Schooling progress, learning reversal: Indonesia’s learning profiles between 2000 and 2014

Beatty, Amanda; Berkhout, Emilie; Bima, Luhur; Pradhan, Menno; Suryadarma, Daniel

doi:10.1016/j.ijedudev.2021.102436

Cited by 41 publications

(35 citation statements)

References 17 publications

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“…Third, a more subtle point is that the learning profile by grade need not be linear and could be concave (additional years of schooling produce less learning gain at higher grades) and hence increases in average grade attainment that push more children through higher grades could have little or no impact on cohort learning outcomes. Beatty et al (2021) demonstrate exactly this phenomenon in Indonesia as they show that the gains in mastery of simple arithmetic are nearly completely flat past grade 6. Hence, the quite substantial expansion between 2000 and 2014 of grade attainment in Indonesia produced zero increase in cohort mastery of arithmetic.…”

Section: Ii)mentioning

confidence: 60%

Towards a Right to Learn: Concepts and Measurement of Global Education Poverty

Kaffenberger¹,

Pritchett²,

Viarengo³

2021

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The idea that children have a “right to education” has been widely accepted since the Universal Declaration of Human Rights in 1948 (United Nations, 1948) and periodically reinforced since. The “right to education” has always, explicitly or implicitly, encompassed a “right to learn.” Measures of schooling alone, such as enrollment or grade attainment, without reference to skills, capabilities, and competencies acquired, are inadequate for defining education or education poverty. Because of education’s cumulative and dynamic nature, education poverty needs an “early” standard (e.g., Grade 3 or 4 or age 8 or 10) and a “late” standard (e.g., Grade 10 or 12 or ages 15 and older). Further, as with all international poverty definitions, there needs to be a low, extreme standard, which is found almost exclusively in low- and middle-income countries and can inform prioritization and action, and a higher “global” standard, against which even some children in high income countries would be considered education poor but which is considered a reasonable aspiration for all children. As assessed against any proposed standard, we show there is a massive learning crisis: students spend many years in school and yet do not reach an early standard of mastery of foundational skills nor do they reach any reasonable global minimum standard by the time they emerge from school. The overwhelming obstacle to addressing education poverty today is not enrollment/grade attainment nor inequality in learning achievement, but the fact that the typical learning profile is just too shallow for children to reach minimum standards.

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Section: Ii)mentioning

confidence: 60%

Towards a Right to Learn: Concepts and Measurement of Global Education Poverty

Kaffenberger¹,

Pritchett²,

Viarengo³

2021

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“…The circular regulates, among other things, that face-to-face learning in class is replaced by Distance Learning, national exams are abolished, there is leeway in completing curriculum achievements for grade promotion and graduation. Beatty et al, (2021) found a large gap between students' abilities and the standards set by the national curriculum, that learning declined over the course of 14 years. The average 7th grader in 2014 achieved the same numerical mastery as the 4th grader's average in 2000.…”

Section: Educational Problems Before and During The Covid-19 Pandemicmentioning

confidence: 98%

Learning Loss: A Real Threat in Education for Underprivileged Students and Remote Regions during the Covid-19 Pandemic

Hasudungan¹,

Ofianto

Ningsih³

2022

IJDEEL

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This study aims to describe the real threat of learning loss for underprivileged students and remote areas, due to school closures and distance learning in Riau Province, Indonesia. On the other hand, keeping students safe from the dangers of the COVID-19 virus is the main factor. Distance learning is a solution to this dilemma, but it is very difficult for underprivileged students and remote regions to implement, because: 1) Students have never used various educational technology platforms in distance learning 2) Do not have a smartphone and mobile data plans 3) Internet signal in remote areas is not good for distance learning. The results of this study describe, when distance learning was first implemented, as many as 75 % of 206 underprivileged students and ten schools experienced difficulties when using educational technology platforms for distance learning. However, after two years, there has been an increase in the participation of underprivileged students in distance learning. In addition, it has become a habit, subsidized mobile data plans from the government, adaptive curricula and variations in learning methods when distance learning, have become important factor in increasing the participation of underprivileged students and remote regions.

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“…( Agostinelli et al, 2022 , Amato and Anthony, 2014 , Arceo-Gómez et al, 2022 , Bansak and Starr, 2021 , Beatty et al, 2021 , Boruchowicz et al, 2023 , Cas et al, 2014 , Corak, 2001 , Crawfurd, 2021 , Dietrich et al, 2021 , Filmer and Pritchett, 2001 , Gertler et al, 2004 , Hernández-Bringas, 2020 , Hevia et al, 2022 , Hillis et al, 2021 , Jaume and Willén, 2019 , Jordan et al, 2021 , Kuhfeld et al, 2020 , Lichand et al, 2021 , Meng and Zhao, 2021 , Miranda-López, 2018 , Orlov et al, 2021 , Poirier et al, 2020 , Pritchett and Justin Sandefur, 2020 , Prix and Erola, 2017 , Ramírez-Raymundo et al, 2021 , Rivera-Hernandez et al, 2021 , Rodriguez-Planas, 2020 , Rodriguez-Abitia, 2021 , Sacerdote, 2012 , Santibañez and Cassandra, 2021 , Steele et al, 2009 , Wittenberg and Liebbrandt, 2017 )…”

Section: Uncited Referencesmentioning

confidence: 99%