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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 from the forthcoming Indonesia education service delivery indicator survey to simulate and contextualize the potential impact of COVID-19 school closures on learning outcomes, proficiency levels, enrollments, and expected earnings for Indonesian students in primary and secondary school. The authors estimate that Indonesian children have already 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 (and possibly 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 well as improved quality of distance education, in order to recapture lost learning and improve overall system quality and resilience to possible future shocks.
Coronavirus --- COVID-19 --- Curriculum and Instruction --- Education --- Education For All --- Education Indicators and Statistics --- Educational Institutions and Facilities --- Educational Sciences
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We 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 sample of schools of the Ministry of Religious Affairs and a smaller sample of schools of the Ministry of Education and Culture. We found that students were on average 1.5 years behind the learning 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. We find higher levels of learning for students who have ever attended early childhood education, those who have eaten breakfast on the day of the assessment, as well as for female students. We offer some recommendations for addressing these challenges, drawing from schools with higher levels of student learning in the sample.
Education --- Education For All --- Gender
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This paper reports the results of an at-scale randomized controlled trial among 18,000 secondary students in Zanzibar (Tanzania) to examine the effects of personal best goal-setting on student outcomes. The paper also tests the impact of combining goal setting with non-financial rewards conditional on students meeting the goals they set. The results suggest that goal-setting has a significant, positive impact on students' time use, study effort, and self-discipline. However, there are no significant impacts on test scores. This is partially because nearly two-thirds of the students do not set realistic goals. The paper finds that the effects on time use, study effort, and discipline are weaker when goal setting is combined with nonfinancial rewards. This suggests that tying goal setting to extrinsic incentives could weaken its impact. The results show stronger impacts for female students and from students from weaker socioeconomic backgrounds. These results demonstrate that goal setting can have positive impacts on student outcomes, especially for the relatively disadvantaged. However, for maximizing the impacts, goal setting may need to be combined with guidance on setting realistic goals, and extrinsic rewards tied to goals may need to be avoided.
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