IFPRI’s research on school-calendar misalignment with peak farming periods in Madagascar and Malawi has sparked critical policy discussions with the World Bank and (UNESCO), advocating for education reforms that align school schedules with farming cycles. These collaborations aim to reduce educational disruptions, particularly for children from low-income agrarian households, with the potential to increase school participation and close educational gaps, especially for the poorest families. The research has set the stage for future policy changes that can improve long-term educational outcomes and resilience in vulnerable communities.
In many sub-Saharan African (SSA) countries, children’s education is often constrained by the overlap between school calendars and peak farming periods. Unlike in other regions where school schedules have evolved to accommodate agricultural labor demands, school calendars in SSA have largely remained unchanged since colonial times. This misalignment forces children in agrarian households to juggle school attendance with essential farm work, resulting in lower educational attainment, especially among poorer families. Despite long-standing concerns about this issue, policy discussions have largely overlooked school calendar adjustments as a cost-effective way to increase school participation.
CGIAR’s intervention: Generating evidence for policy change
Recognizing the significant impact of school calendar misalignment on children’s education, IFPRI conducted research to provide empirical evidence on this issue. A recent IFPRI study focused on Malawi demonstrated that increasing the overlap between school and farming calendars reduces school advancement, particularly among vulnerable populations. These findings underscored the need for policy interventions that align school calendars with agricultural cycles to reduce educational disruptions and improve long-term learning outcomes.
Research findings and stakeholder collaboration
IFPRI’s research attracted the attention of the education team lead at the World Bank Madagascar office, who recognized the implications for Madagascar’s school system. In response, IFPRI was invited to collaborate on a research initiative to examine the extent of school-calendar misalignment in Madagascar and estimate potential educational gains from reforms. IFPRI developed a white paper that characterized the overlap between Madagascar’s school and farming calendars and simulated the benefits of alternative school calendars, providing data-driven insights into the feasibility and benefits of shifting school start dates.
The collaboration extended beyond the World Bank. UNESCO’s International Institute for Educational Planning (IIEP) also engaged with IFPRI, requesting research presentations to inform school calendar reform efforts across SSA. This level of engagement by key global education stakeholders highlights an evidenced shift in knowledge, attitudes, and practices in the policy community.
Beneficiaries and projected impact
The primary beneficiaries of IFPRI’s research include children from low-income agrarian households who face significant barriers to school participation due to competing labor demands. By informing policy discussions at the World Bank and UNESCO, IFPRI’s findings have the potential to shape national and regional education reforms that would benefit millions of students in Madagascar and beyond. Policy simulations suggest that reducing school-farming overlap could significantly increase school participation, particularly among the poorest households, helping to close existing education gaps.
Key activities linking research to policy change
To ensure research uptake, IFPRI engaged in several strategic activities:
- Policy-oriented research: IFPRI produced an evidence-based white paper estimating the educational benefits of school calendar adjustments in Madagascar.
- Stakeholder engagement: IFPRI actively collaborated with the World Bank Madagascar office, responding to their request for additional analyses to inform policy decisions.
- International advocacy: UNESCO’s education planning institute, IIEP, invited IFPRI to present its findings, recognizing the research’s relevance for school calendar reform efforts across SSA.
- Continued policy influence: The collaboration with the World Bank has led to further discussions and the potential development of a World Bank policy brief in 2025, demonstrating sustained engagement with policymakers.
Conclusion: A path toward policy change
IFPRI’s research has catalyzed meaningful policy discussions on education reform in Madagascar. While policy changes have not yet been enacted, the collaboration with the World Bank and UNESCO signifies a critical first step toward evidence-based decision-making in education policy. By bringing data-driven insights into policy debates, IFPRI’s work lays the foundation for future reforms that could reduce poverty, increase resilience, and improve food security for vulnerable populations. This case highlights the power of rigorous research to inform policies that address complex development challenges at the intersection of education and agriculture.
References
- Allen IV, James. 2024. Double-booked: Effects of overlap between school and farming calendars on education and child labor. IFPRI Discussion Paper 2235. Washington, DC: International Food Policy Research Institute.
- Allen IV, James. 2024. Overlapping school and farming calendars in Madagascar: Simulating gains of alternative school calendars. Project Note December 2024. Washington, DC: International Food Policy Research Institute.