagnostic test

to increase community participation in improving
learning outcomes in Indonesia’ remote primary

March 2021

Training and
Implementation Manual:
Tes Cepat - Teachers’
Performance andAccountability (KIAT Guru)

schools. Tes Cepat was initially developed as a paperbased assessment in 2016. Starting in 2019, the test
EN

Author:World Bank Indonesia‘‘

enable local administration, automated scoring andmanual document provides details on the principal
and technical implementation of the Tes Cepat for
both the paper-based and android-based mobile

phone app, including the differing prerequisites toeach format. For more details on implementation of
the paper-based test, see Tes Cepat Paper Manual
Booklet. Details on operating the test Tes Cepat

android-based mobile app can be found in the Tes
Cepat Digital Manual.

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Citation:

Training and Implementation Manual: Tes Cepat - Teachers’ Performance and Accountability (KIAT Guru) (English). Washington, D.C. :World Bank Group. http://documents.worldbank.org/curated/en/564711617828242804/Training-and-Implementation-Manual-Tes-Cepat-

Teachers-Performance-and-Accountability-KIAT-Guru

21

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Photo: Freepik

Abstract

Hybrid learning is a viable option for Indonesianrecovery’ and ‘hybrid education focusing on student-

potentially improve both learning experiences and2021 respectively, supported by the Australia World

students: the apt use of EdTech applications cancentered learning were held on October 5 and 26,

learning outcomes and can mitigate learning loss asBank Partnership, ABIP. This technical note aims

a result of the Coronavirus disease 2019 (COVID-19)

pandemic or other factors. This technical note outlines
how effective hybrid learning can make best use of

EdTech and builds on discussions in workshops held

approaches, in the context of the COVID-19 pandemic(MoECRT), and other education stakeholders. The

and in other situations where hybrid education may beworkshops on education technologies for learning

August 2022

Effective Hybrid
Learning with EdTech(Technical Note)
Author:Petra Wiyakti Bodrogini Prakosa

Download‘‘ID

students, teachers, and the education system as arecommendations on the use of hybrid educationof Education, Culture, Research, and Technology

EnglishEdTech within the context of hybrid learning, so thatwhole, can benefit; and provide policy and practicalwith Ministry of Religious Affairs (MoRA), MinistryEN

to: suggest ways for educators to make the most ofrequired and beneficial.

Indonesian

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Citation:

Prakosa,Petra Wiyakti Bodrogini. Effective Hybrid Learning with EdTech (English). Washington, D.C. : World Bank Group. http://documents.

worldbank.org/curated/en/099544008302231996/IDU03dd176cf0c0f09bee07c92d6583917

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World Bank Indonesia
Education Publications
Catalogue 2018 - 2024

Education
Management
Category 4

Leading Schools Digitally:
Evaluation of the Electronic
School Planning and Budgeting
System (e-RKAS) in Indonesia
Infrastructure, Learning
Complements, and Student
Learning : Working Together
for a Brighter Future
An Independent Verificationof Education Sector Data inIndonesia

Photo: Freepik

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July 2020

Leading Schools Digitally:
Evaluation of the Electronic
School Planning andBudgeting System (e-RKAS)
in Indonesia

Abstract

The education system under the Ministry of Education

Sekolah or RKAS) to allocate and manage BOS funds.

Most school costs under MoEC are covered by fiscal

called the Rencana Kegiatan dan Anggaran Sekolah

and Culture (MoEC) in Indonesia is highly decentralized.
transfers from the centre to provincial and districtlevels, some of which are earmarked for education use.
One such type of transfer is school operational grants,

known as Bantuan Operasional Sekolah (BOS) or school

operational assistance. BOS funds are managed directly

by schools, which have been delegated the autonomy toreceive, plan and budget, spend, administer, and report

Author:World Bank Indonesia

their use. Experience has shown that many schools lackTo support implementation of the RKAS, an application
Berbasis Elektronik (e‐RKAS or electronic school plan)
has been developed. To assess the preliminary effects

of introducing different e‐RKAS applications on the roleand behaviour of stakeholders, as well as challenges

experienced during implementation, the World Bank

conducted an evaluation of the e‐RKAS program. This

report focuses on the evaluation and impact of e‐RKAS.

the capacity to use BOS funds effectively and efficiently
to deliver better learning outcomes for students, while

there have been no planning systems to manage use of
BOS funds towards achieving the National Education

Standards (NES) for individual schools. Under the BOS

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program, each school is required to conduct a School
Self‐Evaluation (SSE) against the NES and use theresults to develop its spending plans accordingly. Everyschool has also been advised to develop a planning andbudgeting system (Rencana Kegiatan dan Anggaran‘‘
Photo: Freepik

Citation:

Leading Schools Digitally : Evaluation of the Electronic School Planning and Budgeting System (e-RKAS) in Indonesia (English).

Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/142861606207131324/Leading-Schools-Digitally-

Evaluation-of-the-Electronic-School-Planning-and-Budgeting-System-e-RKAS-in-Indonesia

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Photo: Freepik

Abstract

The purpose of this mixed methods study was twofold: (i) to

infrastructure and learning complements: (i) prioritize resource

schools; and (ii) to help the relevant ministries make moretheir potential as catalysts in facilitating improved teaching andexamine how school infrastructure and learning complements
can be better utilized to promote student learning in Indonesian
informed decisions about investment in school infrastructure andlearning complements. Three analyses were conducted in thequantitative component: descriptive and comparative analyses ofmadrasah infrastructure, and a multivariate analysis of madrasah

infrastructure and student achievement. The qualitative component

employed the intentional sampling and positive‐deviance approachconsisting of semi‐structured phone interviews with principals,
teachers, librarians, and parents from 20 madrasah and non‐November 2020

