Competitiveness in an increasinglyglobalized world requires a highly skilled and educatedworkforce. The Government of Indonesia recognizes that ahighly educated and skilled workforce is critical toreducing inequality and poverty. To ensure schools are givenadequate attention, the 2003 Law 20 on National EducationSystem mandates that 20 percent of national and districtgovernment budgets is for education. This target wasachieved in 2009 and has continued thereafter. Indonesia hasmade considerable progress in achieving universal enrollmentat the primary and secondary school levels. TheGovernment's attention to education through itspolicies as well as the two decades favorable economicgrowth has enabled gross enrollment at the primary schoollevels at about 100 percent, with gross enrollment at thesecondary school levels increasing from 55 to more than 86percent. Paradoxically, despite success in educationenrollment, Indonesian students have low learning outcomes,particularly in rural and remote areas of the country.Findings show that years of education and enrollment figuresdo not correlate with the quality of education provided. Inother words, "schooling ain't learning"(Pritchett 2013; World Bank 2018a). In all internationalassessments (such as the PISA, TIMSS, and PIRLS), Indonesianstudents rank bottom among all countries assessed (Hanushekand Woessmann 2007; OECD 2017; World Bank 2017). Over thepast 20 years, Indonesian student learning outcomes havetended to remain flat (OECD 2017; Beatty et al. 2018). Inaddition, studies show that primary and secondary schoolslocated in rural and remote areas have substantially lowerlearning outcomes compared with their urban counterparts(Stern and Nordstrum 2014; BPS 2017; Beatty et al.2018).
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