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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) The Nexus Journal of Education, Management, and Entrepreneurship
Rabibisoa Giovanni
Universitas Hasanuddin
Education Other

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Enhancing Administrative Autonomy within the Ministry of National Education in Madagascar by Reducing Political Influence Whega Danitsaike Bien-Aimé; Rabibisoa Giovanni; Ravaoarisoa Simonette Augustin
The Nexus Journal of Education, Management, and Entrepreneurship Vol. 1 No. 1 (2026): Nexjeme
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/nexjeme.v1i1.9

Abstract

This study aims to examine the extent of administrative autonomy within the Ministry of National Education in Madagascar and to analyze how political influence shapes administrative practices, decision-making processes, and education governance outcomes. The study adopts a qualitative design based on semi-structured interviews and document analysis. Data were collected from 20 purposively selected key informants, including senior ministry officials, mid-level administrators, school inspectors, policy advisors, members of the National Assembly, and education experts. Thematic analysis was employed to identify patterns related to administrative autonomy, political influence, and governance constraints. The findings reveal that political interference significantly limits administrative autonomy, particularly in personnel management, budgeting, and policy implementation. Weak legal safeguards and ambiguous institutional roles intensify administrative dependence on political actors. Professional capacity and informal depoliticization strategies partially mitigate political pressure but remain insufficient to ensure sustained institutional autonomy. This study contributes original empirical evidence on ministerial-level administrative autonomy in a low-income, politically fragile context. By focusing on the central education administration in Madagascar, it addresses a gap in education governance literature that has largely emphasized school-level or higher education autonomy.
Community Involvement and ITS Impact On School Success In Madagascar Ralaivao Hanginiaina Emynorane; Marolahy Jacquot Urbain; Rabibisoa Giovanni; Hangivola Emyblonde Ratna; Soameva Léa
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 1 (2026): January
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i1.345

Abstract

This study aims to examine how community involvement influences school success in Sakaraha, a semi-urban district in the Atsimo-Andrefana region of Madagascar, where educational progress is often hindered by limited resources and social inequality. It sought to understand how local actors participate in school activities, the barriers they encounter, and the effects of their engagement on educational outcomes. A qualitative approach was employed, using semi-structured interviews, focus group discussions, and document analysis to collect data from 25 participants, including school principals, teachers, parents, community leaders, and education officers selected through purposive sampling. Thematic analysis was applied to identify key patterns and perspectives regarding community participation and its impact on school performance. The findings indicate that communities in Sakaraha contribute actively through practical actions such as maintaining school facilities, organizing local initiatives, and supporting student discipline; however, their participation remains limited in decision-making and long-term educational planning. Socioeconomic constraints, particularly poverty, low literacy levels, and weak communication between schools and families, continue to limit sustained collaboration. Despite these challenges, community participation was found to enhance student motivation, attendance, and the overall school environment, demonstrating its significance as a key driver of educational improvement. Strengthening participatory mechanisms and equipping communities with leadership and communication skills could transform this involvement into a more strategic and sustainable force for school development. The study highlights the need for stronger collaboration among the Ministry of National Education, local authorities, and non-governmental organizations (NGOs) to promote inclusive governance and shared responsibility in education. Enhancing community-school partnerships in Sakaraha and similar regions may contribute to a more equitable, resilient, and effective education system that supports long-term student success and community development.
Co-Authors Hangivola Emyblonde Ratna Marolahy Jacquot Urbain Ralaivao Hanginiaina Emynorane Ravaoarisoa Simonette Augustin Soameva Léa Whega Danitsaike Bien-Aimé