NGO Fanambinantsoa.

Our vision: 

Learning and teaching innovation and educating the Malagasy  public to contribute to a world in which people thrive within healthy environment.

 Our Mission:

 To support and to validate the best practices of educators committed to ethical teaching/ learning approach with innovative technique for the benefit of people and environment.

To build a community where the citizens act according to ethical principles, meet strict standards throughout their action (responsible, active, critical thinkers, healthy and wealthy) and develop the environment thanks to their commitment and competences. 

To empower educators with resources, knowledge, capacities and positive attitudes to train the learners - the future citizens - to reach their full potential.

To invest in good practices, life skills acquisition and abilities for learners to solve any social, economic, environmental issues they would face in their everyday life.

Our broadest motivation is to influence the attitude and our core values are:

 universalism, conformity and achievement.

When we realize how education affect people attitude and behavior in collecting and using natural resources, we commit to teach the respect for environment and for people who benefit from it.

We are convinced that conserving our natural resources for future generations makes our business flourish and sustainable.

Our Team Leader is the project manager and the event planner of our organization. She is in charge of the budget planning and the timeline of our activities. 

She is in touch with our partners and works closely with them. She is dedicated to partner and to engage collaboratively with up to four Fellows Team on the research-intensive LEAP Project for up to 4 hours a week. 

She has the authority and the capacity to engage in project refinement sessions.  She inspires and motivates the team members and directs the path to achieve the NGO vision. 

She ensures the development of the team members through transparent conversations.  She identifies and nurtures a team member’s strengths and weaknesses in order to deserve the Worthiness value. Everyone’s opinion counts and she encourages discussions. She applies the NGO values such as Solidarity encouraging collaboration and teamwork to achieve with Success the organization mission. She dispatches the tasks among the team members according to their appropriate competencies.

The LEAP Project team members are highly qualified teachers-researchers who - on average - have about 20 years of experience. They have conducted many effective field training  activities with primary and secondary school teachers and learners in the countryside of some areas of Madagascar. They have a strong experience in program and data analysis, in curriculum development, in the field of subjects didactics, in pedagogy and children psychology and test methodology. 

Our LEAP project is an experimentation of a lesson learned product from all these numerous field training activities beside rural teachers and learners. The team leader distributes the appropriate task  for each team member according to his skill capacity for him to perfectly conduct the LEAP project. 

During the 12 weeks experimentation in a rural primary school with 80 pupils of all five grades level and aging from 4 to 12 y-o, they will teach the pupils and train their teachers with the sensorial evidence based approach by means of field materials and technology. 

Every two days, the LEAP Project team members will update the team leader and some other members not working in the LEAP Project about their journey. Together they will amend the activities. This way the team leader is prepared for his 2 to 4 h per week meeting with the LEAP Fellows.

A trainers' training kit  for extramural course to develop children’s skills and competencies to reach their full potential .

The Malagasy Education System State Report (RESEN), published in 2016, highlighted that  Malagasy students are experiencing difficulties in French disciplines, Malagasy and Mathematics .The skills acquired by pupils at the end of primary school have deteriorated over the last ten years.

In August 2019, a national assessment  showed that the average scores of 2nd grade students in reading in the mother tongue is 46/100, in French 46/100 and in mathematics 41/100. These are below the required threshold of 50/100. The same scenario is found for grade 5 students in these same disciplines.

In this report the basic skills required from learners aged from 7 to 12 were the demonstration, memorization and assimilation of ready-made knowledge on vocabulary and grammar in mother tongue and French as well as in mathematics. However, the production of subjective new knowledge such as their opinion on a determined subject is also assessed in French, but the result is below the threshold.

Despite of such low level of required skills the students still fail. The continuous increase of Malagasy students in school, combined with the lack of academic and teaching skills among teachers, does not promote the development of basic cognitive skills of learners. Therefore, the latter are not capable of acting independently in uncertain situations to solve issues. The achievement of the Millenium Sustainable Development Objectives seems to be jeopardized.

The analysis of the current program used so far showed that these basic competencies such as analysis capacities, and social attitude to make informed decision and to argue are not required from the learners. And the teachers do not master the nine Vivian de Landsheere’s teaching functions such as cognitive development function or function of teaching organization to help the students to acquire those competencies. They are not able to analyze themselves a poster in order to deduce the concept to be taught to their learners.

Many challenges are to face forward, as well about the curriculum itself as about the instruction of the teachers on their own identity, on their own knowledge, on their own motivation and on their life project.

