Closing of the regional workshop in support of the definition of the priority reform for the transformation of basic education in Madagascar, Burundi and Djibouti

Antananarivo, Friday, July 28, 2023 – As part of the improvement of basic education, the Malagasy government, the Global Partnership for Education (GPE/PME) and UNICEF organized, from 24 to 28 July 2023 in Antananarivo, a regional workshop bringing together education partners from Madagascar, Burundi and Djibouti. The working sessions were enhanced, in the last two days, by the presence of Mrs Marie Michelle SAHONDRARIMALALA, Minister of Education of Madagascar, and Professor François HAVYARIMANA, Minister of Education and Scientific Research of Burundi.

The workshop aimed to strengthen reflections, peer-to-peer experience sharing and the capacities of participating countries, in order to develop National Partnership Pacts based on the new model of (SME/GPE). The process of developing these Pacts was inclusive, with the participation of the various stakeholders of the sector for a priority educational reform, with a view to transforming the education system throughout the next five years. The workshop was based on the reflections and previous achievements resulting from the analysis of the factors favorable to the transformation of education systems, supervised by partner agents, such as UNESCO International Institute of Education Planning (IIEP) for the case of Madagascar. In addition, the presentation of Côte d’Ivoire’s successful experience on the Partnership

Evidence-Based Education: Definition and Issues

Increasingly used in educational institutions, the concept of evidence-based education came up several times during the recent workshop entitled “Putting Research Into Action: Bridging Research and Teaching,” held at Science Po on June 18 and 19, 2018. How is this concept defined, and which research methods does it cover? How does this approach promote effective and innovative pedagogy? After a brief overview of the history of the concept, this article will describe how evidence-based education can be supported by certain research methods, how it can contribute to resolving educational issues, as well as its potential limits.

An approach inspired by the world of medicine

The evidence-based approach originated in the medical sphere. In 1747, when many medical techniques, such as bleeding, were still based on ancient traditions, a young doctor named James Lind led the first clinical trial aboard a frigate. Scurvy, a common sickness on ships, was wreaking havoc on sailors. To cure them, James Lind had the ingenious idea of ​​giving different sailors different treatments. By observing the way their health improved or worsened, he was able to distinguish between the treatments that worked and those that didn’t, and most notably, to discover that it was the sailors

What is equity in education and how do we achieve it?

“If we don’t fix inequities in our schools soon, we’ll pay a high price for that later.”

This is what I heard from a primary school principal during my recent visit to her regional school. “But schools alone can’t do that. It takes the whole village,” she said.

She is right. Family background is far more important in explaining what students learn at school than people think. This has remained a solid empirical-research finding for the past half century.

Too often, however, the important role that out-of-school factors such as family, community and a student’s peer group play in student achievement is undermined in efforts to improve education.

It will continue to be a hard road to making education systems better unless we understand what the root causes of current underperformance of our school systems are.

Let’s start by asking: what are we talking about when we talk about equity?

What is equity in education?

Equity in education means that children from different social groups achieve a similar level and range of learning outcomes, and that every child succeeds above minimum standards of education.

It’s when the wealth, income, power or possessions of a student’s family do not impact their