Tanggal	Judul dan Link	Sumber	Catatan
2022-11 (added)	Indonesia Learning Poverty Brief 2022	World Bank (2022)	Learning Poverty: Post-Covid update to the data now shows 53 percent of children in Indonesia at late primary age today are not procient in reading, adjusted for the out-of-school children. Out of School (Schooling Deprivation): In Indonesia, 7 percent of primary school-aged children are not enrolled in school. These children are excluded from learning in school. Below Minimum Proficiency (Learning Deprivation): Large-scale learning assessments of students in Indonesia indicate that 49 percent do not achieve the MPL at the end of primary school, proxied by data from grade 4 in 2015.
2022-07 (added)	Indonesia Learning Poverty Brief 2021	World Bank (2021)	Learning Poverty: 35 percent of children in Indonesia at late primary age today are not proficient in reading, adjusted for the Out-of-School children. Out-of-School: In Indonesia, 2 percent of primary school-aged children are not enrolled in school. These children are excluded from learning in school. Below Minimum Proficiency (MPL): Large-scale learning assessments of students in Indonesia indicate that 34 percent do not achieve the MPL at the end of primary school, proxied by data from grade 4 in 2011.
2021-07 (added)	Developing Literacy: A Case for Indonesia	Yayasan Tunas Aksara / Marissa van Dorp (2016)	An overview of the needs and opportunities for developing literacy in Indonesia.
2021-06 (added)	Writing and Literacy in Indonesia (A History of Literacy in Indonesia)	Peter Lowenberg (2000)	Abstract: “At the end of World War 2, when Indonesia declared its independence from the colonial regime of the Netherlands, only one Indonesian in 20 could read and write in any language. As the 21st century begins, almost nine out of every ten Indonesians is literate. This paper examines the sociolinguistic and historical context in which this dramatic increase in literacy has occurred, focusing on the development of written language in present-day Indonesia; the crucial role played by Bahasa Indonesia, the national language; and the contributions of both the conventional and the nonformal education systems in promoting literacy.”
2020-10 (added)	Education, Skills, and Decent Work in Low and Middle Income countries: Trends and Results from an Adult Skills Survey	Kenn, G. C (2016)	“Through pooled analysis with log hourly earnings in purchasing power parity (PPP) as the dependent variable in our sample of developing nations, we find that on average a standard deviation increase in literacy skills leads to wage gains of 28%. This is higher than the estimate by Hanushek et al (2015) of 17% for the same subpopulation in the OECD.”
2020-10 (added)	Returns to skills around the world: Evidence from PIAAC	Hanushek, Eric A., Guido Schwerdt, Simon Wiederhold, and Ludger Woessmann (2014)	A range of figures for returns to literacy (17% – 7%), numeracy and problem solving. (See Table 5)
2020-10 (added)	Returns to literacy skill for individuals, by language background	OECD, 2018	Average 8% increase in earnings for each one standard deviation improvement in literacy skills.
2020-04	Presentasi akhir program Lombok Utara Suka Membaca	Yayasan Tunas Aksara	Presentasi tentang hasil program Lombok Utara Suka Membaca, kerjasama dengan program INOVASI (Kemdikbud / DfAT Australia).
2020-03 (added)	PISA for Development	PISA (OECD)	“PISA for Development aims to increase middle- and low-income countries’ use of PISA assessments for monitoring progress towards nationally-set targets for improvement, for the analysis of factors associated with student learning outcomes, particularly for poor and marginalised populations, for institutional capacity-building and for monitoring international educational targets in the Education 2030 framework being developed within the UN’s thematic consultations.”
2020-02	UNESCO Institute for Statistics – Sustainable Development Goal 4 (Education)	UNESCO	“With the adoption of the Sustainable Development Goals (SDGs), the UIS has been clearly recognised as the “the official source of cross-nationally comparable data on education”
2019-12	PISA 2018 (Program For International Assessment) – Indonesia Snapshot	OECD	70% of students below PISA Level 3 in reading
2019-10	Learning Poverty (overview) dan Indonesia Country Briefing (.pdf)	World Bank	“35 percent of children in Indonesia at late primary age (10) are not proficient at reading.*” – *Not proficient: unable to read and understand a simple, age-appropriate text – the World Bank’s indicator for “Learning Poverty.”
2019-10	Tackling Education Poverty with System-Wide Improvements	Lant Pritchett, RISE	“Even if one adopts a clear target of eliminating education poverty, that does not imply that targeted programs are, or even can be, much of the solution. In a well-functioning education system, it might be that “inclusion” of the marginalized should be the primary strategy. But when the whole system is producing weak results for nearly every child, then “inclusion” is a false premise. In this situation, it is necessary to fix the whole system and increase performance across the board in order to reduce the number of children stranded in low performance.”
