Madagascar Public Expenditure Review 2015

Management of the primary education system in Madagascar follows a centralized model, supported by de-concentrated services. Education is divided into (a) preschool, (b) 5 years of primary education, (c) 4 years of lower secondary, (d) 3 years of upper secondary, and (e) higher education. An important feature of the Malagasy education system is the relatively well developed framework for school-based management. The school management committees (FAFs, Fiaraha-miombon’Antoka ho amin’ny Fampandrosoana ny sekoly) consist of parents, teachers, the school director, and representatives from the local community. They have been in existence in each school since 2002, when the government started providing annual grants to schools on a per capita basis to cover part of schools’ operating expenses. The FAFs are responsible for managing these grants, and play a critical role in improving accountability of service delivery and promoting community engagement and social dialogue among local stakeholders. The FAFs are also increasingly participating in the financing of school operations, including hiring and paying community teachers and financing basic supplies. Trends in contributions from school committees in the financing of education are examined in details later in the paper.

Bibliographic Details

Main Author:	World Bank Group
Format:	Report biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2015-06-24
Subjects:	SKILLS, EDUCATION STRATEGY, ANNUAL GRANTS, TEACHING FORCE, PRIMARY TEACHERS, TEACHERS, YOUTH LITERACY, DROPOUT RATE, SCHOOLING, PUPIL-CLASSROOM RATIOS, ENROLLMENT, ENROLLMENT RATIO, SCHOOL ENROLLMENT, SCHOOL MANAGEMENT COMMITTEES, ATTENDANCE RATES, GROUPS, PRIMARY SCHOOL-AGED CHILDREN, LEARNING ACHIEVEMENT, HIGH SCHOOL, PRIMARY CYCLE, SCHOOL DROPOUTS, GROSS ENROLLMENT RATIO, EDUCATION OUTCOMES, CLASSROOM RATIO, HIGHER EDUCATION, GENERAL EDUCATION, EDUCATION EXPENDITURES, INSTRUCTIONAL TIME, LEARNING ACHIEVEMENTS, LEARNING MATERIALS, TRAINING PROGRAMS, LITERACY RATES, COMPLETION RATE, EXAMS, TRAINING CENTERS, LITERACY, TEXTBOOKS, EDUCATION SECTOR, EDUCATION EXPENDITURE, KNOWLEDGE, LITERACY RATE, EDUCATION FOR ALL, COMPLETION RATES, LEARNING MATERIAL, QUALITY OF EDUCATION, TRAINING, SCHOOL CALENDAR, TEACHER TRAINING, PRIMARY ENROLLMENT, PRIVATE SCHOOLS, SCHOOL CONSTRUCTION, PRIMARY COMPLETION RATE, SECONDARY SCHOOL, PRESCHOOL ENROLLMENT, ENROLLMENT FOR CHILDREN, EDUCATION BUDGET, LEARNING, FORMAL TRAINING, EDUCATION SYSTEM, PRIMARY SCHOOL, ENROLLMENT FIGURES, TEACHING, GROSS ENROLLMENT, PRIMARY COMPLETION RATES, PUPIL- CLASSROOM RATIOS, ENROLLMENT RATIOS, EDUCATION SPENDING, PRIMARY SCHOOLS, SCHOOL MANAGEMENT, CLASS REPETITION, COSTS OF EDUCATION, GROSS ENROLLMENT RATIOS, VOCATIONAL TRAINING, INVESTMENT IN EDUCATION, PRIMARY COMPLETION, ENROLLMENT RATES, PUPIL-CLASSROOM RATIO, SCHOOL FEES, TEACHING AIDS, VALUES, PUBLIC EXPENDITURE, SCHOOLS, CURRICULA, LEARNING OUTCOMES, ENROLLMENT RATE, COMMUNITY TEACHERS, AGE GROUPS, TEXTBOOK, SCHOOL CANTEENS, GER, PRIVATE EDUCATION, YOUTH, NATIONAL EDUCATION, SCHOOL CHILDREN, PUBLIC EDUCATION SPENDING, SCHOOL FURNITURE, QUALIFIED TEACHERS, NUTRITION, TEACHER, COST PER CHILD, GROSS ENROLLMENT RATE, CHILDREN, LEVEL OF EDUCATION, QUALITY EDUCATION, COST PER STUDENT, EDUCATION, INVESTMENT, SCHOOL OPERATIONS, RURAL AREAS, BASIC SKILLS, PRIMARY EDUCATION SYSTEM, PUPIL SPENDING, TRAINING OF TEACHERS, STUDENT LEARNING ACHIEVEMENT, SCHOOL FEEDING PROGRAMS, GIRLS, PUBLIC SCHOOL, PUBLIC SCHOOLS, STUDENTS, LEADERSHIP, INTERVENTIONS, ACCESS TO QUALITY EDUCATION, SCHOOL AGE CHILDREN, FEES, PRIMARY EDUCATION, EDUCATION ADMINISTRATION, CLASSROOM, CLASSROOMS, SCHOOL, PRIMARY SCHOOL ENROLLMENT, ATTENDANCE RATE, REGULAR TEACHERS, STUDENT LEARNING, GENDER EQUALITY, SCHOOL COMMITTEES, SCHOOL AGE, OUT-OF-SCHOOL CHILDREN, PRIVATE EXPENDITURE,
Online Access:	http://documents.worldbank.org/curated/en/2016/05/24841450/madagascar-public-expenditure-review-2015-education https://hdl.handle.net/10986/24449
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