AME Education Sector Profile Indonesia

Indonesia Education Structure Education System Structure and Gross Enrollments 2007 Source: World Bank EdStats, UNESCO Institute for Statistics Data Notes: Sub-sections are not in proportion. All data, preprimay-12, include all programs, public and private, both academic and vocational. Public tertiary education includes both academic and vocational courses of study. Private share (pink color) denotes private provision of education. Enrollment Information Indonesia 2007 Gross Number NER GER Private Share Pre-primary 3,723,924 31.17% 43.65% 99% Primary 29,796,705 94.83% 117.25% 18.2% L. Secondary 11,503,387 N/A 90.48% 44% U. Secondary 7,213,387 N/A 56.54% 50.8% TVET Secondary 2,401,731 N/A 12.80% 67.6% Total Secondary 9,615,118 67.54% 73.48% Tertiary 2,303,469 N/A 17.46% 60% Total 66,557,721 Source: World Bank EdStats, UNESCO Institute for Statistics

Indonesia Education Structure Compulsory education in Indonesia consists of grades 1-9. 25% of children at primary level are over-age as indicated by the large gross enrollment percentage. Education Configuration and Enrollments 2007 % Net Enrollments % Gross Enrollments Classification Level/Grade Ages 2007 Pre-primary Pre-school 4-5 31% 44% Pre-university Primary, grades 1-6 7-12 95% 117% Junior Secondary, grades 7-9 13-15 62%* 91% Senior secondary, grades 10-12 16-18 42%* 57%   TVET Secondary N/A 13% Tertiary Post secondary TVET 19-22 18%** 2 year degree 19-20 4 year degree 18-22 *2005 data. ** Includes all degree levels of Tertiary. . Source: World Bank EdStats, UNESCO Institute for Statistics Analysis: Net enrollment is high showing that Indonesia should soon reach universal primary enrollment. Over-age enrollment is an issue especially at primary levels as can be seen from the large differences between Net and Gross enrollment rates. Over-age enrollment indicates the strength of the system to attract all students to schooling at the lower levels of the system but shows up in later grades as a drop-out issue as students and parents decide they are too old for the grade they are in and/or the opportunity costs become to high to stay in school. Note: Definitions: N/A – Not Available Net enrollment: Ratio of children of official school age for a particular grade or education level, enrolled in a particular grade or level, expressed as a percentage of the population in that same age group. Gross enrollment: Total enrolment (regardless of age), as a percentage of the population in the official age group corresponding to a particular level of education. Source: World Bank EdStats, UNESCO Institute for Statistics

Indonesia Population Structure 54% of the population is less than 30 years old. Indonesia’s total population is the fourth largest in the world at 240,271,522. Source: International Labor Organization Analysis: The large proportion of youth in the population will continue to stress the education system and labor market for the next decade. Data Notes: Population Structure Indonesia 0-14 years 27.30% 15-29 years 27.10% 30-65 years 39.70% 65+ years 5.90% Total 100.00% Population Growth: 1.136% (2009 est CIA World Fact-book) Source: International Labor Organization

