Yves Rosalin’s achievement reflects his own determination, but it also points to the steady progress of Menalamba Community School. Once operating with a single classroom, the school now ranks among the highest performing schools supported by Mianatra. This U.S. government-funded project, implemented by Global Communities in partnership with Catholic Relief Services and FHI 360, works with 150 schools across Madagascar to strengthen literacy, improve learning conditions, and provide nutritious meals that help children stay focused and in class.

At Menalamba, these investments have made a noticeable difference. The school’s principal, Mr. Soazafy, is known for his discipline and commitment, often offering extra classes during holidays and school breaks. Teachers bring that same dedication to their classrooms, creating spaces where students feel supported and motivated to learn.

That sense of commitment extends beyond the school grounds and is shared by many families in Beloha. Through Mianatra and its partnership with the Ministry of Education, parents like Yves Rosalin’s have taken part in the Parent School program, stayed engaged through Parent Teacher Association (PTA) meetings, and followed their children’s progress more closely at home. This kind of involvement has become increasingly common, as families recognize the role they play in their children’s learning. In Yves Rosalin’s household, that consistency produced clear results: all three children passed the CEPE exam in the same school year.

Students are taking more ownership of their education as well. Some walk as far as eight kilometers to reach Menalamba Community School, arriving on time for the start of class. When lessons end, many return home together. Those who finish early often wait in the reading corner created through Mianatra to read quietly while classmates complete their work.

These small routines reflect larger changes at Menalamba. Since beginning work with the Mianatra project, the school has grown through close collaboration among parents, teachers, and local leaders. Together, the community has focused on making the school a safer and more supportive place to learn. Improvements have included fencing the schoolyard, planting a garden, and building three additional classrooms using local materials. They also added separate toilets for girls and boys, including a shower for girls. Each step followed a school action plan shaped by the community itself.

These collective efforts have led to measurable progress. In September 2025, Menalamba Community School received Level One certification as a “WASH-Friendly School,” reflecting strong engagement around improved hygiene practices. Enrollment has also risen steadily, increasing by 77% since 2022. More families are choosing to send their children to school and keep them there.

Inside the classroom, students are strengthening foundational skills. Through remedial classes using the Teaching at the Right Level (TaRL) approach, students in grades T2 to T5 have improved reading and writing outcomes. At the beginning of the school year, only 19% were reading at their expected level. By midyear, that number had grown to 36%. By the end of the year, 109 students, or 78% of the group, had reached mastery.

Yves Rosalin’s CEPE results stand out, but they are not an exception. They reflect what can happen when schools receive steady support through projects like Mianatra and when families, teachers, and communities stay engaged over time. At Menalamba, the focus remains on helping more students reach this milestone for years to come.

The post How One Community School is Raising the Bar in Southern Madagascar appeared first on Global Communities.

Growing Food Locally & Sustainably

We help small farmers and cooperatives grow more food in ways that protect the land and adapt to changing weather. From planting seeds to harvesting crops, we support climate-smart agriculture so families can put healthy meals on the table

Opening Doors to Business Growth and Market Opportunities

We connect farmers, including women and young people, to fair markets so they can sell their harvests, earn reliable incomes, and support their families. By backing small businesses and cooperatives, we create jobs, expand opportunities, and build stronger local economies.

Nourishing Children Through School Meals

We partner with governments and communities to deliver daily, nutritious school meals that help children learn and thrive. By sourcing foods locally and including education, water and sanitation, and nutrition into the program, we strengthen schools and set the foundation for long-term progress.

Building Resilience Through Local Leadership

We make food security part of a bigger picture — connecting it with savings groups, emergency planning, access to finance, and good local leadership. This helps communities stay strong during hard times and keep building toward a better future.

Connecting Food with Water, Health, Education & Finance

When children are nourished, they learn better. When families have secure food systems, local economies grow. That’s why our work connects farming with nutrition, clean water, literacy and school attendance, and income opportunities — creating holistic solutions that last.

Featured Program

Nourishing Futures Through School Meals

Every day, millions of children arrive at school too hungry to learn. Global Communities partners with governments, donors, and communities to change that—designing sustainable, locally sourced school meals programs that do more than fill plates.

These programs fuel learning, strengthen families, and transform local food systems by connecting farmers, teachers, and parents in a shared mission to nourish the next generation.

