In 2006, Indonesia started implementing a nationwide program of teacher certification with the ai... more In 2006, Indonesia started implementing a nationwide program of teacher certification with the aim to certify as many as 2.3 million teachers by 2015 with the budgetary cost of as much as US$5,600 million. Using data from a teacher survey we applied two different impact evaluation techniques namely Propensity Score Matching (PSM) and Difference-inDifference (DD) to evaluate the impact of certification. These techniques can be used to estimate the difference in student's performance (in this case national exam score) attributed to the certification. Both methods suggest that teacher certification has no impact on student's achievement. The certification program may have improved teacher's living standard as remuneration increase is an elemental part of it, yet its formally-stated goal to improve the quality of education as should be indicated in better students' performance may not have been achieved. This program, being the largest in the nation's history, may have confused means and ends. We propose some policy recommendations. Two of them are: first, the government should implement a reward and punishment scheme to motivate teachers to continuously perform well; second, the government should introduced a teacher performance indicator are as close as possible to student's performance as key evaluation criteria and the reward-punishment scheme must be based on these criteria.
Choice of ROSCA ruling structure by size 2.2 Membership size and Enforcement Problems 2.3 Margina... more Choice of ROSCA ruling structure by size 2.2 Membership size and Enforcement Problems 2.3 Marginal Effects of Institutional Features measured at different stages in the ROSCA life cycle 3.1 Net Enrolment Ratios 1990-2012 List of Tables 2.1 Summary Statistics and test of equivalence of means between ROSCAs experiencing enforcement problems between 2004 and and those that did not 2.2 Probit estimation 2.3 Probit estimation 2.4 Robustness Checks; Dependent Variable =1 if ROSCA experienced enforcement problems between 2004 and 2006 2.5 Equivalence of means; Groups that experienced enforcement problemssurvived v collapsed 3.1 Differences in enrolment statistics by source 3.2 Summary Statistics 3.3 Results for full sample and by gender 3.4a Predictive margins of religion, by household wealth level. 3.4b Predictive margins of household head's education, by household wealth level. 3.5 School supply characteristics; Rural v Urban. 3.6 School Supply Characteristics; Rural vs Urban by gender. 3.7 Marginal effects of (commune) average distance to school, by gender and work status 3.8 Random Intercepts and random slopes model 4.1 Summary Statistics 4.2 PMG Results, Full Sample 4.3 PMG results, by income group 4.4 Replication of Table 4.3, including tests for significant differences between estimated tax structure coefficients across income groups. 4.5 Results of Wald Test 4.6 Parameter restrictions for different estimators 4.7 Hausman test: MG v PMG 4.8 Full sample, including openness to trade. 4.9 Results by Income Group, including openness to trade. 4.10 Replication of Table 4.2, excluding countries identified as potentially endogenous 4.11 Replication of Table 4.3, excluding countries identified as potentially endogenous v 4.12 Replication of Table 4.2, after including cross-sectional averages of all variables 4.13 Replication of Table 4.2, excluding resource-rich countries vi Glossary ADF Augmented Dickey-Fuller AME Average Marginal Effect CFA West-African Franc CIT Corporate Income Tax CNE Caisse Nationale d'Epargne
We see a weakness of the merit-based government scholarship program for students from poor famili... more We see a weakness of the merit-based government scholarship program for students from poor families, Bidik Misi, as most of them fail to meet the minimum academic requirement. This paper provide a policy simulation that compares two programs, private tutoring voucher (PTV) and conditional cash transfer (CCT), to complement the Bidik Misi scholarship to boost the number of poor students to get the support. To this end, we offer a policy targeted for second and third year high school students at public schools. The data sources that we used in this study are the Indonesia Family Life Survey (IFLS), the Indonesia Social and Economic Survey (SUSENAS), and some primary data. To choose the best alternatives, we compare the cost effectiveness of both program and we find that the cost effectiveness per student in private tutoring voucher (PTV) is lower than conditional cash transfer program. The PTV program is also more convincing than CCT as PTV could directly influence the quality of instruction. We also check the robustness of the scenario using two one way sensitivity analyses. The sensitivity analyses support our finding that PTV program has more cost effective than the CCT.
We see a weakness of the merit-based government scholarship program for students from poor famili... more We see a weakness of the merit-based government scholarship program for students from poor families, Bidik Misi, as most of them fail to meet the minimum academic requirement. This paper provide a policy simulation that compares two programs, private tutoring voucher (PTV) and conditional cash transfer (CCT), to complement the Bidik Misi scholarship to boost the number of poor students to get the support. To this end, we offer a policy targeted for second and third year high school students at public schools. The data sources that we used in this study are the Indonesia Family Life Survey (IFLS), the Indonesia Social and Economic Survey (SUSENAS), and some primary data. To choose the best alternatives, we compare the cost effectiveness of both program and we find that the cost effectiveness per student in private tutoring voucher (PTV) is lower than conditional cash transfer program. The PTV program is also more convincing than CCT as PTV could directly influence the quality of instruction. We also check the robustness of the scenario using two one way sensitivity analyses. The sensitivity analyses support our finding that PTV program has more cost effective than the CCT.
