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Education and Training in Madagascar : Toward a Policy Agenda for Economic Growth and Poverty Reduction

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  • World Bank

Abstract

The prospects for educational development are excellent in Madagascar, in light of the increasingly favorable, policy environment for the sector. Public spending for education, relative to the gross domestic product declined in the 90s, coinciding with a five-fold rise in the country's interest payment for external debt. As the debt service burden began to ease in the late 90s, public spending on education began to recover, and can be expected to grow. A key challenge however, is to transform the sector's public spending into educational outcomes that would make significant contributions to poverty reduction. The report identifies challenges at all levels of formal education, where a medium term goal is to achieve universal access to basic education, and of reasonable quality, while closely linking expansion of other levels, and types of education and training, to labor market demand. In primary education, challenges remain to raise educational enrollment rates and reduce grade repetition; including the rationalization of teacher allocation, and provision of learning materials. At the secondary level, policy issues should expand enrollment at a moderate pace, focusing on quality improvements. As for vocational and technical education, the provision of training should be rationalized, to reduce costs, aligning training to labor demand; similarly, for higher education.

Suggested Citation

  • World Bank, 2002. "Education and Training in Madagascar : Toward a Policy Agenda for Economic Growth and Poverty Reduction," World Bank Publications - Books, The World Bank Group, number 14088.
  • Handle: RePEc:wbk:wbpubs:14088
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    References listed on IDEAS

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    1. International Monetary Fund, 2000. "Madagascar: Recent Economic Developments," IMF Staff Country Reports 2000/092, International Monetary Fund.
    2. Easterlin, Richard A., 1981. "Why Isn't the Whole World Developed?," The Journal of Economic History, Cambridge University Press, vol. 41(1), pages 1-17, March.
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    Cited by:

    1. Wietzke, Frank-Borge, 2015. "Long-Term Consequences of Colonial Institutions and Human Capital Investments: Sub-National Evidence from Madagascar," World Development, Elsevier, vol. 66(C), pages 293-307.
    2. Carlos Gamero Burón & Gérard Lassibille, 2016. "Job Satisfaction among Primary School Personnel in Madagascar," Journal of Development Studies, Taylor & Francis Journals, vol. 52(11), pages 1628-1646, November.
    3. 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.
    4. Gérard Lassibille, 2013. "Teacher's engagement at work in a developing country," Post-Print halshs-00834774, HAL.
    5. Frank-Borge Wietzke, 2014. "Historical Origins of Uneven Service Supply in Sub-Saharan Africa. The Role of Non-State Providers," Journal of Development Studies, Taylor & Francis Journals, vol. 50(12), pages 1614-1630, December.
    6. Gérard Lassibille, 2016. "Improving the management style of school principals: results from a randomized trial," Education Economics, Taylor & Francis Journals, vol. 24(2), pages 121-141, April.
    7. World Bank, "undated". "East Asia Update, October 2003," World Bank Publications - Reports 33503, The World Bank Group.
    8. Glick, Peter & Sahn, David E., 2006. "The demand for primary schooling in Madagascar: Price, quality, and the choice between public and private providers," Journal of Development Economics, Elsevier, vol. 79(1), pages 118-145, February.

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