Management of the primary educationsystem in Madagascar follows a centralized model, supportedby de-concentrated services. Education is divided into (a)preschool, (b) 5 years of primary education, (c) 4 years oflower secondary, (d) 3 years of upper secondary, and (e)higher education. An important feature of the Malagasyeducation system is the relatively well developed frameworkfor school-based management. The school managementcommittees (FAFs, Fiaraha-miombon’Antoka ho amin’nyFampandrosoana ny sekoly) consist of parents, teachers, theschool director, and representatives from the localcommunity. They have been in existence in each school since2002, when the government started providing annual grants toschools on a per capita basis to cover part of schools’operating expenses. The FAFs are responsible for managingthese grants, and play a critical role in improvingaccountability of service delivery and promoting communityengagement and social dialogue among local stakeholders. TheFAFs are also increasingly participating in the financing ofschool operations, including hiring and paying communityteachers and financing basic supplies. Trends incontributions from school committees in the financing ofeducation are examined in details later in the paper.
PDF
download
878987797
028-85220240
