Madagascar Basic Education Support Project

  • P Project/Program

A Active

Key Information

The objective of the Basic Education Support Project for Madagascar is to improve learning and promotion within the first two sub-cycles of basic education. There are six components to the project, the first component being training teachers with a focus on early grade reading, writing and mathematics. The objective of this component is to improve teacher practices to better teach early grade reading and math and to train uncertified teachers. The second component is the improving attendance and readiness to learn through preschool, construction and health. The objective of this component is to improve attendance, reduce dropout, and better prepare children for school. The third component is the school-based management to increase learner promotion. The objective is to increase learner promotion through better management of schools by implementing an equitable national school grant system and by professionalizing the capacities of school principals. The fourth component is the Sector reforms, system building, and project implementation. The component seeks to strengthen the capacity of the MEN and its decentralized structures to implement the ESP and to cover the project’s administrative costs, including communication costs. The fifth component is the contingency emergency response. A no-cost contingent emergency response component (CERC) will be included under the project in accordance with OP10.00 (investment project financing), paragraphs 12 and 13, for projects in situations of urgent need of assistance or capacity constraints. This will allow for rapid reallocation of project proceeds in the event of a natural or man-made disaster or crisis that has caused, or is likely to cause, a major adverse economic and/or social impact. Further, the risk of natural disasters in Madagascar is increasing with climate change; preparedness with emergency action plans and protocols is critical and will help ensure a higher state of readiness should financing under this component be triggered. Finally, the sixth component is the GPE variable part.

Lead Implementing Government(s)



Sub-Saharan Africa


Government Affiliation

Government-affiliated program


2018 - 2024


Not applicable or unknown

Ministry Affiliation

Ministry of National Education


COVID-19 Response


Geographic Scope


Meets gender-transformative education criteria from the TES  


Areas of Work Back to Top

Education areas


  • Early childhood development


  • School facilities
  • School quality
  • Teacher training


  • Literacy
  • Numeracy

Cross-cutting areas

  • Climate change
  • Emergencies and protracted crises
  • Gender equality
  • WASH (water, sanitation and hygiene)

Program participants

Target Audience(s)

School administrators, Teachers - female, Teachers - male


Not applicable or unknown

School Enrolment Status

All in school

School Level

  • Pre-school
  • Lower primary
  • Upper primary

Other populations reached

  • Boys in school
  • Girls in school
  • Youth

Participants include

  • N/A

Program Approaches Back to Top


  • Gender-sensitive curricula

Facilities construction/improvement

  • Construction/improvement of classrooms

Reducing economic barriers

  • Vouchers/grants

School-related gender-based violence

  • Safe and welcoming schools
  • Training of school personnel (including teachers)


  • Hiring more female teachers
  • Pre-service teacher training – pedagogy general

Water and sanitation

  • Construction/improvement of sex-specific toilets

Program Goals Back to Top

Education goals

  • Curricula, teaching and learning materials are free of gender-bias and stereotypes
  • Improved academic skills (literacy and numeracy)
  • Increased literacy
  • Increased numeracy
  • Increased school enrolment (general)
  • Reduced absenteeism
  • Reduced grade repetition
  • Teachers and learners have the knowledge and skills to promote gender equality

Cross-cutting goals

Not applicable or unknown