The impacts of school management reforms in Madagascar: Do the impacts vary by teacher type?

Paul W Glewwe, Eugenie W H Maïga

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18 Scopus citations


This paper exploits a recently implemented randomised control trial in Madagascar that focused on management reforms. It investigates whether the impact of the reforms varies by the type of teacher. This is an important issue because Madagascar, like many other developing countries, has recently hired a large number of contract or temporary teachers, who have less training but may be motivated to work harder in order to have their contracts renewed. The management reforms did not have any impact on student test scores. This lack of an impact holds for all types of teachers. It may be that two years is not enough time for the programme to have had a measurable impact, but it is also possible that the programme is ineffective, at least in the context of Madagascar's educational system.

Original languageEnglish (US)
Pages (from-to)435-469
Number of pages35
JournalJournal of Development Effectiveness
Issue number4
StatePublished - Dec 2011

Bibliographical note

Funding Information:
The authors are indebted to Esther Duflo for her contribution to setting up the experimental design for this impact evaluation. They also thank the staff at Madagascar’s Ministry of Education, led by Tahinarinoro Razafindramary and Paul Randrianirina, and the staff of Aide et Action for help in designing the workflow tools, implementing the experiment, and collecting the data. The authors also appreciate Pierre-Emmanuel Couralet and Erika Strand for on-the-ground supervision during the experiment, and Mathieu Laroche and Muriel Nicot-Guillorel for technical support to the Malagasy counterparts. The authors also thank Sajitha Bashir, Benu Bidani, Robert Blake, Deon Filmer, Elizabeth King, Arianna Legovini, Robert Prouty, Lina Rajonhson, Patrick Ramanantoanina, and Venkatesh Sundararaman who provided input, advice, and comment to guide the design of the experiment, among them. Finally, the authors acknowledge the support of the World Bank and the governments of France, Ireland, Madagascar, and Norway, as well as that of the donor partners of the Education for All Fast Track Initiative through the Education Program Development Fund.


  • Madagascar
  • developing countries
  • education
  • school management


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