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Primary School Exclusion and Ways to Improve Inclusion in Madagascar

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Primary School Exclusion and Ways to Improve Inclusion in Madagascar PRIMARY SCHOOL EXCLUSION AND WAYS TO IMPROVE INCLUSION IN MADAGASCAR Rohen d’Aiglepierre in collaboration with Focus Development Association PRIMARY SCHOOL EXCLUSION AND WAYS TO IMPROVE INCLUSION IN MADAGASCAR Rohen d’Aiglepierre * in collaboration with Focus Development Association, photos by Pierrot Men February 2012 *The opinions and recommendations expressed in this report are those of the authors and do not necessarily represent those of UNICEF. Rohen d’Aiglepierre - ROAD, CERDI and the University of Auvergne. Contact: [email protected] FOREWORD This national study on school exclusion and ways to improve primary school inclusion was conducted at a time of great difficulty and uncertainty for Madagascar. The crisis that the country is currently experiencing, has had a considerable impact, particularly on the health and nutritional status of children and access to potable water. The education sector is also paying a very heavy price for this situation and, to date, more than one child in four does not have access to primary school education. Short-comings in the Malagasy education system, combined with the daily plight of households, means that over one million children lack access to basic education. We are therefore at a crossroads. Either we carry on in the same direction and run the risk of ruining the future of a very large number of children and the country in general, or we use this crisis to create a sustainable, inclusive, quality education system. The Government and all partners working in the education sector, at the local, national and international level, should make it a priority to develop the necessary mechanisms to include the most vulnerable children in the primary education system, in the face of this crisis. We should also make use of this occasion to build a society that is prepared to fight against all forms of inequality and promote diversity. Education has a key role to play. Schools should not be content with teaching children only how to read and write, but should play a vital role in promoting cultural diversity and fighting against all forms of discrimination. While this study highlights the amplitude and mechanisms of primary school exclusion, it also underlines the efforts taken by all community stakeholders, schools and households to make the educational system more inclusive. A certain number of methods and tools already exist to promote primary school inclusion but this study must lead to specific actions. To enable all children, even the most marginalised, to have access to basic quality education, the fight against all forms of exclusion, in a coordinated and joint manner is necessary. However, without extensive mobilisation of all actors involved and a comprehensive strategy, it will not be possible to fight effectively against all forms of school exclusion. Only a fully inclusive education system will have the capacity to build the knowledge-based society that Madagascar needs for its future. In supporting the country’s efforts to develop a bona fide inclusive education system, the international community has a key role to play.The United Nations Children’s Fund (UNICEF) places particular importance on equity and therefore has a specific responsibility to encourage and help all children who do not have access to basic education. In collaboration with all education actors in Madagascar, one of our priorities is to enrol all out-of-school children as quickly as possible. Even though we are at a crossroads, we must have the courage and the determination to chose the path that will allow all children to fully exercise their right to quality education. Steven Lauwerier UNICEF Representative, Madagascar ACKNOWLEDGEMENTS This study was commissioned and funded by UNICEF Madagascar and carried out in collaboration with the Ministry of Education (MOE). We would like to express our appreciation for all those who took part in the design, preparation, implementation and development of this report. We would also like to thank the Regional Education Departments (DREN) and School Districts (CISCO) for their support and in particular the many principals, teachers, Fokontany leaders, FRAM presidents, parents and children, for their willingness to answer our questions and share their opinions. We also extend our sincere thanks to the 60 representatives from the MOE, as well as the national and international organisations, working in the field of inclusive education that participated in our preliminary workshop in October 2011. Main author: Rohen d’Aiglepierre Supervision and overall coordination: Minako Morimoto, Graham Lang Support team: Hoby Rakotoarizafy, Rivo Ranjatoson, Emilie