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Abstract

This paper explores the realities that Malagasy public institutions underwent after implementing the LMD system. This research draws on qualitative data, which purposely interviewed 16 participants. Findings revealed that many debates have arisen regarding the reform due to its lack of clarity. Opportunities and problems were seen in teaching and learning since the reform brought diplomas internationalization and infrastructure growth rather than teaching improvement. This study encourages a thorough reevaluation of the ongoing educational system to systematically answer the reform’s primary objectives: to advance quality pedagogical and learning productivities and upgrade research in academia through internet connectivity intensification. Meanwhile, create competition mechanisms for teachers as strategies to motivate and alert leaders to put research, regardless of discipline, in the right place. Since it has the power to abreast teachers with new content and information, notably to nurture teaching scientificity and ranking improvement of institutions.

Keywords

higher education policy borrowing educational reform Madagascar

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The 3-5-8 Cycle Post-Reform at the Malagasy Public Institutional Level: A Bridge to a New Pace

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