Infrastructure, Learning
Complements, and Student
Learning : Working Together
for a Brighter Future
Author:Akiko Sawamoto and Jeffery H. Marshallmadrasah schools (11 high‐performing secondary schools with
science laboratories and nine primary schools with libraries ofwhich eight were supported by the innovation for Indonesia’s school

children program, which aims to improve students’ literacy andnumeracy skills). The results of the descriptive and comparative
analyses indicated that the madrasah sector as a whole is notadequately equipped with basic physical and learning resource
infrastructure and that private madrasahs have significantly lower
levels of infrastructure than their public counterparts. However,
the multivariate analysis results did not conclusively show that
infrastructure directly contributes to student learning outcomes.
The qualitative analysis found some promising learning practices
related to teachers’ professional development, literacy initiatives,and customized teaching and learning. Nevertheless, challenges
remain for many schools in the disconnect between pedagogicaland infrastructural quality assurance mechanisms, the failure to
fully exploit libraries as resources for student learning, and learningspaces and assets that are not sufficiently conducive to scienceeducation. Based on the study results and findings, this report offers
four key steps to address the main challenges related to school‘‘

allocation to basic physical and digital infrastructure for the mostunderserved groups of students; (ii) leverage educators to maximize
learning processes through an innovative and effective utilization oflearning spaces and complements; (iii) streamline and strengthen
quality assurance mechanisms to document, monitor, and assess
the quality, condition, and use of infrastructure and related
assets, and to improve the links between school infrastructure

management and learning quality management; and (iv) increase

the overall resilience of the education system to future crises bystrengthening its capacity to coordinate, monitor, and manage thecontinued delivery of equitable education services through distanceand hybrid learning.

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Citation:

Sawamoto,Akiko; Marshall,Jeffery H.. Infrastructure, Learning Complements, and Student Learning : Working Together for a Brighter

Future (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/227561606808183776/Infrastructure-

Learning-Complements-and-Student-Learning-Working-Together-for-a-Brighter-Future25

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This document presents the first known systematic

decisions made using this information. This report was

MoEC and MoRA. To assess the accuracy of the data,

and MoRA. The World Bank received financial support

effort to assess the quality of the data gathered byunannounced visits were conducted to a representative

sample of schools by a team of trained observers. These
independent school observations were later comparedwith the official data records. This report compares

collected data with the data in the respective ministrysystems and identifies the shortcomings of current data
management approaches in MoEC and MoRA, whichmight adversely affect data quality and subsequentfrom the Government of Australia’s Department of

Foreign Affairs and Trade (DFAT) through the ‘Improving
Dimensions of Teaching, Education Management andLearning Environment’ (ID-TEMAN) Trust Fund. This TrustFund aims to support Indonesia to improve learning
outcomes through better policy, operations, andimplementation.

EN

December 2020

An Independent
Verification of Education
Sector Data in Indonesia
Author:Javier Luque, Noviandri Nurlaili Khairina,
Wisnu Harto Adi Wijoyo, and Noah Yarrowproduced jointly by the World Bank, together with MoEC

Photo: World Bank‘‘

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Citation:

Luque,Javier; Khairina,Noviandri Nurlaili; Adi Wijoyo,Wisnu Harto; Yarrow,Noah Bunce. An Independent Verification of Education Sector

Data in Indonesia (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/239811612329643727/An-

Independent-Verification-of-Education-Sector-Data-in-Indonesia

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World Bank Indonesia
Education Publications
Catalogue 2018 - 2024

Early
Childhood
Education
Category 5

Assessment of Indonesia’s
Early Childhood Education andDevelopment Accreditation
Process

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Abstract

December 2023

Assessment of Indonesia’s
Early Childhood Education
and Development
Accreditation Process

Investments in early years of education and childhoodfrom the abovementioned ECED accreditation systemand beneficial a country can make to tackle learning

after an introduction. Section I describes the study’s

development are among the most cost-effective

poverty, promote healthy child development, andenhance shared prosperity. Over the past two decades,
the Government of Indonesia (GoI) has scaled up

its commitment to early childhood education anddevelopment (ECED) through various educational

reforms, policies, programs, and financial investments.
With the expansion of Indonesia’s ECED system, theAuthor:Janssen Edelweiss Nunes Fernandes Teixeira, Neil Butcher, Elizabeth Outlaw
Crawford, Sarah Goolam Mahomed Hoosen, Elviyanti Martini, Stephanie Ann
Olmore, Ruwiyati Purwana, Sharanya Ramesh Vasudevan, and Miguel Ruiz

GoI has committed to improving its quality since theassessment and is organized in four main sections

background and the country context, with emphasis on

the ECED system and its quality assurance mechanisms.
Section II details the methodology used. Section III

presents a summary of the survey results. Section IV

discusses the implications of the findings and outlines

recommendations to inform accreditation policies andprograms.

early 2000s. As a key mechanism to raise the qualityof ECED services, the GoI actively encourages PAUD

centers to become accredited. An analysis of factors that
influence whether and how PAUD centers participate

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in the accreditation system is helpful to inform

continuous quality improvement of Indonesia’s ECED
services. The World Bank is providing the Ministry of

Education, Culture, Research, and Technology (MoECRT)
technical assistance and advice to improve Indonesia’s
ECED system. Supported by the Learning for Human

Capital Development Programmatic Advisory Services
and Analytics (PASA), this study was conducted to
inform further improvements to Indonesia’s ECED

accreditation system. This report presents the findings

Photo: Achmad/World Bank‘‘

Citation:

World Bank. 2024. Assessment of Indonesia’s Early Childhood Education and Development Accreditation Process. © Washington, DC:

World Bank. http://hdl.handle.net/10986/40933 License: CC BY-NC 3.0 IGO.