Ramillien, Mandavololonirina Ratsimbazafy, Lalanirina Lydia Randrianja, Sendra Lydia Rabendrainy, Ralphine Manantenasoa Razaka Survey team: Focus Development Association Survey coordination: Léon Nérée Razafindrabe Data collection, processing and analysis: Mina Rakotoarindrasata, Haingo Rasolofomanana, Eudoxie Rasendrasoa, Toky Andrianantoandro, Manitra Rasolonjohary, Tsiry Razanakolona, Jean deDieu Randrianasolorivo, Lalamanga Rasendrasoa Survey supervisors: Domoina Rabakoson, Handry Tantely Randriankoto, Lovasoa Emmanuela Raharimanantoanina, Anja Andrianjavony, Jean Claude Rakotoarimanana, Fanjanirina H. Ravelomanantsoa, Tojo Andrianantoandro, Serge Razakatiana, Noelle Andrianandraina, Nicole Tinah,Ratianarivelo, Adrien Andriamilanto, Aina Nirina Raoelijaona, Tsiry Ravelomanantsoa Interviewers: Maharavo Terencia Ambininjara, Faramalala Angélica Rakotondrabe, Harimbola Andrianiaina, Iandriniaina Rakotondravelo, Hary Mamy Andriantsoa, Herimanana Jean Rakotonirainy, RivoNavahana, Alain Herinandrasana, Elisous Ramananjonh, Zozo Théophile Heriniaina, FarambolaniainaRambelo, Rondro Corra Nomenjanahary, Fabrice Michael Ramisarijaona, Fara Josie Nomenjanahary, Harinosy Ranaiv oson, Haja Ulrich Teddy Nomenjanahary, Rojo Julio Randriamanga, Hary Rabearison, Andry Blaise Randriamaro, Andriamboavonjy J.P Raherinjatosoa, Tojonirina Mahefa Randriarisoa, Paul Rodin G. Rajaonarison, Hary Njaka Rasolonjatovo, Mamy Liva Rakotoarivony, Tolotra AvotianaRasolonjohary, Fidiniaina rivo Rakotomalala, Njiva Nantenaina Ravelomanantsoa, Jérémia Rakotomanga, Jhon Sandrine Razafindraliza, Danielson Rakotonandraina. Feedback, initial draft: Olga Ramaromanana, Isabelle de Rivoire, Irène Ranaivozanany Publication: Daniel Timme, Dia Styvanley, Jelena Skopelja Translation into English: Claire Stout Design and layout: Rina Yvan Andrianandrasana, Fanomezantsoa Hery Lalaina Razafimamonjiraibe Photo credits: © UNICEF / Pierrot Men EXECUTIVE SUMMARY ----------------------------------------------------------------------------- 9 I. INTRODUCTION --------------------------------------------------------------------------------- 16 I.1. Background and issues ------------------------------------------------------------------ 18 I.2. Objectives of the study and expected results ------------------------------------------------ 18 I.3. Methodology --------------------------------------------------------------------------- 18 I.4. National survey in primary schools in Madagascar -------------------------------------------- 19 I.5. Structure of the report ------------------------------------------------------------------- 22 II. CONTEXT AND ANALYSIS FRAMEWORK OF PRIMARY SCHOOL EXCLUSION IN MADAGASCAR -------------------- 24 II.1. THE CONTEXT OF EDUCATION IN MADAGASCAR ------------------------------------------------- 26 II.1.1. The overall strategies established for education in Madagascar -------------------------- 26 II.1.2. Inclusive education in Madagascar --------------------------------------------------- 27 II.2. THE STATUS OF EDUCATION IN MADAGASCAR --------------------------------------------------- 28 II.2.1. The overall status of primary education ---------------------------------------------- 28 II.2.2. Primary school exclusion levels ------------------------------------------------------- 28 II.2.3. The evolution of primary school dropouts --------------------------------------------- 29 II.2.4. The characteristics of school districts with the highest dropout rates ----------------------30 II.3. LITERATURE ON SCHOOL EXCLUSION IN MADAGASCAR -------------------------------------------- 31 II.4. A CONCEPTUAL FRAMEWORK FOR THE ANALYSIS OF PRIMARY SCHOOL EXCLUSION AND INCLUSION IN MADAGASCAR -------------------------------------------------- 33 III. PRIMARY SCHOOL EXCLUSION -------------------------------------------------------------------36 III.1. HOUSEHOLD PERCEPTIONS OF EXCLUSION --------------------------------------------------------38 III.1.1. Household characteristics -----------------------------------------------------------38 III.1.2. Household relations with the school and community ----------------------------------- 42 III.1.3. Household attitudes towards school exclusion ----------------------------------------- 45 III.1.4. Exclusion factors related to the household according to focus group discussions ------------ 49 III.2. SCHOOLS’ PERCEPTIONS OF EXCLUSION ----------------------------------------------------------54 III.2.1. School characteristics --------------------------------------------------------------54 III.2.2. School relations with households and the community ---------------------------------- 59 III.2.3. Schools’ attitude towards school exclusion -------------------------------------------- 61 III.2.4. Exclusion factors related to the school according to focus group discussions --------------- 61 TABLE OF CONTENTS III.3.
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