Our solutions are:

- Analyse the current malagasy curriculum.

- Produce a detailed program with targeted, evidence-informed skills and learning skills for children aged 6 to 10.

- Provide a detailed curriculum for the training of trainers and one for them to use during their teaching lesson. 

- Elaborate a training kit for teachers who want to make a career in education. The kit contains the following  items:

      -*An extra-mural teaching guide of an observational practice lesson, with each of the skills and competencies the children aged 6 to 10  have to be acquired with the sensory and transversal approach. The five basic sensory skills are visual observation combined with touch, then sense of smell combined with taste and finally the hearing combined with the move. Mastering these senses helps them overcome and avoid risk. For example, during the extramural sensory and transversal approach, they should learn to recognize the thorns or/and irritating hair on the plant and to infer the risks of collection. They should learn how to be accountable for their actions. Train children 6 to 10 y-o to describe and recognize the thorns or hairs orally. That needs to use languages such as mother tongue and French - the teaching and learning language-and mathematics. Describing the shape of thorns or hair or whatever items in the environment always requires vocabulary combined with geometry. This will develop their critical thinking and decision -making.

     - *A manual to be a professional in education mentioning the process to be certified.

      - *Some posters and other didactical materials to be exploited and manipulated by the learning teachers.

- Experiment the effectiveness of the kit with two groups of 40 students each and practicing the sensory and  transversal approach observation.

- Train the rural teachers in the School District of Antananarivo Northern Suburban on the use of the teacher kit in their school backyard.

- Demonstrate the effectiveness of our solutions to the Ministry Staff by inviting them to one field session with children aged 6 to 10 in one acre garden.

- Conduct an experiential extramural lessons by sensory and transversal approach in rural schools in the District of Antananarivo northern suburb .

. Foundational research (literature reviews) helps us to identify the educational and scientific concepts we should handle in order to conceive the trainer kit and to design this research project with its methodology. 

Nafasov Ganisher Abdurashidovich, N.G. (2021). Theoretical Basis Of Development Of Cognitive Competence Of Students Of Higher
Education Institutions In The Process Of Teaching Elementary Mathematics  European Journal of Molecular & Clinical Medicine ISSN 2515-8260 Volume 08, Issue 01, 2021789

De Landsheere, V. (1993).— L'éducation et la formation : science et pratique. In: Revue française de pédagogie, volume 105, 1993. pp. 127-129.

Giglio, M. & F. Arcidiacono. (2020). Les interactions sociales en classe: Réflexions et perspectives. Exploration- Recherches en sciences de l’éducation. ISSN 0721-3700

THE GLOSSARY OF EDUCATION REFORM   FOR JOURNALISTS, PARENTS, AND COMMUNITY MEMBERS CREATED BY THE GREAT SCHOOLS PARTNERSHIPS

Report of the Results of the national assessment of pupil achievement in 2nd and 5th grades. (2019). MINISTERE DE L’EDUCATION NATIONALE ET DE L’ENSEIGNEMENT TECHNIQUE ET PROFESSIONNEL Malagasy

. Formative research (case studies, feasibility studies) experiences the feasibility of our solution by implementing the project in a rural school in the northern suburban area of Antananarivo. The extra-mural teaching by means of sensory and transversal disciplines approach will be conducted with 6 to 10 y-o all five graded children. Some NGO members will begin the teaching  approach in order to develop the sensory skills of the children. Their teachers will attend the lesson session learning by the time the method. After the class, they will give their opinion and critique about our teaching / learning process. Together, we improve the negative points and then they take the shift.

. Summative research will demonstrate the effectiveness of the trainers' training kit as well for the teachers as for the students after many reviews of the processes.

NGO Fanambinantsoa mission is to train teachers and students to achieve some Sustainable Development Objectives (SDO). Though, three of the latter are the focus themes of the trainings.  They are the 12th SDO one about the sustainable consumption and production; then the 15th one about the terrestrial ecosystem preservation and restoration and sustainable exploitation of natural resources such as forest in order to avoid the desertification and to stop the biodiversity loss, and the third SDO trained is the 17th about the global partnership to strengthen and revitalize the sustainable development of population.

Between 2016 and 2022, The NGO Fanambinantsoa has begun his activity by the 17th SDO establishing some international and local partnerships in order to realize the trainings. Indeed, the training requires some schools with whom to  work and some financial support to conduct it. Consequently the NGO has been collaborating  with four School Districts staffs in four different regions of Madagascar and with ten schools in total. This collaboration is mandatory to be allowed to work with the school teachers and their students in the district. This way the school District staff is aware about the training itself and would be able to  supervise the schools activity.  Mostly some International Conservation NGOs ask us to train the teachers in some school districts around the area of their chosen specific animal and plant species conservation project.

