This case study investigate the learning crisis in Indonesia during COVID-19 pandemic. The aim is to better understand how the learning from home (LFH) policy has been implemented and what technologies were in place or have been put in place to support distance learning, taking into account the accessibility and usability of digital platforms, the skill gaps among teaching staff, the struggle to assess and monitor learning outcomes, and the reach of the technology infrastructure in the country.
Impact / Outcome
Indonesia’s initial response to the COVID-19 pandemic demonstrated a good degree of dynamism and delegation of decision-making on the part of the Ministry of Education and Culture (MoE) and the Ministry of Religious Affairs (MoRA). Both ministries have issued detailed guidelines to implement the learning from home (LFH) policies, with a number of suggestions both in terms of online and offline teaching, which district authorities and schools have adapted to their specific contexts. The crisis has accelerated the implementation of some of the already planned activities to strengthen the use of technology in education.
Also, there is mixed evidence about the economic impact of the LFH policy on households. Some respondents have mentioned that distance learning has helped to reduce household expenditure, because parents do not have to provide allowances for food and children do not have to pay for transport — which also applies to teachers who can work from home and no longer need to travel. Other respondents (both parents and teachers) mentioned an increase in overall expenditure due to the increased cost for internet and phone credit, which outweighs the savings on transport.
Funding sources
Public
Key Metrics
Implementation of initiatives already planned and aimed at strengthening the use of technology in education
Operating model
Public-private partnershipYear published
01 January 2020