La Administración de la Educación Primaria en Madagascar
- Primary schools
- Rural population
- Enrollment and attendance
- Student learning
- Community monitoring
- In-kind transfers
Context of the evaluation
Details of the intervention
Researchers, in collaboration with the Ministry of Education in Madagascar, ran a randomized experiment in 3,774 primary schools in 30 public school districts. These districts represented all geographic areas in the country, but were focused on schools with the higher rates of grade repetition.
All district administrators in treatment districts received operational tools and training that included forms for supervision visits to schools, and procurement sheets for school supplies and grants (district-level intervention). In some of these schools, the subdistrict head was also trained and provided with tools to supervise school visits, as well as information on the performance and resource level at each school (subdistrict-level intervention).
Lastly, several districts also introduced a school level intervention which involved parental monitoring through school meetings. Field workers distributed a ‘report card’ to schools, which included the previous year’s dropout rate, exam pass rate, and repetition rate. Two community meetings were then held, and the first meeting resulted in an action plan based on the report card. One example of the goals specified in the action plans was to increase the school exam pass rate by 5 percentage points by the end of the academic year. Common tasks specified for teachers included lesson planning and student evaluation every few weeks. The parent’s association was expected to monitor the student evaluation reports which the teachers were supposed to communicate to them. These tools allowed parents to coordinate on taking actions to monitor service quality and exercise social pressure on the teachers.
Intervention By Group:
|Group||Districts||Subdistricts||Schools||Description of intervention|
|Treatment 1||15||170||1314||District-level intervention|
|Treatment 2||15||89||436||District and subdistrict-level intervention|
|Treatment 3||15||89||303||District, subdistrict, and school-level intervention|
Results and policy lessons
Impacto con el enfoque de “abajo-arriba”: las intervenciones a nivel de escuela llevaron a una mejora considerable en el comportamiento del profesor. Era más probable que los profesores hicieran planificaciones diarias y semanales de las materias y que las analizaran con su director (con una desviación estándar promedio de 0,26). Los puntajes de las pruebas fueron mayores que las del grupo de comparación, con una desviación estándar de 0.1, dos años después de postular al programa. Además, la asistencia de los estudiantes aumentó 4,3 puntos porcentuales comparados al promedio de un 87% correspondiente al grupo de comparación, aunque la asistencia de los profesores y la comunicación con los padres no mejoraron.
Lassibille, Gérard, Jee-Peng Tan, Cornelia Jesse, and Trang Van Nguyen. 2010. "Managing for Results in Primary Education in Madagascar: Evaluating the Impact of Selected Workflow Interventions." The World Bank Economic Review 24(2):303-29.
Glewwe, Paul, and Eugenie Maiga. 2011. "The Impacts of School Management Reforms in Madagascar: Do the Impacts Vary by Teacher Type?" Journal of Development Effectiveness 3(4): 435-89.