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All Journal Jurnal Ilmiah Pendas : Primary Education Journal The Nexus Journal of Education, Management, and Entrepreneurship
Ravaoarisoa Simonette Augustin
Université de Toliara
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences 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.
LEARNING THROUGH TRADITION IN PRIMARY EDUCATION: CASE OF IHOROMBE REGION, MADAGASCAR Andriantenaina Claudette; Ravaoarisoa Simonette Augustin; Koto Bernard
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/wfyybh14

Abstract

This study aims to explore how local cultural traditions shape primary education in the Ihorombe Region of Madagascar, with a focus on understanding the ways in which community knowledge, values, and practices influence student learning, engagement, and classroom dynamics. Using a qualitative case study approach, data were collected from 20 informants, including school principals, teachers, students, parents, and community elders, through in-depth interviews, classroom observations, informal discussions, and document analysis. The findings indicate that cultural values such as respect for elders, cooperation, and collective responsibility play a central role in guiding student behavior and fostering collaborative learning. Oral traditions and storytelling serve as effective tools for comprehension and the transmission of moral and social knowledge, while active community participation strengthens student motivation, attendance, and commitment. The study also identifies challenges in aligning the national curriculum with local realities, particularly when teaching materials and instructional approaches do not reflect students’ cultural experiences. Overall, the study demonstrates that integrating tradition into formal schooling enhances learning outcomes, reinforces cultural identity, and creates a holistic educational environment in which students can connect community practices with academic knowledge, highlighting the importance of culturally responsive approaches in rural education contexts.
Co-Authors Andriantenaina Claudette Koto Bernard Rabibisoa Giovanni Whega Danitsaike Bien-Aimé