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All Journal Jurnal Ilmiah Pendas : Primary Education Journal The Nexus Journal of Education, Management, and Entrepreneurship
Soameva Léa
Université de Toliara
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Managing Agricultural Expansion and Grazing Systems: Land-Use Conflicts in the SOFIA Region of Madagascar Vahinimalala Tahinarizafy Angelo; Soameva Léa; Koto Bernard
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.v1i1.8

Abstract

This study aims to examine the drivers of land struggles in the SOFIA region of Madagascar by analyzing how agricultural expansion, grazing practices, and governance dynamics shape conflicts between farmers and herders within rural land-use systems. The study adopts a qualitative research design. Primary data were collected through semi-structured interviews with 35 participants, including farmers, herders, and local authorities. Data were analyzed using inductive thematic analysis to identify recurring patterns in land use, governance, and livelihood management. The findings reveal competition over fertile land, the expansion of cash-crop agriculture, restricted grazing mobility, ambiguous land-tenure arrangements, and limited governance capacity, collectively intensifying land-related disputes. These challenges are further exacerbated by socioeconomic vulnerability and demographic pressures in communities that depend heavily on land-based agricultural and livestock livelihoods. This study contributes original insights by integrating agricultural and grazing practices with governance and livelihood management perspectives in an understudied region of Madagascar. It advances understanding of land-use conflicts by highlighting the interaction between rural enterprise activities, tenure insecurity, and local governance, offering context-specific implications for sustainable land management and conflict mitigation
PRIMARY SCHOOL EDUCATION IN MADAGASCAR UNDER CONDITIONS OF POVERTY AND RURAL INEQUALITY Soameva Léa; Koto Bernard; Marolahy Jacquot Urbain
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 6 No 2 (2025): Desember 2025
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/p9y3xb34

Abstract

This study aims to examine primary school education in Madagascar under conditions of poverty and rural inequality, with particular attention to how structural deprivation shapes educational access, learning readiness, and school quality at the primary level. The research explores the interconnected roles of household economic conditions, school infrastructure, teacher capacity, community engagement, and institutional management in shaping educational experiences in rural settings. Qualitative research design was employed to capture the perspectives and lived experiences of key educational stakeholders. Data were collected in the Atsimo Andrefana Region of Madagascar, specifically within the CISCO of Toliara II, Sakaraha, and Morombe, areas characterized by limited resources and predominantly rural populations. Primary data consisted of semi-structured interviews with 35 key informants, focus group discussions, and document analysis involving teachers, school principals, parents, community members, and local education officials. The findings reveal that poverty-related challenges, including malnutrition, livelihood insecurity, inadequate school infrastructure, and uneven professional support for teachers, significantly undermine learning readiness and instructional quality. Educational inequality is further reinforced by weak school management capacity and limited access to technological and administrative resources. Community involvement and culturally responsive teaching practices were found to partially mitigate these constraints by enhancing student engagement and school resilience. The study concludes that improving primary education in rural Madagascar requires integrated and context-sensitive strategies linking education policy with social protection, targeted investment in rural schools, continuous teacher professional development, and strengthened community–school partnerships to promote more equitable educational outcomes.
Co-Authors Koto Bernard Marolahy Jacquot Urbain Vahinimalala Tahinarizafy Angelo