Indonesia Relevant Policies: Education Policy Relevant Policies: National Education Strategic Plan 2005-2009 (RENSTRA) http://planipolis.iiep.unesco.org/upload/Indonesia/Indonesia%20EducationPlan2005-2009.pdf National EFA Action Plan 2003/2015 http://planipolis.iiep.unesco.org/upload/Indonesia/Indonesia_EFA_MDA.pdf Inclusive Education: The Way of the Future 2008 http://www.ibe.unesco.org/National_Reports/ICE_2008/indonesia_NR08.pdf Source: Inclusive Education: The Way of the Future 2008, Act of the Republic of Indonesia, Number 20, On National Education System 2003, Indonesia Local Government Law 32 of 2004, Indonesia: EFA Mid-Decade Assessment 2007. National Education Strategic Plan 2005-2009 (RENSTRA). Data Notes: Strategic Plan 2005-2009 Ensuring Equity and Expansion of Access to Education Improving Quality, Relevance and Competitiveness Strengthening Good Governance, Accountability and Public Image National EFA Action Plan 2003/2015 Focus areas: Early Childhood Education and Care Basic Education Literacy Education Life Skills Education Gender Equity Education Quality of Education Financing and Achievement of EFA Goals. Inclusive Education Programs – Action plan for provision of education for underserved populations. “Government has dramatically increased public expenditure allocations for education. Since 2000, education share of GDP has increased from 2.5% to 3.9% and share of public expenditure has risen from 12% to 16.8%. Central education spending has increasingly focused on achieving EFA goals through expanded primary and secondary school infrastructure programs, quality oriented school operational block grants and teacher upgrading programs. In 2005, Parliament approved a new teachers law and funding program to ensure that all school teachers and managers achieved graduate level qualifications and performance accreditation by 2015.” (EFA MDA Report)

Indonesia Education Access: Pre-university Primary enrollments have declined incrementally Secondary enrollments are growing strongly, more than 28% since 1990. Source: World Bank EdStats, Indonesia Ministry of National Education Analysis: Data: Pre-university Enrollments Pre-primary* Primary Lower Secondary* Upper Secondary* Total Secondary 1990 24.6% 96.7% 69.2% 39.8% 39.1% 2007 43.6% 94.8% 90.5% 56.5% 67.5% Difference 19.% 1.9% 21.3% 16.7% 28.4% Primary and Total Secondary are net enrollments. *Pre-primary, lower and upper secondary are gross enrollment rates. Source: World Bank EdStats, Indonesia Ministry of National Education

Education Access: Tertiary Indonesia Education Access: Tertiary Every year, 450,000 students take the national university entrance exam to compete for 75,000 seats at public universities. Private universities enroll more than double the number of students who enroll in public universities. Source: World Development Indicators, UNESCO (2006) Higher Education in Sout East Analysis: Public university is considered to offer the better of higher education options. Private university education is a second choice for tertiary education. Not only do private universities cost more to attend than public universities do, but the education they provide is often of dubious quality. The government limits the number of places offered at public universities thereby limiting their financial obligation to the sector. On the other hand, controlling quality at private universities is more difficult for the government. Data Notes: Post-Secondary Gross Enrollments Public Private Total 1990 711 1,883 2594 2000 795 1,992 2787 2003 938 2,099 3037 2006 2,303 Source: World Development Indicators, UNESCO 2006

Education Access: Gender Indonesia Education Access: Gender At the secondary level, the gender gap has closed as a result of girls and boys enrolling in equal numbers. The Gender Parity Index for combined primary and secondary levels (gross enrollment) is .98. Source: World Bank EdStats Analysis: Data notes: Pre-university Enrollments by Gender Primary Secondary Boys Girls Boys Girls 1990 98.6% 94.9% 41.6% 36.6% 2000 94.1% 90.9% 49.4% 47.0% 2004 95.3% 93.3% 56.4% 55.9% 2007 96.9% 92.7% 67.4% 67.4% Definitions: GPI: Gender Parity Index refers to the ratio of the females to males in gross enrollment numbers. A GPI of 1 indicates parity (equal numbers) between sexes. Source: World Bank EdStats

