N.B: Please be aware that most resources and sources are in French.
Overview of the Country

Background:

  • Official name: Republic of Madagascar / République de Madagascar1
  • Location: Island nation in the Indian Ocean, off the southeast coast of Africa, approximately 400 kilometers east of Mozambique2
  • Population: Approximately 31.2 million (2024 est.)3
  • Capital: Antananarivo4
  • Official languages: Malagasy and French5
  • Economic structure: Low-income agricultural economy with mining (vanilla, graphite, ilmenite), textiles, and emerging tourism sector6
  • Political status: Democratic republic with ongoing governance challenges. Political instability in 2009 significantly affected education sector development7

Membership of Regional Economic Communities (RECs):

Additional Resources:

Sources:

  1. Constitution of Madagascar
  2. Government of Madagascar
  3. World Bank
  4. Government of Madagascar
  5. Law on General Orientation of the Education System (LOSEM) 2022
  6. World Bank
  7. BTI 2024

Key priorities:[1] [2]

  • Implementing universal quality inclusive education through systematic transformation of teaching and learning conditions
  • Addressing the learning crisis: 97% of 10-year-olds cannot read and understand simple text[3]
  • Improving teacher quality and training - only 3.6% of teachers master subject content[4]
  • Expanding access to pre-primary education and making it obligatory (1 year)
  • Extending compulsory education from 5 to 10 years (ages 5-15)
  • Promoting multilingual education with Malagasy and French as languages of instruction
  • Strengthening technical and vocational education and training (TVET) alignment with labor market needs
  • Developing climate-resilient education infrastructure
  • Reducing gender disparities and promoting inclusive education for vulnerable groups

Policy and Strategy References:

Additional Resources:


 

Governance Structure for Education:[1] [2]

The Ministry of National Education (MEN) leads Madagascar's education system with responsibility for pre-primary, primary, and secondary general education. The Ministry of Technical Education and Vocational Training (METFP)oversees technical and vocational education and training, while higher education falls under the Ministry of Higher Education, Technology and Innovation.

The governance structure is based on the LOSEM 2022, which introduced 15 major reforms covering school life, partnerships in education, inclusion, decentralization, and free primary education. The National Platform for Education Sector Steering (PNPSE) coordinates sector-wide planning and implementation.

According to the current framework, the education governance structure emphasizes:

  • Decentralized administration at national, regional, district, commune, and fokontany levels
  • Implementation of the National Education Information System (SIGE)
  • Establishment of educational partnerships through Public-Private Partnerships (PPP)
  • Creation of a National Consultative Council for Education
  • Regular monitoring and evaluation of education system performance
  • Promotion of inclusive education for vulnerable groups including persons with disabilities

Education System Structure:[3] [4]

Madagascar's education system consists of formal and non-formal education:

Formal Education:

  • Pre-primary: 1 year (obligatory from age 5) - preparation for primary education
  • Primary Education: 6 years divided into two cycles: 
    • Primary Level I: 3 years (first learning cycle)
    • Primary Level II: 3 years (fundamental learning cycle, ends with national certificate evaluation)
  • Secondary Education: 6 years divided into two cycles: 
    • Secondary General Level I: 3 years (obligatory, ends with Brevet d'études)
    • Secondary General Level II: 3 years (ends with Baccalauréat)
  • Technical and Vocational Education: Various durations (2-5 years)
  • Higher Education: Post-baccalaureate studies following License-Master-Doctorate system

Non-formal Education:

  • Functional literacy programs
  • Citizenship and civic education
  • Specialized education for persons with disabilities
  • Basic trades apprenticeship

Education is compulsory for 10 years (ages 5-15) under the new LOSEM 2022, extended from the previous 5 years. French and Malagasy are the languages of instruction, with French becoming more prominent from upper primary levels.


