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Indonesia

Can modern technologies facilitate spatial and temporal price analysis?

Marko Rissanen's picture

The International Comparison Program (ICP) team in the World Bank Development Data Group commissioned a pilot data collection study utilizing modern information and communication technologies in 15 countries―Argentina, Bangladesh, Brazil, Cambodia, Colombia, Ghana, Indonesia, Kenya, Malawi, Nigeria, Peru, Philippines, South Africa, Venezuela and Vietnam―from December 2015 to August 2016.

The main aim of the pilot was to study the feasibility of a crowdsourced price data collection approach for a variety of spatial and temporal price studies and other applications. The anticipated benefits of the approach were the openness, accessibility, level of granularity, and timeliness of the collected data and related metadata; traits rarely true for datasets typically available to policymakers and researchers.

The data was collected through a privately-operated network of paid on-the-ground contributors that had access to a smartphone and a data collection application designed for the pilot. Price collection tasks and related guidance were pushed through the application to specific geographical locations. The contributors carried out the requested collection tasks and submitted price data and related metadata using the application. The contributors were subsequently compensated based on the task location and degree of difficulty.

The collected price data covers 162 tightly specified items for a variety of household goods and services, including food and non-alcoholic beverages; alcoholic beverages and tobacco; clothing and footwear; housing, water, electricity, gas and other fuels; furnishings, household equipment and routine household maintenance; health; transport; communication; recreation and culture; education; restaurants and hotels; and miscellaneous goods and services. The use of common item specifications aimed at ensuring the quality, as well as intra- and inter-country comparability, of the collected data.

In total, as many as 1,262,458 price observations―ranging from 196,188 observations for Brazil to 14,102 observations for Cambodia―were collected during the pilot. The figure below shows the cumulative number of collected price observations and outlets covered per each pilot country and month (mouse over the dashboard for additional details).

Figure 1: Cumulative number of price observations collected during the pilot

Five lessons in infrastructure pricing from East Asia and Pacific

Melania Lotti's picture
Photo: © Dini Sari Djalal/World Bank

In the infrastructure domain, “price” is a prism with many façades.
 
An infrastructure economist sees price in graphic terms: the coordinates of a point where demand and supply curves intersect.
 
For governments, price relates to budget lines, as part of public spending to develop infrastructure networks.
 
Utility managers view price as a decision: the amount to charge for each unit of service in order to recover the costs of production and (possibly) earn a profit.
 
But for most people, price comes with simple question: how much is the tariff I have to pay for the service, and can I afford it?

To unlock student potential in East Asia Pacific, be demanding and supportive of teachers

Michael Crawford's picture

Among the 29 countries and economies of the East Asia and Pacific region, one finds some of the world’s most successful education systems. Seven out of the top 10 highest average scorers on internationally comparable tests such as PISA and TIMSS are from the region, with Japan, Republic of Korea, Singapore, and Hong Kong (China) consistently among the best. 

But, more significantly, one also finds that great performance is not limited to school systems in the region’s high-income countries. School systems in middle-income Vietnam and China (specifically the provinces of Beijing, Shanghai, Jiangsu, and Guangdong) score better than the average OECD country, despite having much lower GDP per capita. What is more, scores from both China and Vietnam show that poor students are not being left behind. Students from the second-lowest income quintile score better than the average OECD student, and even the very poorest test takers outscore students from some wealthy countries. As the graph below shows, however, other countries in the region have yet to achieve similar results.

It takes a village to tackle Indonesia’s early childhood development challenges

Thomas Brown's picture



“Indonesia’s future is at stake”, states Camilla Holmemo in her opening address at the Early Childhood Development Policy Conference, held in July 2017 in Jakarta. The program leader for human development, poverty and social development of the World Bank in Indonesia rallies the audience by highlighting the lack of access to early childhood education and development (ECED) services and the high incidence of child stunting in Indonesia.
 
Despite the country’s middle-income status, one in three children under five are stunted, the fifth highest rate in the world. For these children, the likelihood of becoming productive citizens is significantly hampered  – unless we do something about it now. 

