The celebration of World Teachers’ Day yesterday was an opportunity for the SEMPAMA trade union confederation (SEndikan’ny MPAnabe MAnerana ny NOSY) to question the authorities about their situation.
A call for solidarity. The messages sent by SEMPAMA to Malagasy teachers on the sidelines of the World Day dedicated to them, could not be clearer. According to the leaders of this union confederation, the solidarity in question should “ be at the same level and the same intensity as that already observed in 2012 during which Malagasy teachers united to “make their voices heard “. Which could have resulted in “ payment of compensation worth 50,000 Ar per teacher and also the integration of 10,000 FRAM teachers per year into the public service “. Taking advantage of the opportunity, trade unionists recall the factors causing the decline in the level of education in Madagascar. Among others: “ deplorable working conditions for teachers and poor management of teaching and education ».
Points.
SEMPAMA is thus launching six key demands in order to restore the image of the teaching profession. From the outset, the confederation demands that we “ restores the dignity of Malagasy teachers “. Particular attention to the “ human dimension » was marked yesterday. The leading members of the trade union confederation then move on to the question relating to the improvement of the working conditions (salaries and allowances) of teachers by recalling the draft decrees. “ The draft decrees have been in the hands of the competent authorities since 2018 “, we announced yesterday. The support of FRAM teachers by communities until they are integrated by the public administration is also part of the unionists’ demands.
Small salary, small job
An expression that best sums up the world of teachers in Madagascar. Considered the pillar of the education system, the teacher works in the most deplorable conditions. Indeed, the list is long and not exhaustive when we want to make a diagnosis of the profession. In addition to excessive politicization, the teaching profession faces many problems, including the great disparity in salaries despite the same efforts and the same missions. A situation which creates a certain frustration between the teachers themselves on the one hand, but which is also the source of demotivation for those who feel wronged on the other. Demotivation at the origin of the increased rate of absenteeism which has still not been resolved to date and whose existence has been recognized. Malagasy teachers also face their own problems. Given these challenges, teaching in Madagascar is either a pure vocation or a solution of last resort.
José Belalahy