 

Current Enrollment and Participation Statistics:

Primary Education Enrollment:[1] [2]

  • Net primary enrollment rate: 97.9% (2022)
  • Gross primary enrollment rate: 138% (2022) - indicating significant over-age enrollment
  • Primary completion rate: 62% for girls, 57% for boys (2022)

Secondary Education Enrollment:[3][4]

  • Gross secondary enrollment rate: 35.15% (2021)
  • Lower secondary completion rate: 34.6% for girls, 30.9% for boys (2022)
  • Upper secondary completion rate: Significantly lower, contributing to high dropout rates

Higher Education Enrollment:[5] [6]

  • Gross tertiary enrollment rate: 5.5% (2020)
  • Gender parity in tertiary education: 6% for both women and men (2022)

Out-of-School Children:[7]

  • Primary school age: 24% of children are out of school
  • Learning poverty: 97% of 10-year-olds cannot read and understand simple text

Pre-primary Education Access:[8]

  • Participation rate: 39.5% (2023)
  • LOSEM 2022 target: Universal access to obligatory 1-year pre-primary education


 

Learning Assessment Results:[1] [2]

PASEC 2019 Results for Primary Education:

  • Grade 2 (T2) competency achievement:
    • Language: 55.3% above sufficient threshold
    • Mathematics: 79.4% above sufficient threshold
  • Grade 5 (T5) competency achievement:
    • Reading: 17.5% meet required competencies
    • Mathematics: 21.6% meet required competencies

Teacher Competency Assessment:[3] [4]

  • Reading comprehension: 11.2% of surveyed teachers demonstrate competency
  • Mathematics mastery: 24.1% of surveyed teachers demonstrate competency
  • Subject content mastery: Only 3.6% of teachers master their subject content (2023)

International Comparisons:[5]

  • Learning poverty: 94% (compared to regional average of 84% in SSA)
  • Human Capital Index: 0.367 (2021) - representing significant human capital deficits
  • Learning-adjusted years of schooling: 8.5 years expected, but significantly lower when adjusted for learning quality

Educational Attainment:[6]

  • Average years of schooling: Less than 4.5 years for adults
  • Adult literacy rate: Approximately 77% (with significant rural-urban disparities)
  • Youth literacy rate: Higher than adult rates but still below regional averages


 

Teacher Numbers and Statistics:[1] [2] [3]

Teacher Quality and Training:

  • Teachers with adequate pedagogical and subject knowledge: 4% (primary level)
  • Teachers with no formal training: 80% of all teachers
  • Teachers mastering subject content: 3.6% (2023)
  • Teachers mastering French and Malagasy: 3% (languages of instruction)
  • Teachers trained through World Bank project: 124,000 teachers trained in foundational learning (2018-2024)

Teacher-Student Ratios:

  • Primary education pupil-teacher ratio: 39.8 students per teacher (2018)
  • World average comparison: 24.3 students per teacher globally
  • Historical trend: Declined from 40.6 students per teacher (2016) to 39.8 (2018)

Teacher Recruitment and Management:

  • Community teacher recruitment: 80% of primary teachers recruited and paid by parents/communities
  • Teacher deployment: Significant challenges in rural and remote areas
  • Teacher absenteeism: High rates affecting effective learning time

Teacher Training Infrastructure:

  • Training institutions: Public institutions created for teacher training under LOSEM 2022
  • Continuous professional development: Required throughout career per LOSEM 2022
  • Teacher support systems: Limited supervision and pedagogical support


 

Infrastructure Statistics:[1] [2]

Classroom Infrastructure:

  • Classroom deficit: 87,000 new classrooms needed to accommodate all students
  • Classrooms constructed (2018-2024): 800 cyclone-resistant classrooms built in remote areas
  • Communities benefited: 400 communities received new classroom infrastructure
  • Total public primary schools: 13,000 (1994 data - most recent available)
  • Secondary schools: 700 general education secondary schools and 80 lycées (classical secondary institutions)

School Infrastructure Types:

