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Abstrak :
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had noticeable impact, many of the target to improve access to and quality of education nevertheless still have not been archived and education inequality is still persistent.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.

Abstrak :
Municipal and household-level determinants for Indonesian children out of school are studied using multilevel analysis of 221,392 children in 136,182 households in 497 municipalities. The higher the poverty rate and public education expenditure per capita, the higher the likelihood that children drop out. However, a high(er) mean of municipality education expenditure significantly increases the likelihood that children will never attend school. At the household level, expenditure, spending on education, and head of household's educational background have significant effect on reducing the number of the children out of school.