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  • MPI Bildungsforschung  (6)
  • Berlinische Galerie
  • SB Schwedt
  • Hasan, Amer  (6)
  • 1
    Online Resource
    Online Resource
    The Impact of Early Childhood Education on Early Achievement Gaps : Evidence from the Indonesia Early Childhood Education and Development (ECED) Project (2014)
    Washington, D.C : The World Bank
    Details
    UID:
    b3kat_BV048266229
    Format: 1 Online-Ressource (40 p)
    Content: This paper assesses whether the Indonesia Early Childhood Education and Development project had an impact on early achievement gaps as measured by an array of child development outcomes and enrollment. The analysis is based on longitudinal data collected in 2009 and 2010 on approximately 3,000 four-year-old children residing in 310 villages located in nine districts across Indonesia. The study begins by documenting the intent-to-treat impact of the project. It then compares the achievement gaps between richer and poorer children living in project villages with those of richer and poorer children living in non-project villages. There is clear evidence that in project villages, the achievement gap between richer and poorer children decreased on many dimensions. By contrast, in non-project villages, this gap either increased or stayed constant. Given Indonesia's interest in increasing access to early childhood services for all children, and the need to ensure more efficient spending on education, the paper discusses how three existing policies and programs could be leveraged to ensure that Indonesia's vision for holistic, integrated early childhood services becomes a reality. The lessons from Indonesia's experience apply more broadly to countries seeking to reduce early achievement gaps and expand access to pre-primary education
    Additional Edition: Jung, Haeil The Impact of Early Childhood Education on Early Achievement Gaps
    Language: English
    DOI: 10.1596/1813-9450-6794
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (Deutschlandweit zugänglich)
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    Stabi Berlin
    UB Potsdam
    EUV Frankfurt
    HTW Berlin
    MPI Bildungsforschung
  • 2
    Online Resource
    Online Resource
    The Impact of Expanding Access to Early Childhood Services in Rural Indonesia : Evidence from Two Cohorts of Children (2015)
    Washington, D.C : The World Bank
    Details
    UID:
    b3kat_BV048269751
    Format: 1 Online-Ressource (61 p)
    Series Statement: World Bank E-Library Archive
    Content: This paper uses three waves of longitudinal data to examine the impact of expanding access to preschool services in rural areas of Indonesia on two cohorts of children. One cohort was children aged 4 at the start of the project and was immediately eligible for project-provided services when they began operation in 2009. The other cohort was children aged 1 at the start of the project and became eligible for project-provided services two years later. The paper presents intent-to-treat estimates of impact in the short term (first year of the project) and medium term (three years after the project started), using experimental and quasi-experimental methods. For the cohort of 4-year-olds, while the magnitude of the enrollment impact is similar across children from different backgrounds, the impact on child outcomes is larger for children from more disadvantaged backgrounds in the short and medium terms. However, for this cohort of children, it seems that project-provided playgroups encouraged substitution away from existing kindergartens, suggesting that future interventions should incorporate such possibilities into their design. For the average child in the younger cohort, the project led to improvements in physical health and well-being as well as language and cognitive development. For this cohort, there is little evidence of differential impact. This can be explained by the fact that children who enrolled soon after the centers opened (the older cohort) were generally poorer, compared with children who enrolled later (the younger cohort). This may be because of fee increases in project centers as project funding ended
    Additional Edition: Erscheint auch als Druck-Ausgabe Brinkman, Sally Anne The Impact of Expanding Access to Early Childhood Services in Rural Indonesia: Evidence from Two Cohorts of Children Washington, D.C : The World Bank, 2015
    Language: English
    DOI: 10.1596/1813-9450-7372
    URL: Volltext  (URL des Erstveröffentlichers)
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    Stabi Berlin
    UB Potsdam
    EUV Frankfurt
    HTW Berlin
    MPI Bildungsforschung
  • 3
    Online Resource
    Online Resource
    Investing in School Readiness : An Analysis of the Cost-Effectiveness of Early Childhood Education Pathways in Rural Indonesia (2016)
    Washington, D.C : The World Bank
    Details
    UID:
    b3kat_BV048270000
    Format: 1 Online-Ressource (45 p)
    Series Statement: World Bank E-Library Archive
    Content: This paper presents evidence on the cost-effectiveness of early childhood education pathways in rural Indonesia. It documents the existence of substantial differences in school readiness between 6 to 9 year old children. Using detailed enrollment histories, it unpacks whether and how early education experiences explain these gaps. The analysis considers not only the sequence of services children enroll in, but also the age at which they enroll and the duration for which they enroll. The differences in primary school test scores between a child who has no early education exposure and a child who completes a full sequence at the developmentally appropriate age are 0.42 standard deviations in language and 0.43 standard deviations in mathematics, roughly equivalent to an additional 0.9 to 1.2 years of primary schooling. The paper analyzes the cost-effectiveness of various early education pathways in Indonesia to show that providing access to both playgroups and kindergartens to young children at developmentally appropriate ages can optimize public investments in early childhood education. The paper subjects the analysis to a variety of robustness checks, and concludes that children enrolled in play-based early education programs (playgroups) at age 3 or 4, followed by the country's more academically structured programs (kindergartens) at age 5 or 6, are more likely to be ready for primary school than children who do not follow this sequence. Compulsory pre-primary education policy should consider incorporating both playgroups and kindergartens
    Additional Edition: Erscheint auch als Druck-Ausgabe Nakajima, Nozomi Investing in School Readiness: An Analysis of the Cost-Effectiveness of Early Childhood Education Pathways in Rural Indonesia Washington, D.C : The World Bank, 2016
