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All Journal Pendagogia: Jurnal Pendidikan Dasar International Journal of Teaching Ruang Komunitas : Jurnal Pengabdian Masyarakat Jurnal Strategi Pembelajaran Bisnis, Jasa dan Keuangan
Sulla, Razafitahindraza Erica Feyzine
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE DINA AS A COMMUNITY GOVERNANCE MECHANISM FOR STRENGTHENING EDUCATION IN ATSIMO ANDREFANA, MADAGASCAR Sulla, Razafitahindraza Erica Feyzine; Ratna, Hangivola Emyblonde; Esmati, Shahabuddin
JURNAL STRATEGI PEMBELAJARAN Vol. 2 No. 2 (2025): Jurnal Strategi Pembelajaran
Publisher : Yayasan Cendekia Citra Gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/jsp.v2i2.442

Abstract

This study aims to explore the role of Dina as a community governance mechanism in supporting educational development in the rural municipalities of Milenaka, Ankililoaka, and Ankilimaliniky, located in the Atsimo-Andrefana region of Madagascar. Dina, a set of customary rules rooted in ancestral Malagasy traditions, has traditionally focused on maintaining public order, regulating social behavior, and resolving community conflicts. This study uses a qualitative case study approach, collecting data through semi-structured interviews, group discussions, and document analysis of local Dina regulations. 18 key informants participated, including mayors or vice mayors, Dina executive committee members, and representatives of youth, women, and persons with disabilities, ensuring diverse perspectives on governance and education. Thematic analysis was applied to identify patterns related to governance practices, community-based learning, and the integration of educational objectives within customary structures. indings reveal that Dina remains primarily associated with social regulation, yet its participatory mechanisms enable the transmission of social norms, promotion of school attendance, and engagement of marginalized groups. Women, youth, and persons with disabilities play critical roles in enhancing the educational potential of Dina, while challenges such as harsh enforcement practices, limited coordination with formal educational policy, and inconsistencies with constitutional principles constrain its effectiveness. The study concludes that reforming Dina to incorporate education-focused norms, fostering inclusive representation, and linking customary governance with local educational institutions can transform Dina into a culturally grounded, community-driven mechanism that supports both social cohesion and sustainable learning outcomes in rural Madagascar.
Corporate Social Responsibility Beyond Compliance: Effectiveness and Local Impact in Atsimo-Andrefana, Madagascar Sulla, Razafitahindraza Erica Feyzine; Michel, Rakotoniriana Noelisoa Jean; Lucien, Mandimbilaza Oscar
Bisnis, Jasa dan Keuangan Vol. 2 No. 1 (2026): BISNIS JASA DAN KEUANGAN
Publisher : Yayasan Cendekia Citra Gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/2d4s0213

Abstract

This study aims to analyze the effectiveness of Corporate Social Responsibility (CSR) in Atsimo-Andrefana, Madagascar, focusing on its evolution from voluntary practices into implicit obligations driven by social, institutional, and market pressures. Using a qualitative case study approach, 15 purposively selected informants, including company representatives, local communities, government officials, and civil society actors, were engaged through semi-structured interviews, observation, and document analysis, with triangulation and member checking ensuring credibility. The results show that CSR initiatives focus on education, health, infrastructure, and environmental management but are often sporadic, symbolic, and limited in impact. Stakeholder engagement is mostly consultative, and institutional constraints, such as weak governance and poor coordination, hinder sustained outcomes. Nevertheless, growing social expectations and reputational pressures are prompting companies to adopt more structured CSR practices, indicating a shift from soft law toward quasi-obligatory responsibilities with potential for meaningful local development.
Revisiting the Role of Education in Social Transformation: Insights from Fianarantsoa, Madagascar Michel, Rakotoniriana Noelisoa Jean; Sulla, Razafitahindraza Erica Feyzine; Esmati, Shahabuddin
MEDIA DAN STRATEGI PEMBELAJARAN Vol 3 No 1 (2026): International Journal of Teaching: IN PROGRESS
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/ijt.v3i1.443

