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Managing for Results in Primary Education in Madagascar: Evaluating the Impact of Selected Workflow Interventions

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  • Gérard Lassibille
  • Jee-Peng Tan
  • Cornelia Jesse
  • Trang Van Nguyen

Abstract

The impact of specific actions designed to streamline and tighten the workflow processes of key actors in Madagascar's primary education sector are evaluated. To inform the strategy for scaling up, a randomized experiment was carried out over two school years. The results show that interventions at the school level, reinforced by interventions at the subdistrict and district levels, succeeded in changing the behavior of the actors toward better management of key pedagogical functions. In terms of education outcomes, the interventions improved school attendance, reduced grade repetition, and raised test scores (particularly in Malagasy and mathematics), although the gains in learning at the end of the evaluation period were not always statistically significant. Interventions limited to the subdistrict and district levels proved largely ineffective. Copyright The Author 2010. Published by Oxford University Press on behalf of the International Bank for Reconstruction and Development / the world bank . All rights reserved. For permissions, please e-mail: journals.permissions@oxfordjournals.org, Oxford University Press.

Suggested Citation

  • Gérard Lassibille & Jee-Peng Tan & Cornelia Jesse & Trang Van Nguyen, 2010. "Managing for Results in Primary Education in Madagascar: Evaluating the Impact of Selected Workflow Interventions," The World Bank Economic Review, World Bank, vol. 24(2), pages 303-329, August.
    • Handle: RePEc:oup:wbecrv:v:24:y:2010:i:2:p:303-329
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    File URL: http://hdl.handle.net/10.1093/wber/lhq009
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    Cited by:

    1. Elizabeth Beasley & Elise Huillery, 2017. "Willing but Unable? Short-term Experimental Evidence on Parent Empowerment and School Quality," The World Bank Economic Review, World Bank, vol. 31(2), pages 531-552.
    2. Anand, Gautam & Atluri, Aishwarya & Crawfurd, Lee & Pugatch, Todd & Sheth, Ketki, 2023. "Improving school management in low and middle income countries: A systematic review," Economics of Education Review, Elsevier, vol. 97(C).
    3. John Gaventa & Rosemary McGee, 2013. "The Impact of Transparency and Accountability Initiatives," Development Policy Review, Overseas Development Institute, vol. 31, pages 3-28, July.
    4. David K. Evans & Anna Popova, 2016. "What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews," The World Bank Research Observer, World Bank, vol. 31(2), pages 242-270.
    5. Youngran Kim, 2017. "Does autonomy over teacher hiring affect student math and science achievement?," Education Economics, Taylor & Francis Journals, vol. 25(6), pages 562-574, November.
    6. Vegas, E & Ganimian, A. J., 2013. "Theory and Evidence on Teacher Policies in Developed and Developing Countries," Working Paper 104291, Harvard University OpenScholar.
    7. Barr, Abigail & Bategeka, Lawrence & Guloba, Madina & Kasirye, Ibrahim & Mugisha, Frederick & Serneels, Pieter & Zeitlin, Andrew, 2012. "Management and motivation in Ugandan primary schools: an impact evaluation report," PEP Working Papers 164412, Partnership for Economic Policy (PEP).
    8. Francesca Marchetta & Tom Dilly, 2019. "Supporting Education in Africa: Opportunities and Challenges for an Impact Investor," Working Papers hal-02288103, HAL.
    9. Lassibille, Gérard, 2013. "Improving Teachers’ Professionalism On An Experimental Basis," Regional and Sectoral Economic Studies, Euro-American Association of Economic Development, vol. 13(3), pages 19-38.
    10. repec:spo:wpmain:info:hdl:2441/7o52iohb7k6srk09na40maa99 is not listed on IDEAS
    11. Masino, Serena & Niño-Zarazúa, Miguel, 2016. "What works to improve the quality of student learning in developing countries?," International Journal of Educational Development, Elsevier, vol. 48(C), pages 53-65.
    12. de Hoyos, Rafael & Djaker, Sharnic & Ganimian, Alejandro J. & Holland, Peter A., 2024. "The impact of combining performance-management tools and training with diagnostic feedback in public schools: Experimental evidence from Argentina," Economics of Education Review, Elsevier, vol. 99(C).
    13. Anuradha Joshi, 2013. "Do They Work? Assessing the Impact of Transparency and Accountability Initiatives in Service Delivery," Development Policy Review, Overseas Development Institute, vol. 31, pages 29-48, July.
    14. repec:hal:spmain:info:hdl:2441/7o52iohb7k6srk09na40maa99 is not listed on IDEAS

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