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The purpose of this mixed methods study was twofold: (i) to examine how school infrastructure and learning complements can be better utilized to promote student learning in Indonesian schools; and (ii) to help the relevant ministries make more informed decisions about investment in school infrastructure and learning complements. Three analyses were conducted in the quantitative component: descriptive and comparative analyses of madrasah infrastructure, and a multivariate analysis of madrasah infrastructure and student achievement. The qualitative component employed the intentional sampling and positive-deviance approach consisting of semi-structured phone interviews with principals, teachers, librarians, and parents from 20 madrasah and non-madrasah schools (11 high-performing secondary schools with science laboratories and nine primary schools with libraries of which eight were supported by the innovation for Indonesia's school children program, which aims to improve students' literacy and numeracy skills). The results of the descriptive and comparative analyses indicated that the madrasah sector as a whole is not adequately equipped with basic physical and learning resource infrastructure and that private madrasahs have significantly lower levels of infrastructure than their public counterparts. However, the multivariate analysis results did not conclusively show that infrastructure directly contributes to student learning outcomes. The qualitative analysis found some promising learning practices related to teachers' professional development, literacy initiatives, and customized teaching and learning. Nevertheless, challenges remain for many schools in the disconnect between pedagogical and infrastructural quality assurance mechanisms, the failure to fully exploit libraries as resources for student learning, and learning spaces and assets that are not sufficiently conducive to science education. Based on the study results and findings, this report offers four key steps to address the main challenges related to school infrastructure and learning complements: (i) prioritize resource allocation to basic physical and digital infrastructure for the most underserved groups of students; (ii) leverage educators to maximize their potential as catalysts in facilitating improved teaching and learning processes through an innovative and effective utilization of learning spaces and complements; (iii) streamline and strengthen quality assurance mechanisms to document, monitor, and assess the quality, condition, and use of infrastructure and related assets, and to improve the links between school infrastructure management and learning quality management; and (iv) increase the overall resilience of the education system to future crises by strengthening its capacity to coordinate, monitor, and manage the continued delivery of equitable education services through distance and hybrid learning.

Education --- Education For All --- Educational Institutions and Facilities --- Literacy

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Even before the COVID-19 pandemic, the world was living a learning crisis. Before the pandemic, 258 million children and youth of primary- and secondary-school age were out of school. And low schooling quality meant many who were in school learned too little. The Learning Poverty rate in low-and middle-income countries was 53 percent-meaning that over half of all 10-year-old children couldn't read and understand a simple age appropriate story. Even worse, the crisis was not equally distributed: the most disadvantaged children and youth had the worst access to schooling, highest dropout rates, and the largest learning deficits. All this means that the world was already far off track for meeting Sustainable Development Goal 4, which commits all nations to ensure that, among other ambitious targets, "all girls and boys complete free, equitable and quality primary and secondary education." The COVID-19 pandemic now threatens to make education outcomes even worse. The pandemic has already had profound impacts on education by closing schools almost everywhere in the planet, in the largest simultaneous shock to all education systems in our lifetimes. The damage will become even more severe as the health emergency translates into a deep global recession. These costs of crisis are described below. But it is possible to counter those shocks, and to turn crisis into opportunity. The first step is to cope successfully with the school closures, by protecting health and safety and doing what they can to prevent students' learning loss using remote learning. At the same time, countries need to start planning for school reopening. That means preventing dropout, ensuring healthy school conditions, and using new techniques to promote rapid learning recovery in key areas once students are back in school. As the school system stabilizes, countries can use the focus and innovativeness of the recovery period to "build back better." The key: don't replicate the failures of the pre-COVID systems, but instead build toward improved systems and accelerated learning for all students.

Access and Equity in Basic Education --- Education --- Education For All --- Educational Institutions and Facilities

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As countries consider how to reopen schools safely in the context of COVID-19 (coronavirus), one key question is how to assess students' learning to support learning recovery. The expected magnitude of learning losses, particularly among students with the highest needs, makes it essential for key stakeholders in the education process - policymakers, teachers, school principals, students, and their parents - to determine where students are in their learning trajectory relative to what had been expected prior to the pandemic, so they can adjust instruction and allocate resources accordingly. To collect this information, stakeholders can rely on student learning assessment, which is an essential feedback mechanism in the education system. This note provides key steps that countries with different availability of resources should consider in developing their plans for learning assessment activities to support learning recovery in the context of school reopening. Throughout this note, assessment of student learning is defined as gathering and evaluating information on what students know, understand, and can do to make informed decisions about the next steps in the educational process. In addition, some considerations and country examples for the implementation of high-stakes examinations are discussed. This note concludes with examples of learning assessment activities that countries around the world are planning or implementing during the COVID-19 pandemic. Likewise, this note highlights important lessons that can support resilience to future emergencies and crises.

Coronavirus --- COVID-19 --- Disease Control and Prevention --- Education --- Educational Institutions and Facilities --- Health, Nutrition and Population

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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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This EdTech landscape survey provides an overview of the Indonesian startup ecosystem in EdTech, drawing upon three main sources of information: publicly available data, information collected via an online-questionnaire sent to 60 EdTech players representing the vast majority of the main players and 18 structured, in-depth face-to-face interviews from December 2018 through February 2019, as well as a group consultation with preliminary findings and recommendations. The findings reveal that the Indonesian EdTech sector is starting to catch up with the global frontier, and with growth of similar platforms, such as Harukaedu (a platform offering online university degrees), Ruangguru (an interactive e-learning platform for K-12 students in Indonesia) and Cakap by Squline (a tutoring platform for language learning), but overall the sector is still in its infancy. This early stage of development applies to evidence as well; there is almost no rigorous information available about the quality or effectiveness of the products and services offered in the Indonesian EdTech market, something that is true of many EdTech markets globally. Indonesian EdTech products generally aim at helping students with learning and upskilling, helping educators with student management, communication and teaching, and helping educational institutions with administration. For example, companies such as Ruangguru, Zenius and Quipper provide self-directed e-learning content, interactive learning platforms, and study tools that help students to expedite the learning process, along with interactive online services that help students with theirassignments and test preparation. Companies such as Arsa Kids, Digikids and Educa Studio develop gamebased and blended learning experiences, including interactive storybooks and educational mobile apps, to help improve early childhood educators' effectiveness.

Education --- Educational Institutions and Facilities --- Infrastructure Economics and Finance --- Private Participation in Infrastructure --- Public-Private Partnerships --- Secondary Education