Can Asia-Pacific achieve sustainable energy for all?

Sharmila Bellur's picture

The Asia-Pacific region, comprised of 58 economies, is geographically expansive and a picture of diversity. The trends for sustainable energy in Asia-Pacific, which mirror the region’s economic and resource diversity, are underscored by the fact that Asia-Pacific comprises 60 percent of the global population, generates 32 percent of global GDP, consumes more than half of the global energy supply, while generating 55 percent of global emissions from fuel combustion. The region’s sustainable energy picture is captured in a new report by the United Nations Economic and Social Commission for Asia and the Pacific (UNESCAP), entitled “Asia-Pacific Progress in Sustainable Energy: A Global Tracking Framework 2017 Regional Assessment Report.” The report is based on the World Bank and International Energy Agency’s Global Tracking Framework (GTF), which tracks the progress of countries on energy access, energy efficiency, and renewable energy under Sustainable Development Goal 7 (SDG7).
 
Photo credit: Flickr/World Bank

Four overarching sustainable energy themes emerge from the report:

Using technology to promote youth employment: How to develop digital solutions

Gabriela Aguerrevere's picture
Partners have developed a human-centered approach in developing digital platforms for youth. Photo: Sarah Farhat/ World Bank

How and when can we use technology to design and implement youth employment programs? We should ask ourselves whether investing in digital solutions is worth the time and money before deciding to include a digital component in our projects, because as much as technology can be transformative and help provide solutions, it is both expensive and time-consuming. Furthermore, we need to make sure we fully understand the problem that we are trying to solve.

What do we learn from increasing teacher salaries in Indonesia? More than the students did.

David Evans's picture
Money matters in education. Recent evidence from the United States shows that increased education spending results in more completed years of schooling and higher subsequent wages for adults. Spending cuts during the Great Recession – also in the U.S. – were associated with reduced student test scores and graduation rates.

How to manage urban expansion in mega-metropolitan areas?

Philip E. Karp's picture
 


As the world becomes increasingly urbanized, the number of megacities is growing rapidly.

Today there are 37 cities worldwide with populations of greater than 10 million, and 84 with populations greater than five million. More than three quarters of these cities are in developing countries. Together with their surrounding metropolitan areas, these cities produce a sizable portion of the world’s wealth and attract a large share of global talent.

These megacities face a series of common challenges associated with managing urban expansion, density, and livability—in a manner that takes advantage of the benefits of productive agglomerations, while mitigating the disadvantages of such high degrees of congestion and urban density.

Moreover, like other metropolitan areas, megacities face challenges of effectively coordinated planning, infrastructure development, and service delivery across multiple jurisdictions. Indeed, the New Urban Agenda issued at the Habitat III conference in 2016 identified metropolitan planning and management as one of the most critical needs to ensure sustainable urbanization.

Why gender parity is a low standard for success in education

Stephanie Psaki's picture
Gender parity in educational attainment may mask other important inequalities. (Photo: Vuong Hai Hoang / World Bank)


In many ways, girls’ education is a success story in global development. Relatively simple changes in national policies – like making primary schooling free and compulsory – have led to dramatic increases in school enrollment around the world. In Uganda, for example, enrollment increased by over 60 percent following the elimination of primary school fees.  

As more young people have enrolled in school, gaps in educational attainment between boys and girls have closed. According to UNESCO, by 2014, “gender parity (meaning an equal amount of men and women) was achieved globally, on average, in primary, lower secondary, and upper secondary education.”

Yet, more than 250 million children are not in school. Many more drop out before completing primary school. And many young people who attend school do not gain basic literacy skills. These challenges remain particularly acute for poor girls.

In a new paper, published in Population and Development Review, we explore recent progress in girls’ education in 43 low- and middle-income countries. To do so, we use Demographic and Health Survey data collected at two time points, the first between 1997 and 2007 (time 1), and the second between 2008 and 2016 (time 2).


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