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"Education is found to be one of the leading factors of child marriage, though the relationship between the two is complex. The two-way relationship between education attainment and the probability of child marriage indicate an endogeneity problem. To address this problem, this study exploited the implementation of School Operation Assistance (henceforth be referred to as BOS) as an exogenous factor that indicates a jump in the years of schooling for a Fuzzy Regression Discontinuity design using data from the 2002/2003, 2007, 2012, and 2018 Indonesia Demographic and Health Survey (IDHS). This study found that an increased year of schooling decreases the probability of child marriage by an average of 3.8-6.6 percent. The study also shows that there is some evidence of a knowledge effect, which means that educational attainment affects the probability of child marriage through the channel of media and increased reproductive health knowledge.

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Pendidikan kerap kali disebut sebagai faktor utama dalam pernikahan anak, sekalipun hubungan di antara keduanya kompleks. Hubungan dua-arah antara pendidikan dan  kemungkinan pernikahan anak mengindikasikan adanya permasalahan endogenitas. Untuk mengatasi masalah ini, penelitian ini mengeksploitasi implementasi Bantuan Operasi Sekolah (BOS) sebagai faktor eksogen yang menunjukkan lompatan dalam lama bersekolah untuk fuzzy regression discontinuity design yang menggunakan data dari Survei Demografi dan Kesehatan Indonesia (SDKI) tahun 2002/2003, 2007, 2012, dan 2017. Studi ini menemukan bahwa peningkatan satu tahun bersekolah rata-rata mengurangi kemungkinan pernikahan anak sebesar 3,8-6,6 persen. Studi ini juga menunjukkan bahwa terdapat bukti efek pengetahuan, yang berarti pengaruh pendidikan pada probabilitas pernikahan anak disalurkan melalui media masa dan peningkatan pengetahuan kesehatan reproduksi."

"Educational subsidies are increasing school attendance, but the impact on the child’s working participation is vague. After running for five years, the government of Indonesia changed the regulation of Bantuan Operasional Sekolah (the BOS program or school operational assistance) to eliminate school fees for all elementary and junior secondary schools in 2009. This study intends to estimate the impact of hours of school attendance on children working using the 2009 regulation BOS program as an instrument. The estimation uses data from the fourth and fifth Indonesia Family Life Survey (IFLS) with Fuzzy Regression Discontinuity Design (FRDD) as methodology. The result presents that the children who benefited from the 2009 regulation BOS program spent more hours attending school than non-beneficiaries. However, the increase in school attendance is increasing the time allocation for income-generating and household work, supporting the idea that working and schooling are not perfectly substitutable."

"[Selain menghadapi permasalahan kemiskinan, Indonesia juga dihadapkan pada dua tantangan mendasar yang saling terkait yakni bagaimana mempertahankan tingkat pertumbuhan ekonomi dan mengurangi kesenjangan distribusi pendapatan. Dalam menghadapi berbagai hal tersebut, Pemerintah telah mengimplementasikan kebijakan redistribusi melalui strategi pertumbuhan yang inklusif dengan menyalurkan pengeluaran sosial dalam bentuk belanja bantuan sosial dan Bantuan Operasional Sekolah (BOS). Akan tetapi, belum banyak buktiempiris yang dapat menjelaskan dampak pengeluaran sosial terhadap pertumbuhan ekonomi. Selain itu, belum dapat dibuktikan apakah pengeluaran sosial yang disalurkan oleh pemerintah Indonesia dapat dikategorikan sebagai strategi pertumbuhan yang pro-poor dan inklusif. Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh belanjabantuan sosial dan Bantuan Operasional Sekolah (BOS) terhadap pertumbuhan ekonomi di 33 provinsi di Indonesia tahun 2006-2012 menggunakan alat analisis regresi dengan Fixed Effect Model. Setelah mengetahui jenis pengeluaran sosial yang dapat mendorong pertumbuhan ekonomi, selanjutnya penelitian ini akan mengidentifikasi apakah pengeluaran sosial tersebut dapat dikategorikan sebagai instrumen pertumbuhan yang pro-poor dan inklusif dalam kaitannya dengan pengurangan kemiskinan dan pembangunan manusia. Hasil penelitian ini menunjukkan bahwa hanya Bantuan Operasional Sekolah (BOS) yang secara statistik berpengaruh dalam meningkatkan tingkat pertumbuhan ekonomi. Selain itu, penelitian ini juga membuktikan bahwa Bantuan Operasional Sekolah (BOS) dapat dikategorikan sebagai instrumen pertumbuhan yang pro-poor dan inklusif.

