PERCEPTION OF EDUCATIONAL STAKEHOLDERS REGARDING THE INTANGIBLE CAPITAL OF SECONDARY SCHOOLS IN RURAL AREAS OF MADAGASCAR

In Madagascar, the implementation of educational policies in rural areas is severely hampered by a lack of infrastructure and human resources. Faced with these challenges, educators, administrative staff and parents rely on intangible capital, consisting of trust, local networks and endogenous knowledge, to compensate for material shortcomings. However, the perceptions of educational stakeholders influence the management and promotion of intangible capital, and can also hinder the implementation of procedures developed in rural secondary schools in Madagascar. In light of this issue, the objective of this research is to better understand the perceptions of educational stakeholders on the role and management of intangible capital in rural education. This research is structured around one major question: What is the intangible capital of rural secondary schools in Madagascar? The methodological approach first uses Correspondence Analysis (CA), before being enriched by an in-depth analysis of the discourse collected in secondary schools in the Antananarivo Atsimondrano district. The results reveal that the intangible capital of rural secondary schools in Madagascar is perceived as a key lever for overcoming the challenges associated with a lack of infrastructure and resources. The professional aspirations of students, the role of leadership, collaboration between educational stakeholders and the quest for quality highlight an essential dynamic for strengthening the education system despite structural constraints. Rural secondary schools in Madagascar face many structural challenges that require tailored solutions to maintain their functioning.