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changes, with 41 percent of these citizens living in Sumatra, but only 12 percent in the Papuaprovinces.Figure IV.11: Map – Number of Citizens without Access to ECED FacilitiesFigure IV.11 shows the absolute number of people without access to ECED facilities by subdistrict.Most sub-districts with more than 10,000 people living in villages without access to ECEDfacilities are found for Sumatera Utara (83), Sumatera Selatan (52), Kalimantan Barat (51), Papua(41), Banten (30), as well as NAD (28) and NTT (28). Again, we observe particularly significantdifferences between relative and absolute gaps for Papua, driven by at the same time low relativescores and low population densities.Figure IV.12: Map – Number of Citizens without Access to SMP within 6kmOverall similar patterns are observed for the availability of a SMP facility within 6 km from thevillage. While 44 percent of the sub-districts with access rates below 75 percent are located in thePapua provinces (Table IV.13), this region accounts for 15 percent of the 9.46 Mio. citizenswithout access. Most people without junior secondary schools within 6 km distance live in Java andSumatra, with the highest absolute numbers found for the provinces of Papua (1.23 Mio.),Sumatera Utara (0.84 Mio.), Jawa Barat (0.77 Mio.), Jawa Tengah (0.76 Mio.), Jawa Barat (0.71Mio.), Kalimantan Barat (0.68 Mio.), and Sumatera Selatan (0.60 Mio.).44
Teacher QualificationTurning to the indicators of teacher qualification, we calculate the number of additional teacherswith an S1 degree needed to reach the targets of (i) at least two ‘S1’ teachers in each SD school and(ii) at least 70 percent of teachers with S1 degree in each SMP school, respectively. Under theassumption of a constant total teaching force, 32,586 SD teachers and 26,086 SMP teachers wouldneed to obtain a bachelor’s degree or be replaced by new teachers with this qualification. However,these numbers may be seen as upper-bound estimates for at least two reasons. First, we alsoconsider temporarily hired teachers here. For instance, the number of additionally needed SMPteachers with an S1 degree decreases to 14,675 when the 70 percent goal is to be achieved amongpermanent staff only. Second, recent studies point to an over-supply of teachers especially in smallschools in rural areas (World Bank, 2010), which would call into question the underlyingassumption of a constant teaching force.Nevertheless, the numbers provide insight into the spatial distribution of teacher(under)qualification. Out of the estimated 32,856 additional SD teachers with S1 qualification, 11.1percent would need to be hired in Sumatera Utara, 10.4 percent in Kalimantan Barat, 9.6 percent inNTT, as well as 7.5 and 6.4 percent in the Maluku and Papua provinces, respectively. At SMPlevel, the target of having at least 70 percent of the teaching force holding an S1 degree wouldrequire the qualification/replacement of 2,180 ‘non-S1 teachers’ in the province of Sumatera Utara,2,094 in NAD, 2,012 in Jawa Barat, 1,832 in Kalimantan Barat, 1,739 in NTT, and 1,713 inMaluku. Building CharacteristicsThe assessment of existing gaps with respect to building characteristics reveals that a total of21,653 public schools lack electricity and 30,207 schools do not provide water in the student’sbathroom. Most of these schools are elementary schools, which account for 86 percent of theschools both without electricity and water in the student’s bathroom. Most of the schools withoutelectricity are thereby found in Sumatra (7,337), Sulawesi (4,701) and Kalimantan (4,010). Waterin the student’s bathroom is not available in 10,256 public schools in Sumatra, 8,276 in Java, 4,379in Sulawesi, and 2,574 in Kalimantan.45
Page 3 and 4: List of TablesTable II.1: Available
Page 5 and 6: Abbreviations, Acronyms and TermsBP
Page 7 and 8: obust across sectors, with signific
Page 9 and 10: I. IntroductionOver the past decade
Page 12 and 13: The PODES core dat
Page 14 and 15: aggregated at sub-district, distric
Page 16 and 17: i. Weights are based on the supply
Page 18 and 19: The first indicator is intended to
Page 20 and 21: average, difficult to reach for abo
Page 22 and 23: DIMENSION 1: PHYSICAL AVAILABILITY
Page 24 and 25: Given the existence of only one Pus
Page 26 and 27: for Puskesmas are above 90 percent
Page 28: Table III.7: OLS Regression Results
Page 31 and 32: PercentPercent10 20 30 4010 20 30 4
Page 33 and 34: Table III.13: Access to Health Serv
Page 35 and 36: Health WorkforceTurning to the indi
Page 38: while the indicators of accessibili
Page 41 and 42: and characterized by huge regional
Page 43 and 44: Selatan (88%) and Sulawesi Selatan
Page 45 and 46: IV.3. A Composite Index of Educatio
Page 51: Indicator Type of Gap Total Nationa
Page 55 and 56: Public Transport to Sub-district He
Page 57 and 58: norm. However, on Kalimantan and Pa
Page 59 and 60: VI. Summary of Results and Policy R
Page 61 and 62: the quality of the provided indicat
Page 63 and 64: ̅AppendixAppendix 1: Decomposition
Page 65 and 66: This impression is confirmed by the
Page 67 and 68: Table A.4: Education Indicators and
Page 69 and 70: BPSPHYSICAL AVAILABILITY HEALTH PER
Page 83 and 84: BPS PHYSICAL AVAILABILITY TEACHER Q
Page 95: BPS PHYSICAL AVAILABILITY TEACHER Q

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