EDUCATIONAL DISPARITIES IN RURAL MADAGASCAR: THE IMPACT OF POVERTY ON PRIMARY EDUCATION ACCESS

Abstract

This study examines educational disparities in rural Madagascar by focusing on the role of poverty in primary school access. The research employed a qualitative case study approach involving 15 participants consisting of teachers, parents, school principals, and community representatives selected through purposive sampling. Data were collected through semi-structured interviews, observations, and document analysis, and analyzed using thematic analysis techniques. The findings revealed that poverty significantly affects children’s educational participation through limited household income, inadequate school facilities, long travel distances, child labor, and low parental educational awareness. Rural schools also experienced shortages of qualified teachers, insufficient learning materials, and poor infrastructure, which contributed to unequal educational opportunities. In addition, socioeconomic deprivation was closely associated with irregular attendance and low student motivation. The study further found that institutional limitations and geographical isolation intensified educational inequality in rural communities. These findings support theories of educational inequality and social reproduction, which explain how disadvantaged socioeconomic conditions perpetuate unequal access to education. The study concludes that improving primary education in rural Madagascar requires integrated policies addressing poverty reduction, school infrastructure development, teacher distribution, and community-based educational support.