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This study analyses the impacts of the COVID-19 on teaching and learning at Fianarantsoa University (FU) in Madagascar. Interview questionnaires with 50 participants were carried out at the university concerned. Results demonstrate that FU took care of its students during the lockdown by introducing various measures to prevent the spread of COVID-19 within the university. Distance learning via Gmail and Facebook, where teachers send course files to the mail group, was only found in certain parts of the colleges. Gmail was implemented to complete unfinished exams to avoid the White year. Controversial arguments were uncovered due to the complete cessation of teaching at the end of the distance exams without introducing alternatives to continue academic activities, though there are still three unfinished academic years. This study recommends the regular use of 'Facebook' as a device to shift to online teaching and learning, mainly if incidents occur that lead to academic disruption, such as the COVID-19 pandemic, national epidemic, natural catastrophe or others. Facebook is the most used platform in Madagascar, with 3.05 million users in early 2022.

In studies on educational leadership across African countries, researchers are using different concepts that do not have the same meanings or similar histories, including variations in involvement by local, national, and international leaders. In the first part of this article, we problematize conceptualizing globally minded school leadership in Africa and attempt to understand the way local and global actors apply these concepts to and from within African contexts. In the second part, we present research working at the intersection of the NGO-Postcolonial border working with educational leaders in Madagascar. The findings show that early childhood education makes a difference on school readiness and that quality matters. In the third part, we propose a multilateral model for decolonising educational leadership in Africa by working on the past-present continuum and holding the tension between "border-specific" and "cross-border" perspectives.

The COVID-19 outbreak stimulated an outbreak of online learning in many institutions in Sub-Saharan Africa. Educational institutions went beyond fighting the COVID-19 through social distancing norms to tackling Sustainable Development Goal Four (SDG 4) with the adoption of online learning as the new modality for instruction. Online learning has the propensity to ensure learners from all geographical regions have access to education, thereby addressing the inequalities in education. However, the disparities in the access to digital infrastructure had a negative impact on the online instruction in Sub-Saharan Africa. The online learning experience is best described as a "challenge-ridden online learning" with many teachers suffering from burnout and students lamenting on limited ICT resources, inadequate access to affordable and reliable internet, power outages, and anxiety over academic outcomes. Despite the challenges, the COVID-19 has presented a silver lining to online learning in Sub-Saharan Africa. Aside the attempt to massify online learning, many institutions have come up with novel technological innovations and inventions to bridge the digital divide in the region. The review gives an overview of the challenges, prospects, and practical implications of online learning in Sub-Saharan Africa. Abstract-The COVID-19 outbreak stimulated an outbreak of online learning in many institutions in Sub-Saharan Africa. Educational institutions went beyond fighting the COVID-19 through social distancing norms to tackling Sustainable Development Goal Four (SDG 4) with the adoption of online learning as the new modality for instruction. Online learning has the propensity to ensure learners from all geographical regions have access to education, thereby addressing the inequalities in education. However, the disparities in the access to digital infrastructure had a negative impact on the online instruction in Sub-Saharan Africa. The online learning learning" with many teachers suffering from burnout and students lamenting on limited ICT resources, inadequate access to affordable and reliable internet, power outages, and anxiety over academic outcomes. Despite the challenges, the COVID-19 has presented a silver lining to online learning in Sub-Saharan Africa. Aside the attempt to massify online learning, many institutions have come up with novel technological innovations and inventions to bridge the digital divide in the region. The review gives an overview of the challenges, prospects, and practical implications of online learning in Sub-Saharan Africa.

In this article, teachers Niry Razafimamonjy and Josiana Andriantsalama, at the Lycee Jacques Rabemananjara beside the Indian Ocean in Taomasina, discuss how they support their students' learning and contribute to the field of English language teaching in Madagascar.

