2008年-世界发展银行全球_The_Challenge_of_Expanding_Secondary_Education_and_Training_in_Madagascar_124页_4mb

Summary of "The Challenge of Expanding Secondary Education and Training in Madagascar"

Core Content

This World Bank working paper examines the challenges and opportunities for expanding secondary education and training (SET) in Madagascar, focusing on structural, financial, and quality-related issues. It is part of the Secondary Education in Africa (SEIA) program, aimed at supporting sustainable strategies for secondary education development.

Main Points

1. Context and Objective

• The Government of Madagascar (GOM) is pursuing a transformation of its education system, aiming to increase the average years of schooling from 4.5 to 9–10 by 2015.
• The education system is transitioning from a 5-4-3 structure to a 7-3-2 structure, aligning with global trends and responding to increased demand for junior secondary education (JSE) due to the rise in primary completion rates.
• The objective is to make Madagascar more competitive and attract foreign investment by improving the quality and relevance of secondary education.

2. Enrollment and Access

• Despite progress in primary education, Madagascar faces significant challenges in expanding secondary education.
• In 2001, about 37% of primary students completed their education, but this increased to 60% by 2006.
• However, only about 200,000 new students can be accommodated in JSE annually, while over 600,000 primary graduates are expected.
• The low population density in rural areas and long distances to schools remain barriers to access.
• Public and private enrollments in secondary education have increased by about 1.8 times between 2001/02 and 2005/06.
• Private schools enroll more than 50% of secondary students and are mostly located in urban and suburban areas.

3. Quality Issues

• The quality of secondary education in Madagascar is below international standards.
• Learning outcomes in Science and Mathematics are particularly poor, with only about 3% of students achieving the required basic skills in Mathematics.
• Teacher qualifications are low: only 20% of JSE and 33% of SSE teachers have the required teaching certificates.
• Teaching practices are outdated, with a focus on rote learning and chalk-and-talk methods.
• There is a lack of curriculum expertise at the local level, and teachers prioritize exam success over skill development.

4. Cost and Financing

• Education costs are a major barrier for enrollment, especially for the poorest families.
• Families in the two poorest quintiles can only afford to cover registration fees and basic supplies for one student.
• The TVET system is underfunded and lacks relevance, contributing to poor skills development.
• The GOM has limited domestic resources for education, with tax revenue at about 9–10% of GDP.
• The system is inefficient, with high repetition and dropout rates, and an excessive number of administrative staff.

5. Challenges and Options

• The current system is not cost-effective, with teachers not meeting international teaching hours (only 20 hours per week).
• The curriculum is outdated and lacks alignment with modern skills and economic needs.
• The SE system remains highly selective, with many students dropping out during the transition between education cycles.
• The TVET system is not evolving from its traditional supply-driven model, resulting in a mismatch between education and job market needs.

6. Recommendations

• The GOM should adopt a holistic approach to reform, rather than addressing each level separately.
• A new curriculum management system should be developed to ensure relevance and quality.
• Teacher training must be improved, with a focus on both pre-service and in-service programs.
• The TVET system should be reformed to better match labor market demands.
• Policies should be introduced to increase the efficiency and cost-effectiveness of the education system.
• Public-private partnerships and scholarship programs can be explored to support access and reduce repetition and dropout rates.

Key Information

• Current Education Structure: 5-4-3 (primary, junior secondary, senior secondary).
• Proposed Structure: 7-3-2 (primary, junior secondary, senior secondary).
• Primary Completion Rate: Increased from 37% in 2001 to 60% in 2006.
• Net Enrollment Rate (NER): Reached 98% in 2004/05 for primary education.
• JSE and SSE Pass Rates: Below 50% in recent years.
• Teacher Qualifications: Only 20% of JSE and 33% of SSE teachers have the required certificates.
• Public Funding: Education spending is limited, with only 9–10% of GDP allocated to the sector.
• Private Sector Role: Private schools enroll over 50% of secondary students and are more accessible in urban areas.
• Poverty Line: About 70% of the population is below the poverty line, limiting private investment in education.
• Repetition and Dropout Rates: High in the transition from primary to secondary education and within secondary cycles.
• International Comparisons: The paper draws on experiences from countries like Indonesia, where secondary education reforms led to improvements.

Conclusion

The expansion of secondary education in Madagascar is crucial for economic growth and social development. However, it requires addressing systemic inefficiencies, improving teacher qualifications, aligning the curriculum with labor market needs, and increasing access through both public and private initiatives. The proposed 7-3-2 structure is expected to improve access and reduce dropout rates, but its success depends on comprehensive policy support and effective implementation.