From climate-smart school gardens and fuel-efficient cookstoves to women-led savings groups and classroom nutrition lessons, our holistic approach ensures every meal contributes to healthier children, stronger communities, and more resilient food systems.

Learn More

The Language of Home: How UNIDOS Supports Classroom Success in Guatemala

January 23, 2026

Teaching someone how to read is rarely simple. Helping them want to read takes something even more. At the Yulchén JV elementary school in Guatemala’s Western Highlands, Marta noticed that her first- and second-grade students rarely reached for books on their own. Many of the stories available to them were not written in the languages…

Read More about The Language of Home: How UNIDOS Supports Classroom Success in Guatemala

How One Community School is Raising the Bar in Southern Madagascar

December 22, 2025

Passing Madagascar’s national primary school exit exam (CEPE) is a major milestone for students across the country. For 13-year-old Yves Rosalin, it became a point of pride for his entire community. His high score earned him the title of laureate award winner, distinguishing him as the top student in Beloha district. Yves Rosalin’s achievement reflects…

Read More about How One Community School is Raising the Bar in Southern Madagascar

Five Reasons Why School Meals Matter

March 12, 2025

School meals are more than just a plate of food; they are the cornerstone of nurturing the next generation in places around the world where children face hunger. That’s why Global Communities is proud to implement integrated school feeding projects that help deliver essential nutrition, education and health services to over 435,000 pre- and primary…

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The post Food Systems appeared first on Global Communities.

“We know these meals are the foundation to better learning opportunities and outcomes, because we’ve witnessed how they increase student attendance and attentiveness,” says Leonel Arguello, Director of Integrated School Feeding at Global Communities. “But school feeding programs offer benefits that go beyond merely providing meals. Investing in these programs actively contributes to improving the health, prosperity and quality of life within a community, leading to a better society.” 

In recognition of International School Meals Day, learn five reasons why taking hunger out of the classroom is crucial for helping students learn, thrive and build brighter futures for themselves and their families. 

1. School meals nourish young minds and bodies. 

School meals might look different depending on where they are served, but they all share a common goal: giving students the essential nutrients they need to grow and learn. These meals contain a vital mix of proteins, carbohydrates, vitamins and minerals that are crucial for children’s development. Additionally, they encourage healthy eating habits that can last a lifetime. 

2. proper nutrition from school meals boosts academic performance.  

Proper nutrition is directly linked to improved academic performance. When children are well-fed, they have the energy and focus needed to excel in their studies. By ensuring that students receive nutritious meals, we are not only supporting their immediate academic achievements but also paving the way for their long-term growth and development.

3. School meals encourage regular attendance. 

For many families, the assurance that their child will receive a meal at school is a significant incentive to ensure regular attendance. This is especially important in areas where food insecurity is common, as it provides a reliable source of nutrition that might otherwise be unavailable. This consistency in education reduces the likelihood of falling behind, which in turn lowers dropout rates. 

4. School meal programs can support local economies. 

Many schools’ meal programs source food locally, which benefits both students and the community. By buying fresh and nutritious food from local farmers, these programs ensure children get the essential nutrients they need while increasing local farm income.

5. School meal programs actively engage parents. 

For over 23 years, Global Communities has seen parents step up, from providing essentials like food and clean water to engaging in reading activities at home and within their communities. Their countless volunteer hours often go unnoticed, but without them, sustainable school meal programs wouldn’t be possible. More than 69,000 parents currently support our programs, volunteering a staggering 5.5 million hours annually.  

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As a Nicaraguan, I grew up in a multiethnic, multicultural and multilingual country with a large Indigenous population. English and French were the mandatory languages in public and private schools during my school years. Sadly, we were never taught our Indigenous languages, not even simple phrases like “good morning” or “thank you.”

Linguistic discrimination is still prevalent in classrooms across Central America. Our native languages are disappearing, causing us to lose an integral part of our national heritage. Every 14 days, one of the 7,000 known languages spoken worldwide dies. By the end of this century, half of these languages will disappear.

Language bias also has negative impacts on children’s development. Numerous studies indicate that students not educated in their native languages tend to have lower learning outcomes than those who receive instruction in their mother tongues. Conversely, using a well-mastered language significantly enhances learning, particularly reading comprehension. Bilingual education also helps preserve cultural heritage and creates a bridge between the ancestral wisdom of Indigenous peoples and the global community of the 21st century, opening the doors to future opportunities within the Indigenous communities and beyond. Additionally, it contributes to community engagement in children’s education.

