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This document presents the first known systematic effort to assess the quality of the data gathered by MoEC and MoRA. To assess the accuracy of the data, unannounced visits were conducted to a representative sample of schools by a team of trained observers. These independent school observations were later compared with the official data records. This report compares collected data with the data in the respective ministry systems and identifies the shortcomings of current data management approaches in MoEC and MoRA, which might adversely affect data quality and subsequent decisions made using this information. This report was produced jointly by the World Bank, together with MoEC and MoRA. The World Bank received financial support from the Government of Australia's Department of Foreign Affairs and Trade (DFAT) through the "Improving Dimensions of Teaching, Education Management and Learning Environment' (ID-TEMAN) Trust Fund. This Trust Fund aims to support Indonesia to improve learning outcomes through better policy, operations, and implementation.

Education --- Educational Institutions and Facilities

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The Tanzania Education Sector Institutional and Governance Assessment (hereafter referred to as the report) identifies the drivers of efficient and effective basic education service delivery in Tanzania by exploring the sector's institutional and governance context. The assessment has four main components: i) the policy and institutional setting; ii) the public financial management (PFM) context; iii) decentralization and its impact on basic education; and iv) school autonomy and accountability in the delivery of education services. Viewing these through a 'service delivery lens', the report presents the key findings and recommendations for medium-term as well as immediate future programming aimed at improved learning outcomes in Tanzania. The report takes an overall systems approach where each component is viewed as part of the whole, to create a picture where interconnected systemic constraints underpin an uncertain accountability chain. This is presented as a synthesis of learnings across all four components. The picture that emerges informs the recommendations of the Report, enabling the identification of synergistic critical pathways and entry-points for effective, efficient, and accountable education service delivery and, in the longer term, improved learning outcomes.

Accountability --- Decentralization --- Education --- Educational Institutions and Facilities

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This report estimates the cost of educating refugee children in the countries in which they currently reside. The cohort-average annual cost of providing education to all refugee students in low, lower-middle and upper-middle income host countries is 4.85 billion US Dollars. A sensitivityanalysis, relaxing model assumptions, suggests the estimate lies in the range of 4.44 billion and 5.11 billion US Dollars. The total financing envelope required to provide K-12 years of education over a 13-year period to 2032 is 63 billion. As data on the impact of COVID-19's (coronavirus)impact on education costs and public expenditure is still evolving, this paper provides a pre-COVID-19 baseline for the estimated costs of educating all refugee children. The Global Compact on Refugees (GCR) has placed enhanced responsibility-sharing at the center of the international refugee protection agenda. It commits stakeholders to specific measures to achieve that goal, including a proposal to measure their contributions. Thisrequires a standardized and transparent methodology, developed through a participatory process, that can be used across all host countries; and provides the motivation for this work. The report is cognizant of the fact that education in emergencies is not only a humanitarian crisis but also a development crisis with large numbers of refugee children spending their whole education life cycle in displaced settings. These environments are often already stretched to deliver quality education services. Eighty-five percent of the world's displaced persons are hosted in low and lower middle-income countries. Where refugees are concentrated in border or rural regions, inclusive education systems can direct resources to previously underserved areas in host countries. Inclusive national education systems promote a streamlined response to the large influx of refugees by building resilient systems with benefits for refugees and host communities alike. It creates a framework for the international community to harmonize efforts and share the collective burden and responsibility of refugee education. The costing methodology developed in this report is based on the key premise that refugee education is embedded in the host country education system, facing the same cost drivers and efficiency and quality constraints. This implies that refugee students receive an education that is "no better, no worse" than host country students in terms of teacher quality, school infrastructure, access to learning materials and other inputs. It starts with the public unit cost of education in each country for each level of education. Refugee education coefficients are then added to the unit costs to provide education services essential to the integration ofrefugees into national systems. These services include accelerated learning programmes, psychosocial support, support in the language of instruction, teacher training in refugee inclusiveness and so on. In addition, given the historical levels of low investment in earlychildhood education (ECE), this paper adds an ECE coefficient to primary public unit costs to estimate pre-primary costs for each country. While this paper uses uniform coefficients acrossall countries, these are likely to vary based on the local context.

Education --- Education Finance --- Educational Institutions and Facilities --- Poverty Reduction

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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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This report is the outcome of a study of public spending and service delivery issues in Papua New Guinea (PNG) undertaken as part of the work on the PNG Poverty Assessment. The study itself is the result of a collaborative effort involving several agencies and organizations including the National Research Institute, the National Department of Education, the Department of National Planning and Rural Development (DNPRD), AusAID and the World Bank. The PESD study is undertaken in a challenging economic and social context for PNG with growing concerns about delivery of basic services. The PNG economy has been in a state of recession since the mid-1990s with negative growth in 7 of the last 9 years. The fiscal situation has been compromised by large deficits. Debt-to-GDP ratio has risen to levels where debt servicing is significant claim on total revenues. Poverty levels have been rising. A growing imperative to contain levels of spending has raised significant concerns for maintaining the level of basic services while needs have grown, and it has also raised pertinent questions about how effectively social spending is translating into the actual delivery of services. The study focuses on the education sector though its findings have wider relevance. The problems that plague the education sector have close parallels in other sectors. The report presents some illustrative data for the health sector for which a limited amount of primary information was collected, but the study's inquiry into conditions promoting or impeding effective service delivery in education has broader relevance for other sectors in PNG, and beyond that for other countries too.

Education --- Educational Institutions and Facilities --- Primary Education --- Public Sector Development