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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," World Bank Economic Review, World Bank Group, 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," World Bank Economic Review, World Bank Group, vol. 31(2), pages 531-552.
    2. David K. Evans & Anna Popova, 2016. "What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews," World Bank Research Observer, World Bank Group, vol. 31(2), pages 242-270.
    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. 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.
    5. Vegas, E & Ganimian, A. J., 2013. "Theory and Evidence on Teacher Policies in Developed and Developing Countries," Working Paper 104291, Harvard University OpenScholar.
    6. 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.

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