Global Communities has been implementing the McGovern-Dole International Food for Education and Child Nutrition programs across Central America and Africa for over 20 years. Our programs, funded by the United States Department of Agriculture, provide daily nutritious meals to school-age children and take a multidisciplinary approach to improve students’ nutritional and learning outcomes. Where feasible, they integrate bilingual education to ensure that children learn to read and write effectively.

In Guatemala, for example, where 25 Indigenous languages are spoken, our UNIDOS (“United” in Spanish) project has been a beacon of hope since 2021. Implemented across 450 preschools and primary schools in the departments of Huehuetenango and Quiche, UNIDOS supports students with daily meals, school supplies and educational materials available in local languages. In addition, the program works tirelessly to strengthen teachers’ bilingual skills and provide children with literacy skills in Spanish, Mam, Q’anjob’al, Ixil and K’iche’.

In February 2024, UNIDOS conducted a study on students’ bilingual language skills. Overall, 80% of students reported using primarily the local Mayan language in their family interactions. The study also found that the use of both Spanish and Mayan languages in the classroom was positive for the achievement of biliteracy.

UNIDOS is deeply committed to enhancing the teaching of foundational literacy skills, starting with the mother tongue and then transferring these skills to Spanish. It is crucial to support teachers in using both languages in their classrooms and improves parents’ involvement in their children’s learning. Additionally, the project implements social communication activities to inform parents and communities about the benefits of bilingual education. 

On the last note, yes, I have learned the essential words in Miskito and Mayagna – two of my Indigenous languages – and promoted the learning of others to fulfill my personal and professional commitments.

The post Promoting Bilingual Education in Multicultural Societies to Enhance Student Literacy appeared first on Global Communities.

Last month, Global Communities participated in the 2024 International Food Aid Showcase at the United States Department of Agriculture (USDA). The showcase brought together diverse stakeholders representing all segments of the U.S. food assistance value chain—from farmers to implementing partners and government agencies. At the beginning of the event, the speakers emphasized the role of U.S. producers and suppliers who deliver essential food commodities to populations facing hunger and food insecurity around the world: from beans and lentils to rice and canned fish. The panelists also spoke about the challenges of global food aid, including rising costs, time and waste, rigid cargo regulations and low waters in key ports. One speaker emphasized the vital role of women in the global quest for agricultural sustainability and food security. She noted that the United Nations General Assembly has declared 2026 as the International Year of the Woman Farmer. This worldwide observance will not only honor women’s immense contributions to the agricultural sector, but also catalyze action to address unique barriers women farmers face.

Global Communities hosted an exhibit at the showcase, in celebration of more than 20 years of partnership with USDA. Since 2002, Global Communities has implemented 18 USDA-funded McGovern-Dole International Food for Education and Child Nutrition (McGovern-Dole) programs and three Local and Regional Procurement (LRP) projects spanning five countries. We are now serving more than one million children with daily nutritious meals in over 3,800 schools across the world.

Our integrated school feeding approach is multidisciplinary, extending far beyond imported food aid. We promote literacy and early child development; invest in climate-smart and nutrition-sensitive agriculture; improve school infrastructure; and strengthen the capacity of local communities to gradually transition to locally owned school meal programs. Children’s health and well-being are always our top priority. In addition to improving children’s nutrition, our programs increase primary school attendance rates and improve students’ learning outcomes. Currently, Global Communities implements integrated school meals programs in Central America, Madagascar and Tanzania.

After the event, I asked my Global Communities’ colleagues who work on McGovern-Dole programs for their reflections. The following colleagues participated in the exchange: Leonel Arguello, Director of Integrated School Feeding; Chloe Pan, Associate Technical Advisor for Food Security and Gender; Christina Villarreal, Program Manager for the Americas; Colby Berry, Senior Program Officer for Africa; Daniela Lopez Echeverri, Program Officer for the Americas; and Hersona Abraham, Program Associate for Africa. The conversation was edited for length and clarity.

Paula: Thank you for representing Global Communities at the International Food Aid Showcase. What was the highlight of the event for you and how did it connect with the work you do?