Education Quality: Teachers Indonesia Education Quality: Teachers 63% of teachers have less than a four-year post-secondary education the government stipulates as a minimum teaching qualification. 81% of teachers with the lowest levels of education themselves teach at the primary level of education. Source: Indonesia Ministry of National Education (2009 ) Teacher Certification in Indonesia Analysis: The majority of the most poorly educated teachers in the workforce are located in primary schools where it is so vital to teach children basic skills. The lower quality of the teachers suggests that the children also do not receive the best quality education. The data presented are from 2005, before the inception of the 2005 Teacher Law. The government estimates that by 2009, 40% of teachers will have been up-graded to a Bachelor’ degree through the professional development system as per the procedure of the Teacher Law. (Ministry of National Education 2008 National Education Report at the International Conference of Education, Bangkok. ) Notes: The country has a total number of 2,783,321 teachers. The numbers of Masters and PhD degreed teachers are so small that they don’t show up on the graph. Teachers with Masters’ degrees, a total of 11,428 of all teachers, shows up on the above graph as 0% and PhDs, total of 60, does not show up at all. Data notes: Teacher Qualifications % Whole Numbers Sr Sec. 25.9 722,293 1 year 3.5 96,416 2 year 26.3 731,371 3 year 6.8 189,404 Bachelor 37.1 1,032,349 Master 0.01 11,428 PhD 60 Total 100% 2,783,321 Definitions: Sr Secondary: graduate of senior secondary, grade 12 I year: certificate program 3 year: associate degree program Notes: 2005 Teacher Law Mandates a 4-year college degree as the minimum education level of attainment for teachers Mandates the establishment of a system of certification for teachers. Provides a basis for incentives for teacher to reach these standards. The law also specifies that a “professional allowance”, in the same amount as their base salary to be granted to certified teachers Prompts the overhaul of teacher rtaining to equip them with qualifications and skills to meet the increased standard Source: Indonesia Ministry of National Education 2008

Education Quality: Teachers Indonesia Education Quality: Teachers 66% of remote primary schools do not have enough teachers. 68% of urban primary schools have too many teachers. Source: Employment and Deployment Survey 2005 in World Bank (2007) Investing in Education: Indonesia Analysis: Teacher distribution information suggests that Indonesia has enough primary teachers to cover classrooms but that they are not equally deployed throughout the country. As teacher salaries come from the central government and schools do not have to pay for teachers, reports suggest that schools have a strong incentive to claim undersupply and request additional teachers. This makes teaching loads and hours light. Schools will claim an undersupply even when they have a large oversupply. (World Bank 2007). In the meantime, schools that actually need more teachers are short-changed. Data notes: Over/undersupply of Primary Teachers by Location Total Urban Rural Remote Over-supply 55 68 52 17 Under-supply -34 -21 -37 -66 Source: Employment and Deployment Survey 2005 10

Education Quality: Completion Indonesia Education Quality: Completion Indonesian children are very successful at completing primary education, in the past girls more so than boys. Source: World Bank EdStats Analysis: Data notes: Primary Completion Rates Boys Girls Total 1995 95.8 97 96.4 2001 94.9 95.7 95.3 2004 99.2 100.6 99.9 2007 106 103.6 104.8 Source: World Bank EdStats

Education Quality: Testing Indonesia Education Quality: Testing Indonesia grade 8 students placed 34 out of 45 participating countries on the 2003 TIMSS and 36 out of 49 on the 2007 TIMSS. On the 2007math test, 29% of students did not attain the lowest benchmark score of 400 and 48% achieved the low benchmark score. Source: TIMSS 2007 International Math Report Analysis: Low scores in the TIMSS test suggest that school system deficiencies are to blame for poor learning achievements of the students. Indonesia also participated in the Program for International Student Assessment (PISA) in 2003, a test for 15 year olds in math, science and language. Indonesia ranked last out of 40 countries in both math and language. Over 50% of students did not reach level 1 in math on a scale of 0-6. Definition: TIMSS: Trends in International Math and Science Study, a test of math and science for 4th and 8th graders, is used to compare educational achievement on an international basis. The exam tests student knowledge of basic math and science concepts which should be standard curricula offerings for grade 4 and 8 learners. Data Notes: Below low (<400) Low (400) Intermediate (475) High (550) Advanced (625) Math 29% 48% 19% 4% 0% Source: TIMSS 2007 International Math Report

