SEED Madagascar

Project Fanaka

Ranking 177/195 on the Human Development Index, Madagascar remains one of the poorest and least developed countries in the world.¹ Only 63% of children complete primary school, 36% lower secondary school, and 16% upper secondary school.² Public spending on education is low, even in comparison to other Sub-Saharan and low-income countries. While the government has committed to allocating 20% of the national budget to the education sector, only 12% has been spent overall in the last three years.³ The southeast Anosy region is particularly isolated and impoverished, which is reflected in its critically underfunded education system. Students often study on the floor or share two-person benches between three or four students. This situation makes it challenging to write and focus during lessons. Teachers frequently rearrange classroom furniture to accommodate students' needs, often prioritising better seating for those facing more demanding exams.

While nearly three-quarters of primary-age children are enrolled
in school countrywide, in the Malagasy region of Anosy, the net
enrolment rate is just 54%.⁴

Run as a complement to Programme Sekoly, Project Fanaka (Malagasy for furniture) aims to provide schools in Fort Dauphin and nearby rural areas with new classroom furniture that is comfortable and conducive to learning. This will contribute to tackling UN Sustainable Development Goal 4: access to quality education.

By supplying student desk-benches, SEED aims to expand the school's available classroom seating to ensure students do not have to study and write on the floor, thereby fostering an environment more conducive to learning. Studies have shown that the link between comfortable seating and enhanced learning is strong, highlighting the positive impact of quality furniture on student motivation and development.⁵ Consequently, more students will have the opportunity to sit comfortably, maintain focus, and undertake exams in a more supportive environment.

Increasing classroom capacity and improving the learning environment will enhance student wellbeing and enable more children to enrol in, and complete, school.

Like Programme Sekoly, Project Fanaka is run on an ongoing basis whenever the need and the funds are available. Construction activities are carried out by SEED Madagascar’s experienced Construction team.

Donors

Principle donors include: Clark Mitchel; Bain Cares Fund; Guernsey Overseas Aid and Development Commission; Jackie Bliss; Jersey Rotary Club; James Hall; Rhododendron Trust; Teneo Ltd; Association Diritto al Futuro; Jonas Korbstein; Jim Teaford; Pam and Robert Rouquette; Trade Aid; and many more.

References

1. UNDP, (2024). Human Development Report 2023-2024. Available at: https://hdr.undp.org/content/human-development-report-2023-24
2. World Bank, (2019). Primary completion rate, total (% of relevant age group) - Madagascar. Available at: https://data.worldbank.org/indicator/SE.PRM.CMPT.ZS?locations=MG ; UNICEF, (2018). Challenges and Opportunities for Children in Madagascar. Available at: https://www.unicef.org/madagascar/media/1246/file/Defis%20et%20opportunites%20des%20enfants%20%C3%A0%20Madagascar%20(EN).pdf ; UNESCO, (2018). Upper Secondary Completion Rate. Available at: https://www.education-inequalities.org/indicators/comp_upsec_v2/madagascar#ageGroups=%5B%22comp_upsec_v2%22%5D&years=%5B%222018%22%5D

3. Mazraani, S., (2023). Social Spending and Outcomes in Madagascar, Selected Issues Papers, 2023(035), A001. Available at: https://www.elibrary.imf.org/view/journals/018/2023/035/article-A001-en.xml?rskey=yniEm9&result=32

4. World Bank, (2018). The World Bank in Madagascar. Available at:  http://www.worldbank.org/en/country/madagascar/overview

5. Castellucci, H. I., Arezes, P. M., Molenbroek, J. F. M., de Bruin, R., & Viviani, C., (2016). The influence of school furniture on students’ performance and physical responses: Results of a systematic review, Ergonomics, 60(1), 93-110. http://dx.doi.org/10.1080/00140139.2016.1170889