In Madagascar, secondary and adult English as a foreign language (EFL) classes commonly have limited resources and inadequate teacher preparation. Schools often have few or no textbooks and dictionaries. Computers with Internet access are a rare luxury. Teachers themselves may be underprepared, with no English teaching credential, minimal training, and limited English proficiency. Compounding these challenges, both teachers and students might not have any opportunities to engage with English outside the classroom and may have multiple primary and instructional languages--Malagasy and French, in the case of Madagascar. This was the situation for one of the authors, Sahondranirina, as a high school English teacher in Madagascar. Her students could not afford to buy a dictionary. Even if Sahondranirina had managed to convince the school principal to buy some French-English dictionaries, they would not have been much help because her students were not fluent in French--their first language is Malagasy. She therefore decided to help herself, her fellow English teachers, and her students by developing a bilingual Malagasy-English vocabulary workbook based on themes from the Madagascar national English secondary-school curricula. To help teachers facing similar challenges, this article explains the rationale and strategies to create useful vocabulary workbooks for multilingual students.

Project-based learning (PBL) in the science classroom provides an opportunity for students to investigate socioscientific issues that are current, authentic, and relevant. In a typical PBL unit, the teacher designs a narrative plan and acts as a facilitator who helps gather and organize student ideas. The framework of the Next Generation Science Standards (NGSS) states that science content be covered deeply and position students in authentic roles as scientists whenever possible (NGSS Lead States 2013). In high school, the NGSS engineering performance expectations require students to solve problems that are global in nature, while considering potential constraints that connect to culture and the environment. The biology PBL unit described here was developed by two science educators during a professional development experience in Madagascar with the Global Exploration for Educators Organization (GEEO). During travel across the island nation of Madagascar photos, videos, artifacts, and recorded personal stories were collected that assisted these educators in the construction of this unit.

Various indicators suggest that math and science students in many developing countries are lagging behind their counterparts in other nations. Using Madagascar as a case study, we aimed to: (1) evaluate the effectiveness of education among those enrolled in science and math programs at primary, secondary, and university institutions; and, (2) understand barriers to student progression through the education system. To that end we conducted 63 semi-structured interviews in June and August 2012 with science and math teachers in five population centers, across all three levels of both public and private school systems. We found that crowded classes, limited resources (pedagogical and infrastructural), an average student range in age of seven years per classroom (suggestive of grade repetition and/or late school starting age), and discontinuities in the language of instruction explain why teachers estimated that almost 25 percent of their students would not finish school. Although most secondary and university teachers taught the sciences only in French, they estimated that just one-third of students could fully understand the language. There were also urban-rural and publicprivate disparities. Teachers in urban areas were significantly more likely to teach using French than their rural counterparts, while public schools also housed significantly larger classes than private institutions. While resource equalization will help to resolve many of these disparities, improved early training in French and increased local autonomy in designing appropriate curricula will be necessary to tackle other shortfalls.

This article proposes a conceptual framework for how education can promote adolescent girls' empowerment and, by mapping the field, highlights promising examples of empowering education programs. We conclude by identifying both research and programmatic opportunities for the future that will harness the expertise of a range of specialists from the interdisciplinary fields of gender studies and adolescent development in collaboration with experts from the fields of education, health, and labor.

Malagasy "players"--farmers, middle men, organic organisations and policy makers--see in export-orientated organic agriculture a way for Madagascar to build upon its historic export strengths: spices, essential oils, medicinal plants and tropical fruits. They point to the "de facto" organic status of most farming in the country and view organic production strategies as a means for Malagasy farmers to differentiate their produce in the highly competitive world market (Ramboatiana and Randriamanantena 2000; Randriamanantena 1998; Vallee 2000). However, producing for the export market poses significant challenges for Malagasy farmers. Despite its apparent "fit" with existing farming practice, "true" certified organic practice does not necessarily offer a means towards achieving a Malagasy farmer-defined "good life". Smallholders can be disempowered through their incorporation into wider systemic relationships whose more powerful actors--such as buyers and consumers--and their "rules" about what "organic" is, for example, are necessarily unfamiliar. Yet farmers are very interested in the significant opportunities for much-needed cash that organic farming offers. This paper argues that strengthening farmer agency, and thus their presence as actors in international food chains, can be partially achieved if farmers are involved in devising the rules for organic and social certification. I set out eight principles that I have developed which seem important when trying to capture and measure "quality of life" for the purposes of social certification. My theoretical and empirical work, detailed here, is set within a methodological discussion on how to best ensure that research is "respondent-led". Respondent-led research is, I argue, critical for ensuring that an understanding of the components of "quality of life", and their operationalisation as standards and indicators, is truly meaningful to the target group.

