Ask any American and they can probably tell you about a teacher that had a lasting impact on them. A teacher who challenged students, inspired them, and encouraged intellectual growth during such a formative time in a young person’s life.
In Madagascar, it is more difficult to find such a relationship between teachers and students. Part of the difference is certainly cultural and that won’t change very easily. All too often in this country, teachers are viewed as the infallible keepers of knowledge and they pass on this knowledge through dictation and rote memorization. But part of the difference is also due to a lack of quality training for teachers. Unlike in America, formal education or training for a teacher is not always required in Madagascar. This reality is often the root of many issues in the Malagasy educational system. Students aren’t engaged. Some teachers, who never wanted to be teachers in the first place, get stuck in the classroom because it can be a reliable job.
As a Peace Corps Volunteer, one of my job assignments is to help improve the quality of English instruction in my community. During the last year, I have collaborated with local teachers, shared experiences, listened to them more than I have talked, and offered suggestions based on my limited training. But there is more that can be done.
With the help of 5 other Peace Corps Volunteers in the SAVA Region of Madagascar (the region where we live), we are organizing a 4-day regional teacher training workshop to address the issue of instructional quality. If a person lives relatively close to one of the few major urban centers in Madagascar, they might have greater access to government teacher training programs, but such training is rarely ever a requirement to be a working teacher and thus it is not always encouraged. But with the added incentive of working with “foreign” teachers, especially Americans, we hope to attract 60 teachers from all around the region to attend out workshop. It’s important to us that we reach not only teachers in the urban centers, but also those in the more remote countryside villages with even fewer resources. To read about the success of the inaugural teacher training that we put on last year, you can read my blog post about it here.
To fund our ambitious program, I have applied for a grant through the Peace Corps. This particular type of grant is part of the Peace Corps Partnership Program, which means that the grant is funded by private donations rather than a government budget. With this type of grant, the community must contribute at least 25% of the total cost of the program, either through donated materials or in-kind donations like time and meeting space. The rest is up to us to fundraise! The grant also has to be completely funded before a single penny (or Ariary, in this case) gets to the community. When that happens, the funds will come to me and I will purchase all the needed materials. When we finish the program, I have to provide receipts for all costs and that prevents me from running away with all the money you have so graciously donated to help my community. The grant is structured in such a way that I cannot segment any of the costs during the fundraising phase, so all donations go into the general budget.
If you’d like to make a donation or read more about the project, please visit our fundraising page here.
I, and the team of Volunteers working on this project with me, would greatly appreciate any support you can give us. Whether that is making a donation of any amount or helping to spread news of our project by sharing the fundraising page with others. Every little bit of effort adds up and it can help bring some much needed resources to a great community of educators.