Leonel: At Global Communities, we carry out comprehensive and integrated school meals programs at the grassroots levels. We collaborate very closely with USDA and local partners, and we learn from each other’s expertise. However, we have limited opportunities to engage with U.S. food producers or companies responsible for logistics of food distribution. I had the opportunity to engage with these diverse stakeholders, which is crucial for understanding the complexity of international food assistance. I also had a pleasure of meeting with USDA staff members and discussing how the McGovern-Dole Program has become more holistic and robust over the past 20 years. I am glad that school feeding continues to be a priority for the U.S. government, and I have a lot of appreciation for USDA’s highly committed staff who support the program. While there are still gaps and challenges, we are headed in the right direction.

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Hersona: Indeed, as implementers we often do not hear about the logistics of importing food commodities from the U.S. Hearing from these diverse stakeholders provided a nuanced understanding of this process. I found the discussion about canned commodities as alternatives to conventional staples like rice particularly intriguing. Overall, the speakers and exhibitors offered valuable and enlightening perspectives.

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Chloe: Several attendees I spoke with were not familiar with the holistic nature of school meals programs, and it was great to hear their positive reactions to our integrated and inclusive approach. I also appreciated the announcement of 2026 as the International Year of the Woman Farmer.

A few years ago, Global Communities made an important decision to conduct gender and inclusion analyses at the start of each of our McGovern-Dole program to ensure that we were, at a minimum, taking gender-responsive and inclusive approaches to our activities. Mothers are actively participating in parent-teacher associations, volunteering as cooks in school kitchens, working in school gardens, and participating in savings groups supported by our programs. Yet they are still expected to manage household responsibilities and engage in income-generating activities. Recognizing these pressures, our recent projects have included activities that engage men, promote positive masculinities and involve couples in dialogues around gender equality, division of household responsibilities, joint decision-making, and involvement in children’s health and education. It has been very inspiring to see both mothers and fathers actively participating in our school feeding programs, challenging harmful gender norms, and modeling a bright future for their children.

Paula: Great observations! On your last point, Chloe, it is important to add that Global Communities’ Strategic Vision prioritizes gender integration across all programs. It also includes a commitment to develop and test an innovative approach to addressing the intersection of gender, food security and climate change. I know that investing in women farmers will be a crucial component of this approach. What are the promising trends and challenges in the food aid sector? What worries you and what sparks your hope?

Leonel: Delivering international food assistance is very complex. Many expected and unexpected challenges can arise in procuring, transporting and delivering food commodities to our communities. What sets our programs apart is a focus on sustainability. We work very closely with governments, local producers and community leaders to incorporate locally grown foods, diversify children’s diets and ultimately transition communities to locally owned school meal programs. High community participation, including from teachers and parents, always sparks my hope. In fact, the involvement of mothers – and increasingly fathers – is key to the success of our programs. As the world is changing fast, school feeding programs need to be flexible and adaptable to new circumstances. Global Communities is prepared to take on this challenge.

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Colby: One of the biggest challenges is importing USDA-donated food commodities to the countries where our programs operate. Based on our experience in Tanzania, for example, it is harder and harder to get the food delivered from the regulatory standpoint. In addition, there are many stigmas and misconceptions toward these commodities among community members we serve. It is always very important to clearly communicate to our communities that the food complies with international and local standards. It is also crucial to obtain the respective government’s sign off on the quality and fortification of the food.

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Chloe: I completely agree with Colby. Each country has different standards and priorities, and we work very closely with different ministries to ensure compliance. Thankfully, over the years, Global Communities has built strong relationships with governments and local stakeholders, so that we can navigate these challenges together and focus on delivering high quality food to the communities that need it the most.

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Christina: Yes, international food assistance can be quite political in the countries where we operate. In Guatemala, we have been implementing McGovern-Dole programs for over 12 years. A timespan this long naturally includes elections and changes in administrations. This requires a continuous effort to create and strengthen relationships at all levels of the government to implement the overall mission of USDA’s McGovern-Dole programs: food for education and child nutrition. Collaboration with the respective governments is vital to the success of school feeding programs. So is active participation of educational institutions, including school administrators and teachers. Cultivating strong partnerships with local stakeholders contributes to the sustainability and longevity of school meal interventions after we have exited a community. On the flip side, we may face delays if the community buy-in and support are not obtained early on.

