Business Schools Ranking in Madagascar

Summary: This article explores the current landscape and future direction of business schools in Madagascar. It highlights key challenges, innovation trends like digital transformation and internationalization, and opportunities for aligning education with local economic needs.

Economic Context and Demographics Driving Business Education

Business schools in Madagascar in 2025 operate within a complex economic and educational landscape marked by both challenges and promising opportunities. Madagascar’s economy is gradually expanding, with an expected GDP growth around 5.4% driven by sectors such as agriculture, tourism, ICT, and renewable energy.

Its population of over 29 million is increasingly urbanized, with a growing middle class fueling local market demand.

This economic context sets the stage for the evolution of business education on the island, aiming to prepare leaders for a dynamic, yet developing, business environment.

For a comparative look at African economies nurturing business schools, visit our page on business schools in Angola.

Education Sector Challenges in Madagascar

Madagascar’s educational system faces significant structural challenges. While education is compulsory between ages 6 and 14, school completion rates, particularly at the primary and secondary levels, remain low.

Just over 60% of children complete primary school, and less than 40% reach secondary education, with tertiary enrollment rates under 6%. The education sector struggles with insufficient public funding—only around 2.5–3% of GDP is invested in education, below regional averages—and infrastructure deficiencies exacerbated by natural disasters like cyclones that frequently destroy classrooms.

A large proportion of teaching in public schools is provided by underqualified community-sourced teachers, further affecting learning outcomes.

See similar educational challenges addressed in business schools in Benin.

Digital Transformation in Business Education

In this context, business schools in Madagascar are increasingly seen as strategic institutions to equip students with practical management skills critical for the country’s economic modernization.

A key trend for 2025 is digital transformation: some institutions, exemplified by ESUM Madagascar, have adopted fully digital, flexible learning platforms allowing students to study via smartphones anytime and anywhere, expanding accessibility and integration of practical skills with technology.

For insight into similar trends, explore business schools in Bangladesh.

Internationalization and Global Collaboration

Another significant trend is internationalization, with Madagascar’s business schools seeking to enhance global connectivity. This includes adopting international curricula, fostering collaborations with overseas institutions, and aligning programs to global business standards.

These efforts reflect a broader aspiration to compete regionally and attract diverse student cohorts, which raise institutions’ profile in a competitive African higher education landscape.

If you're interested in international integration, see similar developments in the Armenian business education system.

Aligning Specializations with Madagascar’s Market Needs

Emerging specializations are also shaping the sector, with increasing emphasis on areas aligned with Madagascar’s economic strengths and future needs—such as agribusiness management, sustainable energy, and ICT-driven entrepreneurship.

This alignment addresses the market’s demand for professionals who can innovate within Madagascar’s key sectors, supporting sustainable economic growth.

Madagascar’s focus on agribusiness and sustainability resembles efforts seen among business schools in Malawi.

Sustainability, CSR, and Industry Partnerships

Sustainability and corporate social responsibility are gaining prominence in business education curricula and practices, reflecting global trends and Madagascar’s unique environmental challenges.

Business schools are incorporating sustainability-focused modules and encouraging partnerships with sectors engaged in green initiatives and social enterprise, promoting leaders conscious of both profit and planet.

Corporate partnerships are being fostered to enhance practical training and employability. Business schools are actively collaborating with local industries, NGOs, and government agencies to provide students with internships, hands-on projects, and mentorship opportunities.

These partnerships help bridge the gap between academic theories and business realities, responding directly to employer needs for relevant skills.

Such collaboration echoes similar initiatives from business schools in Ghana.

Meeting Student Expectations and Tackling Capacity Constraints

Students’ expectations for business education are evolving: there is growing demand for programs offering flexibility, digital learning options, practical skill development, and exposure to global business environments.

Many students seek education that provides clear pathways to employment or entrepreneurship, especially given Madagascar’s high youth unemployment and the brain drain phenomenon.

However, Malagasy business schools face notable challenges. Funding constraints limit infrastructure development, faculty recruitment, and research capacity. The sector remains relatively under-resourced compared to other regions, despite Madagascar’s progress in attracting investment in other sectors.

Competitiveness is also a challenge, as Malagasy institutions compete with better-established African and international business schools that offer more comprehensive programs, pushing local schools to innovate rapidly to retain talent.

Relatedly, attracting and retaining qualified faculty with international experience is difficult due to limited resources and incentives.

See how business schools in South Africa have responded to similar student-centered reforms.

Adapting to Technological Advances and Unlocking Future Potential

The rapidly evolving skill requirements driven by technological advances create a pressing need for continuous curriculum updates and faculty development. The advent of AI, big data, and digital business models demands new teaching approaches, which some local schools are beginning to adopt but on a limited scale.

The impact of new technologies on teaching and business practices necessitates ongoing adaptation. While digital platforms have increased access, issues persist regarding digital literacy among students and faculty, as well as infrastructural challenges like inconsistent internet connectivity in rural areas.

Despite these challenges, Malagasy business schools have several opportunities ahead.

Their embrace of digital and blended learning models can democratize access to quality education across the island, broadening the talent pool. Furthermore, Madagascar’s growing economy offers expanding job markets and entrepreneurial prospects for graduates trained in business skills matched to local sectors.

Innovations such as personalized academic support, multimedia platforms, and flexible scheduling can serve as models to attract non-traditional learners and working professionals.

Proactive engagement with sustainability and social innovation opens avenues for differentiated curricula and research that resonates with global priorities and local realities.

To enhance innovation-driven education, institutions could look toward approaches taken by business schools in Malaysia.