Abstract

This study aims to examine the role of education in social transformation within the context of Fianarantsoa in Madagascar, with particular attention to how access, quality, and learning outcomes influence individual and collective trajectories. Grounded in a socio-educational perspective, the research addresses the gap between the widespread expectation that education leads to social mobility and the observed realities of persistent inequality and limited employment opportunities. A qualitative research design was adopted, involving purposive sampling of 20 participants, including teachers, students, parents, school administrators, and community leaders. Data was collected through semi-structured interviews and supported by document analysis, then analyzed using a thematic approach to identify key patterns related to educational experiences and social impact. The findings indicate that education is highly valued as a pathway to improved living conditions and social recognition, reflecting its strong symbolic importance within society. However, disparities between urban and rural areas in terms of infrastructure, resources, and teaching quality contribute to uneven learning outcomes. Many students complete schooling without mastering essential literacy, numeracy, and practical skills, which limits their ability to access meaningful employment. The results suggest that education functions as a necessary but insufficient condition for social mobility, as broader socio-economic and institutional constraints shape its impact. The study highlights the need to improve the quality and relevance of education, strengthen teachers’ capacity, and address structural inequalities to enhance education’s contribution to sustainable development and social transformation
Infrastructure Deficits and Their Impact on Learning Conditions in Elementary Schools in Madagascar Michel, Rakotoniriana Noelisoa Jean; Emynorane, Ralaivao Hanginiaina; Sulla, Razafitahindraza Erica Feyzine; Ratna, Hangivola Emyblonde
Pendagogia: Jurnal Pendidikan Dasar Vol 5 No 3: Desember 2025
Publisher : Educational Consultant & Counseling Career (EC3) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66653/pendagogia.v5i3.276

Abstract

This study aims to examine infrastructure deficits and their impact on learning conditions in elementary schools in the Haute Matsiatra region of Madagascar. Using a qualitative research approach, data were collected through classroom observations and semi-structured interviews with 45 key informants, including teachers, school principals, local education officials, and parents. The findings reveal that many schools operate under poor physical conditions characterized by inadequate classrooms, overcrowding, insufficient teaching materials, and limited access to sanitation facilities. These conditions negatively affect students’ concentration, participation, and academic performance, while also reducing teacher effectiveness and motivation. The study further highlights significant disparities between rural and peri-urban schools, where unequal distribution of resources reinforces educational inequities. Although local communities attempt to address some infrastructural gaps through collective efforts, their contributions remain limited without sufficient institutional and governmental support. Data analysis using thematic coding revealed recurring patterns linking poor infrastructure to weakened teaching and learning processes. The study concludes that improving school infrastructure is essential for enhancing educational quality and equity in the region.
Reducing School Dropout in Madagascar through Policy and Community Interventions Emynorane, Ralaivao Hanginiaina; Sulla, Razafitahindraza Erica Feyzine; Michel, Rakotoniriana Noelisoa Jean
RUANG KOMUNITAS: Jurnal Pengabdian Masyarakat Vol 4 No 1 (2026): Ruang Komunitas: Jurnal Pengabdian Masyarakat
Publisher : Program Studi Ilmu Politik bekerjasama Program Studi Hubungan Internasional, Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to examine strategies to reduce school dropout in Madagascar through policy interventions and community involvement. School dropout remains a significant challenge influenced by socioeconomic constraints, weak school environments, and gaps between policy design and local implementation. This research employs a qualitative approach, with data collected from 10 key informants consisting of school leaders, teachers, local authorities, and community representatives selected through purposive sampling. Thematic analysis is used to identify key patterns related to the causes of dropout and effective intervention strategies. The findings indicate that poverty, inadequate infrastructure, and limited educational resources contribute to low student engagement, while weak policy enforcement reduces the effectiveness of existing reforms. On the other hand, strong community participation, including the involvement of parents and local governance systems, plays an important role in supporting students’ educational continuity. This study emphasizes that alignment between policy and community-based practices can enhance the sustainability and effectiveness of dropout reduction efforts. It recommends strengthening policy implementation, improving school environments, and increasing active community engagement. Future research is suggested to examine the long-term impact of interventions across different regions in Madagascar.
Co-Authors Emynorane, Ralaivao Hanginiaina Esmati, Shahabuddin Lucien, Mandimbilaza Oscar Michel, Rakotoniriana Noelisoa Jean Ratna, Hangivola Emyblonde