  • Permanent structures: Brick and concrete buildings (preferred but limited)
  • Temporary structures: Significant proportion of schools use non-permanent structures
  • Traditional materials: Many rural schools built with local materials

Additional Facilities Constructed:

  • School desks with benches: 40,000 units provided
  • Water points: 820 water points installed in schools
  • Latrines: 400 latrines constructed
  • Early learning centers: 1,000 early learning centers established

Infrastructure Challenges:

  • Remote area construction: Materials carried by communities over long distances
  • Seasonal disruptions: Rainy season makes learning impossible in inadequate facilities
  • Urban-rural disparities: Significant differences in infrastructure quality


 

TVET Enrollment and Targets:[1] [2]

TVET Population and Targets:

  • Youth literacy rate: 81.2% for ages 15-24 (2018)
  • Training target: 1,000,000 learners by 2023
  • Out-of-school youth target: From 43,323 learners to 100,000 by 2020
  • Minimum age: 15 years for basic trades apprenticeship

TVET Structure and Programs:

  • Technical and Professional Education:
    • Technical Baccalaureate cycle (3 years)
    • Higher Technical Certificate (BTS) cycle (2 years)
  • Initial Vocational Training:
    • Cycle 1: Certificate of Aptitude
    • Cycle 2: Vocational Certificate
    • Cycle 3: Professional Baccalaureate
  • Qualifying Vocational Training: 3-9 months duration
  • Basic Trades Apprenticeship: For persons out of school (minimum age 15)

TVET Governance and Infrastructure:

  • Lead ministry: Ministry of Technical Education and Vocational Training (METFP)
  • Institutional framework: Public and private TVET institutions accredited by Validation Commission
  • Integration and Guidance Counsellors: 150 counsellors planned for deployment in every TVET center
  • Master trainers: 12 counsellors trained as master trainers (2021)
  • Pilot program: 23 counsellors trained and equipped in pilot institutions (2018)

Industry Partnerships:

  • Corporate partnerships: 7 major companies signed partnership agreements (2021)
  • Training sectors: Construction, topography, and other emerging sectors
  • Apprenticeship programs: Company internships and visits for learners
  • Employment policy: National Employment and Vocational Training Policy (PNEFP)

TVET Development Progress:

  • Policy framework: First-ever Employment and TVET Policy implemented
  • Data systems: More robust data collection and monitoring
  • Quality standards: Stronger links with labor market needs
  • UNESCO support: Continuous support since 2011 for TVET system improvement


 

Higher Education Enrollment and Statistics:[1] [2]

Enrollment Statistics:

  • Gross tertiary enrollment rate: 5.53% (2020)
  • Gender parity in tertiary education: 6% for both women and men (2022)
  • Historical university enrollment: 40,000 students total at six public universities (2006)
  • University capacity: 26,000 students (collective capacity vs. 40,000 enrolled)
  • Private higher education: 6,778 students in 50 private institutions (2005) - 19.5% of total

Higher Education Completion:

  • Success rates: Only 10% of students complete programs
  • Duration: 8-10 years average to complete degree (compared to 5 years in other African countries)
  • Dropout rates: 90% of students do not complete their programs

Public Universities:

  • University of Antananarivo: Main university established 1955, largest with multiple faculties
  • University of Toamasina: Founded 1977, offers programs in education, business, social sciences
  • University of Fianarantsoa: Regional university with various programs
  • University of Mahajanga: Founded 2004, focus on agriculture, economics, education
  • University of Antsiranana: Founded 1988, programs in economics, law, sciences
  • University of Toliara: Founded 1971, regional university

Higher Education Structure:

  • License-Master-Doctorate (LMD) system: Implemented per LOSEM 2022
  • Degree programs: Undergraduate (3 years), Master's (2 years), Doctorate (3+ years)
  • Professional programs: Technical and professional higher education programs
  • Faculties: Law and economics, sciences, letters and human sciences, medicine, public administration

Higher Education Challenges:

