Madagascar: Going to great lengths to build classrooms in remote areas
Story Highlights
- There are not enough classrooms in Madagascar to accommodate all school-age children, especially in hard-to-reach areas where construction is difficult.
- With support from GPE and the World Bank, the government constructed 800 classrooms in remote areas with insufficient infrastructure, benefiting 400 communities.
- Construction was made possible with support from community members who carried materials for long distances of rough terrain.
This story was written in collaboration with the Ministry of National Education of Madagascar and the World Bank.
Sunlight streams in through the windows of the Ecole Publique Primaire de Fiadanana in a remote town in eastern Madagascar, 370 kilometers from the capital city of Antananarivo. Before the school day begins, a group of children peek inside a classroom to admire the tables, benches and blackboards, while others play outside. There are many smiles, and it’s not hard to understand why.
Prior to the new school, students were studying in unsafe, makeshift classrooms or outside under trees, making learning almost impossible during the rainy season. Some children never enroll in school or drop out due to the inadequate conditions.
Insufficient school infrastructure is a big challenge in Madagascar, especially in hard-to-reach areas where construction projects are an immense undertaking. The Ministry of National Education estimates that 87,000 new classrooms are needed to accommodate all students.
“I taught the children under trees. We had no tables, benches or classrooms. Today, we have 2 new classrooms, which has alleviated many of our problems.”
A GPE grant of US$66.4 million, administered by the World Bank, and an International Development Association credit of US$55 million, have helped Madagascar construct 800 classrooms in remote areas with insufficient school infrastructure, benefiting 400 communities. To improve the school environment, 40,000 school desks with benches, 400 water points and 400 latrines have also been financed.
Classroom construction is one of several grant activities designed to increase access to education and improve retention and completion rates in primary education. Only about 30% of students starting grade 1 persist until the end of primary school (grade 5).
In Madagascar, the majority of children live in rural areas. Many of the new classrooms reduce the distance students must travel to get to school, which makes it easier for them to attend. The classrooms also help improve teaching and learning time by limiting climate-related interruptions.
Additionally, as of 2021, only 50% of all schools had drinking water and 8% had a functional toilet. The construction of new water points and latrines are critical to boosting access and retention, especially for girls.
"The total number of students at the school recently stood at 350 and has now risen to 414. This is proof of the students' regular attendance and the decline of the drop out rate."
Building the classrooms: A community effort
While building was done by local construction companies, the new classrooms would not have been possible without the help of community members.
The Ministry of National Education delegated significant project responsibility to the FEFFI – Farimbon’Ezaka ho an’ny Fampandrosoana ny Fanabeazana Ifotony – a participatory school management committee made up of parents and others representing the wider school community.
The FEFFI was involved from the planning stage of classroom construction. Over 5,000 FEFFI members received training in grassroots project administration to manage finances, procure and manage contracts for work and technical supervision, monitor progress, and organize community members for human hauling of construction materials.
“At the construction site, we collaborated with the community, especially the parents of students. They are our work partners. We need them very much, which is why we asked for their collaboration at every stage of the project.”
Transporting construction materials
The district of Antanambao Manampotsy is home to 20 locations where classrooms were built, three of which are featured in this story: Ambalanirana, Ambatsy and Fiadanana.
The nearest easily accessible town is Fokotoany Ilaka Est. Certain construction materials were available locally, while others had to be transported from Antananarivo or the coastal city of Toamasina, over 200 kilometers away.
A pickup truck was loaded with all the materials needed to build at the three locations, and a team of three men made the delivery to Antanambao Manampotsy.
“I am one of the users of this disastrous road. It's a journey of only 50 km, but it takes at least 8 hours to do it. 4x4s cannot travel this road. You must modify them by raising the vehicle, having special tires and reinforcing the springs.”
Even driving with great caution, they got stuck in mud and had to make repairs when the vehicle broke down.
But that part of the journey was easy compared to what came next. On arriving in the main town of the Antanambao Manampotsy district, the materials needed to be transported further on foot to three construction sites, one of which is 90 kilometers away.
A long and arduous journey
FEFFI members made their way from near and far to the materials delivery site and attended a logistics meeting led by the FEFFI president.
The head of construction then distributed all materials to the FEFFI members. Some items were too heavy for individuals to carry – such as bags of dry cement, which were separated into lighter loads.
With the materials loaded onto their backs, the FEFFI members began their long journeys to the construction sites. Rough paths traversed on foot, uphill, downhill, crossing makeshift bridges, walking knee-deep through water… the conditions are difficult to imagine.
“On the way back [from the school construction site], we had to spend the night somewhere, because we don't have a torch. But we did everything we could to get the permanent classrooms built.”
The construction companies were required by the Ministry of National Education to create contracts with the participating FEFFI members to compensate them for their work.
Remuneration was calculated based on the weight of the material carried, the distance walked and the time needed to make the journey.
"Most of us are farmers, so we organize ourselves to be able to help the company. One or more days are set aside, depending on the requirement. For example, we take one Thursday of the week to collect sand. We get together to do all the preparations, and then get on with the job of making sure there's enough sand until the next Thursday."
Participating in classroom construction is important for the parents; they are collaborating for the future of their children.
“However difficult the road may be, despite rain and bad weather, despite misery, famine and life's hard knocks, we're here to lend our support, because something of great value is happening here.”
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