Across two studies, a wide age range of participants was interviewed about the nature of death. All participants were living in rural Madagascar in a community where ancestral beliefs and practices are widespread. In Study 1, children (8-17 years) and adults (19-71 years) were asked whether bodily and mental processes continue after death. The death in question was presented in the context of a narrative that focused either on the corpse or on the ancestral practices associated with the afterlife. Participants aged 8 years and older claimed that death brings an end to most bodily and mental processes. Nevertheless, particularly in the context of the religious narrative, they claimed that certain mental processes continue even after death. This assertion of an afterlife was more evident among adults than children, especially with respect to cognitive processes, such as knowing and remembering. In Study 2, 5- and 7-year-olds were asked similar questions in connection with the death of a bird and a person. Seven-year-olds consistently claimed that bodily and mental processes cease at death, whereas 5-year-olds were unsystematic in their replies. Together, the two studies replicate and extend findings obtained with Western children showing that, in the course of development, different conceptions of death are elaborated--a biological conception in which death terminates living processes and a religious conception in which death marks the beginning of a new form of spiritual existence. (Contains 1 table and 7 figures.)

This article describes a methodology that local educators can use to conduct structured analytic research on the quality of primary education. The methodology has been developed by four twenty-person teams of local educators who carried out studies in rural regions of Madagascar, Mozambique, Tanzania and Uganda. In addition to describing the methodology, the article presents short summaries of the researchers' conclusions and recommendations. However, its main purpose is to share the methodology that has evolved. The methodology is qualitative, but a simple quantitative measure of relationship between binary variables (Yule's Q) was used to test the researchers' qualitative findings. It is this tool that provoked the most significant reflection among the researchers in each group. In general, the results of the four studies corroborate other research on the factors that influence student outcomes in primary schools in Sub-Saharan Africa. More importantly, the studies' results demonstrate that the methodology offers practicing educators a tool that helps them define, collect, and rigorously analyse empirical information to reach shared insights about their schools and then to formulate practical recommendations about what to do to improve student learning.

The standard benefit incidence algebra generally produces biased estimates of the distribution of public spending on education when students from poor and rich families are enrolled in schools that receive different levels of public spending per student. Except in very rare instances, removing these biases entails combining several sources of information in order to evaluate how unit spending varies across different population groups. Although such disaggregation is generally difficult to obtain, we show one way to overcome the data constraints that hinder a precise calculation of the incidence of public spending on education. The empirical example discussed in this article indicates that after disparities in the level of public spending per student are controlled for, the results can be quite different. (Contains 3 tables and 4 footnotes.)

The article compares the educational policy trajectories of four societies in the South-west Indian Ocean: Madagascar, Mauritius, Ile de la Reunion and South Africa. The main purpose is to trace the political pathways and differing educational policy trajectories of former colonies of Britain and France. Five metaphors are invoked in this paper to describe the political and economic forces that shape the educational policy trajectories of developing countries. Together they form a conceptual model which provides the basis for comparative analysis of the post-colonial educational policy choices between countries and allows for a more detailed examination of one or a cluster of polices. The methods employed in the research reported here draw on the discipline of comparative history and the resultant trajectories seem to offer a good heuristic device for generating, recording, and graphically illustrating data. (Contains 5 figures.)

The Madagascar hissing cockroach (MHC) provides an excellent avenue to introduce students to the joys of inquiry-centered learning. MHC's are relatively tame, produce little odor, do not bite, and are easy to handle and breed. Because of these characteristics, they are ideal for classroom activities, science projects, and as pets. They also help reduce fears and misunderstandings about insects. This article describes the basic biology of the MHC, how to set up and care for a classroom colony, and a list of suggested inquiry-centered classroom activities that teachers and their students will find both educational and fun!

