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Student Learning in Public and Private Primary Schools in Madagascar

Author

Listed:
  • Gérard Lassibille

    (IREDU - Institut de recherche sur l'éducation : Sociologie et Economie de l'Education - UB - Université de Bourgogne, CNRS - Centre National de la Recherche Scientifique)

  • Jee-Peng Tan

    (World Bank, Human Development Department, The Africa Region - World Bank)

Abstract

This article examines the progress of primary education in Madagascar. The challenge facing policy makers is enormous: how to maintain (or indeed, improve) learning across schools within Madagascar based on the data from the Conference des Ministries de l'Education des Pays Ayant le Francais en Partage in five African countries where common tests were administered to second- and fifth-graders. Beyond documenting the aggregate differences across sectors, the extent to which differences across schools, particularly between those in the public and private sectors, are associated with pupils' socioeconomic background, difference sin school inputs, and gaps across schools in managerial effectiveness is evaluated. The results suggest that private schools are generally more efficient than public schools in the sense that a student with a given set of personal characteristic who attends a private school would obtain a higher score than he or she would in a public school with the same inputs.

Suggested Citation

  • Gérard Lassibille & Jee-Peng Tan, 2003. "Student Learning in Public and Private Primary Schools in Madagascar," Post-Print halshs-00004972, HAL.
    • Handle: RePEc:hal:journl:halshs-00004972
    Note: View the original document on HAL open archive server: https://shs.hal.science/halshs-00004972
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    Citations

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    Cited by:

    1. Wechtler, Annika & Michaelowa, Katharina & Fehrler, Sebastian, 2007. "The cost-effectiveness of inputs in primary education: Insights from recent student surveys for sub-Saharan Africa," Proceedings of the German Development Economics Conference, Göttingen 2007 5, Verein für Socialpolitik, Research Committee Development Economics.
    2. Frölich, Markus & Michaelowa, Katharina, 2004. "Peer effects and textbooks in primary education: Evidence from francophone sub-Saharan Africa," HWWA Discussion Papers 311, Hamburg Institute of International Economics (HWWA).
    3. Yamamura, Eiji, 2010. "Public spending on education: Its impact on students skipping classes and completing school," MPRA Paper 23657, University Library of Munich, Germany.
    4. 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.
    5. Asadullah, M. Niaz, 2009. "Returns to private and public education in Bangladesh and Pakistan: A comparative analysis," Journal of Asian Economics, Elsevier, vol. 20(1), pages 77-86, January.
    6. Bennell, Paul, 2022. "Private schooling in sub-Saharan Africa: An egalitarian alternative?," International Journal of Educational Development, Elsevier, vol. 88(C).
    7. Frédéric Lesne, 2013. "School Fees, Parental Participation and Accountability: Evidence from Madagascar," CERDI Working papers halshs-00825244, HAL.
    8. Lloyd, Cynthia B. & Mete, Cem & Grant, Monica J., 2009. "The implications of changing educational and family circumstances for children's grade progression in rural Pakistan: 1997-2004," Economics of Education Review, Elsevier, vol. 28(1), pages 152-160, February.
    9. 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.
    10. Frölich, Markus & Michaelowa, Katharina, 2011. "Peer effects and textbooks in African primary education," Labour Economics, Elsevier, vol. 18(4), pages 474-486, August.

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