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All Journal Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial Britain International of Humanities and Social Sciences (BIoHS) Journal Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal)
Ratsimandisa Haritiana Zo
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Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Deficiencies among French Learners in Primary, Secondary, and High Schools in the Analamanga Region - Antananarivo, Madagascar Andrianiaina Solo Raivo Lyh Raphaël; Andrianarimanana Jean Claude Omer; Andrianjary Myriam; Rakotoson Olivia; Rasoloarivony Theis Lala; Fidelio Arnold Ulrich; Ratiarimananjatovo Narindra; Ratsimandisa Haritiana Zo; Koto-Te-Nyiwa Ngbolua; Robijaona Rahelivololoniaina Baholy
Britain International of Humanities and Social Sciences (BIoHS) Journal Vol 6 No 2 (2024): Britain International of Humanities and Social Sciences, June
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biohs.v6i2.1113

Abstract

The present study highlights French language acquisition in primary, secondary, and public high schools in Antananarivo and its surrounding areas. Classroom observations and surveys were conducted in two public primary schools (EPP 67 ha Nord-Est and EPP Antanimena Est), two General Education Colleges (CEG Betsimitatatra and CEG Antanimena), and three public high schools (Lycée Moderne Ampefiloha, Lycée Analamahitsy, and Lycée Ivato). Field research reveals factors contributing to students' language deficits: lack of exposure, with 60.41% of students using French exclusively in school and during French classes. This leads to language deficiencies stemming from limited practice and vocabulary, observed in 43.13% of students, indicating incomplete mastery of the French language. Consequently, the majority (42.40%) resort to using dictionaries due to this vocabulary gap. Analysis of learning methods shows that most students encounter challenges across all subjects (78%), with a preference for memorization as the primary strategy (63.33%). Additionally, the majority believes that the use of visual aids is the most effective method to address their shortcomings (71.81%). Therefore, this study focuses on observing French language learning methods and aims to enhance them for more satisfactory outcomes.
Impacts of the Use of Facebook on Foreign Language Learning among Malagasy High School Students in Analamanga Andrianjary Myriam; Rahanetra Dina; Rakotoson Olivia; Fidelio Arnold; Ratiarimananjatovo Narindra; Ratsimandisa Haritiana Zo; Rakotomalala Nivomboahangy Razanamiarisoa; Koto-te-Nyiwa Ngbolua; Robijaona Rahelivololoniaina Baholy
Britain International of Humanities and Social Sciences (BIoHS) Journal Vol 6 No 3 (2024): Britain International of Humanities and Social Sciences, October
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biohs.v6i3.1183

Abstract

In an increasingly interconnected world, digital tools are rapidly revolutionizing the methods of teaching and learning foreign languages. In Madagascar, a nation undergoing continuous development, the use of the social platform Facebook is emerging as a powerful catalyst for practicing foreign languages such as French and English for secondary school students. In the digital era, where geographical boundaries are losing significance and learning opportunities are endless, the question emerges: "How can the use of Facebook benefit the learning of foreign languages in Malagasy secondary schools?" Despite the prominent status of these international languages and their importance for development, many challenges remain in making them accessible to all. Even after six years of studying English and starting French from their first year of school, secondary school students still face obstacles in learning and practicing these languages, particularly in vocabulary, pronunciation, grammar, oral expression, and motivation. In this context, a study conducted during the 2023-2024 school year over a two-month period surveyed 78 students in the 10th, 11th, and 12th grades at FJKM Rasalama Manjakaray College, Lycée Privé Fanovozantsoa Ivato, FJKM Fahasoavana Androndra College, FJKM Andriamanarefo High School, and Lycée Privé Rakoto Benjamin Jean Ambohidroa in Antananarivo on their use of Facebook to practice French and English in their daily lives. Simultaneously, 11 French and English teachers were also interviewed about the impact of this social network on their teaching practices and the learning of these foreign languages. The results revealed that many students use this platform as a valuable tool for learning and practicing foreign languages, particularly for acquiring new vocabulary and improving pronunciation, as well as in commenting on posts in French and English. Similarly, the teachers interviewed reported concrete benefits, such as increased student motivation through listening to and watching videos selected or recommended by native teachers or by the students themselves, as well as their active participation in French and English-speaking groups. Despite these advantages, spelling and/or grammar mistakes are observed on social networks, which may undermine their reliability as educational models. Therefore, it is important to find reliable and professional pages and groups, such as those recommended by teachers. The aim of this study is to highlight the importance and effectiveness of social networks as a platform for learning foreign languages in Malagasy schools. This underscores the vital importance of new technologies as innovative tools in the field of education in Madagascar, offering young people unprecedented access to educational resources.
Child Begging As an Exploitative Labor Practice: A Study Of Begging Children in Unlikely, Antananarivo, Madagascar Ramiadamahefa Tojoniaina; Solofomiarana Rapanoel Bruno Allain; Andrianjary Myriam; Rahajamanana Jasmin; Ratiarimananjatovo Narindra; Ratsimandisa Haritiana Zo; Koto-Te-Nyiwa Ngbolua; Robijaona Rahelivololoniaina Baholy
Britain International of Humanities and Social Sciences (BIoHS) Journal Vol 6 No 3 (2024): Britain International of Humanities and Social Sciences, October
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biohs.v6i3.1184

