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Possibilities and Challenges in Early Childhood Care and Education in Madagascar

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Possibilities and Challenges in Early Childhood Care and Education in Madagascar Possibilities and Challenges in Early Childhood Care and Education in Madagascar Access and Parental Choice in preschools in Toliara Jiyean Park Faculty of Educational Science UNIVERSITY OF OSLO Spring 2014 II Possibilities and Challenges in Early Childhood Care and Education in Madagascar Access and Parental Choice in preschools in Toliara A Thesis submitted in partial fulfillment of the requirements for the degree of Master of Philosophy in Comparative and International Education Faculty of Educational Science III © Jiyean Park 2014 The Possibilities and Challenges in Early Childhood Care and Education in Madagascar: Access and Parental Choice in preschools in Toliara http://www.duo.uio.no/ Trykk: Reprosentralen, Universitetet i Oslo IV Abstract This study addresses access and parental choice in ECCE in Madagascar. The purpose of the study is to explore the value of ECCE and the factors obstructing access to ECCE, to examine the similarities and differences of the parental choice between public and private preschools in Madagascar and finally, to suggest the measures or strategies improving access to ECCE in the countries with low resource. Social exclusion, social class and school choice within rational action theory and Bourdieu’s cultural capital was used as a theoretical framework. Madagascar was chosen as the site of research since it offers an opportunity to explore the situation of access and parental choice in ECCE in a low-resource context and to investigate the impact of political and economic crisis on access to ECCE and parental choice. The study is designed by a comparative research. Key stakeholders the central and local government officials and a representative of an international organization and civil society, teachers and parents participated in this study. All participants were compared in terms of the value of ECCE and the factors obstructing access to ECCE, the similarities and differences of parental choice between public and private preschool and the measures or strategies improving access to ECCE. Particularly, two parent groups (public and private preschool parents) were selected since it is useful to illuminate the similarities and differences of parental choice in the situation where private preschool that charges much more tuition fees than public preschools and use French as a language of instruction, dominates in Madagascar. The study shows the four major findings. Key stakeholders, first and foremost, valued ECCE as school readiness and an investment in the future of young children. Secondly, the factors obstructing ECCE were poverty and low commitment on ECCE of the country. Thirdly, in terms of similarities and differences of parental choice between public and private preschool parents, both parent groups made a rational choice as the extent to which parents invest in their children. Public preschool parents chose preschool due to the cheaper cost and on the other hand, private preschool ones made a decision on account of the acquisition of cultural capital, French. Finally, key stakeholders suggested the measures or strategies improving access to ECCE, moderate and radical changes. The government officials and a representative of international organization gave an emphasis on the moderate changes in policy that implicates the introduction of ECCE related law and the promotion of ECCE. On the contrary, parents and a key representative of civil society suggested on radical changes at the policy level such as equitable ECCE policies, including free education and the expansion and quality improvement of public preschools. V Acknowledgements I would like to express the deepest appreciation to my supervisor Claire Poppy for continuous support from preparation to completion of my thesis. She shared her vast knowledge and academic experience with her patience, enthusiasm and a huge encouragement. As I always say to her, she is truly my mentor before my supervisor. I also appreciate the professors of the Comparative and International Education (CIE) program at University of Oslo, Lene Buchert, Wim Hoppers, Teklu Abate and Fengshu Liu who have helped widen my view to gain the knowledge on international educational issues, reform and changes of education system all around the world. Furthermore, I am grateful to my CIE friends for giving a wonderful opportunity to share their educational experience about their own countries and their traditional culture and food. My sincere gratitude also goes to all the people who supported to successfully finish my fieldwork in Madagascar, my dearest friend Sophie Küspert-Rakotondrainy who had a fruitful discussion with me in choosing the topic and site of my thesis and kindly offered me the accommodation, her husband and my friend Mparany Rakotondrainy who gave his unlimited help as a gatekeeper of my whole fieldwork, my interpreter Nyaina Thierry Iarivelo who did his great job and shared the knowledge on local politics, economy and educational system and all my participants in this study who open their mind to me. Finally, my sincerest gratitude goes to my family, my father Byung-suk Park and my mother Juha Byun and my sister Jiho Park for continuous love and support during the years of my study and to my fiance, Jose Pedro Baptista for proofreading and commenting many of my drafts in addition to his unlimited love and care. Jiyean Park Oslo, May 2014 VI Table of Contents Abstract .................................................................................................................................... V Acknowledgements ................................................................................................................. VI Table of Contents ................................................................................................................. VII List of Tables, Figures and Appendices ................................................................................ X List of Abbreviations .............................................................................................................. XI 1. Introduction .......................................................................................................................... 1 1.1 Rationale ........................................................................................................................... 2 1.1.1 ECCE ..................................................................................................................... 2 1.1.2 Access .................................................................................................................... 3 1.1.3 School choice......................................................................................................... 5 1.1.4 Madagascar ............................................................................................................ 6 1.1.5 Summary................................................................................................................ 8 1.2 Aims .................................................................................................................................. 8 1.3 Research questions............................................................................................................ 8 1.4 Assumptions ..................................................................................................................... 9 1.5 Methodology ..................................................................................................................... 9 1.6 Structure of thesis ........................................................................................................... 10 2. Theoretical framework ...................................................................................................... 11 2.1 Social exclusion .............................................................................................................. 12 2.2 Social class and choice ................................................................................................... 15 2.1.1 Social class .......................................................................................................... 15 2.1.2 Social choice and rational action theory .............................................................. 16 2.1.3 Social choice and cultural capital ........................................................................ 18 2.3 Summary ......................................................................................................................... 21 3. Literature review ................................................................................................................ 23 3.1 General understanding and trends of ECCE ................................................................... 23 3.2 The importance of Early Childhood Care and Education ............................................... 24 3.2.1 ECCE from an early childhood development perspective .................................. 25 VII 3.2.2 ECCE and investment perspective: Children’s future or Adult’s future? ........... 26 3.2.3 ECCE and rights perspective: Children’s present ............................................... 28 3.3 Critical history of international ECCE ........................................................................... 30 3.4 ECCE in Africa ............................................................................................................... 32 3.4.1 General status of ECCE ......................................................................................
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