In overall the 12th and 15th SDO were always the studied themes to develop the scientific academic knowledge of the teachers and students about sustainable consumption, production, and exploitation of natural resources.

By means of some books and of three approaches which are Science based artistic, experimental,  and sensory approaches we have initiated the development of children and teenagers’ cognitive basic skills to arouse their empathy for wild lemurs and for the endemic flora.

The children have been very keen to learn and to practice their new findings through songs, play roles, art creativity, scientist experience. They very quickly have  developed many skills such as reasoning, critical thinking, decision-making. At the end of some days of training an attitude of respect and empathy towards their environment was noticed. Unfortunately, this was too short and we did not get the opportunity to come back to assess the perpetuation of these arisen skills and attitudes.

At the other side their teachers have had some difficulties to formulate a precise questionnaire to develop and to assess the learners’ basic skills. A five-days training was too intense and too short for them to assimilate and to practice the big amount of theoretical and hands-on knowledge provided.

Consequently, we think that a 12 weeks sprint project is much better than five-days training with no assessment to evaluate the efficiency of our evidence based solution. There will be time for us and for the teachers to think about what happen during the sessions and how to remediate for a better solution in order to firstly develop their own competencies and confidence then finally those of the children.

We need an expert in institutional analysis to assess the feasibility  context of our LEAP project, some human resources, material and financial resources to conceive a trainer kit and to carry out the project.                          

- Expert in the elaboration of the trainer kit, of the curriculum and of the teachers' guide : he will help us to design the conceptual content and the methodology of our research. 

- Expert in a follow-up and evaluation as well of the trainer kit as of the research itself.

 - Expert to ensure the relevance of educational alignments for all extramural activities conducted by the sensory approach.

- An art trainer to teach every kind of art such as drawing, sculpture or more and their use in science or advertisement.

- An expert to cultivate and to foster the love of art as a whole such as artistic expression. 

- Experts in visual arts, to help the child to become aware of his environment by reproducing what he sees and interpreting it in his own way.

- Experts keen to be involved in the project to promote the sensory and transversal approach in order to develop the competence and talent of the students.

- Collaboration with schools propitious to be part of the project for the outdoor experimentations. 

- Collaboration with schools suitable to understand the need for their students and their teachers to develop their competencies of independent problem solving and of decision-making.

- Schools agreeing to a flexible time table for applying the extramural sessions with the students and the teachers during 12 weeks.

- Evaluation services to assess the performance of the targeted  audience and to recommend appropriate remediation for the project management and for the approach experienced. 

- An experimentation site: a place to carry out the extramural activities and experimentation with the relevant teacher guide.

- Teaching and learning materials. Every Kind of material that enhances the teaching situation to be more comprehensive and effective during extramural sessions. - We need some advices to achieve a successful project.

·How to write a good curriculum to improve the basic competency skills of kids aged 6 to 10 in the northern suburbs of Antananarivo?

·   - What ingeniousness is to use to show teachers and their instructors in the northern suburbs of Antananarivo the effectiveness of an extramural lesson in developing the learning process of an independent problem-solving study for 6 to 10 year olds?

·   - What trainers' training program is needed to raise the professionalism of the teachers in the rural schools in the northern suburb of Antananarivo?

Foundational research has inspired the basis of the teaching/learning issues to be solved. It helps to determine the appropriate disciplines to teach by means of the sensory and transversal approach that we think would develop children aged 6 to 10 basic skills and competencies.

Substantial and strong knowledge on didactics, pedagogy, academic concepts are necessary to conceive an appropriate curriculum to develop the skills needed for the children aged 6 to 10 to achieve their full potential. These knowledge are essential to design an explicite easy to understand and to apply teacher guide for an extramural course.

Formative research will help to experiment the evidence based solution by teaching the school disciplines out door with the chosen approach. Our critical thinking as well that of the teachers as of their students will be promoted.Discussions and remediation take a large time in the process which will improve the writing of both curriculum and teacher guide.

At the same time, the smartness of conducting a teacher training program will be gradually patterned and the writing of the trainers training kit will evolve step by step.

Summative research synthesizes all the data obtained during both studies above and produces the appropriate curriculum for the Malagasy Ministry of National Education to endorse it in order to opened out the Malagasy children aged 6 to 12 skills and competencies in independent problem solving.

