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All Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Budapest International Research in Exact Sciences (BirEx Journal)
Baholy, Robijaona Rahelivololoniaina
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Journal : Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal)

 1 
The Current State of Education in Madagascar: Challenges and Solutions Razanamiariso, Rakotomalala Nivomboahangy; Baholy, Robijaona Rahelivololoniaina
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 6, No 4 (2023): Budapest International Research and Critics in Linguistics and Education, Novemb
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v6i4.7770

Abstract

The first Missionary Station in Isoavina was established in the early years, with the initial school providing basic education and extracurricular activities, such as crafting, woodwork, and iron modeling, during the years 1870-1877. The school was known as the "Sekolin'ny Firenena" (National School). Education, in general, flourished under the guidance of foreign missionaries. However, when they departed, the school encountered several challenges. All activities experienced a significant decline due to the Malagasy teacher who continued the work lacking proper training. The school regained momentum with the inauguration of the new preschool "Manohisoa" on September 12, 1995, followed by the primary year 1 on September 10, 1997, and the Secondary year 2 on September 5, 2009, as stipulated in the authorization N2012/17-DREN ANALAMANGA on May 16, 2012. Regarding the performance in examinations, "MANOHISOA" School FJKM Isoavina had a 100% pass rate for CEPE (72.33%-74.44%-75.40% pass rates for CISCO Manjakandriana) in the academic years 2019-2020, 2020-2021, and 2021-2022, respectively. As for the BEPC, it was 56% for the year 2019-2020 (50.99% for CISCO), 100% for the year 2020-2021 (64.16% for CISCO), and 100% for the year 2021-2022 (74.23% for CISCO). Another 100% pass rate is achieved this 2022-2023 academic year. The disparity between public and church-affiliated schools poses a significant issue. Public schools have a considerably higher student population compared to their church-affiliated counterparts. Additionally, the number of teachers managing students in public schools is notably lower than those at MANOHISOA school (15 students per teacher). The inclusion of Holy Scripture curriculum in the educational program in FJKM schools helps to shape moral and ethical value to the students.
Integrating ICT to Enhance School Functioning: A Case Study of Lutheran Schools in Fianarantsoa, Madagascar Sahala, Rakotomalalaridio Antsa; Narindra, Ratiarimananjatovo; Daniel José, Razakatiana Andriamampitasoa; Zo, Ratsimandisa Haritiana; Razanamiariso, Rakotomalala Nivomboahangy; Daniel, Razafindrazanakolona Andrianjafimanjato; Ratsimbazafy, Ratsimbazafy; Baholy, Robijaona Rahelivololoniaina
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 1 (2025): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i1.8027

Abstract

This study investigates the integration of Information and Communication Technologies (ICTs) in Lutheran schools in Fianarantsoa, Madagascar. Through classroom observations, interviews with teachers and school principals, and document analysis, the study examines the current level of ICT integration and identifies key challenges and opportunities. Findings reveal significant discrepancies between established best practices and actual classroom practices in areas such as administrative organization, pedagogical approaches, and didactic methods. Notably, teacher training in ICT integration is crucial, requiring a structured approach that addresses pedagogical skills, resource utilization, and the development of student-centered learning environments. The study emphasizes the importance of leveraging ICTs to enhance teaching and learning, foster student engagement, and improve overall educational outcomes in the context of Lutheran schools in Fianarantsoa.
Student Pastor Models: The Incarnation of the Kenosis Josette, Ramarolahy Patricia; Baholy, Robijaona Rahelivololoniaina
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 1 (2025): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i1.8057

Abstract

When we talk about the Church, we usually think about the Pastors. Therefore, in order for our country to develop, the Church must recognize the importance of pastoral formation to ensure a relevant and effective proclamation of the Gospel. The present situation, however, indicates that individuals attach little importance to pastoral training. As a result, even pastors don't express much interest in considering the pastoral training center. The behavior and attitude of pastors toward their ministry have also changed. His behavior no longer meets the requirements of the Holy Scriptures. Today's pastors are becoming more materialistic. The spiritual side is no longer valued. It is important to write this article to make people aware that humility is one of the qualities needed in pastors. It sets an example for others to adopt a humble lifestyle. The humility of Jesus Christ is truly embodied in Him. In this article, we want to restore the value of theological education in the church and encourage a change of attitude and behavior in future pastors. That's why they need to be pastors who are determined to live humbly in order to serve as an example to others and to succeed in their mission. Therefore, the expected outcome of this article is to encourage pastors to imitate Jesus and to make Jesus a good example of behavior to follow. And also, to lead them to become witnesses of Jesus Christ and to live in true faith in the fear of God. However, what Pastors need to be aware of is that even if this teaching is given, it will not be fruitful if they are not spiritually mature. And the changes in them will not be achieved unless they have the conviction that they are truly people called by God to be Pastors.    
The School-Family Interface and Its Sociopedagogical Implications: The Case of Public Primary School of Soavinandriana-Itasy Zo, Ratsimandisa Haritiana; Razanamiariso, Rakotomalala Nivomboahangy; Myriam, Andrianjary; Bodomalala, Razanadrasoa Vololonome; Narindra, Ratiarimanajatovo; Tojoniaina, Ramiadamahefa; Allain, Solofomiarana Rapanoel Bruno; Baholy, Robijaona Rahelivololoniaina
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 8, No 2 (2025): Budapest International Research and Critics in Linguistics and Education, May
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v8i2.8094

