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In this paper, Goldy and Daniel take advantage of a government policy to change the mode of the national examination administration, from paper-based to computer-based testing, to estimate the quality of education in Indonesia at the district level. The esults indicate that education quality across the country's districts is highly heterogeneous. The gap in results between the highest-scoring and lowest-scoring districts shows that children in the latter have been attending schools for nine years with minimal learning outcomes.

Check out RISE Programme's new paper published in the International Journal of Educational Development (IJED) here. This paper was written based on our working paper "Indonesia Got Schooled: 15 Years of Rising Enrolment and Flat Learning Profiles".

Education is facing a triple crisis: the vast majority of children in the world have been affected by school closures; the impending financial crisis could lead to a financing gap for education systems globally; and these COVID-related impacts are hitting an education system that was already in crisis even before the pandemic with millions of the world’s children out of school or in school but learning very little.

We develop this observation instrument to describe and investigate teaching practices of primary and secondary school teachers. The design of our instrument is drawn upon aspects of teaching from two national teacher evaluations and selected international observation instruments.

To evaluate how well particular education policies help schools conduct better learning, we develop Comprehensive Reading and Mathematics Assessment Tool (CERMAT), a student learning assessment (SLA) tool that can assess specifically the reading and mathematics skills of students in Grades 1–9.

In 2018, we conducted a telephone survey to document and analyze various education policies at the regional level. The survey results show that most policies aimed at increasing student grades are ineffective.