Indonesia Education Equity: Geographic Disparities The diverse and wide variation in geographic and population distribution patterns of Indonesia challenge national education reform planning and implementation. For example, in 2004, net enrollment rates in primary education ranged from approximately 80% in the province of Papua to about 95% in Kalimantan Tengah. At the junior secondary level, net enrollment rates varied from about 41% in Papua to approximately 77% in D.I Yogyakarta, and at the senior secondary level, from around 20% in Sulawesi Barat to approximately 62% in D.I. Yogyakarta. The system must also be responsive to the religious and cultural diversity in the country, acknowledging many faiths and ethnicities of the population. Source: EFA Mid Decade Assessment Indonesia 2007 Analysis: The diversity in geography and population is a big challenge to the government to provide equitable access and good quality of education for all children. Notes: “Education reform planning must respond to unique geographical patterns and distribution of the Indonesian population. For example, 60% of the population is concentrated in Java and Bali islands, yet these islands constitute only 7% of our land area. In contrast, the Mollucas and Papua represent 21% of the population and 69% of land area. Consequently, the education system in Indonesia faces particular issues in ensuring cost effective and efficient provision of high quality education. Education systems also need to be responsive to religious diversity incorporating Islamic, Christian, Hindu and Buddhist dimensions.” Source: EFA Mid Decade Assessment Indonesia 2007

Education Equity: Income Disparities Indonesia Education Equity: Income Disparities Primary enrollment is almost universal across wealth quintiles. The poorest students have little access to university education. Source: Triaswati and Roesian 2003 in UNESCO (2006) Higher Education in South East Asia Analysis: Data notes: Enrollments by Income Quintile and Level 2003 Poorest 2 3 4 Richest Primary 93.1 95.4 96.6 97.7 98.8 Jr Secondary 68.1 78.4 82 89.1 92.2 Sr Secondary 29.9 42.4 52.2 62 71.1 University 3.3 4.8 7.5 12.5 30.9 Source: Triaswati and Roesian 2003

Education Equity: Academic Disparities Indonesia Education Equity: Academic Disparities Pre-primary education is largely provided by private entities. A large proportion of technical-vocational education is offered privately but recent research questions quality of education offered at these institutions. Source: UNESCO Institute for Statistics Analysis; Indonesia has more than 50,000 private schools, which are some of the best and worst schools in the country. At the upper levels of the education structure, students are sorted into different school types (academic or vocational) largely according to their entrance exam scores. Recent reports indicate that at the senior secondary level (grade 10), public schools attract the highest-scoring students, while private vocational schools serve the lowest-scoring students. Recent trends in student enrollments show a slow steady decline in vocational education enrollments (1,6 million in 1999 to 1.2 million in 2004) despite the government’s current focus on increasing the number of vocational schools. Vocational school (both public and private) attendance is more expensive for parents than general academic schools (public school least expensive and private general education school second least expensive), but seem to be the main option for low-performing students to continue their education grades 10-12. Recent research indicates that private vocational school graduates seem to have the poorest labor market returns on education leading to questions of quality of education offered at these private institutions and further, provides little evidence to support the current intention of the government to expand vocational education. (World Bank 2009 The Value of Vocational Education). Data notes: Private Share of Education Provision Pre-primary Primary Jr. Secondary Sr. Secondary TVET Secondary 2000 99.2 15.7 37 41.3 69.8 2002 99.1 16 36.4 43.6 70.6 2004 98.8 16.3 36.1 44.6 71.8 2007 99 18.2 44 50.8 67.6 About 87 percent of the private schools are Islamic; about 60 percent of the private schools are primary and junior secondary madrasahs (schools teaching the general curriculum and Islamic religion) and 28 percent are pesantren (Islamic boarding schools). The Islamic schools are generally operated by a foundation, benefit from community support, and attract poorer families. The Islamic schools operate under the oversight of the Ministry of Religious Affairs (MORA), which is centralized only, and not decentralized— a complicating factor, insofar as two different ministries, MONE and MORA, have the responsibility for educational delivery. USAID (2009) Indonesia Teacher Education and Professional Development: A Gap Analysis Source: UNESCO Institute for Statistics

