Bantuan Siswa Miskin : Cash Transfers for Poor Students
Primary enrollment rates in Indonesia are near 100 percent for all students, but students from poor and vulnerable households have a difficult time completing higher levels of education. Poor households most often have heads of households with prim...
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| Format: | Report |
| Language: | English en_US |
| Published: |
World Bank, Jakarta
2017
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/243151468038723351/Bantuan-Siswa-Miskin-cash-transfers-for-poor-students http://hdl.handle.net/10986/26695 |
| Summary: | Primary enrollment rates in Indonesia
are near 100 percent for all students, but students from
poor and vulnerable households have a difficult time
completing higher levels of education. Poor households most
often have heads of households with primary school education
or lower while rates of illiteracy among households below
the poverty line are approximately double that of non poor
households. For the most recent cohort (with completed
elementary and secondary education) less than 50 percent of
those from poor households who enrolled in first grade made
it to junior secondary and less than 20 percent made it to
senior secondary (compared to 90 and over 75 percent,
respectively, of those from the richest 20 percent of
households who enrolled in first grade). Poor households
also state that if higher education has to be rationed in
their household because it is too expensive, it is more
often male children who will be sent and female children
kept back. The Bantuan Siswa Miskin (BSM) program, which
provides cash transfers for school attendance, could provide
the right solution for poor households facing rising costs
and increased risk of low education. The BSM program
provides transfers from central education agencies directly
to students or schools in which students sit. The BSM
program is actually 10 independently-run initiatives that
together cover all levels of education (including vocational
education) at secular and religious public schools. Unlike
other household-based transfers, the BSM initiatives have
neither a central coordinating unit nor a unified budget.
Within each institution, separate units independently manage
and execute initiatives for students from each level of
schooling and for vocational education. The Kemenag-run BSM
initiatives for university scholars are further fragmented
by religious affiliation (of partner universities). In
total, there are 10 BSM initiatives, each with its own
manual, fund flow structure, and implementing procedures.
There is little coordination between initiatives, even those
located in the same institution. This note assesses the
operation and implementation of the BSM program to determine
how well poor households are served. It provides
quantitative analysis of the coverage, incidence, and
average benefit levels of BSM to determine both the
progressivity of the program's targeting and the
adequacy of benefit levels. Qualitative information on
program delivery and program operations will also shed light
on areas for reform. A review of the program's design
and operating guidelines will offer enhancements to the
program's effectiveness and relevance. |
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