BACKGROUND: In Madagascar, the districts of Antsirabe II, Faratsiho and Antsiranana I have relatively low malaria incidence rates and have been selected by the National Malaria Control Programme for pilot elimination strategies. The districts have residual transmission despite increasing coverage and quality of malaria services. This study sought to identify priority subpopulations at highest risk for malaria and collect information on intervention preferences and methods that will inform subnational tailoring of malaria service delivery. METHODS: This mixed methods study employed (i) a quantitative malaria risk factor assessment in Antsirabe II and Faratsiho comprising a test-negative frequency matched case-control study and a qualitative risk factor assessment in Antsiranana I; and (ii) a qualitative formative assessment in all three districts. For the case-control study, a mixed effects logistic regression was used with age, sex and district included as fixed effects and health facility included as a random effect. The qualitative risk factor assessment used semi-structured interview guides and key informant interviews. For the qualitative formative assessment in the three districts, a summary report was generated following semi-structured interviews and focus group discussions with high-risk populations (HRPs) and stakeholders. RESULTS: In Antsirabe II and Faratsiho districts, rice agriculture workers, outdoor/manual workers, particularly miners, and those with jobs that required travel or overnight stays, especially itinerant vendors, had higher odds of malaria infection compared to other (non-rice) agricultural workers. In Antsiranana I, respondents identified non-rice farmers, mobile vendors, and students as HRPs. Risk factors among these groups included overnight stays and travel patterns combined with a lack of malaria prevention tools. HRPs reported treatment cost and distance to the health facility as barriers to care and expressed interest in presumptive treatment and involvement of gatekeepers or people who have influence over intervention access or participation. CONCLUSIONS: The study results illustrate the value of in-depth assessments of risk behaviours, access to services and prevention tools, surveillance and prevention strategies, and the involvement of gatekeepers in shaping subnational tailoring to reach previously unreached populations and address residual transmission in elimination settings.

Background: Antananarivo, the capital city of Madagascar, is experiencing a steady increase in population growth. Due to the abundance of mosquito vectors in this locality, the population exposed to mosquito-borne diseases is therefore also increasing, as is the risk of epidemic episodes. The aim of the present study was to assess, in a resource-limited setting, the information on mosquito population dynamics and disease transmission risk that can be provided through a longitudinal entomological study carried out in a multi-host single site. Methods: Mosquitoes were collected every 15 days over 16 months (from January 2017 to April 2018) using six CDC-light traps in a peri-urban area of Antananarivo. Multivariable generalised linear models were developed using indoor and outdoor densities of the predominant mosquito species as response variables and moon illumination, environmental data and climatic data as the explanatory variables. Results: Overall, 46,737 mosquitoes belonging to at least 20 species were collected, of which Culex antennatus (68.9%), Culex quinquefasciatus (19.8%), Culex poicilipes (3.7%) and Anopheles gambiae sensu lato (2.3%) were the most abundant species. Mosquito densities were observed to be driven by moon illumination and climatic factors interacting at different lag periods. The outdoor models demonstrated biweekly and seasonal patterns of mosquito densities, while the indoor models demonstrated only a seasonal pattern. Conclusions: An important diversity of mosquitoes exists in the peri-urban area of Antananarivo. Some well-known vector species, such as Cx. antennatus, a major vector of West Nile virus (WNV) and Rift-Valley fever virus (RVFV), Cx. quinquefasciatus, a major vector of WNV, Cx. poicilipes, a candidate vector of RVFV and An. gambiae sensu lato, a major vector of Plasmodium spp., are abundant. Importantly, these four mosquito species are present all year round, even though their abundance declines during the cold dry season, with the exception of Cx. quinquefasciatus. The main drivers of their abundance were found to be temperature, relative humidity and precipitation, as well as—for outdoor abundance only—moon illumination. Identifying these drivers is a first step towards the development of pathogen transmission models (R0 models), which are key to inform public health stakeholders on the periods of most risk for vector-borne diseases. [ABSTRACT FROM AUTHOR]

