Reform of the education sector is under way. It affects the school calendar which is already in transition; it also concerns the cycles and disciplines to be taught and their contents. At the same time and for this purpose, teacher training is provided, either continuously for those who are in the institutes and normal schools, or in several sessions corresponding to the five periods of school holidays for those who are active. But so far the language of instruction remains diffuse and uncertain.
Certainly, in the first three (3) year cycle of basic education, it is clear that the local mother tongue is de rigueur. But in the second cycle, the duration of which is identical and in the following cycles, the language of instruction is not specified. Are the national language and French used according to the teachers or disciplines? According to successive ministerial officials, French is taught in the second cycle of Basic Education; as a language of communication or as a language of learning and assessment of the knowledge and intelligence of Malagasy young people in school?
Here is the problem! Because in recent years, because of the decline in French proficiency by young people, it is easy for parents, teachers, business owners and recruiters in the various bodies of companies and government institutions to declare themselves unfit. job applicants who do not speak fluently French, correctly and without mistakes. It is even said that it is education in general that has plummeted.
Having witnessed first-hand the situation of young people of the "Takamoa generation" (takamoa is the light bulb) and their performances in the French written and oral expression, we must admit that it is more than gibberish is total confusion. Today it is worse for young people who have not attended French-language schools or at least renowned denominational private schools. This is the ordeal as well for the corrector who imagines all the trouble in the world for the student as for the latter who must write his memoir in French and support it in the French language. In any case, at the level of the French oral and written expression, it is lamentable. Molière does not find much and Jean Joseph Rabearivelo loses his Latin.
This is to say that in order to have access to universal and academic university education, many young people, despite having a bachelor's degree, are punished not in terms of knowledge and know-how or their intelligence of the subject studied, but because they do not speak and write French correctly. For those who are admitted to entrance exams in public universities, teachers recommend courses to upgrade their French.
Of course, this is not to accuse teachers or learners but to draw attention to the place of language in the evaluation of knowledge. The aim is to challenge opinion, legislators and policy makers on the place of the Malagasy language in the life of the nation and in the curriculum of young people in their schooling.
A dissertation at the end of studies is very rarely presented in the Malagasy language except in the Malagasy branch at the university. And yet it must be admitted that a Simeon Rajaona did not reject the use of French, idioms and idioms in defense of memory or thesis.
Madagascar is an island and can not ignore foreign languages. Madagascar is also a member of the Francophonie. Madagascar has been under French rule for nearly 60 years. Our elites are predominantly francophile and francophone. But more and more of them have studied and lived elsewhere, in Japan, Germany, Indonesia, Vietnam, Russia, Switzerland, Norway and the United States. They are convinced of the intelligence and performance of their Malagasy compatriots wherever they work. But they are in awe of the economic performance of these countries. They are also highly praised by the technological advances and innovative capacities of young people in these countries who have made their language their language of instruction. In many respects the use of a language other than the national or local one to assess pupils' knowledge and intelligence is a major handicap in their development.
In our opinion, foreign language teaching should remain only as languages of communication. It is the responsibility of trainers, teachers and other teachers to pass on the knowledge acquired in the learners' national or mother tongue. Once these learners consider other cultural or professional horizons,