5. Early Childhood Education and Development Services in Indonesia

Alatas, Hafid; Brinkman, Sally; Chang, Mae Chu; Hadiyati, Titie; Hartono, Djoko Mulyo; Hasan, Amer; Hyson, Marilou; Jung, Haeil; Kinnell, Angela; Pradhan, Menno; Roesli, Rosfita

doi:10.1355/9789814459877-010

Cited by 8 publications

(9 citation statements)

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“…Thus, the "treatment" evaluated in this impact evaluation refers to this package of interventions provided by the ECED project -a community facilitator, block grants to establish playgroups, and teacher training (Hasan, Hyson and Chang, 2013).…”

Section: Indonesia Early Childhood Education and Development (Eced) Pmentioning

confidence: 99%

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Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Preschool Education in Rural Indonesia

Hasan¹,

Jung²,

Kinnell

et al. 2019

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The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

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Section: Indonesia Early Childhood Education and Development (Eced) Pmentioning

confidence: 99%

“…For further details please seePradhan et al (2013). 3 See for instance the estimates quoted inBarnett (1997) andEvans, Myers and Ilfeld (2000).4 Appendix 7-9 in Hasan, Hyson and Chang (2013) document that these villages are well balanced on a range of observable characteristics.5 Only 32 children from the two cohorts are siblings to each other.…”

mentioning

confidence: 99%

Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Preschool Education in Rural Indonesia

Hasan¹,

Jung²,

Kinnell

et al. 2019

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“…One of our central arguments is that the equity implications of socioeconomic participation patterns can only be assessed if the age patterns of participation are taken into account . Alatas et al ( 2013 ) note that while different types of ECCE services are intended to cater to specific age groups, these age groupings are not consistently adhered to in practice: Local conditions, service availability and family preferences mean that some four to five-year-olds may still be attending playgroup, rather than kindergarten, and some six-year-olds may already have started primary school. The present analysis provides comprehensive empirical backing for the contention that the age spread is even larger than thought, and interacts with socio-economic status.…”

Section: An Empirical Case Study: Indonesiamentioning

confidence: 99%

What do we mean by school entry age? Conceptual ambiguity and its implications: the example of Indonesia

Barakat

Bengtsson

2017

Comparative Education

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The age pattern of school entry reflects a complex social and empirical reality that is inadequately captured by a single number. Recognising these complexities in national and international research and policy discourse raises important but neglected questions around the identification of vulnerable groups, the relative value of pre-primary and primary education, as well as the normative powers and responsibilities of governments vis-à-vis parents, and the international educational community vis-à-vis both. This is illustrated by the example of Indonesia, where the official age norm for primary school entry is widely disregarded in practice, with a majority of children starting school one or even two years earlier. Crucially, it is the compliant children entering at the statutory age who tend to be from more disadvantaged households, and enjoy no benefit in educational outcomes from their greater maturity.

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“…A pilot project conducted with the assistant from the World Bank and the Netherland government developed community based early childhood education as a platform to educate early childhood children in Indonesia [7][8] [9]. This pilot showed that Indonesian children performed poor in lots of development domains, including physical health and motor skills [7][8] [9] [10].…”

Section: Introductionmentioning

confidence: 99%

“…This pilot showed that Indonesian children performed poor in lots of development domains, including physical health and motor skills [7][8] [9] [10]. In general, in UU No.…”

Section: Introductionmentioning

confidence: 99%

Institute Role of Teachers' Education in Improving the Standard of Development Achievement Rate and Standard of Teacher and Education Personnels of Early Childhood Education

Bakhtiar

Famelia

2018

Proceedings of the International Conference of Early Childhood Education (ICECE 2017)

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Abstract-Understanding the importance of the education during the early age, the Indonesian government supports the Early Childhood Education (ECE) through Permendiknas 58 Year 2009 on Standards of ECE. This standard include a) The standard of development achievement rate, b) The standard of teachers and education personnel's, c) The standards of content, process, and assessment; and d) The standard of facilities and infrastructure, management, and financing. This paper aims to evaluate the inconsistencies between standard of development achievement rate and the standards of teachers and education personnel's, especially in the competence of motor skills that should be achieved by young children in accordance with the competencies of teachers in teaching it. Furthermore, this paper describes the role of teacher education institution (Lembaga Pendidik Tenaga Kependidikan-LPTK) in preparing candidates for early childhood teachers in meeting the competencies standards of teachers and education personnel, according to Permendiknas number 58 year 2009.

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5. Early Childhood Education and Development Services in Indonesia

Cited by 8 publications

References 0 publications

Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Preschool Education in Rural Indonesia

Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Preschool Education in Rural Indonesia

What do we mean by school entry age? Conceptual ambiguity and its implications: the example of Indonesia

Institute Role of Teachers' Education in Improving the Standard of Development Achievement Rate and Standard of Teacher and Education Personnels of Early Childhood Education

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