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Poor teacher accountability leads to poor education quality, especially in remotely-located schools that are costly to supervise. This paper reports the impacts of three interventions that linked community-based monitoring to a government allowance for teachers working in remote areas in Indonesia.
Since it was first launched, Zoning-Based New Student Registration Programme (PPDB) has received mixed responses. RISE Programme in Indonesia conducted a study related to the impact of zoning policy on junior high school students in Yogyakarta City. The city of Yogyakarta is one RISE's Learning Laboratory.
The first years into the job are critical for novice teachers (who are just starting their careers). These years will determine whether a novice teacher will continue pursuing the teaching profession or switching to other jobs.
Students may experience scarring from education disruptions. Scarring is a condition where a disruption has long-term effects, even on earnings as adults. Simulations show that school closures due to COVID-19 may result in worse learning losses than those accumulated during regular school breaks. This loss of schooling can have long-term effects on wages. All students face a high risk of scarring.
Tackling Indonesia’s teacher quality is a tangible way to lift the country’s learning profile.