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World Bank Indonesia
Education Publications
Catalogue 2018 - 2024

COVID-19
Category 6

Estimates of COVID-19 Impacts
on Learning and Earning inIndonesia: How to Turn the Tide
Improving toilet hygiene andhandwashing practices during
and past-COVID-19 pandemicin Indonesian schools
The Struggle Against COVID-19 inIndonesian Education: Responses,
requirements, and policy needs forlearning recovery

Framework for Learning
Recovery during the
COVID-19 Pandemic and
Beyond (Technical Note)

Rewrite the future: How
Indonesia’s education system canovercome the losses from the
COVID-19 pandemic and raiselearning outcomes for all

Psychosocial Support
During and Post
COVID-19 Pandemic(Technical Note)

Photo: Chris Stowers/World Bank

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Photo: World Bank

Abstract

The authors use the World Bank’s recently developed country tool for simulating

Coronavirus 2019 (COVID-19) impacts on learning and schooling outcomes and data fromthe forthcoming Indonesia education service delivery indicator survey to simulate andScan to view the
document in details

contextualize the potential impact of COVID-19 school closures on learning outcomes,
proficiency levels, enrollments, and expected earnings for Indonesian students inprimary and secondary school. The authors estimate that Indonesian children havealready lost 11 points on the program for international student assessment (PISA)

reading scale and United States (U.S.) 249 dollars in future annual individual earnings

due to the four-month closure period from March 24 to the end of July 2020. The authors
provide estimates for six- and eight-month closure scenarios, showing that these losses
are expected to increase in the coming months as schools gradually re-open (andpossibly re-close). To turn the tide of these human capital losses, districts, provinces,and the central ministries should prepare for both improved face-to-face instruction, as

August 2020

Estimates of COVID-19
Impacts on Learning andEarning in Indonesia:
How to Turn the Tide

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well as improved quality of distance education, in order to recapture lost learning andimprove overall system quality and resilience to possible future shocks.
EN

Author:Noah Yarrow, Eema Masood, and Rythia Afkar

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Citation:

Yarrow, Noah; Masood, Eema; Afkar, Rythia; Afkar, Rythia; Yarrow, Noah. 2020. Estimates of COVID-19 Impacts on Learning and Earning inIndonesia: How to Turn the Tide. © World Bank, Washington, DC. http://hdl.handle.net/10986/34378 License: CC BY 3.0 IGO.

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June 2021

Improving toilet hygiene andhandwashing practices during
and past-COVID-19 pandemicin Indonesian schools

Abstract

This policy note examines a rapid situation analysis of water, sanitation, and hygiene(WASH) facilities in Indonesian schools using quantitative and qualitative data, including
a review of relevant regulations. It discusses policy implications related to the COVID-19

Scan to view the
document in details(coronavirus) pandemic response and its implications for achieving universal access tobasic WASH facilities in schools by 2030, under the Sustainable Development Goals. It isfound that 8 percent of MoECRT schools and 20 percent of MoRA primary schools haveno functional toilets for students. The average number of toilets, 58 students to 1 toilet
in primary schools, is not up to the international standards of 25:1 ratio. Twenty-two

Author:Rythia Afkar, Citra Kumala, and Shinsaku Nomura

percent of MoECRT schools have no access to water and 47 percent reported no soap nor
running water. The policy note also identifies 4 areas of policy gaps and corresponding
recommendations to respond to the current situation and its causes.

EN‘‘
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Citation:

Afkar, Rythia; Kumala, Citra; Nomura, Shinsaku; Afkar, Rythia. 2021. Improving Toilet Hygiene and Handwashing Practices During and Post-

COVID-19 Pandemic in Indonesian Schools. © World Bank, Washington, DC. http://hdl.handle.net/10986/35926 License: CC BY 3.0 IGO.

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Photo: World Bank

Abstract

This report reflects on the Indonesian school system’sof students, teachers, and parents shared here reflectassesses the influences of these policies on children

Learning from Home (LFH) have presented. By reviewing

response to the COVID-19 (coronavirus) pandemic,in Indonesia, and discusses lessons learned. It further

synthesizes these lessons into policy recommendations
that might guide the Ministry of Education, Culture,

Research and Technology (MoECRT) to recover and tostrengthen the system. For over a year, the Governmentof Indonesia (GoI) has responded to the evolving

situation promptly, with policy guidance and othersupport efforts, to keep 60 million children engaged in

September 2021

The Struggle Against COVID-19
in Indonesian Education:
Responses, Requirements,
and Policy Needs for Learning
Recovery
Author:
Neil Butcher, Noviandri Nurlaili Khairina, Citra Kumala, and Sonja Loots

learning. While these efforts are lauded, the experiencesEN‘‘

the challenges that the pandemic, and consequent
the experiences of students, teachers, and parents

identified through research studies conducted during
2020, the report proposes four broad policy areasthat need attention; i) Refocusing effort on learning,ii) Supporting learning recovery, iii) Providing training,support, and guidance to teachers, parents, and school
principals, and iv) Strengthening relations between
schools and their communities.

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Citation:

Butcher,Neil; Khairina,Noviandri Nurlaili; Kumala,Citra; Loots,Sonja. The Struggle Against COVID-19 in Indonesian Education : Responses,

Requirements, and Policy Needs for Learning Recovery (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/

curated/en/941331631024618282/The-Struggle-Against-COVID-19-in-Indonesian-Education-Responses-Requirements-and-Policy-Needs-for-Learning-Recovery

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September 2021

Rewrite the future: How Indonesia’s
education system can overcome thelosses from the COVID-19 pandemic
and raise learning outcomes for all

Abstract

The policy note presents an updated estimate ofin future annual earnings equivalent to a present valueschool closures in Indonesia, taking into account the

253 and 359 billion US dollars, or 24 to 34 percent oflearning loss due to COVID-19 (coronavirus) -related

Government of Indonesia’s mitigating measures. Ourrevised estimates show that school closures precipitatedby the COVID-19 pandemic could result in a total lossof between 0.9 and 1.2 years of learning adjusted

schooling and on average between 25 and 35 points on
student’s PISA reading scores. The extent of learning

Author:Rythia Afkar and Noah Yarrowloss is determined more by the effectiveness of distancelearning than it is by the duration of school closure in

the time period investigated. We identify a reduction of
between 408 US dollars and 578 US dollars per student
EN‘‘

2020 GDP. To accelerate learning and to recover someof these losses in the short-term, schools and teachers

can assess what each of their students has been able tolearn while schools were closed and use differentiatedplans to support each child to accelerate their learning.
In the longer term, the Government can support theincreased resilience of education service delivery toprotect against future shocks from pandemics, climatechange and other threats.