Freshwater ecosystems are crucial for global biodiversity through supporting plant and animal species and providing essential resources. These ecosystems are under significant threat, particularly in island environments such as Madagascar. Our study focuses on the Amboaboa River basin, home to the rare and endemic fish species Rheocles derhami, last recorded in 2013. To assess the status of this and other threatened fish species including Ptychochromis insolitus and Paretroplus gymnopreopercularis, and to understand freshwater fish population dynamics in this biodiversity hotspot, we conducted a comprehensive survey using both environmental DNA (eDNA) and traditional fishing methods. While traditional methods effectively captured a diverse range of species, including several invasive aliens and the critically endangered endemic species that were the focus of this study, the eDNA approach detected only a fraction of these introduced species and struggled to identify some critically endangered endemics at the species level. This highlights the value of combining methods to enhance species detection. We also investigated the trade-offs associated with multi-primer assessments in eDNA analysis, focusing on three different primer combinations targeting the 12S mitochondrial gene: MiFish, Tele02, and Riaz. Additionally, we provided 12S reference barcodes for 10 species across 9 genera of fishes from the region to increase the coverage of the public reference databases. Overall, our study elucidates the current state of freshwater biodiversity in the Amboaboa River basin and underscores the value of employing multiple methods for effective conservation strategies. [ABSTRACT FROM AUTHOR]

Aim Location Time Period Major Taxa Studied Methods Results Main Conclusions There is an urgent need to explore, characterize, describe and preserve as many species as possible to prevent their decline. Tropical biodiversity hotspots harbour most of the known land diversity and vast amounts of undiscovered and undescribed species. Here, we quantify the taxonomically unassessed amphibian species richness in Madagascar, one of the best‐studied and explored tropical hotspots worldwide, to identify knowledge gaps and conservation implications.Madagascar.Present.Amphibians.We used the Madagascar amphibian fauna as a model to unveil neglected diversity by analysing 10,873 mitochondrial sequences using species delimitation algorithms and incorporating all previously published bioacoustics, distributional, morphological and nuclear data with an integrative approach.Besides the currently described 413 species, we identified 408 divergent lineages. Among this, 310 fit the category of candidate species pending a taxonomic assessment, while 98 are considered deep conspecific lineages. These figures suggest that species richness could be twice as high as represented in the current taxonomy. Geographically, most of these candidate species occur in well‐studied areas within the island.Despite being one of the best‐studied and explored tropical countries worldwide for amphibians, we found that many species are awaiting a taxonomic assessment in Madagascar. Paradoxically, this unassessed diversity concentrates on highly explored regions, emphasizing the importance of exploring and inventorying new areas. Our results highlight the magnitude of the Linnean and Wallacean shortfalls, affecting both species richness estimates and the distribution ranges and biogeographic setting known for this fauna. Current conservation efforts should consider this novel diversity and unexplored areas as they will likely harbour yet many new species to be discovered. We expect similar patterns across less studied tropical realms and encourage researchers to perform such studies in different clades before this neglected biodiversity becomes irremediably lost. [ABSTRACT FROM AUTHOR]