 Such curriculum should be wisely used by qualified teachers trained to carry out diverse approaches according to the class situation and to regional context. 

These qualified teachers are eager to widen their knowledge, capacities and attitude to be a good high level model who knows their rights and duties for their students to learn.

The actions of our organization are organized in 4 well defined parts to put these outputs into action:

1- To elaborate a trainer kit needs reading, analysis and synthesis of different reference texts on primary education in Madagascar. The primary school curriculum, the annual distribution of primary school programs, the report on the national evaluation of student achievement for the 2nd and 5th grades in 2019 are some of these references. 

2- Experimentation of the teacher's guide: A rural elementary school in partnership with the organization and located in the vicinity of the action site would be the target of the project. A commitment with the teachers and the school director will be put in place for the implementation of the project. The levels concerned are the 2nd to 4th grade of primary school with students ranging in age from 6 to 10 years. The experimentation of this teacher's guide will be done during the first four weeks by the NGO's supervisors preceded by a pre-evaluation for each level

. The students in each level will be divided into two groups and will be chosen randomly. The first group will be the control group and will remain in the classroom with their teacher. The second group will be the experimental students who will have extra-mural classes based on the sensory transversal approach (5 senses). Both groups will learn the same discipline at the same time.

One half-day per week for each level will be dedicated to the experimentation of the guide. The disciplines targeted by the sessions are mathematics, French and Malagasy through activities developing the sensory skills of the students. Each experimental session is always followed by a formative evaluation. The disciplines studied by the two groups are the same during this experimental period. Therefore, a major evaluation for all students in each level will take place in the fifth week to assess the achievement of each group. The results of the evaluations will lead to remediations and improvements of the teacher guide used during these first 4 weeks and will be used for teacher training.

3- Teacher training : the effectiveness of the meaning-based approach on the results of the experimental students leads us to train the teachers of each level to use the new teacher guide. This training takes place during the 6th to 9th week. It consists of teaching teachers how to read a teacher's guide and how to use it, introducing basic concepts of didactics such as learning objectives and taxonomy levels. The experimentation with the same students will continue in parallel with this teacher training.

4- Application of the teaching guide by the trained teachers: the teachers who benefited from the previous training practice the teaching guide with all the students for each level. This practice will be held during the 10th to 12th weeks. The teachers will be accompanied by the NGO's supervisors during their practice. Possible modifications of the guide could occur during the 12 weeks following different interventions.

SHORT TERM OUTCOMES WITHIN A YEAR : INCREASE OF 4 THE NUMBER OF  SCHOOLS PRACTICING OUR SOLUTIONS IN THE AREA

INCREASE OF THE SCHOOL DISTRICT OF NORTHERN SUBURB OF ANTANANARIVO RATE OF SUCCESS AT THE  NATIONAL  EXAM FROM 45% TO 90%

THE MALAGASY MINISTRY OF NATIONAL EDUCATION ENDORSES THE TRAINER KIT AND IMPROVES THE EXAMEN QUESTIONNAIRE WITH HIGH TAXONOMY LEVEL  OF SKILLS AND COMPETENCIES.

LONG TERM OUTCOMES WITHIN 20 YEARS : 

INCREASE FROM 110 TO 11000 THE NUMBER OF RECRUITED QUALIFIED TEACHERS IN THE SCHOOL DISTRICT OF NORTHERN  SUBURB  OF ANTANANARIVO IN ORDER TO HAVE 30 STUDENTS PER TEACHER RATHER 100 STUDENTS/ TEACHERS NOWADAYS

EACH OF THE 11000 TEACHERS TO BE RECRUITED IN THE SCHOOL DISTRICT OF NORTHERN SUBURB OF ANTANANARIVO HAS ONE TEACHER GUIDE AND MASTERS ITS USE

THEY HAVE A GOOD STANDING QUALITY OF LIFE TO BE ENTIRELY COMMITTED TO THEIR TEACHING DUTY

HEALTHY ENVIRONMENT AROUND THE SCHOOLS AND ONE’S HABITAT.

ALL MALAGASY STUDENTS AGED 6-12 ARE WELL NOURISHED.

THE MALAGASY CITIZENS ARE ABLE TO MAKE INFORMED DECISIONS TO AVOID MASS HANDLING AND TO BE ACCOUNTABLE FOR THEIR ACTIONS IN SOLVING THEMSELVES THEIR DAILY PROBLEM TO HAVE A HIGH QUALITY IF LIFE.