  • Overcrowding: Enrollment exceeds institutional capacity by 54%
  • Quality issues: Infrastructure, faculty, and resource constraints
  • Urban concentration: Limited access in rural areas
  • Private sector growth: Increasing number of private institutions in business, languages, management, computer science


 

Gender Equality Statistics:[1] [2]

Gender Parity in Education:

  • Primary completion rate: 62% for girls vs. 57% for boys (2022)
  • Lower secondary completion rate: 34.6% for girls vs. 30.9% for boys (2022)
  • Gross secondary enrollment: 36% for females vs. 34% for males
  • Higher education enrollment: 6% for both women and men (2022)
  • Youth literacy: 64.78% for females vs. 65.36% for males (ages 15-24)

Inclusion Statistics:

  • Pre-primary participation: 39.5% (2023) - significant access gap
  • Out-of-school children: 24% of primary school-age children
  • Learning poverty: 94% of children cannot read by age 10
  • Rural-urban literacy gap: Significant disparities between urban and rural areas

Vulnerable Populations:

  • Adult illiteracy: 3,373,985 illiterate adult females vs. 2,929,902 illiterate adult males
  • Poverty impact: 80% of population lives below poverty line
  • Child labor: Children working from age 5 affects school attendance
  • Disability inclusion: LOSEM 2022 mandates inclusive education for persons with disabilities

Socio-economic Barriers:

  • Community teacher payments: 80% of primary teachers paid by parents/communities
  • Geographic access: Remote areas face significant infrastructure challenges
  • Language barriers: Multilingual education challenges in rural areas
  • Economic constraints: Families prioritize immediate income over education

Inclusive Education Initiatives:

  • LOSEM 2022 provisions: Comprehensive inclusive education framework
  • Gender-responsive strategy: National Strategy for Inclusive Education Sensitive to Gender (SNEIG)
  • Disability support: Specialized education and mainstream integration programs
  • Community engagement: Local participation in education service delivery


 

Education Budget and Spending:[1] [2]

  • Education Expenditure as % of GDP: 3.2 (2022)
  • Education Expenditure as % of Total Government Expenditure: 13.9 (2022)

International Support:

  • GPE grant: $66.4 million administered by World Bank
  • IDA credit: $55 million for education infrastructure

Government Budget Context:

  • Government budget deficit: 3.80% of GDP (2024)
  • Total government expenditure: Projected to be 16.84% of GDP by 2029
  • Economic growth: 4.2% (2024), projected 4.5% (2024) to 5.3% (2025)

International Support:

  • GPE grant: $66.4 million administered by World Bank
  • IDA credit: $55 million for education infrastructure

Government Education Expenditure:

  • Historical context: Education represented 33% of national budget in early 1980s
  • Current spending: Significantly reduced from historical levels
  • Salary dominance: 95% of education budget devoted to salaries (1993 data)
  • Infrastructure investment: Limited resources for school construction and maintenance

International Development Support:

  • Global Partnership for Education: Major supporter of education sector reforms
  • World Bank: Infrastructure development and system transformation support
  • Bilateral donors: Norway, France, United States, Japan contributing to education
  • USAID return: Lova Project ($10 million, 2024-2029) after 15-year absence

Financing Challenges:

  • Resource constraints: Limited domestic resources for education investment
  • Donor dependency: Reliance on external funding for major reforms
  • Sustainability: Ensuring long-term financing for education improvements
  • Efficiency: Improving spending efficiency and reducing waste

Innovative Financing Mechanisms:

  • GPE Multiplier: Japan contributed $1.45 million unlocking $8.75 million from other donors
  • Private sector engagement: Increasing involvement in education service delivery
  • Community financing: Local communities contributing to teacher salaries and infrastructure


 

Literacy Statistics:[1] [2] [3]

Adult Literacy Rates (2022):