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Citation:

Afkar,Rythia; Yarrow,Noah Bunce. Rewrite the Future : How Indonesia’s Education System can Overcome the Losses From the COVID-19

Pandemic and Raise Learning Outcomes for All (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/

en/589551630680730676/Rewrite-the-Future-How-Indonesias-Education-System-Can-Overcome-the-Losses-From-the-COVID-19-Pandemic-

and-Raise-Learning-Outcomes-for-All
Photo: Achmad/World Bank

loss in lifetime earnings for all students of between

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Abstract

August 2022

Framework for Learning
Recovery during the
COVID-19 Pandemic and
Beyond (Technical Note)

Measures to mitigate learning loss from the Coronavirus

recovery during the designated recovery period. Thislearning recovery need to be both systemic andan Australia-World Bank Indonesia Partnership (ABIP)

disease 2019 (COVID-19) pandemic and work towardpractical. Key levers for learning recovery include

workshop on thinking on steps on student learning

consolidating the curriculum, increasing efficiency ofrecovery, held on December 2, 2021. This note intends

instruction, expanding instructional time, making use

to: inform the policy response to the developingof EdTech. To continue to focus on progress, national,

and sub-national government will need to determine thetime frame of the recovery period while simultaneously
continue to monitor and provide interventions forschools and madrasah to support student learning

Author:Petra Wiyakti Bodrogini

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technical note is synthesized from discussions during

pandemic circumstances, making it ready for safe return
to face-to-face learning, while continuing to improve

the hybrid learning experience; and provide practical
recommendations on steps to learning recovery.

Summary

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Citation:

Prakosa,Petra Wiyakti Bodrogini. Framework for Learning Recovery during the COVID-19 Pandemic and Beyond (English). Washington, D.C.

: World Bank Group. http://documents.worldbank.org/curated/en/099521108302225682/IDU01a0465870e02087f80fdf31a59c22a

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Photo: Achmad/World Bank

Abstract

The Coronavirus disease 2019 (COVID-19) pandemic has

affected the wellbeing of Indonesian students, including

both physical and mental health. It is important to provide

Photo: Achmad/World Bank

psychosocial support especially for those whose families havebeen most affected by financial pressures and the loss of family
members. This technical note briefly summarizes the current

situation regarding psychosocial support for children and theirteachers and counsellors, their needs, and the existing support
system, and synthesizes the findings from a discussion on thesubject during Australia-World Bank Indonesia Partnership(ABIP) workshop: the importance of student psychosocial
support during the COVID-19 pandemic.

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August 2022

Psychosocial Support During
and Post COVID-19 Pandemic(Technical Note)
Author:Petra Wiyakti Bodrogini

Download‘‘

Citation:

Prakosa,Petra Wiyakti Bodrogini. Psychosocial Support During and Post COVID-19 Pandemic (English). Washington, D.C. : World Bank

Group. http://documents.worldbank.org/curated/en/099614008302211219/IDU0b28fe69f0c0a0a8a60e9c724f2adc5

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World Bank Indonesia
Education Publications
Catalogue 2018 - 2024

Higher
Education
Category 7

Islamic Higher Education in Indonesia

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Photo: World Bank

Abstract

Tertiary education in Indonesia is expected to continue

its strong growth over the next ten years. This predicted
growth will take place in both Islamic and non-religious

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tertiary institutions. Historically, Islamic educationin Indonesia developed as a separate branch of theeducation system. The Ministry of Education andCulture (MoEC), and previously the Ministry of Research,
Technology and Higher Education (MoRTHE), as well as

the Ministry of Religious Affairs (MoRA), are responsible
for the management of non-religious higher education(HE) in Indonesia and religious HE, respectively. This

study presents two types of policy recommendations
based on key findings.

April 2021

Islamic Higher
Education inIndonesia

Author:Sachiko Kataoka, Hena Mukherjee, Susanna
Karakhanyan, and Daniel Suryadarma

Photo: Ed/Unsplash‘‘

Citation:

Kataoka,Sachiko; Mukherjee,Hena G.; Karakhanyan,Susanna; Suryadarma,Daniel C. J.. Islamic Higher Education in Indonesia (English).

Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/959531617100913085/Islamic-Higher-Education-in-Indonesia

3738World Bank Indonesia
Education Publications
Catalogue 2018 - 2024

Curriculum
Category 8

Climate Change Education andCurriculum Revision

Options to Improve Indonesia’s
Inclusive Education Curriculum

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Photo: Freepik

Abstract

Climate change is intensifying worldwide, and countries

for promoting CCE in Indonesia through the revised

will be no return to avoid extensive damages. While thein this note for consideration of MoECRT and MoRA are: (a)might be approaching a tipping point from which there

impacts of climate change affect every country, nations likeIndonesia are more susceptible to suffering its devastatingconsequences, such as irreversible resource loss andmore frequent severe weather events. Preparing the next

generation to mitigate and adapt to ongoing climate change
requires systems transformation, including the integrationof climate change education (CCE) across school curricula
at all levels, from preschool to tertiary education, andnational curriculum. The key recommendations outlined

develop teachers’ competence in CCE through an enhanced
professional development system; (b) reorient the system’s

culture toward education for sustainable development at the
local and national levels; (c) promote partnerships to build
capacity and design student-centered learning programs;and (d) design climate-friendly, resilient, and accessible
education infrastructure.

the creation of a coalition of actors committed to climate
action. The World Bank is providing technical assistanceJanuary 2022

Climate Change
Education andCurriculum Revision
Author:Janssen Edelweiss Nunes Fernandes Teixeira,and Elizabeth Outlaw Crawford

and advice to the Ministry of Education, Culture, Research
and Technology (MoECRT) and the Ministry of Religious

