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"Indonesian government simultaneously improves access to and quality of education for all citizens. Although its efforts had noticeable impact, many of the target to improve access to and quality of education nevertheless still have not been archived and education inequality is still persistent. Using a multi level multi-resource framework, this, this article comprehend some of the mechanisms behind the unequal access to and quality of education. It suggests that the impact of and interplays between human,social, economic, political, and infrastructural capital at the Individual, household, school, community and government level are important on inequality in access to and quality of education in Indonesia. For Instance, family factors, such as wealth, education investment and educational background also reduce the likelihood that children to preschool as a within level cross resource effect; living in a higher trust strengthen the effect of association on preschool participation as a between level single resource effect; residing in urban area reinforces the effect of associations but it weaken the effect of reciprocity on preschool participation as a between level cross resource effect consists in urbanization. In terms of decentralization, the length of schooling slightly increased but progress in the length of schooling slightly decreased after decentralization; even through student achievement and achievement gaps are strongly determined by student and family characteristic, the results show that differences between school tracks and streams also play an important role."

"[This book explores notions of quality as understood within various systems of national, formal, and nonformal education. Also it considers the tensions that arise with the introduction of new standardized notions of quality in relation to international measures and educational reforms in developing countries. In all cases, specific national issues and concerns compete with global agendas. Challenges to quality that are given particular attention in the book chapters include changing definitions of quality, high expectations for education and issues with implementation, and the introduction of English as a means to achieve quality in a globalizing world. Special attention is also given to possible actions that support a more equitable education without ignoring the requisite of quality. The final chapter suggests three models/choices for seeking higher quality and guiding the educational future of nations.;This book explores notions of quality as understood within various systems of national, formal, and nonformal education. Also it considers the tensions that arise with the introduction of new standardized notions of quality in relation to international measures and educational reforms in developing countries. In all cases, specific national issues and concerns compete with global agendas. Challenges to quality that are given particular attention in the book chapters include changing definitions of quality, high expectations for education and issues with implementation, and the introduction of English as a means to achieve quality in a globalizing world. Special attention is also given to possible actions that support a more equitable education without ignoring the requisite of quality. The final chapter suggests three models/choices for seeking higher quality and guiding the educational future of nations., This book explores notions of quality as understood within various systems of national, formal, and nonformal education. Also it considers the tensions that arise with the introduction of new standardized notions of quality in relation to international measures and educational reforms in developing countries. In all cases, specific national issues and concerns compete with global agendas. Challenges to quality that are given particular attention in the book chapters include changing definitions of quality, high expectations for education and issues with implementation, and the introduction of English as a means to achieve quality in a globalizing world. Special attention is also given to possible actions that support a more equitable education without ignoring the requisite of quality. The final chapter suggests three models/choices for seeking higher quality and guiding the educational future of nations.]"