Government, University, and Private-Sector Collaboration in Madagascar’s Higher Education Reform: Case of University of Toliara

Abstract

This study explores the roles of government, universities, and the private sector in the implementation of higher education reform in Madagascar, with particular attention to the nature of their collaboration and the challenges that shape it. Using a qualitative case-study approach, data were collected at the University of Toliara through in-depth interviews with 15 key informants consisting of government officials, university administrators and academic staff, and private-sector representatives, complemented by field observations. Thematic analysis was employed to identify patterns related to stakeholder roles, institutional responses, and collaborative practices. The findings reveal that higher education reform in Madagascar continues to be predominantly state-driven, with government institutions exercising substantial influence through regulatory frameworks and policy directives. Universities have sought to adapt to these reforms by revising curricula and strengthening internal coordination; however, persistent constraints related to funding, infrastructure, and research capacity have limited their ability to implement change effectively. Private-sector involvement has primarily focused on graduate employability through internships, recruitment activities, and occasional feedback on workforce needs, yet these relationships remain largely informal and insufficiently embedded within institutional structures. Fragmented communication, uneven institutional capacities, and the absence of formal coordination mechanisms further hinder collaborative reform efforts. This study contributes empirical evidence from Madagascar, a context that remains underrepresented in the literature on higher education reform and collaborative governance. The findings suggest that collaborative arrangements in resource-constrained environments are shaped by asymmetries in institutional capacity and influence, resulting in partnerships that differ from idealized models of stakeholder cooperation. Strengthening institutional support, establishing formal coordination platforms, and fostering sustained engagement among stakeholders are therefore essential to improving the effectiveness and sustainability of higher education reform in developing-country contexts.