  • Total adult literacy: 77.48% (ages 15 and above)
  • Male literacy: 78.93%
  • Female literacy: 76.03%
  • Historical improvement: Increased from 74.69% (2021) to 77.48% (2022)
  • Long-term trend: Average of 70.81% from 2000-2022

Youth Literacy Rates (2025 estimates):

  • Overall youth literacy: 65.07% (ages 15-24)
  • Male youth literacy: 65.36%
  • Female youth literacy: 64.78%

Literacy Distribution:

  • Literate adult males: 5,879,713 persons (66.74% of adult male population)
  • Illiterate adult males: 2,929,902 persons
  • Literate adult females: 5,650,744 persons (62.61% of adult female population)
  • Illiterate adult females: 3,373,985 persons

Literacy Challenges:

  • Quality education: One-third of adults are illiterate despite school enrollment
  • Language complexity: Multilingual context affects literacy development
  • Teacher quality: Poor teacher training impacts literacy instruction
  • Learning environment: Insufficient materials and resources

Literacy Development Goals:

  • LOSEM 2022 target: Elimination of illiteracy among adolescents and adults
  • Multilingual approach: Promoting literacy in Malagasy and French
  • Digital literacy: Emerging focus on technology-related literacy skills


 

ICT Infrastructure and Access:[1]

Technology Access Statistics:

  • Schools with electricity: Only 35% of schools have access to electricity (Sub-Saharan Africa average)
  • Internet access: Limited connectivity, particularly in rural areas
  • Computer access: 89% of learners do not have access to household computers
  • Internet connectivity: 82% of children lack internet access

Digital Education Initiatives:

  • Teacher technology survey: 1,297 teachers, supervisors, and principals surveyed across 23 regions (2023)
  • Remote teacher training target: 5,000 T2 class teachers planned for remote training in early-stage reading
  • Digital classroom projects: First ICT Village established in Sambaina serving 600+ students
  • Solar-powered computers: Jirodesk 2 project providing solar-powered computers to schools

Technology Infrastructure Development:

  • SchoolNet Madagascar: Launched in 2005, trained 220 learners and teachers
  • Internet speed: Ranged from 144.81Kbps to 3,788.46Kbps (2007-2017)
  • IP addresses: Quarterly range from 3,167 to 34,386 addresses (2007-2017)
  • Broadband development: Satellite connectivity and Wi-Fi systems planned for rural areas

Digital Learning Support:

  • Educational software: AccèsMad provides education software and resources
  • Computer installations: 24 computers installed in 4 secondary schools
  • Digital literacy target: 10,000 students per year targeted for digital access
  • Technology training: Focus on digital literacy and teacher capacity building


 

Climate and Environmental Challenges:[1] [2]

Climate Risks:

  • Cyclone impacts: Frequent cyclones destroy school infrastructure
  • Drought effects: Prolonged droughts affect school attendance and nutrition
  • Flooding: Seasonal flooding disrupts education in vulnerable areas
  • Sea level rise: Coastal schools face long-term climate threats

Resilience Building:

  • Climate-resilient infrastructure: Construction of schools resistant to natural disasters
  • Emergency preparedness: Disaster risk reduction in education planning
  • Flexible learning modalities: Alternative education delivery during emergencies
  • Community engagement: Local involvement in emergency response

Social and Economic Emergencies:

  • Poverty-related disruptions: Economic shocks affecting school attendance
  • Food insecurity: Impact on student learning and school participation
  • Political instability: Historical disruptions to education service delivery
  • Health emergencies: Challenges in maintaining education during health crises

Emergency Response Capacity:

  • Coordination mechanisms: Multi-stakeholder emergency response planning
  • Resource mobilization: Rapid response funding for education emergencies
  • Vulnerable populations: Special attention to marginalized groups during crises
  • Recovery planning: Post-emergency education system rehabilitation

Data Sources:

  • Data not available for refugee and asylum seeker education statistics
  • Limited systematic data on education in emergency contexts
  • Need for improved emergency response monitoring systems