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Development Intervention in Madagascar Taylor Eubanks University of Southern Mississippi The Catalyst Volume 2 | Issue 1 Article 7 2012 The mpI overished Island: Development Intervention in Madagascar Taylor Eubanks University of Southern Mississippi Follow this and additional works at: http://aquila.usm.edu/southernmisscatalyst Recommended Citation Eubanks, Taylor (2012) "The mpoI verished Island: Development Intervention in Madagascar," The Catalyst: Vol. 2: Iss. 1, Article 7. DOI: 10.18785/cat.0201.07 Available at: http://aquila.usm.edu/southernmisscatalyst/vol2/iss1/7 This Article is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in The aC talyst by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. only 24.5% of The Impoverished Island: Development Intervention in Madagascar men are illit­ Taylor Eubanks erate.10 Mada­ gascar pro­ adagascar, an island nation in Africa, is mired in pov­ vides mandatory schooling for erty; approximately 76.5% of its population lives be­ boys and girls aged six to four­ low the national poverty line of less than $1 per day. 1 M teen, which includes five years Instances of extreme poverty cannot be explained by single dimen­ of primary education and four sion, clearly delineated, universally applicable causes and solutions; years of secondary education. 11 rather, extreme poverty must be analyzed as a multi-dimensional Since its implementation, man­ phenomenon created and perpetuated by conditions specific to indi­ datory education has greatly vidual societies and communities. To speak broadly of poverty and affected the overall percentage its causes fails to provide an accurate depiction of why a country is of Malagasy children enrolled poor. The extreme impoverishment found in Madagascar is the re­ in school; almost 90% of all sult of cumulative conditions specific to the country, none of which children in Madagascar were can be fully ascertained without first examining factors relevant to enrolled in school in 2008.12 Madagascar and its poverty; these factors are its geography and cli­ However, since the coup d'etat mate, its population and quality of life, its economy and political m 2009, national budget­ structure, as well as its history. It is only through this understanding ary cuts have undermined the that workable solutions to the challenges facing Madagascar can be progress in education achieved established. in the past decade. Down from Located off the east coast of Africa, Madagascar is the fourth almost full enrollment in pri­ largest island nation in the world. Due to its geographical isolation mary school in 2008, 14% of from the mainland of Africa, Madagascar holds unique species of children between the ages of flora and fauna; in fact, an estimated 75 percent of the wildlife is six and ten are no longer en­ indigenous to the island.2 As fragile as it is distinctive, the eco­ rolled in school. 13 The cuts 3 system of Madagascar has suffered dramatic deterioration. Once in funding for education have teeming with flora, Madagascar's barren plains can be attributed to also affected completion rates widespread deforestation caused by slash-and-bum agriculture and of primary education, in which 4 clear-cutting for firewood. Deforestation is a serious impediment only a meager 60% of Mala­ to the country's economic development.5 In addition, the warm gasy children complete their waters of the Indian Ocean make the island extremely vulnerable primary education. Of those to cyclones and tropical storms, which frequently cause destruc­ that do complete their primary tive flooding and torrential rain.6 The interaction of geography and education, less than 35% con­ climate in Madagascar simultaneously enriches and imperils the is­ tinue on to enroll in secondary land through its biodiversity and its vulnerability to natural hazards education; ofthose that do, only respectively.7 54.3% complete the secondary The population ofMadagascar is approximately 22 million with a level of education. At the ter­ stable annual growth rate of roughly 3% over the past decade.8 As tiary level, only 11.6% enroll previously mentioned, the most recent data reveals that 76.5% of and just 8.3% complete their the population is below the poverty line, with a per capita income tertiary education.14 Howev­ of just $1,000.9 While the majority of Malagasy over the age of 15 er, because mandatory educa­ are literate, 31.1% of Malagasy are still unable to read and write. tion is coeducational, girls and Illiteracy is more prevalent among women in Madagascar with boys have similar enrollment 37.5% of women unable to read and write, whereas ratios. As education levels ad- 33 vance, a small gap emerges be­ Malagasy population. The un­ amenities like roads, water, and tween enrollment levels of girls employment rate in Madagascar sanitation. Natural capital refers and boys; the ratio of girls to is at a low 2.6%, though many to fertile land and biodiversity. boys attending school is 97% in Malagasy are self-employed in Public institutional capital re­ primary, 94% in secondary, and the agricultural sector.21 The fers to government institutions 89% in tertiary education. 