Last March 29, World Bank Group and Global Partnership for Education (GPE) approved a $100 million financing to support Madagascar to implement reforms in its Sectoral Education Plan 2018-22.

This financial aid, out of which $55 million is provided by World Bank’s International Development Association (IDA) and $45.7 million from GPE is the highest ever granted to support education in Madagascar.

It mainly aims to improve learning in the first two grades of primary in public schools. The idea behind this is to increase the number of words correctly read by these students from 24 to 35 per minute and reduce the repetition rate to less than or equal to 12% of students per year.

Teacher training will also be strengthened, especially in reading and math. Furthermore, the project also aims to increase schooling rate, reduce dropout rate, and better prepare children for school.

Jointly with local communities, 1, 000 early learning centers along with 800 fully equipped classrooms with toilets and running water will be set up.

The improvement of public schools’ management is also planned, through an equitable national school grant system and the capacity building of schools’ headmasters.

Overall, 4.7 million beneficiaries are targeted; 4.6 million children will be enrolled in primary school and 80,000 children in early learning centers. As well, 35,000 teachers, 6,500 preschool community educators, 4,000 community schoolboard members and 20,000 school directors and local officials will be trained.

Let’s note that another $29 million will be granted in the framework of this project if the projected goals are achieved in participating schools, school districts, and regional education offices.

A survey carried out in 2016 on indicators of educational service delivery in Madagascar, revealed that 4 out of 10 children leave school before last grade of primary. Repetition rate in first grade is one of the highest in sub-Saharan Africa. Also, about 80% of teachers (80 000) did not receive any vocational training. The survey also reveals that primary school teachers do not have required teaching skills.