We use five waves of the Indonesian Family Life Survey (IFLS) to create unique father-son matched data of the male population (aged 25–53). Using this data, we investigate the evolution of intergenerational transmission of educational attainment in Indonesia over time, by ethnicities (six major ethnic groups), and by regions (twelve provinces). To estimate the persistence in education (measured as schooling years of the father as a predictor of schooling years of the son), we use coefficient of correlation and regression coefficient methods. Our results from the regression coefficient suggest that persistence in Indonesia is declined over time. Whereas, the results from the coefficient of correlation reveals no secular trend in education persistence over time. Thus, to understand the reason behind the secular trend in the correlation coefficient we decompose the correlation following Checchi and García-Peñalosa (2008). The decomposed intergenerational correlation shows that although the persistence is declined at the lower-end of fathers’ education distribution, it is increased at the top-end of the distribution. Therefore, we argue that the coefficient of correlation should be used with caution while analyzing the education policy particularly the persistence in education. Thereafter, we document the stationary distribution and find the conclusive evidence of non-convergence in educational attainment over time among both, ethnicities and regions.

我们使用五次印尼家庭生活调查（IFLS）来创建男性人口（25-53岁）的独特父子匹配数据。利用这些数据，我们调查了不同种族（六个主要种族）和地区（十二个省）的印度尼西亚教育水平的代际传播的演变。为了评估教育的持久性（以父亲的受教育年限作为儿子的受教育年限的量度），我们使用相关系数和回归系数方法。我们从回归系数得出的结果表明，印度尼西亚的持久性随着时间的推移而下降。而相关系数的结果表明，随着时间的推移，教育持续性没有长期趋势。从而，为了了解相关系数长期趋势背后的原因，我们根据Checchi andGarcía-Peñalosa（2008）分解相关系数。分解的代际相关性表明，尽管持久性在父亲教育分布的低端有所下降，但在分布的高端却有所增加。因此，我们认为在分析教育政策特别是教育的持久性时应谨慎使用相关系数。此后，我们记录了平稳分布，并找到了种族和地区之间随着时间的推移，教育程度未趋同的确凿证据。分解的代际相关性表明，尽管持久性在父亲教育分布的低端有所下降，但在分布的高端却有所增加。因此，我们认为在分析教育政策特别是教育的持久性时应谨慎使用相关系数。此后，我们记录了平稳分布，并找到了种族和地区之间随着时间的推移，教育程度未趋于一致的确凿证据。分解的代际相关性表明，尽管持久性在父亲教育分布的低端有所下降，但在分布的高端却有所增加。因此，我们认为在分析教育政策特别是教育的持久性时应谨慎使用相关系数。此后，我们记录了平稳分布，并找到了种族和地区之间随着时间的推移，教育程度未趋同的确凿证据。