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All Journal Global Education Trends Journal of Psychology
Bernard, Koto
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Religion Arts Humanities Education Environmental Science Mathematics Physics Public Health Social Sciences Other

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EDUCATION AND THE VALI-VAZAHA: BETWEEN TRADITION AND EDUCATIONAL PERSPECTIVES IN THE SOUTH-WEST REGION OF MADAGASCAR Bien-Aimé, Whega Danitsaike; Bernard, Koto; Emynorane, Ralaivao Hanginiaina
Global Education Trends Vol. 3 No. 2 (2025): GLOBAL EDUCATION TRENDS
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/get.v3i2.389

Abstract

This study explores the phenomenon of vali-vazaha, marriage or concubinage with foreigners in the Southwest region of Madagascar, where tourism strongly influences local socio-cultural practices. While education is widely recognized as a fundamental right and a cornerstone of sustainable development, many families continue to prioritize early marriage, particularly with vazaha, as a faster route to economic and social mobility. Employing a qualitative field-based approach, data were collected through semi-structured interviews, questionnaires, and participant observation in three rural coastal communes: Itampolo, Belalanda (Mangily), and Befandefa (Andavadoaka). A purposive sample of 30 participants, including parents, young girls, teachers, and community leaders, provided diverse perspectives on the interplay between education, tradition, and marriage practices. The findings reveal a paradox: although education is acknowledged as valuable, its long-term benefits are often overshadowed by the immediate financial advantages of early marriage. Tourism and exposure to foreigners have reshaped local aspirations, reinforcing the perception of marriage with a vazaha as a shortcut to prestige and stability. Girls are the most affected, as they face school dropout, limited autonomy, and early social responsibilities. The study highlights how economic insecurity entrenched cultural norms, and weak institutional support collectively perpetuate this practice. By analyzing these dynamics through Bourdieu's theory of cultural capital, Berry's acculturation framework, and Durkheim's perspective on social norms, the study contributes a novel understanding of how globalization and local traditions intersect in shaping educational trajectories. It underscores the urgent need for context-sensitive policies that both strengthen educational opportunities for girls and address the socio-economic drivers of early marriage.
DIGITALIZATION AND EDUCATION: AN ANALYSIS OF PRACTICES AND CHALLENGES IN THE CISCO OF TOLIARA I, MADAGASCAR Bien-Aimé, Whega Danitsaike; Emynorane, Ralaivao Hanginiaina; Bernard, Koto
Journal of Psychology Vol. 2 No. 1 (2025): Agustus
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jp.v2i1.3105

Abstract

This study investigates the prospects and challenges of educational digitalization in the CISCO of Toliara I, Madagascar, where digital reforms remain largely at the planning stage. Using a qualitative approach, the study gathers insights from teachers, students, parents, and administrators to examine how digital tools are envisioned, the expectations attached to them, and the factors that hinder their adoption. Current practices in attendance monitoring, examination registration, recordkeeping, and school–family communication are still paper-based, fragmented, and often ineffective in addressing chronic absenteeism, high dropout rates, or irregular examination participation. Participants emphasize the potential value of digital identification cards, centralized servers, automated alerts to parents, and digital student profiles as mechanisms to enhance accountability, transparency, and the overall quality of education. Anticipated outcomes include stronger parental involvement, reduced absenteeism, more reliable regulation of examinations, and better support for remedial initiatives such as Back to School for Learning and Teaching at the Right Level. However, the study also highlights major obstacles, including inadequate infrastructure, unstable electricity and internet access, limited technical capacity, and weak institutional coordination. By capturing both the realities of the existing system and the aspirations for digital reform, the study sheds light on the conditions necessary for digitalization to become a transformative force for educational governance in Madagascar.
Co-Authors Bien-Aimé, Whega Danitsaike Emynorane, Ralaivao Hanginiaina