The Heterogeneous Effect of Primary School Construction in Indonesia

2017 ◽  
Author(s):  
Tushar Bharati ◽  
Seungwoo Chin
Keyword(s):  
Primary School ◽  
School Construction ◽  
Heterogeneous Effect

Evaluating satisfaction with PCM services for school construction: A case study of primary school projects

2010 ◽  
Vol 28 (3) ◽  
pp. 296-310 ◽  
Author(s):  
Wei Tong Chen ◽  
Shen Li Liao ◽  
Chun Sheng Lu ◽  
Leonard Mortis
Keyword(s):  
Primary School ◽  
School Construction

scholarly journals Intergenerational Human Capital Spillovers: Indonesia’s School Construction and Its Effects on the Next Generation

2019 ◽  
Vol 109 ◽  
pp. 243-249 ◽  
Author(s):  
Bhashkar Mazumder ◽  
Maria Rosales-Rueda ◽  
Margaret Triyana
Keyword(s):  
Human Capital ◽  
Primary School ◽  
Maternal Education ◽  
School Construction ◽  
School Building ◽  
Access To Education ◽  
Completion Rates ◽  
Next Generation ◽  
Building Project ◽  
Primary School Examination

We analyze the effects of increased access to education in one generation on human capital outcomes in the next generation. Using longitudinal data, we exploit the geographical and cohort variations in exposure to a massive primary school construction program in the 1970s in Indonesia. We show that the school building project increases primary school completion rates among both men and women. We find that children whose mothers were exposed to the school building project score higher on the national primary school examination, suggesting the importance of maternal education in the intergenerational transmission of human capital.

scholarly journals Schooling and Labor Market Consequences of School Construction in Indonesia: Evidence from an Unusual Policy Experiment

2001 ◽  
Vol 91 (4) ◽  
pp. 795-813 ◽  
Author(s):  
Esther Duflo
Keyword(s):  
Labor Market ◽  
Primary School ◽  
Returns To Education ◽  
School Construction ◽  
Average Increase ◽  
Economic Returns ◽  
Indonesian Government ◽  
Percent Increase ◽  
Policy Experiment ◽  
Market Consequences

Between 1973 and 1978, the Indonesian government engaged in one of the largest school construction programs on record. Combining differences across regions in the number of schools constructed with differences across cohorts induced by the timing of the program suggests that each primary school constructed per 1,000 children led to an average increase of 0.12 to 0.19 years of education, as well as a 1.5 to 2.7 percent increase in wages. This implies estimates of economic returns to education ranging from 6.8 to 10.6 percent. (JEL I2, J31, O15, O22)

scholarly journals The Effects of “Girl-Friendly” Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso

2013 ◽  
Vol 5 (3) ◽  
pp. 41-62 ◽  
Author(s):  
Harounan Kazianga ◽  
Dan Levy ◽  
Leigh L Linden ◽  
Matt Sloan
Keyword(s):  
Primary School ◽  
Burkina Faso ◽  
Test Scores ◽  
Treatment Effects ◽  
Regression Discontinuity ◽  
School Construction ◽  
Regression Discontinuity Design ◽  
School Program ◽  
Percentage Points ◽  
Standard Deviations

We evaluate a “girl-friendly” primary school program in Burkina Faso using a regression discontinuity design. After 2.5 years, the program increased enrollment by 19 percentage points and increased test scores by 0.41 standard deviations. For those caused to attend school, scores increased by 2.2 standard deviations. Girls' enrollment increased by 5 percentage points more than boys' enrollment, but they experienced the same increase in test scores as boys. The unique characteristics of the schools are responsible for increasing enrollment by 13 percentage points and test scores by 0.35 standard deviations. They account for the entire difference in the treatment effects by gender. (JEL I21, I28, J16, O15)

Design Satisfaction Measurement

2013 ◽  
Vol 4 (2) ◽  
pp. 75-91 ◽  
Author(s):  
Wei Tong Chen
Keyword(s):  
Primary School ◽  
Construction Projects ◽  
School Construction ◽  
Campus Planning ◽  
Construction Scheduling ◽  
Natural Lighting ◽  
Space Design ◽  
Planning And Design ◽  
Proposed Model ◽  
Analytical Tools

This study presents a novel model for evaluating design satisfaction (DS) for primary school construction projects. The proposed model consists of three aspects including Teaching space design, Campus planning and design, and Eco-awareness oriented and 19 DS evaluation items (DSEIs). Eco-awareness oriented was the most important aspect and must be exerted during the design phase of school construction based on the DS evaluation results of 10 schools. Additionally, special attention should be paid to design of natural lighting in classroom (DSEI5), utilization of color in classroom (DSEI7) and construction scheduling and planning (DSEI11) as they are important DSEIs that received low satisfaction scores. The results of this study contribute to the efforts to improve DS and the quality of primary school construction. The framework, methodology, and analytical tools used in the study can be applied to build similar models for other aspects of construction and service performance for school construction projects.

scholarly journals LITERACY AND PRIMARY SCHOOL EXPANSION IN PORTUGAL: 1940-62

2019 ◽  
Vol 38 (1) ◽  
pp. 111-145 ◽  
Author(s):  
Pedro Gomes ◽  
Matilde P. Machado
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Construction ◽  
County Level ◽  
Literacy Rate ◽  
School Expansion ◽  
Cent Increase ◽  
Causal Impact

ABSTRACTIn 1940, the Portuguese government approved a massive primary school construction plan that projected a 60 per cent increase in the number of primary schools. Based on the collection of a new dataset, we describe literacy levels in Portugal prior to the plan as well as the plan's strategy regarding the location of schools. We then estimate the causal impact of the increase in the number of schools between 1940 and the early 60s on enrolment and literacy, all at the county level. We conclude the increase in the number of schools was responsible for 80 per cent of the increase in enrolment and 13 per cent of the increase in the literacy rate of the affected cohorts.

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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