Affairs (MoRA) of Indonesia through the Learning for HumanEN

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Capital Development Programmatic Advisory Services andAnalytics (PASA). This PASA’s areas of technical assistanceinclude a support to the revision of the national curriculum,
under which this policy note was prepared. This policy

note, which was prepared to inform the initial stages of

the implementation of the revised Indonesian curriculum
through the lens of climate change, includes three main
sections: (a) an overview of the climate challenge andthe country’s context; (b) the concept of CCE and related
frameworks, including how these align with current

Indonesian policies and programs; and (c) recommendations‘‘

Citation:

Nunes Fernandes Teixeira,Janssen Edelweiss; Crawford,Elizabeth Outlaw. Climate Change Education and Curriculum

Revision (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/099508210122242652/

IDU0f1386e7708873047a7098a0006c0e3a8b8a9

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Abstract

January 2022

Options to ImproveIndonesia’s Inclusive
Education Curriculum

The global vision for an evolving model of inclusive educationis one that ensures inclusive and equitable access for all

learners regardless of ability, identity, or background. The

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purpose of this policy note (PN) is to provide initial supportand information to the Ministry of Education of Indonesia intheir quest for an improved national curriculum with respect
to inclusion of all learners. The hope is that by sharing

experience and evidence from other countries, Indonesia

Author:Kimberly Ann Korotkov,
and Noah Bunce Yarrow

may with greater confidence more rapidly select the mostpromising approaches for their current political and social

context. This paper outlines the guiding principles, benefits,

and indicators of an effective inclusive education system with
an emphasis on inclusive pedagogy, curricula and supports,

making the case for the why and how of inclusive education.

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Photo: Husniati Salma/Unsplash‘‘
Photo: Husniati Salma/Unsplash

Citation:

Korotkov, Kimberly Ann; Yarrow,Noah Bunce. Options to Improve Indonesia’s Inclusive Education Curriculum (English). Washington, D.C. :World Bank Group. http://documents.worldbank.org/curated/en/099518410122279091/IDU0dad87aa7026c704be90be150661a8086fac5

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World Bank Indonesia
Education Publications
Catalogue 2018 - 2024

Inclusive
Education &GenderCategory 9

Inclusion in Indonesia’s Education
Sector: A Subnational Review ofGender Gaps and Children with
Disabilities
Embracing Diversity andInclusion in Indonesian Schools –Challenges and Policy Options for
the Future of Inclusive Education

Assistive Technologies forChildren with Disabilities
in Inclusive and Special
Schools in Indonesia

Inclusive Early Childhood
Education for Children with
Disabilities in Indonesia

Cyber Gender-Based Violence
among High School Students
in Indonesia

Photo: Sony Herdiana/Shutterstock

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June 2020

Inclusion in Indonesia’s
Education Sector: A Subnational
Review of Gender Gaps andChildren with Disabilities

Abstract

This study seeks to examine gender gaps and disability

subnational level, including variations of significant

actions as well as future analytical and operational

provinces. Women are still underrepresented in school

issues in education in Indonesia, and to suggest policy
work to address these differences. Field visits wereconducted to uncover drivers of gender differences,
as well as issues of social inclusion, and to explore

policy approaches to improve learning outcomes andeducational achievement for all children. Secondary

data analysis shows that Indonesia has demonstrated

Author:Noah Yarrow, Rythia Afkar, Soedarti Surbakti, and Rachel Cooper

great progress on gender parity in education; however,the national averages mask important variations at theEN‘‘and government leadership positions, as well as theworkforce overall. Despite women making up the

majority of the teaching workforce, men dominate themanagement and leadership roles in schools. The study
also reveals significant challenges and offers policy

recommendations to ensure inclusivity in education forchildren with disabilities.

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Citation:

Afkar,Rythia; Yarrow,Noah Bunce; Surbakti,Soedarti; Cooper,Rachel Danielle. Inclusion in Indonesia’s Education Sector : A Subnational

Review of Gender Gaps and Children with Disabilities (English). Policy Research working paper,no. WPS 9282 Washington, D.C. : WorldBank Group. http://documents.worldbank.org/curated/en/603641592335430591/Inclusion-in-Indonesias-Education-Sector-A-Subnational-

Review-of-Gender-Gaps-and-Children-with-Disabilities
Photo: SpottersStudio/Shutterstock

male and female disadvantage between and within

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October 2021

Abstract

Embracing Diversity and Inclusion
in Indonesian Schools – Challenges
and Policy Options for the Future of
Inclusive Education

Today, children with disabilities continue to be one of the mostaccessibility and quality of inclusive schools, teacher and staff

and full participation in education in Indonesia. This policy note

sectoral collaboration can prevent children with disabilities

disadvantaged social groups and experience barriers to accessreviews the current status of Inclusive Education (IE) in Indonesia
with dedicated attention to children with disabilities, focusing

on school facilities and environment, teacher competency, andgovernance and service delivery. This study used focus group
discussions to understand stakeholder perspectives in theimplementation of IE, in addition to an extensive review of policy
frameworks and IE practices in Indonesia and international

good practices. This policy note finds that while the government

Author:Anna Hata, Joko Yuwono
Ruwiyati Purwana, Shinsaku Nomura

has made progress on establishing policy framework for IE, theimplementation of IE faces significant challenges. IE has not been
fully mainstreamed into the education system due to limited

legal and financial responsibilities and coordination at national,
local and school levels. There is a strong need for improved
EN‘‘
Photo: Akhmad Dody/World Bank

training, and increased administrative capacity. Limited crossfrom appropriate learning and smooth school transitions, but
this issue could have been exacerbated during the COVID-19(coronavirus). This policy note provides policy recommendationsin three strategic areas including access and equity of IE,

quality of teaching and learning, and improved governanceand ecosystem of service delivery. It is indispensable to ensure

equitable access to inclusive schools in every sub-district/city inevery education level. Teacher training and support mechanisms
in IE is needed for all teachers, thus providing an opportunity tounderstand what inclusion is. Improved coordination, budget
allocation, capacity building should happen across different
levels of administration, providing better opportunities forchildren with disabilities.

