Research Project (Ongoing)

Improvement of Foundational Learning and Prevention of Dropout of Pupils by the Collaboration of the School and the Local Community in Developing Countries: Empirical Research in Madagascar

In low- and middle-income countries, approximately 380 million children of primary school age are not mastering the basic skills in reading and mathematics that should be learned through primary education. This situation is called “learning crisis.” In Sub-Saharan Africa, it is estimated that more than 80 percent of children have not attained the minimum proficiency levels. One major factor behind the learning crisis in the region is the high dropout rate, as only approximately 60 percent of children who have entered primary schools advance to the final grade. Moreover, since grade repetition often leads to dropout, efforts to prevent repetition are also essential to overcome the learning crisis.

Since the 1990s, School Management Committees (SMCs) have been introduced in Sub-Saharan Africa to promote community participation in school management. In Madagascar, JICA has supported the development of interventions aimed at improving learning outcomes and preventing grade repetition and dropout through the democratic establishment of SMCs and capacity-building. This study examines the impacts of training and the provision of teaching materials for SMCs and teachers on children’s learning outcomes and dropout, as well as their effects on community trust in SMCs and the proper management of school grants.

[Research papers published to date in other related research projects on education in Madagascar]