In 2006, Indonesia started implementing a nation-wide program of teacher certification with the a... more In 2006, Indonesia started implementing a nation-wide program of teacher certification with the aim to certify as many as 2.3 million teachers by 2015 with the budgetary cost of as much as US$5,600 million. Using data from a teacher survey we applied two different impact evaluation techniques namely Propensity Score Matching (PSM) and Difference-in-Difference (DD) to evaluate the impact of certification. These techniques can be used to estimate the difference in student's performance (in this case national exam score) attributed to the certification. Both methods suggest that teacher certification has no impact on student's achievement. The certification program may have improved teacher's living standard as remuneration increase is an elemental part of it, yet its formally-stated goal to improve the quality of education as should be indicated in better students' performance may not have been achieved. This program, being the largest in the nation's history, may have confused means and ends. We propose some policy recommendations. Two of them are: first, the government should implement a reward and punishment scheme to motivate teachers to continuously perform well; second, the government should introduced a teacher performance indicator are as close as possible to student's performance as key evaluation criteria and the reward-punishment scheme must be based on these criteria.
As a means to improve the school quality in Indonesia, Indonesian government introduced and encou... more As a means to improve the school quality in Indonesia, Indonesian government introduced and encouraged two different kinds of programs: The International Standard Schools and Acceleration Class Program. Both programs are expected to contribute to improve the quality of education system in Indonesia. However, quantitative analysis to evaluate their impact on student's performance is lacking in the literature. In this paper, we use the Difference in Difference method (DD) using the school data from Indonesian Family Life Survey (IFLS) to estimate the effectiveness of both programs in increasing school performance, measured by their national exam score. We then combined the cost data with this effectiveness measure to compare their cost-effectiveness. Our finding suggests that international standard school program is more effective to increase the math and bahasa score. However, in term of costeffectiveness the result is mixed. International standard school is more cost-effective in increasing students score in bahasa, while acceleration class is more cost-effective in increasing students score in math subject.
In 2006, Indonesia started implementing a nationwide program of teacher certification with the ai... more In 2006, Indonesia started implementing a nationwide program of teacher certification with the aim to certify as many as 2.3 million teachers by 2015 with the budgetary cost of as much as US$5,600 million. Using data from a teacher survey we applied two different impact evaluation techniques namely Propensity Score Matching (PSM) and Difference-inDifference (DD) to evaluate the impact of certification. These techniques can be used to estimate the difference in student's performance (in this case national exam score) attributed to the certification. Both methods suggest that teacher certification has no impact on student's achievement. The certification program may have improved teacher's living standard as remuneration increase is an elemental part of it, yet its formally-stated goal to improve the quality of education as should be indicated in better students' performance may not have been achieved. This program, being the largest in the nation's history, may have confused means and ends. We propose some policy recommendations. Two of them are: first, the government should implement a reward and punishment scheme to motivate teachers to continuously perform well; second, the government should introduced a teacher performance indicator are as close as possible to student's performance as key evaluation criteria and the reward-punishment scheme must be based on these criteria.