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Citation:

Hata,Anna; Yuwono,Joko; Purwana,Ruwiyati; Nomura,Shinsaku. Embracing Diversity and Inclusion in Indonesian Schools - Challenges andPolicy Options for the Future of Inclusive Education (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/

en/535361634052935364/Embracing-Diversity-and-Inclusion-in-Indonesian-Schools-Challenges-and-Policy-Options-for-the-Future-of-

Inclusive-Education

43

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Photo: SpottersStudio/Shutterstock

Abstract

Children with disabilities are often left outof the education system globally, and inIndonesia they still tend to be overlookedat preschool level. People with disabilities
are estimated to comprise 15 percentof the world’s population, and in many
countries children with disabilities are

more likely to remain out of school thanother children across all education levels.
Globally, having disabilities can double
the chance of never accessing school,

How Indonesia is Including
Students with Disabilities in
School in Rural Indonesia

Click here to watch the video

and even if they go to school they tend

to drop out before completing primary

June 2023

Inclusive Early
Childhood Education
for Children with
Disabilities in Indonesia
Author:Anna Hata, Sheila Town, Joko Yuwono, and Shinsaku Nomura

education. Indonesia is no exception,and despite the government’s efforts

EN

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in recent decades, in particular,

inclusive early childhood education(ECE) for children with disabilities isstill significantly overlooked in policy,

practice and empirical research. Rather,inclusive education policy and programs
often highlight primary and secondary

education, meanwhile inclusion is not a
key focus in ECE in Indonesia.

‘‘

Citation:

Hata,Anna; Town,Sheila Ann; Yuwono, Joko; Nomura,Shinsaku. Inclusive Early Childhood Education for Children with Disabilities

in Indonesia (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/099554306052314974/

IDU18a4068a11bf821443d1a3f3162d35276e9bd

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June 2023

Abstract

Assistive Technologies forChildren with Disabilities
in Inclusive and Special
Schools in Indonesia

This empirical study of the Indonesian context aims

learning through AT for children with disabilities? To

children with disabilities. It reviews key challenges

method to enhance the validity and quality of evidence

to rigorously examine availability and usage of AT forand support needed in both inclusive and special

schools, focusing on teachers in primary and secondary
education in Ministry of Education, Culture, Research

and Technology (MoECRT). Key questions included: 1)

What is the availability and use of AT for students withdisabilities in schools in Indonesia? 2) In what ways canteachers, schools, and local and national stakeholders
work together to promote equitable and quality

Author:Anna Hata, Han Wang, Joko Yuwono, and Shinsaku Nomura

EN

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Photo: World BankID

answer these questions, this study employed a mixed
based analysis of AT for children with disabilities inIndonesia, including a national level teacher survey

with over 2,000 teachers who participated voluntarily,

focus group discussions with teachers, school principals
and policy makers as well as an international review ofpractices on AT for children with disabilities to address
the lack of previous studies in Indonesia.

Summary

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Citation:

Hata,Anna; Wang,Han-000520596; Joko Yuwono; Nomura,Shinsaku. Assistive Technologies for Children with Disabilities in Inclusive

and Special Schools in Indonesia (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/

en/099543306052328820/IDU01f2788e204497047d60a3ea05db5ca5d1a6b45

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June 2023

Cyber Gender-Based
Violence among High SchoolStudents in Indonesia

Abstract

This report examines the prevalence of online gender-

GBV incidents in 2021 were boys, and one-third ofIndonesia, particularly during the COVID-19 pandemic

past year. Additionally, two-thirds of students who

based violence (GBV) among school-age children in
and the shift to remote learning. Despite the risks

faced by teenage students during their transition fromchildhood to adulthood, violence against them often

Author:World Bank Indonesia

receives less attention than cases involving adults. The
study gathered data through an online survey of 15 to
19-year-old students from 100 high schools across six

regions. It focused on four subcategories of GBV and four

subcategories of cyberbullying to assess their prevalence
among secondary school students. The findings indicatethat 37% of the 756 high school students who reported
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Photo: MidjourneyIDthese students experienced repeated cases within theexperienced cyberbullying also reported GBV incidents.
The study highlights the significant negative impacts

on students’ mental health and learning. To effectively
address GBV among secondary school students, thereport emphasizes the importance of adopting an

inclusive approach, bridging the gap between policies

and practices. It recommends implementing reporting
mechanisms, providing psychological support, andimproving education on safe internet and social mediause.

Summary

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Citation:

World Bank. Cyber Gender-Based Violence among High School Students in Indonesia (English). Washington, D.C. : World Bank Group.

http://documents.worldbank.org/curated/en/099632506212341710/IDU04525c3a5013f5040f8085df0650c42df5c62

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47

World Bank Indonesia
Education Publications
Catalogue 2018 - 2024

Teachers
Category 10

Efficient Deployment of
Teachers: A Policy Note

Improving Teaching, Learningand Education Management inIndonesia
Primary Education in RemoteIndonesia: Survey Results from West
Kalimantan and East Nusa Tenggara
Management of Teachers
and Supervisors of Religion
in Government Schools inIndonesia : Policy Note

Institutional Capacity
Assessment of MoRA InService Teacher Education
Setting Up a Teacher
Incentive System: The
Case of DKI Jakarta
The Digital Future of
Teacher Training inIndonesia: What’s Next?
Improving Teachers
and School Leadershipin Indonesia : Impact
Evaluation of Guru
Penggerak Program at thePrimary Level

Photo: Husniati Salma/Unsplash

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Abstract

August 2018

Efficient Deployment of
Teachers: A Policy Note

The 2018 World Bank Report growing smarter:

mechanisms for identifying the need for teachers and of the teacher

and the Pacific highlights that selecting andstakeholders, (2) review of good practices in hiring and distributing

learning and equitable development in East Asia
supporting teachers throughout their careers toallow them to focus on the classroom is one offive core factors that are driving learning. It argues
that education systems perform best when they

Author:Ratna Kesuma, Anuja Utz, Petra W. Bodrogini,and Ruwiyati Purwana

have teachers who are respected, prepared, andselected, and who advance in their careers basedon merit (World Bank 2018). This aptly summarizes

the importance of teachers and of equitable teacher
deployment to ensuring high-quality education.

allocation system at the central level through discussions with key

teachers as implemented in 13 districts in 13 provinces in Indonesia, and(3) review of international experience and good practices in recruiting
and deploying teachers through desk reviews of studies undertaken

in several countries. This study was conducted from October 2016 toAugust 2017 and used both quantitative and qualitative approaches.
Information and data collection involved 156 local government

representatives, 127 principals, and 170 teachers (of which 154 were civil
servants and 16 were not civil servants) from 127 schools.

