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MANAGING FOR RESULTS IN PRIMARY EDUCATION IN MADAGASCAR. Tahinaharinoro RAZAFINDRAMARY Department of Planning Ministry of Education, Madagascar October 14, 2005 8th Annual NETF Seminar, Oslo, Norway. Primary School Funding in Madagascar.

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MANAGING FOR RESULTS IN PRIMARY EDUCATION IN MADAGASCAR

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Managing for results in primary education in madagascar l.jpg

MANAGING FOR RESULTS IN PRIMARY EDUCATION IN MADAGASCAR

Tahinaharinoro RAZAFINDRAMARY

Department of Planning

Ministry of Education, Madagascar

October 14, 2005

8th Annual NETF Seminar, Oslo, Norway


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Primary School Funding in Madagascar

  • As a beneficiary of debt relief under the HIPC Initiative and as part of its poverty reduction strategy, the Government of Madagascar increased public spending on education:

    • 2.2% of GDP in 2000-01

    • 2.8% of GDP in 2003-04

  • US$10M grant in 2005 and $25M in 2006 under FTI’s Catalytic Fund to implement EFA plan endorsed by partners


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RecentReforms in Education

  • Eliminated primary school fees in 2002-2003

  • Launched school grants system in 2002-03

  • Established school boards in all primary schools

  • Provided salary subsidies to supplement pay of non-civil service teachers in public schools

  • Provided instructional materials to schools


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PROGRESS IN SCHOOLING OUTCOMES

  • Enrollments in primary schools rose by 1 million pupils and the GER climbed:

    • 102% in 2001/2

    • 142% in 2003/4

  • Share of first graders who complete primary school:

    • 33% during 1992-1998

    • 50% in 2004/5

  • Share of repeaters:

    • 38% in 1992

    • 33% in 2003/4

  • Performance on standardized tests worse in 2004 than in 1997-1998


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How to Improve Results?

Need to overcome two management constraints:

  • Poor administration of resource distribution

  • Ineffective use of available resources


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Evidence of Management Constraints(a) Inconsistent allocation of resources across schools


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Evidence of Management Constraints(b) Weak Link Between Resources and student learning


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ACTION PLAN TO ADDRESS THE MANAGEMENT CONSTRAINTS

Conceptual framework has 3 elements:

  • Identify key actors and their main tasks

  • Equip the actors with tools for their jobs

  • Motivate the actors to achieve desired results


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Actors in the Education System


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Identifying the Priority Tasks

Principles used to choose the:

  • Each tasks has an obvious link to the goal of improving schooling outcomes

  • Each task can be performed as a matter of routine by the relevant actor

  • Each task is not burdensome or time-consuming


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Actors’ Key Functionsvis-à-vis Schooling Results

To operationalize the tasks we define:

  • Tools

  • Processes to connect the actors


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Overview of the Actors and Their Tools


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Report Cards For Strategic Decision-Making and Accountability

  • Central Ministry uses report cards to:

    • prioritize resources and support to lagging districts

    • assess performance of district-level staff

  • District and Zap Leveladministrators use report cards to:

    • perform self-evaluation & design improvement plans

    • prioritize supervision and follow-up of ZAPs and schools

  • School-level actors use report cards to:

    • discuss school’s performance with parents and communities

    • build consensus for school improvement


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Summary of Madagascar’s Approach to School-based Management

  • Define priority tasks for key actors

  • Equip them with simple tools

  • Encourage strategic planning and accountability

  • Introduce these measure on pilot basis with impact evaluation

  • Use results of impact evaluation to inform design of scaling-up


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