CRC/C/MDG/3-4 - Office of the High Commissioner for Human Rights

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CRC/C/MDG/3-4 • 4,562 out of 5,590 new classrooms were completed; • 500 new classrooms out of 628 projected were delivered. 566. Technical and programming standards are being prepared to solve problems stemming from multiple Project Coordination Units (PCUs), and the lack of standardization and construction models. 567. There is a weakness in the quality of EF1 public school teachers: 47.86 per cent of the public primary-school teachers have a teaching diploma, with 56.14 per cent for publicservant and contractual teachers and 6.1 per cent for the non-public servant teachers (NPSTs). 568. Only 1 per cent of primary-school teachers are capable of teaching French (as per the French proficiency exam, administered in 2006). The use of French as a teaching language has led to: • A weak command of the Malagasy language; • A weak command of the French language; • Poor results in mathematics (as per PASEC [Programme d’analyse des systèmes éducatifs de la Confemen] reviews of primary-school pupils’ acquired knowledge). 569. To compensate for this, on UNESCO’s recommendation and with the support of the World Bank, the State has reformed its educational system based on using the mother tongue as the teaching language in primary school while using French and English as taught foreign languages: French will be taught as a foreign language beginning in the first year and English beginning in the fourth year. Prospects 570. Revising the school construction policy. Starting in 2007-2008, for a greater return on construction-based investments, the MNESR intends to assume responsibility for coordinating school construction programmes, adopting unified construction standards and involving the community as the beneficiary in managing construction. 571. In 2009-2010, 90 per cent of construction and renovation will be carried out according to this approach. The delegated contractor approach will decrease from 744 classrooms in 2007-2008 to 300 in 2009-2010. 572. The priority given to constructing new classrooms will be a benefit to the fokontany, which are without schools or have schools without complete programmes in remote, poor rural areas. 573. Reforming the educational system. To ensure the acquisition of adequate, lasting skills at the end of the first cycle, the Malagasy State has decided, beginning with the 2008- 2009 academic year, to increase the length of primary education from five years to seven. 574. Restructuring basic and secondary education. As a result of extending the primary cycle to seven years, basic and secondary education have been restructured. The primary level is spread over seven years and comprises three courses. The first level of secondary school lasts two years. 575. Secondary schools of excellence and open schools. The MAP provides for establishing secondary schools of excellence (SSE) to spearhead the improvement of educational quality. 576. Following the example of other countries, Madagascar intends to implement flexible education programs, offering pupils unable to attend formal school the option of studying and taking exams. 90 GE.10-42176 (EXT)
577. Revising curricula. The curricula in effect date back to the 1970s and 1990s. In order to adapt the curriculum to the country’s socio-economic reality and the demands of competition resulting from globalization, and to meet the EFA objectives, a revision of curricula is planned. 578. The reform pertaining to reforming the curricula will be implemented beginning with the 2008-2009 academic year and will be carried out gradually according to a predetermined programme. Table 32 Programme to implement the APC in basic education at the initial primary level Phases 2003/2004 2004/2005 2004/2005 2005/2006 2007/2008 2008/2009 Experimentation CP1 CP2 CE CM1 CM2 Pre-generalization CP1 CP2 CE CM1 CM2 Generalisation CP1 CP2 CE CM1 CM2 Table 33 Implementation of reform of basic education School year School year 2008 /09 2009 /10 2010 /11 2011/12 2012/13 2013/14 2014/15 1 st year 2 nd year 3 rd year 4 th year 5 th year 6 th year 7 th year 8 th year No. of school districts (CISCOs) 20 65 111 Phase Number of Exp Pre-Gen Gen CISCOs 20 65 111 Phase Number of Exp Pre-Gen Gen CISCOs 20 65 111 Phase Number of Exp Pre-Gen Gen CISCOs 20 65 111 Phase Number of Exp Pre-Gen Gen CISCOs 20 65 111 Phase Number of Exp Pre-Gen Gen CISCOs 20 65 111 Phase Number of Exp Pre-Gen Gen CISCOs 20 65 111 Phase Number of Exp Pre-Gen Gen CISCOs 20 65 111 Phase Exp Pre-Gen Gen CRC/C/MDG/3-4 GE.10-42176 (EXT) 91
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Committee on the Rights of the Chil
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CRC/C/MDG/3-4 D. Family reunificati
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CRC/C/MDG/3-4 Table 39. Average val
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CFP Collège de formation technique
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EHTP Esclavage humain et le trafic
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ISCAM Institut supérieur de la com
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PME/PMI Petites et moyennes entrepr
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Part one Introduction A. Methodolog
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Table 2 Population structure of Mad
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Table 4 The table and figures below
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2007 points to a projection of more
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eductions in child mortality from 9
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49. In the sectors, plans, strategi
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66. The core of INMS consists of 69
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the implemented national budget whi
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everyone." Law No. 2004-004 of 26 J
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B. Principle of the best interests
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132. Article 6 of the law pertainin
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153. If a child born to a Malagasy
Page 39 and 40: 168. In 2004 a survey was conducted
Page 41 and 42: 180. The new law on the rights and
Page 43 and 44: 197. Pursuant to article 62, childr
Page 45 and 46: 215. Simple or full adoption is a p
Page 47 and 48: 239. Once the adoption has been gra
Page 49 and 50: • Implementing a database of chil
Page 51 and 52: adult residents, 17,000 children ag
Page 53 and 54: • Since 2001, the implementation
Page 55 and 56: 4. Prevention and care for children
Page 57 and 58: 9. Access to education 323. The Mal
Page 59 and 60: Table 17 Vaccination coverage as of
Page 61 and 62: 355. To implement the programmes, t
Page 63 and 64: • Providing access to water, hygi
Page 65 and 66: 375. The lack of comparable data ma
Page 67 and 68: 14. Provision of quality health ser
Page 69 and 70: 16. Preventing and combating malari
Page 71 and 72: C. The fight against HIV/AIDS 1. In
Page 73 and 74: 433. The actions undertaken through
Page 75 and 76: 2. Analysis of the situation 449. I
Page 77 and 78: 467. To obtain these results, Madag
Page 79 and 80: • Ambohitsoratra, learning to rea
Page 81 and 82: 494. Teacher training. The Malagasy
Page 83 and 84: 513. BEP CAP-CFA (Certificat d’ap
Page 85 and 86: cent and made up only 2.43 per cent
Page 87 and 88: 539. In Mahajanga in September 2006
Page 89: subsidy of 30,000 ariary per teache
Page 93 and 94: 588. Budget: leisure and cultural a
Page 95 and 96: 606. The administration of justice
Page 97 and 98: 628. As a result of these actions,
Page 99 and 100: Table 34 Prison population by gende
Page 101 and 102: 674. Educating children in trouble
Page 103 and 104: • Work that exceeds the child’s
Page 105 and 106: 6. Difficulties 713. There have bee
Page 107 and 108: • Cooperation agreement regarding
Page 109 and 110: 1. Legislation 753. The punitive co
Page 111 and 112: mention the rights of the parties t
Page 113 and 114: 797. In addition, through multi-sec
Page 115 and 116: • The Commission for the reform o
Page 117 and 118: public buildings. The level of vuln
Page 119 and 120: Annex I Statistical tables Demograp
Page 121 and 122: Table 42 Budgetary appropriations t
Page 123 and 124: Annex II Legislative reform 1. Law
Page 125 and 126: Annex III Policies and programmes F
Page 127: Contests sponsored by private entit
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CRC/C/MDG/3-4 - Office of the High Commissioner for Human Rights

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