Student Learning in Public and Private Primary Schools in Madagascar

Gérard Lassibille () and Jee-Peng Tan ()
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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

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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.

Keywords: Primary education; Public education; Private education; Madagascar; Effectiveness; Learning; Elementary school students; Economic model; Enseignement primaire; Enseignement public; Enseignement privé; Efficacité; Progression des élèves; Modèle économique (search for similar items in EconPapers)
Date: 2003-04
Note: View the original document on HAL open archive server: https://shs.hal.science/halshs-00004972v1
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Citations: View citations in EconPapers (12)

Published in Economic Development and Cultural Change, 2003, 51 (3), pp.699-717

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