ASED
A new specialized center for disabled children
Location
Madagascar, Antananarivo
Context
The country is marked by high levels of precariousness, with 78.8% [1] of the population living below the poverty line [2] and high levels of economic and social inequality (GINI index: 42.6[3]). People with disabilities are the first victims of these inequalities.
Due to the generally low level of education, disability has been associated with a curse or the consequence of an act of witchcraft 4. Fear of transmission is one of the main reasons for the discrimination suffered by this population. It’s a double punishment.
The country’s policy on the rights of people with disabilities is progressing very slowly, and they are far from being considered full members of Madagascan society. According to a 2003 study by the Ministry of Health, 7.5% of the Malagasy population are said to be disabled. The latest national census carried out in 2018 shows that this is a young population. At present, there are no national programs or subsidies for disabled people or the dedicated organizations that look after them. This relies solely on private initiatives.
Under these conditions, the majority of adults have no access to vocational training and cannot find employment. Many children are unable to enroll in school, or face academic failure because their specific needs are not taken into account. Only 50.8% of disabled people over the age of 15 are literate. The gross enrolment rate drops from 69.7% at primary level to 22.6% at secondary level.
This low level of education is a major obstacle to the socio-professional integration of people with disabilities. It prevents them from taking charge of their lives, and developing as full-fledged individuals. It’s a vicious circle of disability and poverty.
1 World Bank – Madagascar data. https://donnees.banquemondiale.org/pays/madagascar?view=chart
2 According to the World Bank, this percentage corresponds to the proportion of the population living on less than $1.90 a day.
3 The GINI index indicates the distribution of wealth within the population. It ranges from 0 (perfect equality) to 100 (absolute inequality).
4 Rabearison-Andrianjara, I. (2017) – MEADAGASCAR, African Disability Rights Yearbook, 5.
Project
Creation of a specialized center to promote the socio-economic integration of disabled children and young people through education and training.
The center’s activities are organized around 5 poles:
- Special education for children and young people with cerebral palsy and/or intellectual disabilities.
- Vocational training: IT, pastry-making, charcuterie, sewing.
- A specialized facility with boarding, rehabilitation and sports facilities.
- Income-generating activities:
- A couture atelier/boutique working with an internationally renowned Malagasy designer.
- A catering service. The creation of a vegetable garden and farm will supply the school canteen and the restaurant run by the center.
- Room rental service
These activities provide the center with a sustainable source of income to finance its mission. They also promote the professional integration of the center’s young people.
- An awareness-raising initiative to promote the rights of disabled people to education and employment: organization of seminars and workshops, participation in televised debates, creation of information kits on disability.
This specialized center benefits from the experience of the construction and management of a first similar center created in Analamahitsy by the partner with the support of ASED in June 2003. This first center has now reached its capacity.
Impact
60 children and young people aged 4 to 25 with physical and/or intellectual disabilities.
40 boarding places and specialized education for young people with severe disabilities
40 vocational training places
Due to limited capacity, the center gives priority to applicants from disadvantaged families. However, parents are asked to make a financial contribution in proportion to their income. This contribution is just as important for the running of the center as it is for parents’ involvement in their children’s training. The center can cover the apprenticeship costs of beneficiaries in very precarious situations. Sponsorship covers tuition fees, transport costs, food aid and the costs of various activities organized by the center.
Indirect beneficiaries :
- For the families of the center’s pupils and students, it’s an opportunity to be accompanied and supported, and to return to work.
- The center’s professionals are able to practice their profession in an appropriate setting, and benefit from training to improve their care of children and young people (e.g.: learning trip for CSM staff to Lyon, France).
Partnership
The Centre Sembana Mijoro (CSM) was founded by Madame Razafinjatovo Fela, who is now its President. The creation of the CSM echoes her personal experience. At the age of 3, she was affected by polio and had to face social rejection. Supported by her parents, who were convinced that only a specialized education would help their daughter to live with dignity and independence, she fought to obtain a post-graduate diploma in organization. Armed with her experience and determination, she has been committed to promoting access to education for children with disabilities ever since.