2019-10	The World Bank’s New Learning Poverty Measure is Welcome, but as a Means, Not an End	Michelle Kaffenberger, RISE	“On Thursday the World Bank launched its new Learning Poverty measure, to serve as a rallying cry for improved learning. It is intended to be the learning equivalent of the $1/day poverty line, measuring the percent of children below a low learning threshold—those who cannot read a simple passage by age 10. Shockingly, it finds that in low-income countries, 89 percent of children do not meet this threshold.”
2019-09	Building on solid foundations: What learning profiles tell us about prioritizing for learning (.pdf)	Michelle Kaffenberger, RISE	Slides 21-25 for a definition of Universal Early Procedural and Conceptual Mastery of Basic Skills.
2019-09	Asesmen Kompetensi Siswa Indonesia (AKSI)	Kementerian Pendidikan Indonesia (Kemendikbud) – Pusat Penilaian Pendidikan	Informasi tt kemampuan membaca, matematika dan sains
2019-10	The Importance of Improving Teacher Training Programs in Indonesia in Order to Increase Teacher Competence	Shintia Revina (RISE program)
2019-08	Building on Solid Foundations: Prioritizing Early Mastery of Basic Skills	Michelle Kaffenberger (RISE program)	More on Universal Early Procedural and Conceptual Mastery of Basic Skills (UEPCMBS). See also this video (particularly section on policy implications from 4 mins onwards)
2019-02	UNESCO Education Data: Indonesia	UNESCO
2019-01	PISA-D Reveals Exceptionally Low Learning	Michelle Kaffenberger, RISE
2018-04	Reading the Present, Writing the Future	Stuart Patience, HEAD Foundation THink Magazine	page 6
2018	Getting early grade reading right: A case for investing in quality Early Childhood Education programs	USAID: Sheila Manji	“… this paper draws attention to the critical importance of developing a strong foundation, in reading and all developmental domains, as a prerequisite to all later reading and learning success. Children’s environments and experiences during early childhood shape their developing brains; influence what knowledge, skills and attitudes they bring with them to school; and determine their trajectory for success in school and life. The abilities and attitudes children acquire before grade one form the foundation upon which all later learning will occur. The more all of the developmental domains are developed, the stronger the foundation and the more able children will be to learn, to read and to succeed in the early grades. Many interventions, such as USAID’s Early Grade Reading programs, begin once children are in school, missing the window of opportunity to lay a strong foundation. Interventions that reach children before they start school—at home and in ECE programs— set children up for reading success.”
2018	UNICEF Sustainable Development Goal 4 – Education – Baseline	UNICEF
2017	The Case for Investment in Early Grade Reading	Georgetown University; The World Bank. Sean Kelly; Jimmy Graham
2017-07	Education in Indonesia: Literacy is the Key to Learning	Stuart Patience, HEAD Foundation
2017	UNICEF Sustainable Development Goals (SDGs) – Indonesia Baseline Report (English) (Indonesian)	UNICEF
2017-06	Why we should invest in getting more kids to read — and how to do it	Harry Patrinos, World Bank
2016	Landscape Report on Early Grade Literacy	USAID: Young-Suk Grace Kim; Helen N. Boyle; Stephanie Simmons Zuilkowski; Pooja Nakamura	“The goal of this landscape report is to review and summarize available empirical evidence on early grade literacy acquisition and instruction in developing countries. … Although the need to improve students’ literacy skills is dire and immediate, changing behavior (e.g., teachers’ instructional practices; student’s learning) takes a long time (Cochran-Smith & Zeichner, 2005) and therefore, requires sustained efforts. Furthermore, reading comprehension and writing are high-order skills that are built on the development of many language and cognitive skills, which themselves take time to develop. Thus, successful reading and writing development to support students’ accessing and producing complex ideas in written texts requires quality instruction across multiple years, not just a single year. … Overall, this review substantiates the systematic and systemic nature of literacy education. Promoting successful early grade literacy instruction and acquisition requires evidence-based, empirically tested, and scientific approaches as well as efforts of stake holders at multiple levels, from students, parents, teachers, community members, and leaders in the country.”
2016-12	PISA 2015 Results (Volume I): Excellence and Equity in Education	PISA (OECD)
2016-08	The Need for Pivot to Learning: New Data on Adult Skills in Indonesia	Lant Pritchett, RISE Program
2016-03	PISA 2018 Reading Framework (Draft 2016)	PISA, OECD
2014-06	National Early Grade Reading Assessment (EGRA) for Indonesia	USAID / RTI	Date on reading proficiency, including fluency. Also: p43: Whether household members read to children p45: Data on availability of reading books (not textbooks) in classrooms; p49: Data on teacher training – only 1/3 teachers receives training in how to teach reading
2000?	UNESCO definition of Literacy Rate	UNESCO	Based on national census data – largely self-reported and not very reliable.
1957	World illiteracy at mid-century: a statistical study	U.N.