Urgent Call for Action: Saving Ankadibevava’s Elementary School

Located just 10 kilometers from Tsiroanomandidy in Madagascar’s Bongolava Region, Ankadibevava is a small, tight-knit community predominantly composed of farmers and laborers engaged in crushed stone mining. This rural community epitomizes the harsh economic realities faced by many people in Madagascar. The local school in Ankadibevava holds the status of a “Community School,” a rank that places it just below the national standard of a Public Primary School but above the baseline Parent Association School (FRAM).

Infrastructure Challenges

The school has a registration of 74 students, and only 59 regularly attend classes due to various socio-economic challenges. Since its construction in 2014, this elementary school has been the educational cornerstone for three nearby communities. However, it is now in disrepair and at risk of closure if immediate action is not taken.

In fact, one classroom has collapsed following extreme rainfall and strong winds due to tropical Cyclone GAMANE. In recent interviews, teachers at the Ankadibevava school have highlighted severe challenges facing the institution.Mrs. Rasoavotriniana, the only teacher residing in the village, expressed her concerns, “I don’t think the school will survive another rainy season. There are so many holes in the roof that after an overnight rain, students have to help mop the floor before starting instruction in the morning.” The school’s director emphasized the difficulty of the situation, saying, “As educators, it is difficult for us to work under these conditions, but even harder to contemplate the closure of this school.” Despite the clear dangers, the facility continues to be used out of necessity, as it remains the only available space for children to learn.

Staffing Issues

One issue that affects Ankadibevava Elementary School is staff shortages. There are three teachers in the school, two of whom are state-paid civil servants and one paid by the community. Hence, a family has to pay around $1.2 per child per school year to attend the elementary school on top of other forms of payments. FRAM teachers do not have or need a teaching certificate, and they are most likely not trained to implement the curriculum for the grade they teach. In the end, staffing is grossly insufficient to meet the educational needs of all students.

Sanitation Concerns

Another issue that the school faces is the lack of sanitation and toilet facilities. There are expectations for students to arrive clean each morning. However, the town lacks running water, and the school has no washing stations or bathrooms. This issue disproportionately affects teenage girls finishing their primary education. Basic necessities such as access to running water, including safe drinking water, are non-existent. The lack of these fundamental resources not only hinders the learning environment but also poses serious health risks to students.

Call for action

Walking through the partially collapsed school, it’s clear that promises to rebuild, made by various donors and authorities over the years, have yet to materialize. As a result, staff and students have had to make do with increasingly poor conditions. The need to rebuild and expand the school is evident. The community of Ankadibevava is at a point where action is necessary to ensure that its children can continue their education. Without timely intervention, their ability to attend school in the future remains uncertain. Having detailed the challenges the school faces, we must now turn our attention to the specific interventions and objectives we aim to accomplish, beyond the pressing need for infrastructure improvements.

Our Key Pedagogical Objectives

Implementing the Official Curriculum: Our main objective is to follow the Official School Curriculum for elementary schools as prescribed by the Malagasy Ministry of National Education (MEN). They have published a list of subjects and chapters to be taught for each class. This will ensure that all students acquire the minimum knowledge in reading, writing, and math by the end of elementary school. Mastering this curriculum is essential for obtaining the state diploma, the Certificate of Elementary Primary Studies (CEPE). This year, four girls in the CM2 class are taking the final exam to receive the CEPE certificate.

Introducing Extracurricular Activities: In addition to the compulsory lessons mandated by the MEN, we plan to enhance children’s well-being, development, and daily life through various extracurricular activities. We aim to create a garden center and a tree nursery program. Other activities such as gardening, access to a small library, film screenings, and board games will be offered on-site free of charge. These events will be managed by the association of parents and the local NGO Hope for Future (H4F), which has experience in organizing extracurricular activities.

Providing School Supplies for All: We are committed to providing quality school supplies and ensuring they are available on-site equally for all students. Unlike in public primary schools, every child will have access to all necessary materials regardless of their parents’ ability to afford them. Tables, benches, and storage spaces will be provided to meet all students’ curricular needs.

Introducing School Lunch Programs

Food insecurity and malnutrition are prevalent issues in Madagascar, with an estimated 80% of kids attending school without a proper meal each day. This situation worsens during specific farming seasons when crops are not ready to be harvested. School lunch programs are essential to address these issues, especially for rural kids in elementary schools. Many children in rural areas come from families that struggle to provide consistent, nutritious meals due to poverty and limited access to resources or food diversity. School lunch programs ensure that children receive at least one balanced meal a day, which is vital for their physical growth, cognitive development, and overall health. By alleviating hunger, children can focus better in class and engage more actively in their education.

School lunch programs can significantly boost school attendance and retention rates in rural Madagascar. When children are guaranteed a meal at school, parents are more likely to send them regularly, knowing that their nutritional needs will be partially met. This is especially important for girls, who might otherwise be kept at home to assist with household chores or care for siblings. Providing meals makes schools more attractive and supportive environments for children, encouraging them to stay in school longer and complete their education. Combined with quality education, a well-managed food assistance program for children can help break the cycle of poverty by ensuring both immediate and long-term improved economic circumstances.