Abstract

This inquiry, conducted within a Public Primary School (PPS) of Soavinandriana, investigates the multifaceted dynamics of the school-family relationship and its consequential influence on student learning and development. Examining parental perspectives, school expectations, communication strategies, and the overarching impact of school climate across preschool and elementary settings reveals a complex interplay of historical experiences, evolving societal contexts, and individual perceptions. The establishment of robust educator-family connections, facilitated by transparent communication and collaborative initiatives, emerges as a cornerstone of effective partnerships. Parental expectations, primarily centered on academic progress and child well-being, underscore the shared objectives of home and school in Soavinandriana. The study highlights the critical role of trust, cultivated through mutual respect and consistent dialogue, in fostering meaningful parental engagement within the PPS. Furthermore, it underscores the cyclical nature of positive involvement, wherein effective communication and school-initiated integration efforts lead to increased parental participation and enhanced student outcomes specific to this Malagasy school. Conversely, ambiguities in communication and differing parental representations of schooling can present challenges to this vital partnership within the Soavinandriana context. Ultimately, optimizing student learning and fostering holistic development within this PPS necessitates a concerted effort to cultivate a synergistic home-school ecosystem. This involves proactively addressing parental expectations, promoting clear and consistent communication, and nurturing a positive and inclusive school climate that values the diverse experiences and perspectives of both families and educators in Soavinandriana. Recognizing the reciprocal influences within this relationship is paramount for creating a supportive and cohesive educational environment within this particular Malagasy primary school.     
Co-Authors A.D., Razafindrazanakolona Allain, Solofomiarana Rapanoel Bruno Andrianirina, Randriantsimbazafy Antoine, Herisoa Ashande, Colette Masengo Aurelien, Mandimbiiharison Bodomalala, Razanadrasoa Vololonome Boni, Randrianjaka Bruno, Razanamparany Christian, Manjovelo Sambany Daniel José, Razakatiana Andriamampitasoa Daniel, Razafindrazanakolona Daniel, Razafindrazanakolona Andriamanjato Daniel, Razafindrazanakolona Andrianjafimanjato Dyno, Nambavelo Elidon, Ramahandry Jean Erménégilde, Ralaibia Boniface Fabri, Ralaivaon-dratsitonta Jumaël Edith Fifaliana, Rasolofoson Joharisoa Josette, Ramarolahy Patricia Koto-Te-Nyiwa, Ngbolua Jean Paul Mamy, Andrianarijaona Marie, Tolojanahary Jean Myriam, Andrianjary Narindra, Ratiarimanajatovo Narindra, Ratiarimananjatovo Ngbolua, Koto-te- Nyiwa Ngbolua, Koto-te-Nyiwa Nicole, Ravelomanantsoa Ramanambe Nyiwa, Ngbolua Koto-Te- Odon, Fetisondraibe Zafimamonjy Louis Pierre, Rakotomamonjy Ratsimbazafy, Ratsimbazafy Razafimahatratra, Razafimahatratra Razanamiariso, Rakotomalala Nivomboahangy Riana, Razafindrakoto Fanoina Ny Rija, Rabearisoa Solotiana Rindra, Rabarison Robert, Rejo Rodin, Raberanto Rokiman, Letsara Rolland, Rakotonindriana David Ruphin, Fatiany Pierre Sahala, Rakotomalalaridio Antsa Sambany, Manjovelo Christian Samuël, Randrianasolo Fenosoa Seheno, Randrialiva Soanirina Tahina, Rabeharitsara Andry Tojoniaina, Ramiadamahefa Tsaroana, Verofaniry Nomena Tsimy, Andriantsilaniarivo Tsirombahy, Soja Lahara Ulrich, Fidelio Arnold Wega, Razafindramanga Athou Zo, Ratsimandisa Haritiana