Community Involvement in School Management in Madagascar Government Policies and School Practices

Andriariniaina, Fanantenana Rianasoa

doi:https://doi.org/10.18910/94959

Community Involvement in School Management in Madagascar Government Policies and School Practices

Andriariniaina, Fanantenana Rianasoa

共生学ジャーナル, 2024, 8, 184-199

Number of Access:162（2025-06-30 15:11 Counts）

Identifier to cite or link to this item: https://doi.org/10.18910/94959

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Title	Community Involvement in School Management in Madagascar Government Policies and School Practices
Creator	NRID 1000010983984 1000010983984 ORCID 0000-0002-8665-0922 0000-0002-8665-0922 researchmap permalink andriariniaina andriariniaina CreatorName Andriariniaina, Fanantenana Rianasoa ; アンドリアリニアイナ, ファナンテナナリアナスア
Subject	School management
	community involvement
	FEFFI
	FRAM
	Madagascar
Description	研究ノート
Abstract	The objective of this study is to explore how community involvement in school management is planned at the policy level and implemented at the school level in Madagascar. Decentralization and community involvement in school management are often implemented to fix the failure of centralized education systems. In this case, a strong existing community, managed in a bottom-up manner is needed to yield satisfactory participation. In Madagascar, such a community has traditionally existed in the form of parents’ associations, yet, the government is formalizing school management committees, and introducing members from outside schools. It is of interest to study how policy and practice intersect in such a context. Fieldwork was conducted in the central highlands of Madagascar in August and September 2022. Policy documents were analyzed to understand the government’s strategies. Then, informal interviews were conducted at public primary schools to explore the implementation of such a management committee at the school level. The results showed that while the more traditional community initially tried to be self-sufficient by gathering funds themselves, establishing the new community is a prerequisite to receiving government subsidies. This drifts from the original self-help mentality to a new state of dependency on the government which paradoxically cannot do much to keep education free. Although a strong community existed before, bringing people from outside the school is likely to alter its stability, further hindering community participation.
Publisher	大阪大学大学院人間科学研究科『共⽣学ジャーナル』編集委員会
Source Title	共生学ジャーナル
Source Title	Journal of Kyosei Studies
Volume (Issue)	8
Page	184-199
Date of Issued	2024-03
Language	English
Handle URL	https://hdl.handle.net/11094/94959
DOI	https://doi.org/10.18910/94959
eISSN	24326755
Access Rights	open access
oaire:version	Version of Record
Category	紀要論文 Departmental Bulletin Paper
Category	Journal of Kyosei Studies / Vol.8

Resource Type	departmental bulletin paper
Local Type	Departmental Bulletin Paper
DCMI Type	Text
DCTERMS.bibliographicCitation	共生学ジャーナル. 2024, 8, p. 184-199
DC.title	Community Involvement in School Management in Madagascar Government Policies and School Practices
DC.creator	Andriariniaina, Fanantenana Rianasoa
DC.creator	アンドリアリニアイナ, ファナンテナナリアナスア
DC.publisher	大阪大学大学院人間科学研究科『共⽣学ジャーナル』編集委員会
DC.language' scheme='DCTERMS.RFC1766	English
DC.type' scheme='DCTERMS.DCMIType	Text
DCTERMS.issued' scheme='DCTERMS.W3CDTF	2024-03
DC.subject	School management
	community involvement
	FEFFI
	FRAM
	Madagascar
DC.description	研究ノート
DCTERMS.abstract	The objective of this study is to explore how community involvement in school management is planned at the policy level and implemented at the school level in Madagascar. Decentralization and community involvement in school management are often implemented to fix the failure of centralized education systems. In this case, a strong existing community, managed in a bottom-up manner is needed to yield satisfactory participation. In Madagascar, such a community has traditionally existed in the form of parents’ associations, yet, the government is formalizing school management committees, and introducing members from outside schools. It is of interest to study how policy and practice intersect in such a context. Fieldwork was conducted in the central highlands of Madagascar in August and September 2022. Policy documents were analyzed to understand the government’s strategies. Then, informal interviews were conducted at public primary schools to explore the implementation of such a management committee at the school level. The results showed that while the more traditional community initially tried to be self-sufficient by gathering funds themselves, establishing the new community is a prerequisite to receiving government subsidies. This drifts from the original self-help mentality to a new state of dependency on the government which paradoxically cannot do much to keep education free. Although a strong community existed before, bringing people from outside the school is likely to alter its stability, further hindering community participation.
DC.identifier	10.18910/94959
DC.format	94959
citation_title	Community Involvement in School Management in Madagascar Government Policies and School Practices
citation_author	Andriariniaina, Fanantenana Rianasoa
citation_publisher	大阪大学大学院人間科学研究科『共⽣学ジャーナル』編集委員会
citation_language	English
citation_date	2024-03
citation_journal_title	共生学ジャーナル
citation_volume	8
citation_firstpage	184
citation_lastpage	199
citation_public_url	https://hdl.handle.net/11094/94959
citation_doi_detail	10.18910/94959
citation_doi	https://doi.org/10.18910/94959

Community Involvement in School Management in Madagascar Government Policies and School Practices

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