The report also states that sound policies withrespect to teachers are key to promoting learning,emphasizing the need to raise the selectivity of

those who become teachers, provide support toEN

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new teachers, and devise ways to keep experienced
teachers in the classroom. This report highlightsthat decentralization of decision-making to districtsin Indonesia is expected to leadto improvements

in teacher recruitment and deployment, which inturn is a necessary condition for improving thequality of teaching and learning. This report aims
to provide concrete policy options for improving

identification of the demand for teachers as well

as for the allocation, recruitment, and distributionof teachers in Indonesia. It captures three review

areas: (1) diagnosis of the effectiveness of existing‘‘
Photo: Midjourney

Citation:

Kesuma,Ratna; Utz,Anuja; Bodrogini, Petra W.; Purwana,Ruwiyati. Efficient deployment of teachers : a policy note (English). Washington, D.C. :World Bank Group. http://documents.worldbank.org/curated/en/806991568187785813/Efficient-deployment-of-teachers-a-policy-note48

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January 2019

Improving Teaching, Learning and
Education Management in Indonesia

Abstract

Over the past 15 years, Indonesia has implemented major policy
reforms to improve education. These include a constitutional
mandate to allocate 20 percent of the national budget to
education, decentralizing some functions of the education sector
to the district and school level, and implementing the 2005
Teacher Law. The government has also increased resources toschools with the School Operational Assistance Grant (Bantuan
Operasional Sekolah) Program and supported parents enrolling
their children in schools through the Smart Indonesia Program(Program Indonesia Pintar). Through these reforms, Indonesia’s
education expenditures have increased significantly. By 2015, thenational budget for education was greater than any other sector,
approximately meeting the 20 percent target of total government
expenditure. However, since the national budget is 15 percent ofGDP, this education expenditure is only 3 percent of GDP, one of

Author:World Bank Indonesia

EN

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Article (ID)

Blog (EN)

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Photo: Akhmad Dody/World Bank

the lowest in the region. While the reach of Indonesia’s education
system has increased, major implementation challenges persist.
Between 2001 and 2017, enrolment increased by 23 percent, or
10 million students, accompanied by only a modest increasein quality. The country’s Program for International Student
Assessment (PISA) scores rose during this period, but the 2015
results indicated that 55 percent of 15-year old students arefunctionally illiterate. To ensure all children have access toquality education, Indonesia will need to take action to improveteaching and learning environments, school management, andcoordination across levels of government. As noted in the World
Development Report 2018, improving education will help equip
children with the skills they need for the changing job market,
reduce poverty, improve health outcomes, boost economic
growth and promote stability.

Citation:

Improving Teaching, Learning and Education Management in Indonesia (English). Washington, D.C. : World Bank Group. http://documents.

worldbank.org/curated/en/526361568389688448/Improving-Teaching-Learning-and-Education-Management-in-Indonesia

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Abstract

June 2019

Primary Education
in Remote Indonesia:
Survey Results from
West Kalimantan andEast Nusa Tenggara

The delivery of education services still faces challenges inparents, and village heads. This report presents a detailed

remote areas. In Indonesia, despite success in achieving

with policy recommendations: (1) Surveyed schools andmany developing countries, especially in poor rural anduniversal enrollment at the primary school level, thequality of education service delivery and student learning

outcomes remains low. Starting in 2016, the World Bank has
supported the Government of Indonesia to improve teacher
performance and community participation in education

through KIAT Guru. The first phase of KIAT Guru (Improving
Teacher Performance and Accountability) was piloted

in five districts ranked among the poorest of Indonesia.

Prior to piloting the KIAT Guru, a baseline survey, which issummarized in this report, was conducted in 270 remoteprimary schools between 2016-2017 with respondents

Author:World Bank Indonesia

including principals, teachers, students, school committees,EN‘‘
Photo: World Bank

description of the six main findings of the survey, along

villages face connectivity challenges that may discourage

the best teachers from working in these areas; (2) Quality ofeducation services in surveyed schools is hindered by teacher
qualifications, teacher composition, and the necessity

for multi-grade teaching; (3) Teacher incomes fluctuate

substantially within schools, which may affect motivation; (4)Teacher absence is a serious problem, leaving 25 percent ofclassrooms with no teachers; (5) Most students tested were
performing two grade levels below their current grade andhad not mastered basic standards of their former grade level;and (6) Parents’ satisfaction with the quality of education andlearning outcomes is in contrast with the factual findings.

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Citation:

Primary Education in Remote Indonesia : Survey Results from West Kalimantan and East Nusa Tenggara (English). Washington, D.C. : WorldBank Group. http://documents.worldbank.org/curated/en/383471576785203185/Primary-Education-in-Remote-Indonesia-Survey-Results-

from-West-Kalimantan-and-East-Nusa-Tenggara

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Photo: World Bank

Abstract

In Indonesia, religious education in schools
is part of the national curriculum and isintended to promote greater understandingof one’s religion, in addition to tolerance
and mutual respect between adherentsof religion in personal, community andstate life. However, key knowledge gaps

exist regarding the current state of deliveryof religious education, limiting efforts to

Photo: World Bank

develop reforms for improvement. To help

in addressing this knowledge gap and at therequest of the Ministry of Religion (MoRA),

the World Bank analyzed the current state

EN

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June 2020

Management of Teachers
and Supervisors of Religion
in Government Schools inIndonesia: Policy Note
Author:Djoko Hartono, and Eddy Quach Trang

supervisors (PPAs) of religion. To undertake
this analysis, the team collected extensive

qualitative and quantitative data between

August 2018 and April 2019. Overall findings

from the study reveal several management‐
related issues that likely limit effective

delivery of religious education in Indonesia.
Part 1 of this note analyzes management

issues of GPAs, while part 2 focuses on PPAs.