Abstract

This study examines child begging in Analakely, a neighborhood of the Malagasy capital, by exploring the socio-economic, cultural, and familial dynamics that perpetuate this practice. Through daily interviews with children and adults over five days, a deductive approach was used to test hypotheses based on Bourdieu's theory of genetic structuralism. The analysis reveals that children are often introduced to begging at a young age, internalizing values such as family solidarity, resourcefulness, and dignity in poverty, which reinforce their commitment to this practice. Social networks within these communities play a crucial role by providing children with the resources needed to survive and instilling in them a perception of begging as a socially and economically viable activity. This research highlights the need for an integrated and comprehensive approach to address child begging by targeting the underlying causes of this phenomenon.
Navigating the Complexities of Advancing Human Rights in Madagascar: Persistent Challenges and Opportunities for Reform Ratsimandisa Haritiana Zo; Rakotomalala Nivomboahangy Razanamiarisoa; Andrianjary Myriam; Razanadrasoa Vololonome Bodomalala; Ratiarimanajatovo Narindra; Ramiadamahefa Tojoniaina; Solofomiarana Rapanoel Bruno Allain; Robijaona Rahelivololoniaina Baholy
Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial Vol 11 No 3 (2024): Konfrontasi, September
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/konfrontasi2.v11i3.307

Abstract

The Universal Declaration of Human Rights, adopted in 1948, remains a powerful testament to humanity's collective commitment to dignity, freedom, and equality. Emerging in the aftermath of global atrocities, it provided a framework for the protection of civil, political, social, economic, and cultural rights. Although Madagascar was under French colonial rule at the time of its adoption, the country drew inspiration from its principles when drafting its post-independence constitutions. Despite the global recognition of these rights, violations continue to persist, both internationally and within Madagascar, where political crises have exacerbated human rights challenges. Torture, arbitrary detention, and extrajudicial executions still occur, though efforts at reform have been notable, supported by various national and international programs. Since independence, Madagascar has faced repeated cycles of political instability, marked by popular uprisings in 1972, 1991, 2002, and 2009. Each of these events contributed to the erosion of the country’s socio-economic fabric, culminating in the 2009 crisis, which led to widespread poverty and weakened state institutions. Although constitutional order was restored in 2013, reinforcing human rights remains an ongoing challenge. The legitimacy of power and public trust in political leadership, particularly in nations like Madagascar where democracy is an imitation of Western models, is tenuous. Fundamental freedoms, though enshrined in the Constitution, are not always fully realized, especially concerning freedom of expression. Media ownership, concentrated among political elites and business figures, has compromised media independence and pluralism. Additionally, the political participation of women remains hindered by the absence of affirmative action and political will. Nonetheless, there are opportunities to address these systemic issues. Strengthening gender equality, enhancing media pluralism, and ensuring adherence to human rights principles are essential steps toward sustainable development and the promotion of democracy in Madagascar.
Designing an ICT-Integrated Learning Program Strategy Ratsimandisa Haritiana Zo; Rafatro Robijaona Baholintsoa
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 7 No 2 (2025): Britain International of Linguistics, Arts and Education - July
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v7i2.1358

Abstract

This study examines the obstacles and opportunities in creating an ICT-integrated learning strategy at Ambararatabe General High School in Madagascar. Several interconnected factors hinder optimal ICT integration: limited teacher expertise, a scarcity of resources, and logistical challenges like unreliable transportation and communication infrastructure. A SWOT analysis, incorporating the PESTEL framework, shows that while political stability and digitization offer opportunities, economic disparities, insecurity, and insufficient ICT proficiency among students and teachers pose threats. The study explores the institution's micro-environment, highlighting collaborations with the Ministry of Education, UNICEF, and UNESCO, which provide crucial support. However, many students lack technology access and proficiency, a divide worsened by socio-economic factors. School procedures aim to raise parental awareness and support struggling students, emphasizing the need for community and institutional engagement. The findings suggest a multi-faceted approach is needed, including investments in infrastructure, teacher training, and interventions to address socio-economic barriers. Emphasizing ICT's potential to reduce inequalities and promote sustainable development, the study advocates for policies that foster digital literacy, ensure equitable access to technology, and enhance education to prepare students for a digital world.
Co-Authors Andrianarimanana Jean Claude Omer Andrianiaina Solo Raivo Lyh Raphaël Andrianjary Myriam Fidelio Arnold Fidelio Arnold Ulrich Koto-te-Nyiwa Ngbolua Rafatro Robijaona Baholintsoa Rahajamanana Jasmin Rahanetra Dina Rakotomalala Nivomboahangy Razanamiarisoa Rakotoson Olivia Ramiadamahefa Tojoniaina Rasoloarivony Theis Lala Ratiarimanajatovo Narindra Ratiarimananjatovo Narindra Ratsimbazafy Razafindrazanakolona Andrianjafimanjato Daniel Razakatiana Andriamampitasoa Daniel José Razanadrasoa Vololonome Bodomalala Robijaona Rahelivololoniaina Baholy Sahala, Rakotomalalaridio Antsa Solofomiarana Rapanoel Bruno Allain