15 primary export of Madagascar and law. Lastly, knowledge While these numbers indi­ IS textiles, which constituted capital refers to skill in science cate a higher level of structural 39% of the country's total ex­ and technology. While Mada­ equality in Madagascar than in ports in 2009. The latest figures gascar does lack many of the other similarly impoverished from 2008 show that foreign aid components of the major types nations, there is still a discrep­ counts for 8.3% of total GDP; of capital, these do not lock the ancy between men and women however, since 2009, foreign country in poverty. Madagas­ within the workforce in both aid has decreased due to inter­ car is caught in a series of traps, position and pay rate. Men are nal political turmoil. Economic which interact with and shape typically paid more and given growth has been mostly incon­ one another; these are the geog­ better positions than women; sistent with occasional dramatic raphy trap, the conflict trap, and 23 this gap has diminished in re­ fluctuations. Since the coup the demographic trap. cent years, but the disparity per­ d'etat in March of 2009, the Geography Trap sists.16 Women earn just 7 1% economic growth rate has plum­ meted.22 The distinctive geographical of what men earn and comprise location and features of Mada­ 17 only 8% ofParli ament. Wom­ The poverty found in Mada­ gascar in conjunction with its en do have the same legal rights gascar cannot be explained climatic conditions contribute as men in Madagascar, but cus­ quantitatively with an additive to both the immense signifi­ toms frequently restrict women approach because poverty Is cance of its land and the ex­ 18 from exercising these rights. caused by many dynamic fac­ treme impoverishment of its High fertility rates of 5.02 chil­ tors which intersect and influ­ people. Because of geographic dren born per woman serve as ence one another. Malagasy and climate conditions, Mada­ another indication of the limi­ poverty is best explained by gascar is prone to natural disas­ 19 tations on Malagasy women. focusing on the conditions that ters; the three natural hazards Poor nutrition is another serious trap Madagascar, their impacts which pose the greatest risk human capital impediment in on the different types of capital, to the island and its impover­ Madagascar; the caloric intake and how each ofthese intersects. ished inhabitants are cyclones of more than two-thirds of the The major types of capital that and tropical storms, floods, and population in Madagascar is be­ the poor lack are human capital, drought. Cyclones and tropical low the minimum standard of business capital, infrastructure, storms are the leading causes of what supports normal function­ natural capital, public institu­ disaster in the country; with an ing.2o tional capital, and knowledge average of three passing through Madagascar's GDP is $20.73 capital. Human capital refers to every year.24 Nineteen cyclones billion; for scale, this places what a person needs to be eco­ have made landfall on the is­ Madagascar's GDP as lower nomically productive such as land since January of 2000.25 than 122 other countries. Ag­ nutrition and education. Busi­ Madagascar is exposed to more riculture accounts for a quar­ ness capital refers to the equip­ tropical cyclones than any oth­ ter of Madagascar's GDP and ment and facilities that enable er African country.26 Flooding the employment of 80% of the and promote industry. Infra­ is a common consequence of structure consists of 34 cyclones and tropical storms, among the impoverished Mala- nana was finally able to end the which exacerbates the destruc- gasy population who suffer the blockade with growing military tion of the storm. The water consequences of the govern- support, but the blockade had a and sanitation problems caused ment's corruption. Since inde- lasting damaging effect on ci­ by extended flooding play a key pendence in 1960, a series of vilians who faced bankruptcy, role in the spread of infectious resignations caused by politi- severe malnutrition, and death. diseases. Long-term droughts cal crises and power seizes by During Ravalomanana's pres­ are also common in the southern the military have occurred. In idency, Madagascar was seem­ regions of Madagascar and of- 1975, the military appointed a ingly improving as evidenced ten lead to the fait- The unyielding series of natural bt.Y strondger i~stittuh- ure of crops. While wns, a rop m e seasonal food short- disasters prevents any real form percentage ofMala- ages are common, f gasy under the pov- continued droughts 0 recovery.
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