Education Efficiency: Expenditure Indonesia Education Efficiency: Expenditure Education share of GDP has increased from 2.5% to 3.9% and share of public expenditure has risen from 12% to 16.8% since 2000. Source: World Bank Education at a Glance, Global Monitoring Report 2008 Analysis: The government has dramatically increased public expenditure allocations for education. Since 2000, education share of GDP has increased from 2.5% to 3.9% and share of public expenditure has risen from 12% to 16.8%. (EFA MDA Report) Data notes: Education Expenditures % GDP % Public Spending Philippines 2.5% 16.0% Thailand 4.3% 25.0% Cambodia 1.6% 12.4% India 3.2% 10.7% Indonesia 3.5% 17.5% Laos 3.2% 15.8% Bangladesh 2.5% 14.2% ASEAN 4.2% N/A OECD 5.4% 1.0% Definitions: ASEAN: Association of South East Asian Nations OECD: Organization of Economic Cooperation and Development Source: World Bank Education at a Glance, Global Monitoring Report 2008

Education Efficiency: Expenditure Indonesia Education Efficiency: Expenditure The large expenditures on primary education have paid off in almost universal enrollments at that level. Source: World Bank 2007 Investing in Indonesia’ s Education Analysis: The government has made primary education a priority to increase access and quality. Now that primary levels are nearing universal enrollment, the government needs to focus more of the budget on the secondary levels. Tertiary education demands seem to be met by the growth of private universities. Quality needs to be addressed across all levels. Data Notes: Education Spending Pattern 2005 Primary 47% Jr Secondary 27% Sr Secondary 15% Tertiary 12% Source: World Bank 2007 Investing in Indonesia’ s Education

Education Efficiency: Repetition Indonesia Education Efficiency: Repetition Apparently, primary repetition rates have been a target of the government in the past and are now quite low. Repetition appears to be no issue at the secondary level. Source: UNESCO Institute for Statistics Analysis: Data Notes: Repetition Rate Primary-Secondary Primary Secondary 2000 6 0.38 2002 5.31 0.35 2004 2.89 0.39 2007 3.32 0.51 Source: UNESCO Institute for Statistics

Education Efficiency: Repetition Indonesia Education Efficiency: Repetition Indonesia compares favorably with other ASEAN countries with similar spending rates to address repetition at the primary level. Source: World Bank Education at a Glance Analysis: Data Notes: Repetition %GDP Bangladesh 7 2.5 Cambodia 11.6 1.5 India 3.4 3.2 Indonesia 3.3 3.5 Philippines 2.3 2.5 ASEAN 4.2 OECD 5.6 Definitions: ASEAN: Association of South East Asian Nations OECD: Organization of Economic Cooperation and Development Source: World Bank Education at a Glance

Education: Conclusion Indonesia Education: Conclusion Successes: Access: Near universal primary enrollments. Strong secondary growth. Quality: High primary completion rates. Equity: Approaching gender parity across pre-university levels. Efficiency: Increasing public education expenditures. Low/falling repetition rates. Challenges: Access: Limited public tertiary growth. Quality: Low teacher academic qualifications. Poor student academic achievement as measured by international testing. Equity: Geographic and wealth disparities in school enrollments especially at upper education levels. Private provision of education at all levels but quality and cost issues. Efficiency: Innovative Models Needed to Reach the Unreached. [government policy] A key conclusion is that context specific and innovative solutions will be required to ensure the last 5% and 20% of primary and junior secondary age children respectively attend school. The proposed strategies of flexible organizational models (e.g. one-roof facilities), non-formal education (e.g. equivalency education, open schooling) are appropriate. EFA Mid Decade Assessment.