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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Pendas : Primary Education Journal Jurnal Strategi Pembelajaran
Urbain, Marolahy Jacquot
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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COMMUNITY INVOLVEMENT AND ITS IMPACT ON SCHOOL SUCCESS IN MADAGASCAR Léa, Soameva; Angelo, Vahinimalala Tahinarizafy; Emynorane, Ralaivao Hanginiaina; 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 involvement influences school success in Sakaraha, a semi-urban district in the Atsimo-Andrefana region of Madagascar, where educational progress is often hindered by limited resources and social inequality. It sought to understand how local actors participate in school activities, the barriers they encounter, and the effects of their engagement on educational outcomes. A qualitative approach was employed, using semi-structured interviews, focus group discussions, and document analysis to collect data from 25 participants, including school principals, teachers, parents, community leaders, and education officers selected through purposive sampling. Thematic analysis was applied to identify key patterns and perspectives regarding community participation and its impact on school performance. The findings indicate that communities in Sakaraha contribute actively through practical actions such as maintaining school facilities, organizing local initiatives, and supporting student discipline; however, their participation remains limited in decision-making and long-term educational planning. Socioeconomic constraints, particularly poverty, low literacy levels, and weak communication between schools and families, continue to limit sustained collaboration. Despite these challenges, community participation was found to enhance student motivation, attendance, and the overall school environment, demonstrating its significance as a key driver of educational improvement. Strengthening participatory mechanisms and equipping communities with leadership and communication skills could transform this involvement into a more strategic and sustainable force for school development. The study highlights the need for stronger collaboration among the Ministry of National Education, local authorities, and non-governmental organizations (NGOs) to promote inclusive governance and shared responsibility in education. Enhancing community-school partnerships in Sakaraha and similar regions may contribute to a more equitable, resilient, and effective education system that supports long-term student success and community development.
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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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.
PRIMARY SCHOOL EDUCATION IN MADAGASCAR UNDER CONDITIONS OF POVERTY AND RURAL INEQUALITY Léa, Soameva; Bernard, Koto; Urbain, Marolahy Jacquot
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 6 No 2 (2025): Desember 2025
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/p9y3xb34

Abstract

This study aims to examine primary school education in Madagascar under conditions of poverty and rural inequality, with particular attention to how structural deprivation shapes educational access, learning readiness, and school quality at the primary level. The research explores the interconnected roles of household economic conditions, school infrastructure, teacher capacity, community engagement, and institutional management in shaping educational experiences in rural settings. Qualitative research design was employed to capture the perspectives and lived experiences of key educational stakeholders. Data were collected in the Atsimo Andrefana Region of Madagascar, specifically within the CISCO of Toliara II, Sakaraha, and Morombe, areas characterized by limited resources and predominantly rural populations. Primary data consisted of semi-structured interviews with 35 key informants, focus group discussions, and document analysis involving teachers, school principals, parents, community members, and local education officials. The findings reveal that poverty-related challenges, including malnutrition, livelihood insecurity, inadequate school infrastructure, and uneven professional support for teachers, significantly undermine learning readiness and instructional quality. Educational inequality is further reinforced by weak school management capacity and limited access to technological and administrative resources. Community involvement and culturally responsive teaching practices were found to partially mitigate these constraints by enhancing student engagement and school resilience. The study concludes that improving primary education in rural Madagascar requires integrated and context-sensitive strategies linking education policy with social protection, targeted investment in rural schools, continuous teacher professional development, and strengthened community–school partnerships to promote more equitable educational outcomes.
Co-Authors Angelo, Vahinimalala Tahinarizafy Bernard, Koto Emynorane, Ralaivao Hanginiaina Léa, Soameva