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All Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal)
Razanamiariso, Rakotomalala Nivomboahangy
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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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.
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 Allain, Solofomiarana Rapanoel Bruno Baholy, Robijaona Rahelivololoniaina Bodomalala, Razanadrasoa Vololonome Daniel José, Razakatiana Andriamampitasoa Daniel, Razafindrazanakolona Andrianjafimanjato Myriam, Andrianjary Narindra, Ratiarimanajatovo Narindra, Ratiarimananjatovo Ratsimbazafy, Ratsimbazafy Sahala, Rakotomalalaridio Antsa Tojoniaina, Ramiadamahefa Zo, Ratsimandisa Haritiana