Biodiversity offsetting, a conservation approach to offset loss of habitat and ecosystem services, has been widely accepted and implemented in different legislative frameworks around the globe. I assigned sentiment scores (from −3 [very negative] to +3 [very positive]) to online news articles to examine public sentiment toward offsetting. I identified 86 pertinent articles published from 2013 to 2023 by web scraping online media outlets through keywords. I examined article content based on topics commonly associated in scientific literature with offsetting, such as risks or financial aspects. Most articles were from Australia (44%), 16% were from the United Kingdom, and 5% were from Colombia and Madagascar. Three distinct groups covered finances (n = 47), species, and social impacts of offsetting (n = 23) and offsetting frameworks (n = 16). Articles covering monetary and finance aspects had a lower predicted sentiment score (−0.72, 95% CI −0.98 to −0.47) than articles that covered new, alternative offsetting forms (−0.15, 95% CI −0.46 to 0.17), such as mitigation banking and credits. In articles focused on charismatic species and loss of livelihood, offsetting risk and social issues were associated with low sentiment scores (<−0.85). Sentiment scores were high for articles on offsetting at a multicountry or global scale (0.47, 95% CI −0.06 to 0.99), and scores were the lowest in Australia (−1.03, 95% CI −1.36 to −0.70). Public sentiment based on media articles was generally negative toward offsetting, and many of the ecological and methodological issues and risks were reflected in the articles, but mitigation measures as a prerequisite to offsetting were mentioned in only 18% of all articles. With the seemingly high public interest in conservation and hence offsetting, it will be imperative to expand the current breadth of information about offsetting that is being communicated or made available to the public. [ABSTRACT FROM AUTHOR]

Threat mapping is a necessary tool for identifying and abating direct threats to species in the ongoing extinction crisis. There are known gaps in the threat mapping literature for particular threats and geographic locations, and it remains unclear if the distribution of research effort is appropriately targeted relative to conservation need. We aimed to determine the drivers of threat mapping research effort and to quantify gaps that, if filled, could inform actions with the highest potential to reduce species' extinction risk. We used a negative binomial generalized linear model to analyze research effort as a function of threat abatement potential (quantified as the potential reduction in species extinction risk from abating threats), species richness, land area, and human pressure. The model showed that threat mapping research effort increased by 1.1 to 1.2 times per standardized unit change in threat abatement potential. However, species richness and land area were stronger predictors of research effort overall. The greatest areas of mismatch between research effort and threat abatement potential, receiving disproportionately low research effort, were related to the threats to species of agriculture, aquaculture, and biological resource use across the tropical regions of the Americas, Asia, and Madagascar. Conversely, the threat of linear infrastructure (e.g., roads and rails) across regions, the threat of biological resource use (e.g., hunting or collection) in sub‐Saharan Africa, and overall threats in North America and Europe all received disproportionately high research effort. We discuss the range of methodological and sociopolitical factors that may be behind the overall trends and specific areas of mismatch we found. We urge a stronger emphasis on targeting research effort toward those threats and geographic locations where threat abatement activities could make the greatest contribution to reducing global species extinction risk. [ABSTRACT FROM AUTHOR]

Vanilla, a quintessential flavoring agent, experiences burgeoning demand globally, particularly for natural variants. In response, Taiwan has ventured into vanilla cultivation, aiming to reduce the energy consumption associated with international transportation by fostering domestic production. This study investigates the sensory attributes of Taiwan and Madagascar vanilla beans amid increasing global demand for natural vanilla. We extended our sensory evaluations to vanilla ice cream products to assess their quality. Employing sensory evaluation questionnaires and experimental techniques, we utilized purposive and snowball sampling methodologies for participant recruitment. Our primary aim is to discern the edible disparities between Taiwan and Madagascar vanilla beans by scrutinizing variations in consumer sensory preferences. Our findings reveal statistically significant disparities between Taiwan and Madagascar vanilla beans concerning product texture and overall aroma in sensory evaluations, while other attributes do not exhibit notable differences. This suggests that the sensory experience of vanilla ice cream products derived from Taiwan and Madagascar vanilla beans primarily diverges in terms of product texture and overall aroma, with negligible disparities elsewhere. Remarkably, Taiwan vanilla beans consistently outperform Madagascar vanilla beans across many evaluation criteria, underscoring the superior quality and competitive edge of Taiwan's vanilla beans. This empirical evidence highlights the exceptional quality and value proposition of Taiwan vanilla beans, offering insights for the expansion and deepening of sensory evaluations pertaining to vanilla beans. Furthermore, our study contributes to environmental sustainability by promoting local production and presents new avenues for Taiwan's vanilla processing industry. [ABSTRACT FROM AUTHOR]