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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Strategi Pembelajaran
Angelo, Vahinimalala Tahinarizafy
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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ENHANCING SCHOOL PERFORMANCE THROUGH COMMUNITY PARTICIPATION IN MADAGASCAR Léa, Soameva; Angelo, Vahinimalala Tahinarizafy; Urbain, Marolahy Jacquot
JURNAL STRATEGI PEMBELAJARAN Vol. 2 No. 2 (2025): IN PROGRESS Jurnal Strategi Pembelajaran
Publisher : Yayasan Cendekia Citra Gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/jsp.v2i2.404

Abstract

This study aims to examine how community participation contributes to enhancing school performance in the Atsimo Andrefana Region of Madagascar. Schools in this region face persistent challenges, including limited resources, low student motivation, high absenteeism, and socio-economic constraints, which affect learning outcomes and overall institutional effectiveness. A qualitative case study approach was adopted, involving 38 key participants, including school principals, vice principals, guidance counselors, teachers, parent association leaders, community leaders, local education office representatives, and student representatives. Data were collected through semi-structured interviews, non-participant observations, and document analysis, and were analyzed thematically to capture patterns and insights across multiple stakeholder perspectives. The findings indicate that active community participation enhances student motivation, attendance, and engagement while contributing to a more supportive and organized school environment. Integration of local knowledge, such as cultural practices and practical skills, strengthened the relevance of learning and promoted collaborative problem-solving between schools and communities. Challenges to sustaining school–community partnerships included socio-economic limitations, geographic isolation, communication barriers, and gaps in teacher training; however, informal contributions and culturally grounded initiatives demonstrated measurable positive effects on student outcomes. The study underscores the need for structured and flexible strategies to maintain engagement, capacity-building for educators and community stakeholders, and institutional mechanisms that support long-term collaboration. Future research could explore the longitudinal impacts of collaborative learning ecosystems and conduct comparative studies across different regions to identify effective strategies for community-supported education in Madagascar
Local Perspectives on the Use of Malagasy as a Language of Instruction in Madagascar’s Elementary Schools Léa, Soameva; Angelo, Vahinimalala Tahinarizafy; Emynorane, Ralaivao Hanginiaina; Urbain, Marolahy Jacquot
Jurnal Pendidikan Tambusai Vol. 9 No. 3 (2025): Desember
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

This study aims to explore local perspectives on the use of Malagasy as a language of instruction in elementary schools in Toliara, Southwest Madagascar. Using a qualitative approach, data were collected through interviews, classroom observations, and informal discussions with teachers, school administrators, and parents to examine perceptions, challenges, and aspirations related to mother-tongue education. The findings reveal that the use of Malagasy enhances comprehension, participation, and cultural connection among learners, fostering a more inclusive and confident learning environment. Even so, the implementation process faces significant obstacles, including limited teaching materials, inadequate teacher training, and insufficient policy support. Participants expressed strong support for a balanced bilingual model that integrates Malagasy for foundational learning and French for broader academic and professional opportunities. The study emphasizes the need for clear policy direction, improved teacher preparation, and greater community involvement to strengthen the role of Malagasy in education. These insights contribute to broader discussions on linguistic equity and educational reform in multilingual societies, suggesting that sustainable progress requires aligning national identity with educational inclusiveness and global engagement.
Co-Authors Emynorane, Ralaivao Hanginiaina Léa, Soameva Urbain, Marolahy Jacquot