What Will the Children of Madagascar Inherit?

By Roxanne Rahnama

There is a local Malagasy proverb in the southeast Anosy region of Madagascar that goes Ny fianarana no lovasoa indrindra: Education is the best heritage.

In this same isolated region of Madagascar, a country that ranks 151st (out of 187) on the United Nations 2013 Human Development Index, approximately 90 percent of the population lives in chronic poverty, below the international poverty line of $1.25 per day.

Since the World Bank and IMF structural adjustment policies of the 1980s, which drove Madagascar deep into debt and continuous aid dependency, there has been a particularly stark deterioration in the country’s education system, among its other sectors. Some 3,000 communities lack even a basic primary school; 50 percent of school-aged children have never been to school; and in the Anosy region, the literacy rate is alarmingly low at 34 percent.

While the new president of Madagascar, Hery Rajaonarimampianina, has pledged to fight poverty and increasingly invest in the education sector of the country, it will require a great deal of political will and commitment to undo the damages of colonialism, structural adjustment policies, and political unrest since the country gained independence in 1960. Furthermore, since the 1980s, Madagascar has confronted a widening range of climate-related challenges, including drought, more violent and frequent cyclones, the spread of malaria, recurrent flooding of schools and other basic infrastructure, and exacerbated food security issues.

During my Summer 2014 practice experience as a student in the Global Poverty & Practice minor at UC Berkeley, I spent six weeks in the Anosy region working on education projects with a UK-Malagasy joint community development organization called Azafady. A particular experience on a sweltering mid-July day remains locked in my memory. A group of volunteers, staffers, and I visited an abandoned primary school in a rural commune called Tsagnoria, for which Azafady is currently raising money so that local children ages 7-16 can regain access to their national heritage. The following series of photographs document that place.

Azafady is currently seeking $8,000 to rebuild the Tsagnoria School and outfit it with 40 desks and benches and a blackboard. For more information and donation opportunities, please visit: http://www.globalgiving.co.uk/projects/tsagnoria-school-building-project/

More Articles

Ross Doll

Geographer Ross Doll Joins GPP Program

We are thrilled to welcome Dr. Doll as our new lecturer for GPP 115. This course serves students all across campus, introducing them to historical and contemporary debates on addressing poverty and inequality in the world. Dr. Doll’s extensive experience in the disciplines of critical development studies, political ecology, and cultural geography will bring a valuable perspective to this course.

Scroll to top

Host and Fellow Responsibilities

Host Organizations

  • Identify staff supervisor to manage I&E Climate Action Fellow
  • Submit fellowship description and tasks
  • Engage in the matching process
  • Mentor and advise students
  • Communicate with Berkeley program director and give feedback on the program.

Berkeley Program Director​

  • Communicate with host organizations, students, and other university departments to ensure smooth program operations

Student Fellows

  • Complete application and cohort activities
  • Communicate with staff and host organizations
  • Successfully complete assignments from host organization during summer practicum
  • Summarize and report summer experience activities post-fellowship