Introduction

Remote areas in several African countries have disadvantaged schools. Their remoteness is due to insecurity from ethnic and border wars, as well as ethnic racism. Such areas are further exacerbated by cattle theft, organ trafficking, illegal mining, poor roads, and lack of electricity, telecommunication, and healthcare services. Therefore, they are remote because of the non-inclusivity of their art, culture, and bodies within the country’s value and official identity. Many teachers from other provinces are sent by the government to these difficult and forgotten areas. This text focuses on the well-being of the concerned Malagasy teachers and the quality of education they provide. The state of things needs urgent solutions. 

Teacher Mobility Challenges  

Without needed support and strong retention strategies, national teacher mobility worsens education in remote parts of the country. Remoteness is defined geographically, culturally, and socio-economically, depending on one’s origin. Isolated teachers face personal, familial, professional, socio-economic, and ethnic challenges. In Madagascar, government teachers can take on other jobs if it doesn’t affect their main duties. However, crowded classrooms and heavy workloads leave little time for extra work. New teachers in remote areas avoid competing with local businesses to prevent jealousy and security issues. Teachers, as newcomers, can face local prejudice and racism. Ill teachers are isolated without family support. Reimbursed or state-funded healthcare is only available in the capital of Antananarivo for serious illnesses. Teachers’ scarce living conditions in remote areas affect their motivation, professional engagement, and student performance. This lack of comforts, combined with low salaries and continuous inflation, discourages youth with high educational backgrounds from becoming primary teachers.

Local Solutions for National Problems  

Problems in remote zones can be resolved by changing personnel policies. Local teacher recruitment and retention offer opportunities for local candidates. If necessary, special scholarships can prepare local youth for teaching roles. The concept of “cultural and geographical remote areas” is not applied to those nearby; rather, they are given the opportunity to work close to home. This approach ensures inclusive recruitment, reaching underrepresented groups such as low-income peasants and individuals with disabilities. With proper support, locally recruited teachers can progress professionally, fostering a strong sense of community belonging. Proud local teachers can inspire their students and contribute to societal change. Working in different provinces can enhance their experience with diverse cultural contexts.

Conclusion  

Empowering education in remote areas must be accompanied by improving basic infrastructure such as roads, communication, healthcare services, security, and safety. Improving inclusive education relies on political efforts to enable teachers and infrastructure. In poor countries with a difficult job market, the rate of teacher turnover is low, but it turns into teacher sacrifice: they won’t quit their work, but they would prefer to survive and act accordingly. Give heart to our teachers, give value to our education.

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