Long-Term and Intergenerational Effects of Education: Evidence from School Construction in Indonesia

Akresh, Richard; Halim, Daniel; Kleemans, Marieke

doi:10.1596/1813-9450-9559

Cited by 16 publications

(17 citation statements)

References 84 publications

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“…A contemporaneous paper to ours by Akresh et al (2018) examines the long-term effects of INPRES on the socio-economic well-being of the first generation and the intergenerational effects on school attainment. Their analysis is complementary to ours, studying a different set of outcomes and using nationally representative cross-sectional data from the 2016 Susenas, which relies on adult children co-resident with their parents.…”

Section: Previous Evidence On Inpresmentioning

confidence: 99%

“…One possible concern with that specification is that the comparison group may be contaminated. This is because the program could affect the marriage market (Akresh et al, 2018;Ashraf et al, 2018;Zha, 2019). For example, a father in the comparison group (older than primary school age at INPRES rollout) could marry a woman in the treatment group and thus be indirectly exposed to INPRES.…”

Section: Estimation Strategymentioning

confidence: 99%

“…These data allow us to track the offspring of INPRES exposed individuals and examine important effects on the human capital outcomes of the next generation. By using data explicitly designed to track an intergenerational sample, our study is complementary to a contemporaneous paper by Akresh et al (2018) who also examine the long-run effects and intergenerational effects of INPRES. Akresh et al (2018) consider a different set of outcomes for adult children who are coresident with their parents in cross-sectional survey data from 2016 (2016 Socio-economic survey, Susenas).…”

Section: Introductionmentioning

confidence: 99%

“…By using data explicitly designed to track an intergenerational sample, our study is complementary to a contemporaneous paper by Akresh et al (2018) who also examine the long-run effects and intergenerational effects of INPRES. Akresh et al (2018) consider a different set of outcomes for adult children who are coresident with their parents in cross-sectional survey data from 2016 (2016 Socio-economic survey, Susenas). 1 Like the earlier studies, we exploit variation in the rollout of INPRES across Indonesian districts.…”

Section: Introductionmentioning

confidence: 99%

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Social Interventions, Health, and Well-Being

2021

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We analyze the long-run and intergenerational effects of a large-scale school building project (INPRES) that took place in Indonesia between 1974 and 1979. Specifically, we link the geographic rollout of INPRES to longitudinal data from the Indonesian Family Life Survey covering two generations. We find that individuals exposed to the program have better health later in life along multiple measures. We also find that the children of those exposed experience improved health and educational outcomes and that these effects are generally stronger for maternal exposure than paternal exposure.We find some evidence that household resources, neighborhood quality, and assortative mating may explain a portion of our results. Our findings highlight the importance of considering the long-run and multigenerational benefits when evaluating the costs and benefits of social interventions in a middle-income country.

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Section: Previous Evidence On Inpresmentioning

confidence: 99%

Section: Estimation Strategymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Social Interventions, Health, and Well-Being

2021

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“…Prior work on SD INPRES has not explored the Islamic sector response or the program's nationbuilding consequences. Recent work by Akresh et al (2018) and Mazumder et al (2019) identify the long-term and intergenerational effects on similar outcomes as Duflo (2001), while Ashraf et al (2020) show that the policy had large effects on education for women from ethnic groups with a bride price tradition. Meanwhile, Martinez-Bravo (2017), Roth and Sumarto (2015), and Rohner and Saia (2019) study the impacts on governance, intergroup tolerance, and conflict, respectively.…”

Section: Introductionmentioning

confidence: 99%

Religion, Education, and the State

Bazzi¹,

Hilmy²,

Marx³

2020

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Public schooling systems are an essential feature of modern states. These systems often developed at the expense of religious schools, which undertook the bulk of education historically and still cater to large student populations worldwide. This paper examines how Indonesia's longstanding Islamic school system responded to the construction of 61,000 public elementary schools in the mid-1970s. The policy was designed in part to foster nation building and to curb religious influence in society. We are the first to study the market response to these ideological objectives. Using novel data on Islamic school construction and curriculum, we identify both short-run effects on exposed cohorts as well as dynamic, long-run effects on education markets. While primary enrollment shifted towards state schools, religious education increased on net as Islamic secondary schools absorbed the increased demand for continued education. The Islamic sector not only entered new markets to compete with the state but also increased religious curriculum at newly created schools. Our results suggest that the Islamic sector response increased religiosity at the expense of a secular national identity. Overall, this ideological competition in education undermined the nation-building impacts of mass schooling.

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Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence

Psaki

Haberland

Mensch

et al. 2022

Campbell Systematic Reviews

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Background Gender disparities in education continue to undermine girls' opportunities, despite enormous strides in recent years to improve primary enrolment and attainment for girls in low‐ and middle‐income countries (LMICs). At the regional, country and subnational levels gender gaps remain, with girls in many settings less likely to complete primary school, less likely to complete secondary, and often less likely to be literate than boys. The academic and policy literatures on the topic of gender‐related barriers to girls' education are both extensive. However, there remain gaps in knowledge regarding which interventions are most likely to work in contexts with different combinations of barriers. Objectives This systematic review identified and assessed the strength of the evidence of interventions and exposures addressing gender‐related barriers to schooling for girls in LMICs. Search Methods The AEA RCT Registry, Africa Bibliography, African Education Research Database, African Journals Online, DEC USAID, Dissertation Abstracts, EconLit, ELDIS, Evidence Hub, Global Index Medicus, IDEAS‐Repec, Intl Clinical Trials Registry, NBER, OpenGrey, Open Knowledge Repository, POPLINE, PsychINFO, PubMed, Research for Development Outputs, ScienceDirect, Sociological Abstracts, Web of Science, as well as relevant organization websites were searched electronically in March and April of 2019. Further searches were conducted through review of bibliographies as well as through inquiries to authors of included studies, relevant researchers and relevant organizations, and completed in March 2020. Selection Criteria We included randomized controlled trials as well as quasi‐experimental studies that used quantitative models that attempted to control for endogeneity. Manuscripts could be either published, peer‐reviewed articles or grey literature such as working papers, reports and dissertations. Studies must have been published on or after 2000, employed an intervention or exposure that attempted to address a gender‐related barrier to schooling, analyzed the effects of the intervention/exposure on at least one of our primary outcomes of interest, and utilized data from LMICs to be included. Data Collection and Analysis A team of reviewers was grouped into pairs to independently screen articles for relevance, extract data and assess risk of bias for each included study. A third reviewer assisted in resolving any disputes. Risk of bias was assessed either through the RoB 2 tool for experimental studies or the ROBINS‐I tool for quasi‐experimental studies. Due to the heterogeneity of study characteristics and reported outcome measures between studies, we applied the GRADE (Grading of Recommendation, Assessment, Development and Evaluation) approach adapted for situations where a meta‐analysis is not possible to synthesize the research. Results Interventions rated as effective exist for three gender‐related barriers: inability to afford tuition and fees, lack of adequate food, and insufficient academic support. Promising inter...

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Long-Term and Intergenerational Effects of Education: Evidence from School Construction in Indonesia

Cited by 16 publications

References 84 publications

Social Interventions, Health, and Well-Being

Social Interventions, Health, and Well-Being

Religion, Education, and the State

Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence

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