Inside the Japanese programme using school committees and remedial classes to improve learning in Madagascar

The education system in Madagascar faces a number of challenges from low levels of literacy to high numbers of school dropouts. An approach pioneered in several African countries aims to change that. Let's find out more in this new episode of Global Japan. On the outskirts of Madagascar's capital, Antananarivo, a General Assembly is underway to plan for the new school year. Parents, teachers and local community members discuss education priorities, but also finances and budget allocation. They are members of the School Management Committee, led by democratically elected representatives. These committees are a central pillar of School for All, a program developed by the Japan International Cooperation Agency, or JICA. The project also supports remedial classes tailored to each student's learning level, regardless of age. Studies show this approach can significantly improve children's reading and math skills. I want to go back to my motherland. I want to go back to my fatherland. My husband and I have been living together for a long time. We have been living together for a long time. My name is Tadi. I'm 10 years old and I live in Makten. With School for All, children also receive meals organized by the community and pre-school lessons inspired by Japanese storytelling methods. Launched in Nigeria in 2004, School for All has since expanded to 11 African countries. The biggest problem in our country right now is The problem of low education is called the crisis of learning. This is a problem in almost many countries. In order to solve this problem, many donors have invested a lot of money. But that's not enough. It's temporary. This is how everyone's schools do it. By cooperating with all the actors and developing the game, Even if it's a small resource, it's sustainable and effective. In Madagascar alone, the program reaches 2.2 million children in nearly 14,000 schools. JICA is now working with UNICEF to expand this approach nationwide. JICA has done a really good job of piloting, of experimenting, of demonstrating what works. And now UNICEF is working with JICA to mobilize resources that we can ensure that this is implemented in all the schools in the entire country. Angela is a former beneficiary of School for All. She says the program helped her academic abilities. I am very happy to be able to do this. I am very stressed. I am very happy to be able to do this. I am very stressed. I am very happy to be able to do this. I am very stressed. I am very happy to be able to do this. I am very stressed. Angela now plans to study journalism at university. Her story illustrates what Madagascar's government hopes to achieve by supporting School for All. I was very excited to learn Malagasy. In the beginning, I was very excited. Then I knew that I had to learn the language. I learnt how to speak Malagasy. I learnt how to write. I learned how to make a ball. And I learned how to play the arena. School for All is based on a fundamental idea. Children's education is not the responsibility of teachers and parents alone. It's a societal choice and a collective responsibility that helps shape a country's future. I am a doctor. I am very happy to be working for the Ministry of Education. I am very happy to work for the Ministry of Education.