Strategic direction
The 2025–2030 strategy marks a structural shift from a knowledge production approach to a systemic impact approach. Education Network strengthens the link between applied research, evidence-based advocacy, local support for education stakeholders and institutional learning in order to bring about measurable and sustainable change at school, community and public policy levels.
Vision 2030
By 2030, Education Network will focus its efforts on supporting a more effective, equitable and inclusive education system in Madagascar, based on:
- the sustainable revitalisation of educational supervision;
- the continuous strengthening of teachers’ professional capacities;
- the increased accountability of educational communities.
Schools are becoming high-quality learning environments, supported by better-equipped teachers, effective teaching methods and communities that are actively involved in educational success.
Strategic priorities for 2025–2030
Axis 1 – Revitalisation of educational supervision
Purpose
To improve the quality of learning in the long term through localised, structured educational support tailored to the real needs of teachers and pupils.
Intervention levers
- Educational coaching and local support;
- Monitoring and support for educational supervisors (educational advisers, ZAP heads, school principals, teacher network leaders);
- Practical tools for observing, providing feedback and monitoring teaching practices.
Expected outcomes
- Functional and regular educational support systems at school level;
- Teachers benefiting from useful, continuous and contextualised support;
- Measurable improvement in teaching practices in the classroom.
Axis 2 – Continuous strengthening of teachers’ capacities
Purpose
To provide teachers with long-term professional development in order to improve basic learning, reduce school failure and promote equity.
Intervention levers
- Research and innovation in teaching tools;
- Teaching approaches focused on the pupil and fundamental learning;
- Capitalisation and dissemination of good teaching practices.
Expected outcomes
- Teachers better equipped in terms of teaching and learning methods;
- Improvement in pupils’ attainment, particularly in reading and mathematics;
- Gradual reduction in repetition and failure rates in the intervention areas;
Wider dissemination (ripple effect) of effective approaches at national level.
Axis 3 – Quality, equity and inclusion in schools
Purpose
To make school a safe, inclusive learning environment that promotes success for all children.
Intervention levers
- Integration of gender, inclusion and protection (PEAS, GBV) dimensions into educational practices;
- Support for schools in establishing protective learning environments;
- Raising awareness among education stakeholders about inclusive approaches.
Expected outcomes
- Safer and more inclusive schools;
- Greater consideration for vulnerable children;
- Improved school environment conducive to learning.
Axis 4 – Steering, advocacy and institutional learning
Purpose
To improve the performance of the education system through data-driven decisions and continuous learning.
Intervention levers
- Targeted educational advocacy with decision-makers through evidence-based data;
- Capitalisation, organisational learning and dissemination of lessons learned.
Expected outcomes
- More data-informed education policies and programmes;
Overall impact by 2030
A strengthened Malagasy education system, in which better-supported teachers, empowered communities and effective teaching methods work together to bring about a sustainable improvement in the quality, equity and inclusiveness of learning.