Choice of ROSCA ruling structure by size 2.2 Membership size and Enforcement Problems 2.3 Margina... more Choice of ROSCA ruling structure by size 2.2 Membership size and Enforcement Problems 2.3 Marginal Effects of Institutional Features measured at different stages in the ROSCA life cycle 3.1 Net Enrolment Ratios 1990-2012 List of Tables 2.1 Summary Statistics and test of equivalence of means between ROSCAs experiencing enforcement problems between 2004 and and those that did not 2.2 Probit estimation 2.3 Probit estimation 2.4 Robustness Checks; Dependent Variable =1 if ROSCA experienced enforcement problems between 2004 and 2006 2.5 Equivalence of means; Groups that experienced enforcement problemssurvived v collapsed 3.1 Differences in enrolment statistics by source 3.2 Summary Statistics 3.3 Results for full sample and by gender 3.4a Predictive margins of religion, by household wealth level. 3.4b Predictive margins of household head's education, by household wealth level. 3.5 School supply characteristics; Rural v Urban. 3.6 School Supply Characteristics; Rural vs Urban by gender. 3.7 Marginal effects of (commune) average distance to school, by gender and work status 3.8 Random Intercepts and random slopes model 4.1 Summary Statistics 4.2 PMG Results, Full Sample 4.3 PMG results, by income group 4.4 Replication of Table 4.3, including tests for significant differences between estimated tax structure coefficients across income groups. 4.5 Results of Wald Test 4.6 Parameter restrictions for different estimators 4.7 Hausman test: MG v PMG 4.8 Full sample, including openness to trade. 4.9 Results by Income Group, including openness to trade. 4.10 Replication of Table 4.2, excluding countries identified as potentially endogenous 4.11 Replication of Table 4.3, excluding countries identified as potentially endogenous v 4.12 Replication of Table 4.2, after including cross-sectional averages of all variables 4.13 Replication of Table 4.2, excluding resource-rich countries vi Glossary ADF Augmented Dickey-Fuller AME Average Marginal Effect CFA West-African Franc CIT Corporate Income Tax CNE Caisse Nationale d'Epargne
We see a weakness of the merit-based government scholarship program for students from poor famili... more We see a weakness of the merit-based government scholarship program for students from poor families, Bidik Misi, as most of them fail to meet the minimum academic requirement. This paper provide a policy simulation that compares two programs, private tutoring voucher (PTV) and conditional cash transfer (CCT), to complement the Bidik Misi scholarship to boost the number of poor students to get the support. To this end, we offer a policy targeted for second and third year high school students at public schools. The data sources that we used in this study are the Indonesia Family Life Survey (IFLS), the Indonesia Social and Economic Survey (SUSENAS), and some primary data. To choose the best alternatives, we compare the cost effectiveness of both program and we find that the cost effectiveness per student in private tutoring voucher (PTV) is lower than conditional cash transfer program. The PTV program is also more convincing than CCT as PTV could directly influence the quality of instruction. We also check the robustness of the scenario using two one way sensitivity analyses. The sensitivity analyses support our finding that PTV program has more cost effective than the CCT.
We see a weakness of the merit-based government scholarship program for students from poor famili... more We see a weakness of the merit-based government scholarship program for students from poor families, Bidik Misi, as most of them fail to meet the minimum academic requirement. This paper provide a policy simulation that compares two programs, private tutoring voucher (PTV) and conditional cash transfer (CCT), to complement the Bidik Misi scholarship to boost the number of poor students to get the support. To this end, we offer a policy targeted for second and third year high school students at public schools. The data sources that we used in this study are the Indonesia Family Life Survey (IFLS), the Indonesia Social and Economic Survey (SUSENAS), and some primary data. To choose the best alternatives, we compare the cost effectiveness of both program and we find that the cost effectiveness per student in private tutoring voucher (PTV) is lower than conditional cash transfer program. The PTV program is also more convincing than CCT as PTV could directly influence the quality of instruction. We also check the robustness of the scenario using two one way sensitivity analyses. The sensitivity analyses support our finding that PTV program has more cost effective than the CCT.
In 2006, Indonesia started implementing a nation-wide program of teacher certification with the a... more In 2006, Indonesia started implementing a nation-wide program of teacher certification with the aim to certify as many as 2.3 million teachers by 2015 with the budgetary cost of as much as US$5,600 million. Using data from a teacher survey we applied two different impact evaluation techniques namely Propensity Score Matching (PSM) and Difference-in-Difference (DD) to evaluate the impact of certification. These techniques can be used to estimate the difference in student's performance (in this case national exam score) attributed to the certification. Both methods suggest that teacher certification has no impact on student's achievement. The certification program may have improved teacher's living standard as remuneration increase is an elemental part of it, yet its formally-stated goal to improve the quality of education as should be indicated in better students' performance may not have been achieved. This program, being the largest in the nation's history, may have confused means and ends. We propose some policy recommendations. Two of them are: first, the government should implement a reward and punishment scheme to motivate teachers to continuously perform well; second, the government should introduced a teacher performance indicator are as close as possible to student's performance as key evaluation criteria and the reward-punishment scheme must be based on these criteria.
As a means to improve the school quality in Indonesia, Indonesian government introduced and encou... more As a means to improve the school quality in Indonesia, Indonesian government introduced and encouraged two different kinds of programs: The International Standard Schools and Acceleration Class Program. Both programs are expected to contribute to improve the quality of education system in Indonesia. However, quantitative analysis to evaluate their impact on student's performance is lacking in the literature. In this paper, we use the Difference in Difference method (DD) using the school data from Indonesian Family Life Survey (IFLS) to estimate the effectiveness of both programs in increasing school performance, measured by their national exam score. We then combined the cost data with this effectiveness measure to compare their cost-effectiveness. Our finding suggests that international standard school program is more effective to increase the math and bahasa score. However, in term of costeffectiveness the result is mixed. International standard school is more cost-effective in increasing students score in bahasa, while acceleration class is more cost-effective in increasing students score in math subject.
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