Main Barriers to Education
- Gender Discrimination
- Lack of School Infrastructure
- Lack of Inclusive Educational Settings
Interventions to barriers
- Stakeholder Engagement
- MOE Capacity Building
- Policy Advocacy
- Teacher Training
With the election of a democratic government in 2014, Madagascar embarked upon ambitious social sector projects, especially as regards health, infrastructure and education. The government recognised education as the cornerstone of sustainable development, and allocated 20 per cent of ressources nationales internes to education spending – 42 per cent of which was specifically earmarked for primary levels. Furthermore, the government’s EFA plan elaborates a holistic approach to education sector reform involving multiple ministries, development partners and civil society.
Despite the Malagasy Government’s demonstrable commitment to realise the goals of EFA, access barriers remain and impede the path to primary education. The legacy of the country’s political turmoil looms, as primary-level education witnessed negative trend lines with respect to drop-out and completion rates. Moreover, disparities between and within regions, as well as rural and urban locales of the country, are unrelenting and bode poorly for children in the most vulnerable families.
In support of Madagascar’s education sector and OOSC, EAC has partnered with Handicap International (HI) to increase access to quality primary education. The joint project will seek to cultivate inclusive education settings that respond to the needs of all children, with a particular emphasis on those with disabilities, by establishing multi-sector care and bridge mechanisms within mainstream schools. In addition, HI will train relevant MOE staff on the design/implementation of inclusive education for systemic impact.
Geographic Location: Southern Africa
Languages: Malagasy (official), French (official), English
In developing countries, disability tends to be linked with poverty and hinders access to education. It is estimated that 90 per cent of children with disabilities (CwDs) are not schooled. According to UNICEF reporting being identified as disabled has a significant influence on the likelihood of education exclusion in West and Central Africa.