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While battling poverty incidence, Indonesia is also confronted with two interwoven rudimentary challenges, sustained economic growth fueled with prevalent income inequality. Henceforth, the Government had intervened by

executing redistributive policy through the inclusive growth strategy by social expenditures provision in the form of social assistance spending and education support spending (BOS Program). Nonetheless, little has been proven empirically concerning the effect of social expenditures to economic growth and whether such spending can be categorized as pro-poor growth and inclusive growth strategy in the Indonesian context. Against this backdrop, this paper attempts to shed a light in this area by employing regression analysis through the Fixed Effect Model to investigate the effect of social assistance spending and education support spending (BOS Program) to economic growth in 33 Indonesian provinces from 2006-2012. After identifying the type of social spending which is able to stimulate economic growth, this paper then tries to determine whether such social spending can be categorized as pro-poor growth and inclusive growth instrument in the context of its efficacy on poverty alleviation and human development improvement respectively. The result suggests that only education support spending (BOS Program) that statistically significant in uplifting economic growth level. Furthermore, closer investigation indicates that this particular spending can be classified both as pro-poor growth and inclusive growth instrument.;While battling poverty incidence, Indonesia is also confronted with two

interwoven rudimentary challenges, sustained economic growth fueled with

prevalent income inequality. Henceforth, the Government had intervened by

executing redistributive policy through the inclusive growth strategy by social

expenditures provision in the form of social assistance spending and education

support spending (BOS Program). Nonetheless, little has been proven empirically

concerning the effect of social expenditures to economic growth and whether such

spending can be categorized as pro-poor growth and inclusive growth strategy in

the Indonesian context.

Against this backdrop, this paper attempts to shed a light in this area by

employing regression analysis through the Fixed Effect Model to investigate the

effect of social assistance spending and education support spending (BOS

Program) to economic growth in 33 Indonesian provinces from 2006-2012. After

identifying the type of social spending which is able to stimulate economic

growth, this paper then tries to determine whether such social spending can be

categorized as pro-poor growth and inclusive growth instrument in the context of

its efficacy on poverty alleviation and human development improvement

respectively. The result suggests that only education support spending (BOS

Program) that statistically significant in uplifting economic growth level.

Furthermore, closer investigation indicates that this particular spending can be

classified both as pro-poor growth and inclusive growth instrument, While battling poverty incidence, Indonesia is also confronted with two

interwoven rudimentary challenges, sustained economic growth fueled with

prevalent income inequality. Henceforth, the Government had intervened by

executing redistributive policy through the inclusive growth strategy by social

expenditures provision in the form of social assistance spending and education

support spending (BOS Program). Nonetheless, little has been proven empirically

concerning the effect of social expenditures to economic growth and whether such

spending can be categorized as pro-poor growth and inclusive growth strategy in

the Indonesian context.

Against this backdrop, this paper attempts to shed a light in this area by

employing regression analysis through the Fixed Effect Model to investigate the

effect of social assistance spending and education support spending (BOS

Program) to economic growth in 33 Indonesian provinces from 2006-2012. After

identifying the type of social spending which is able to stimulate economic

growth, this paper then tries to determine whether such social spending can be

categorized as pro-poor growth and inclusive growth instrument in the context of

its efficacy on poverty alleviation and human development improvement

respectively. The result suggests that only education support spending (BOS

Program) that statistically significant in uplifting economic growth level.

Furthermore, closer investigation indicates that this particular spending can be

classified both as pro-poor growth and inclusive growth instrument]"

"Penelitian ini bertujuan untuk menganalisis pengaruh Bantuan Operasional Sekolah (BOS) terhadap pemenuhan akses pendidikan menengah di Indonesia yang diukur dari perubahan Angka Partisipasi Murni (APM) Sekolah Menengah Atas (SMA) dan Sekolah Menengah Kejuruan (SMK). BOS SMA/SMK merupakan bantuan tunai yang diberikan oleh pemerintah pusat kepada sekolah SMA/SMK baik negeri maupun swasta dengan tujuan utama untuk membantu pembiayaan operasional sekolah dan diharapkan dapat membebaskan atau meringankan biaya sekolah yang harus ditanggung oleh siswa. Sejak tahun 2017, kewenangan SMA/SMK di Indonesia telah didesentralisasikan kepada pemerintah provinsi. Analisis menggunakan metode Fixed Effect pada data panel 34 provinsi di Indonesia dari tahun 2017 hingga 2021. Hasil estimasi menunjukkan bahwa BOS SMA/SMK tidak berpengaruh terhadap perubahan APM SMA/SMK, sedangkan belanja pendidikan pemerintah provinsi berpengaruh positif dan signifikan terhadap perubahan APM SMA/SMK di Indonesia.

