Teachers for All: Madagascar
Improving equity in the allocation of teachers in Madagascar
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Highlights
Report 1: Teachers for All - Améliorer l´équité dans l’allocation des enseignants à Madagascar
An equitable distribution of teachers is essential so that all children can best develop their learning potential, regardless of their school or place of residence.
In Madagascar, primary school teachers are unevenly distributed. Rural areas, in particular, face acute teacher shortages, with a significant lack of trained teachers. Even within schools, teacher allocation is often imbalanced, disadvantaging the early grades. These patterns negatively impact learning outcomes, especially for younger students and those in rural and remote areas.
This report – the first in the series – describes the teaching landscape in Madagascar and suggests avenues for improving teacher distribution in the country. It leverages annual school census datasets, policy and program documents, and other relevant literature to document the status quo of teacher management in the country.
Suggested citation: Gouëdard, Pierre. Teachers for All - Améliorer l’équité dans l’allocation des enseignants à Madagascar. UNICEF Innocenti – Centre Mondial de la Recherche et de la Prospective, Florence (Italy). February 2023.
Report 2: Unpacking Primary Teacher Deployment in Madagascar
The second report – Unpacking Primary Teacher Deployment in Madagascar – is a qualitative investigation that leverages primary data and builds on the first report to provide deeper insights on teacher management in the country.
As part of the 2017 Teacher Policy, the government launched a variety of measures to ‘rationalize’ the recruitment and deployment of teachers. More than five years into the implementation of these policies, inequities in the distribution of teachers in Madagascar persist. Systematic evidence on the reasons behind the continuing imbalance in teacher distribution between and within schools is lacking.
This report examines how Madagascar’s institutional framework for teacher allocation, including recent policy initiatives, affects the distribution of primary school teachers across schools. It also explores teachers’ deployment preferences and how headteacher practices influence teacher retention and allocation within schools.
Suggested citation: Safin, D., Teachers for All: Unpacking primary teacher deployment in Madagascar – Qualitative case study, UNICEF Innocenti – Global Office of Research and Foresight, Florence (Italy). November 2024