    Language: English
    DOI: 10.1596/1813-9450-7832
    URL: Volltext  (URL des Erstveröffentlichers)
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    Stabi Berlin
    UB Potsdam
    EUV Frankfurt
    HTW Berlin
    MPI Bildungsforschung
  • 4
    Online Resource
    Online Resource
    Gender Gaps in Cognitive and Non-Cognitive Skills in Early Primary Grades : Evidence from Rural Indonesia (2016)
    Washington, D.C : The World Bank
    Details
    UID:
    b3kat_BV048270001
    Format: 1 Online-Ressource (43 p)
    Series Statement: World Bank E-Library Archive
    Content: This paper examines gender gaps in cognitive and non-cognitive skills among a sample of more than 10,000 children between the ages of 6 and 9 in rural Indonesia. In terms of cognitive skills, the analysis finds evidence of gender gaps favoring girls at each age in test scores of language (0.158-0.252 standard deviations) and mathematics (0.155-0.243 standard deviations) in the early years of primary school. Girls also perform significantly better than boys in non-cognitive skills, with higher scores on the social competence (0.086-0.247 standard deviations) and emotional maturity domains (0.213-0.296 standard deviations) of the Early Development Instrument, a finding consistent with research from high-income countries. Decomposition analyses are used to investigate the extent to which enrollment patterns in preschool and primary school as well as parenting practices contribute to these gender gaps in cognitive and non-cognitive skills. Standard decomposition approaches are extended to correct for selection on observables. The findings show that gender differences in enrollment patterns play a role in explaining gender gaps in test scores, while differences in parenting practices do not. However, the relative contribution of observed factors to gender gaps depends on the available quality of preschool services in the child's village and whether the outcome of interest is cognitive or non-cognitive skills
    Additional Edition: Erscheint auch als Druck-Ausgabe Nakajima, Nozomi Gender Gaps in Cognitive and Non-Cognitive Skills in Early Primary Grades: Evidence from Rural Indonesia Washington, D.C : The World Bank, 2016
    Language: English
    DOI: 10.1596/1813-9450-7833
    URL: Volltext  (URL des Erstveröffentlichers)
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    Stabi Berlin
    UB Potsdam
    EUV Frankfurt
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    MPI Bildungsforschung
  • 5
    Online Resource
    Online Resource
    Contrasting experiences : understanding the longer-term impact of improving access to preschool education in rural Indonesia (2019)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    UID:
    gbv_1691162914
    Format: 1 Online-Ressource (circa 42 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9060
    Content: This paper examines the longer-term impact of a project that expanded access to playgroup services in rural Indonesia. It compares the outcomes of two cohorts of children who were exposed to the same intervention at different points in time. One cohort was eligible to access playgroups during the first year of a five-year project cycle, beginning at age four. The other cohort became eligible to access these services during the third year, beginning at age three. The younger cohort was more likely to be exposed to playgroups for longer and at age-appropriate times relative to the older cohort. The paper finds that enrollment rates and enrollment duration in preprimary education increased for both cohorts, but the enrollment effects were larger for the younger cohort. In terms of child development outcomes, there were short term effects at age five that did not last until age eight, for both cohorts. The data reveal that the younger cohort had substantially higher test scores during the early grades of primary school, relative to the older cohort. To unpack why the two cohorts experienced different longer-term outcomes, the paper provides evidence of changes that transpired in the operating conditions of the playgroups over time
    Additional Edition: Erscheint auch als Druck-Ausgabe Amer Hasan Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Preschool Education in Rural Indonesia Washington, D.C : The World Bank, 2019
    Language: English
    Keywords: Graue Literatur
    DOI: 10.1596/1813-9450-9060
    URL: lizenzpflichtig
    URL: Deutschlandweit zugänglich
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  • 6
    Online Resource
    Online Resource
    Built to Last : sustainability of early childhood education services in rural Indonesia (2019)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    UID:
    gbv_1691163201
    Format: 1 Online-Ressource (circa 46 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9061
    Content: This paper studies the sustainability of early childhood education centers established under a large-scale, donor-funded project in rural Indonesia. Analysis of quantitative and qualitative data shows that 86 percent of the centers continued to provide preschool services three years after project funding ended. Centers balanced the reduction in funding by introducing student fees. The paper estimates a series of logistic regression models to predict center sustainability. Centers that increased their share of expenditures on teacher salaries during the project were significantly more likely to remain open. Often this was made possible by centers altering their mix of supplementary services provided. Centers that provided higher quality care, had more complementary services in the area, and had more parental involvement were significantly more likely to be sustained after donor funding ended. In contrast, centers with more substitute services in the area were less likely to be sustained. There is no evidence to suggest that distance to the village center or nearest neighboring center was a major factor for sustainability. There is also no evidence to suggest that, while they were operating, closed centers catered to children from different wealth backgrounds than those that remained open. These results point to actionable lessons for the design and sustainability of future development projects
    Additional Edition: Erscheint auch als Druck-Ausgabe Amer Hasan Built to Last: Sustainability of Early Childhood Education Services in Rural Indonesia Washington, D.C : The World Bank, 2019
    Language: English
    Keywords: Graue Literatur
    DOI: 10.1596/1813-9450-9061
    URL: lizenzpflichtig
    URL: Deutschlandweit zugänglich
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    Stabi Berlin
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    MPI Bildungsforschung
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