[ Regards croisés des acteurs scolaires sur l’efficacité et les limites de la politique des « caisses écoles » à Madagascar ]
Kamel Arêo GARBA1, Nathaniel FOCKSIA DOCKSOU2, and Rasmané ZALLE3
1 Enseignant-Chercheur à l’Université d’Abomey Calavi, Benin
2 Enseignant-Chercheur à l’Université de N’Djaména, Chad
3 Enseignant-Chercheur à l’École Normale Supérieure, Burkina Faso
Original language: French
Copyright © 2026 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Madagascar, like several other African countries, introduced a support measure for public primary schools into its education system in 2002, known as the «school fund» (CE). While this measure, designed to alleviate the costs incurred by parents for financing minor maintenance and school operations, has seen some success, it appears to have lost momentum in recent years and reveals a significant gap between the current situation and its initial objectives. This research, which required both qualitative and quantitative data collected using administered data collection tools from one hundred and fifty-three (153) respondents, aims to understand the perceptions of school stakeholders regarding the «school fund» in the country. The results obtained show that while the «school funds» have alleviated some of the burdens faced by those involved in education, they still struggle to meet expectations. Their management and the mobilization of resources to fully cover schools’ needs were frequently cited as major issues by beneficiaries.
Author Keywords: perception, school stakeholders, school funds, effectiveness, limitations.
Kamel Arêo GARBA1, Nathaniel FOCKSIA DOCKSOU2, and Rasmané ZALLE3
1 Enseignant-Chercheur à l’Université d’Abomey Calavi, Benin
2 Enseignant-Chercheur à l’Université de N’Djaména, Chad
3 Enseignant-Chercheur à l’École Normale Supérieure, Burkina Faso
Original language: French
Copyright © 2026 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Madagascar, like several other African countries, introduced a support measure for public primary schools into its education system in 2002, known as the «school fund» (CE). While this measure, designed to alleviate the costs incurred by parents for financing minor maintenance and school operations, has seen some success, it appears to have lost momentum in recent years and reveals a significant gap between the current situation and its initial objectives. This research, which required both qualitative and quantitative data collected using administered data collection tools from one hundred and fifty-three (153) respondents, aims to understand the perceptions of school stakeholders regarding the «school fund» in the country. The results obtained show that while the «school funds» have alleviated some of the burdens faced by those involved in education, they still struggle to meet expectations. Their management and the mobilization of resources to fully cover schools’ needs were frequently cited as major issues by beneficiaries.
Author Keywords: perception, school stakeholders, school funds, effectiveness, limitations.
Abstract: (french)
Madagascar, comme plusieurs autres pays africains a introduit dans le système éducatif en 2002, la mesure d’appui aux écoles primaires publiques sous l’appellation de la « caisse école » en abréviation (CE). Si cette mesure, dont le but est d’alléger les coûts encourus par les parents d’élèves en ce qui concerne le financement des dépenses liées aux petits travaux d’entretien et au fonctionnement des écoles a connu quelques succès, elle semble s’essouffler depuis quelques années et révèle un sévère décalage entre l’existant et les ambitions. La présente recherche qui a requis des données aussi bien qualitatives que quantitatives collectées au moyen d’outils de collecte administrés sur cent cinquante trois (153) enquêtées vise donc à comprendre la perception des acteurs de l’école sur la « caisse école » dans le pays. Des résultats obtenus, il se dégage que si les « caisses écoles » ont dans une certaine mesure soulagé les peines des acteurs de l’école, il n’en démeure pas moins vrai qu’elles peinent à combler les attentes. Son pilotage ainsi que la mobilisation des ressources pour une couverture totale des besoins des écoles ont été souvent les points noirs évoqués par les bénéficiaires.
Author Keywords: perception, acteurs scolaires, caisses écoles, efficacité, limites.