‘‘

Citation:

Hartono,Djoko; Trang,Eddy Quach. Management of Teachers and Supervisors of Religion in Government Schools in Indonesia : Policy Note

(English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/966881603358045820/Policy-Note

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June 2020

Abstract

Institutional Capacity
Assessment of MoRA
In-Service Teacher
Education

Indonesia has the fourth largest education system in theworld. The Indonesian children enrolled in formal education
attend either public or private schools overseen by the

Ministry of Education of Culture (MoEC) and the Ministry of

Religious Affairs (MoRA). The focus of this report is the MoRA
sector, where few CPD opportunities are currently available.
The report documents in detail the MoRA institutionallandscape, both public and private, at the national, regionaland district levels and discusses key donor-funded projects

and the role of Islamic education organizations in the sector.

Author:World Bank Indonesia

EN‘‘
Photo: Yannis/Unsplash

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Citation:

Institutional Capacity Assessment of MoRA In-Service Teacher Education (English). Washington, D.C. : World Bank Group. http://

documents.worldbank.org/curated/en/763851594287537584/Institutional-Capacity-Assessment-of-MoRA-In-Service-Teacher-Education

52

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Photo: World Bank

Photo: World Bank

Abstract

April 2021

Setting Up a Teacher
Incentive System:
The Case of DKI Jakarta
Author:Noah Yarrow, Santoso Alexander Michael Tjahjadi,
Noviandri Nurlaili Khairina, Tobias Linden

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This study reviews the implementation of the

TKD program related to teachers in DKI Jakarta

to identify any initial behavior changes resulting
from the policy. The objective of the study is

twofold: to identify the level of understandingof stakeholders regarding the performanceallowance; and to identify the impact of theperformance allowance on the performance ofteachers and other education staff.

‘‘

Citation:

Yarrow,Noah Bunce; Alexander Michael Tjahjadi, Santoso; Khairina,Noviandri Nurlaili; Linden,Tobias. Setting Up a Teacher Incentive

System: The Case of DKI Jakarta (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/

en/127121617687214498/Setting-Up-a-Teacher-Incentive-System-The-Case-of-DKI-Jakarta

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Abstract

February 2022

The Digital Future of
Teacher Training inIndonesia: What’s Next?

This report reflects on the Indonesia’s online teacher

conducted between February and March 2021 and covered

both teachers and providers during the COVID-19 period.

and Technology (MoECRT) and the Ministry of Religious

training ecosystem based on unique data collected fromA detailed mapping of the eight largest providers of online
teacher training in Indonesia was conducted, covering 25

programs. We find that the majority of programs are shortin duration and focus on digital literacy skills and remotelearning. Training programs were mostly provided using
online lectures, few provided individual coaching, while
none provided opportunities for personalized learning.

Author:Noah Yarrow, Noviandri Nurlaili Khairina,
Jacobus Cilliers, Indah Shafira Zata Dini

Second, we conducted a nationally representative phonesurvey of 435 primary and junior secondary teachers

spanning 30 provinces across Indonesia (66 percent ofwhom are female teachers). The teacher survey was
EN‘‘
Photo: World Bank

teachers under both the Ministry of Education, Research,
Affairs (MoRA). We find that 44 percent of teachers

participated in online learning during the pandemic, andthat three quarters of these teachers had never participatedin online training prior to the pandemic. Many training

participants reported challenges in implementing what

they learned from online training. Most of the teachers who
participated (88 percent) would like to continue receiving

training online even after the pandemic ends. These results
suggest that demand for online training is expected topersist, but more can be done to improve their quality.

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Citation:

Yarrow,Noah Bunce; Khairina,Noviandri Nurlaili; Cilliers, Jacobus; Dini,Indah Shafira Zata. The Digital Future of Teacher Training in Indonesia:

What’s Next (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/503441648039461735/The-Digital-

Future-of-Teacher-Training-in-Indonesia-What-s-Next

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April 2024

Improving Teachers and School
Leadership in Indonesia : Impact
Evaluation of Guru Penggerak
Program at the Primary Level

Abstract

The most significant recent education reform in

one of which is teacher training. The World Bank isemancipated learning, which aims to transform theand Technology (MoECRT) in its ongoing education

Indonesia is Merdeka Belajar, officially translated as
education system into having a more student-centeredapproach and promote lifelong learning. The reform
places a great emphasis on teacher competence,

independence, freedom, and ability to teach based on

student’s needs, and aims to delegate more autonomy

Author:Noviandri Nurlaili Khairina, Noah Bunce Yarrow, Cilliers Erasmus
Jacobus Petrus, and Indah Shafira Zata Dini

to teachers and schools for enhanced student-centeredlearning. The program includes many components,

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supporting the Ministry of Education, Culture, Research,reform effort. As part of this support, and after

comprehensive discussions and careful deliberation,
it was agreed that the World Bank would conduct anevaluation study specifically for the Guru Penggerak

program given its importance for improving education
quality in Indonesia.

Summary

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Citation:

Khairina,Noviandri Nurlaili; Yarrow,Noah Bunce; Cilliers,Erasmus Jacobus Petrus; Dini,Indah Shafira Zata. Improving Teachers and School

Leadership in Indonesia : Impact Evaluation of Guru Penggerak Program at the Primary Level (English). Washington, D.C. : World Bank

Group. http://documents.worldbank.org/curated/en/099042224202520319/P17481518584b50aa1b6821291769b3ffb7

55

World Bank
Indonesia
Education
Publications
Catalogue
2018 - 2024

The catalogue is designed by Nuriza Saputra, and the
production process is lead by Sylvia Njotomihardjo
under the guidance by Shinsaku Nomura.
Please contact Shinsaku Nomura(snomura@worldbank.org) for any questions.

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