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This study aims to analyze the effect of School Operational Assistance (Bantuan Operasional Sekolah/BOS) on students’ participation in secondary education at the provincial level in Indonesia as measured by Net Enrollment Rate (NER) for General Senior High School (SMA) and Vocational Senior High Schools (SMK). BOS SMA/SMK is a transfer of funds from the central government to the local government at the provincial level in Indonesia to support the operational activities of public and private schools of SMA/SMK. The primary objective of BOS is to finance school operations to lower or exempt school fees. Since 2017, the authority of SMA/SMK in Indonesia has been decentralized to the provincial governments. The analysis applies a fixed effect method for a panel data set of 34 provinces in Indonesia from 2017 to 2021. The estimation results show that BOS SMA/SMK does not affect the change of NER of SMA/SMK, whereas the provincial government education spending has a positive and significant effect on the change of the SMA/SMK NER in Indonesia."

"Bantuan Operasional Sekolah (BOS) adalah salah satu program pemerintah yang bertujuan untuk meningkatkan partisipasi sekolah, termasuk partisipasi sekolah anak disabilitas. Penelitian ini bertujuan untuk mengetahui seberapa besar pengaruh program BOS yang diberikan kepada SLB terhadap Angka Partisipasi Sekolah (APS) anak disabilitas pada tingkat kabupaten/kota di tahun 2020-2021. Dengan menggunakan metode analisis data panel, penelitian ini menunjukkan hasil bahwa BOS untuk SLB tidak memiliki pengaruh yang signifikan terhadap APS anak penyandang disabilitas di kabupaten/kota yang memperoleh dana BOS minimal sebesar Rp 120juta. Kabupaten/kota yang menerima dana BOS minimal Rp 120juta menandakan bahwa sekolah pada kabupaten/kota tersebut telah memenuhi minimal fixed cost yang dibutuhkan untuk menjalankan operasional sekolah. Namun demikian, meskipun kabupaten/kota sudah memperoleh besaran dana BOS minimal sesuai fixed cost, ternyata dana BOS tidak dapat meningkatkan partisipasi sekolah anak penyandang disabilitas. Variabel independen lainnya yang berpengaruh signifikan yaitu persentase disabilitas berat, persentase disabilitas yang tinggal di wilayah urban, rasio ketersediaan sekolah inklusi, rata-rata lama sekolah, dan regional. Sedangkan variabel independen lainnya yang tidak signifikan yaitu rasio guru-siswa SLB, rasio ketersediaan SLB, PDRB per kapita, dan usia harapan hidup. Hasil tersebut menunjukkan bahwa besaran dana BOS untuk SLB masih relatif sedikit jika dibandingkan dengan kebutuhan operasional sekolah, jenjang pendidikan dan jenis kebutuhan/gangguan; masih belum maksimalnya pendataan SLB untuk dapat menerima dana BOS; serta masih besarnya biaya personal pendidikan yang perlu dikeluarkan oleh keluarga dengan penyandang disabilitas. Penelitian ini memberikan implikasi bahwa perlu adanya evaluasi terhadap besaran dana BOS untuk SLB dengan menghitung kebutuhan riil operasional, jenjang sekolah dan jenis kebutuhan/gangguan penyandang disabilitas, perlu dimaksimalkannya pendataan SLB dan siswa penyandang disabilitas agar dapat menerima BOS, serta perlu ditingkatkannya bantuan untuk keluarga dengan penyandang disabilitas untuk membantu mengurangi biaya personal pendidikan.

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School Operational Assistance (BOS) is a government program that aims to increase school participation, including school participation for children with disabilities. This study aims to find out how much influence the BOS program provided to SLB has on the School Participation Rate (APS) of children with disabilities at the district/city level in 2020-2021. Using the panel data analysis method, this study shows that BOS for special schools does not have a significant effect on the APS of children with disabilities in 2020- 2021 in regencies/cities that receive a minimum BOS fund of IDR 120 million. Districts/cities that receive BOS funds of more than IDR 120 million indicate that schools are sufficient to meet the minimum fixed costs required for school operations. Even though schools have received the minimum amount of BOS funds according to the fixed cost, they cannot increase the school participation of children with disabilities in districts/cities. Other independent variables that have a significant effect are the percentage of severe disabilities, the percentage of disabled living in urban areas, the ratio of the availability of inclusive schools, the average length of schooling, and the region. Meanwhile, other independent variables that were not significant were the teacher-student ratio of SLB, the ratio of availability of SLB, GRDP per capita, and life expectancy. These results indicate that the amount of BOS funds for special schools is still relatively small when compared to the operational needs of schools, educational levels and types of needs/disorders; the data collection for SLB is still not maximal to be able to receive BOS funds; as well as the large personal costs of education that need to be paid by families with disabilities. This research has implications that it is necessary to evaluate the amount of BOS funds for SLB by calculating real operational needs, school level and types of needs/disorders of persons with disabilities, it is necessary to maximize data collection on SLB and students with disabilities so that they can receive BOS, and it is necessary to increase assistance to families with disabilities to help reduce personal education costs."