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Daniela: I second what Christina has said. Collaborating with local partners for sustainable progress is essential. While importing food aid helps address the immediate needs of populations experiencing hunger, the involvement of local governments, farmers, schools and community leaders is important to achieving food security in the long run.

Paula: What can Global Communities – and our sector as a whole – do better to serve populations around the world who face hunger and food insecurity? 

Daniela: We need to get better at ensuring that our programs are truly inclusive and tailored to the needs of each community. For example, the materials we use to promote better health behaviors should be always translated to local languages. We also must do everything in our power to serve the most vulnerable and hard-to-reach populations.    

Leonel: We also need to keep educating policy- and decision-makers, including the U.S. Congress, about the importance of holistic approaches to food aid. Strengthening the resilience of local food systems is absolutely critical to creating a world free of hunger. We also need to keep advocating for more long-term funding to achieve these goals.  

Paula: Thank you for your thoughts and perspectives!

To learn more, please read our recent blog, School Feeding Interventions as a Tool for Addressing Child Malnutrition: Experiences from Tanzania, Guatemala and Madagascar.  

The post Igniting Children’s Potential, One Bite at a Time: Reflections from the International Food Aid Showcase appeared first on Global Communities.

UNICEF France has estimated that 81% of students lack drinking water and 31% have no basic latrines at school in Madagascar. 

In one year, enrollment at EPP Toby Mahatsinjo has risen from 466 to over 700 students in attendance daily thanks to significant improvements made through the U.S. Department of Agriculture (USDA)-funded Mianatra project led by Global Communities and implementing partners Catholic Relief Services and FHI 360.  

Mianatra (“Learn” in Malagasy) is the first McGovern-Dole International Food for Education and Child Nutrition project in Madagascar, and it began its intervention at EPP Toby Mahatsinjo in February 2023 by working to improve literacy and education, serve daily nutritious meals, increase access to drinking water and sanitation services, and provide resources for preventive healthcare. 

Since its inception, the program’s new water, sanitation and hygiene (WASH) activities have transformed the school environment. To address ongoing WASH challenges, the project facilitated a piped water connection between the school and JIRAMA, the national electricity and water network. It also constructed three handwashing devices, provided WASH awareness materials, and provided a water filter, soap and water treatment solution to prevent waterborne illnesses.  

Students now have better health and hygiene conditions. Not only do they know the key moments for handwashing, but they also apply them and can spread the word because the school now has all the materials, tools and resources needed to make it possible,” shares Principal Haveloe. 

These improvements have led to a steady increase in the average attendance rate of students, which now ranges daily from 88% – 94%, compared to less than 60% at the start of the project. Teachers have also shared their motivation to show for their students, with an average monthly attendance rate of over 90%, the highest of all Mianatra implementation schools.  

Mianatra has also provided technical assistance and material support in the construction of latrines, rehabilitation of a local water point, teacher trainings to communicate the importance of a WASH-friendly school approach and led the creation of WASH clubs for over 200 students to promote important WASH messages. 

Holistic programs like Mianatra are so powerful because they not only support the whole child, but the family and community behind them.  

Principal Haveloe explains that providing access to water allows the school to water its own gardens and creates a sustainable income opportunity for the school to supply this precious resource to surrounding communities. They can then use the funds to pay the water bill and perform maintenance and repairs on the water point. 

“The proximity of the water point has enabled us to implement school feeding on time and regularly maintain the school garden, which allows us to produce fresh vegetables for dietary diversification.” 

Intestinal parasitic infections are commonly spread in areas where access to clean water is limited and have been a regular occurrence for children at EPP Toby Mahatsinjo. Once water points had been provided to the school, the Mianatra project team conducted deworming and iron supplementation campaigns to improve children’s overall health and support an improved learning environment for children. 

Through the Mianatra project, public and private partners, communities and households are now mobilized to engage in resilient and sustainable activities to ensure that students in the region have access to better education, health, hygiene and nutrition,” said Philippe LeMay, Chief of Party for Mianatra. 

Mianatra is implemented in close collaboration with the Government of Madagascar and local communities. Over five years, Mianatra will provide 4,020 metric tons of U.S. donated commodities as well as funds to procure 1,753 metric tons of locally grown and purchased food to provide daily school meals to an estimated 51,710 preschool and primary school students in 150 schools in Southern Madagascar.

The post The Role of Mianatra in Enhancing School Attendance and Health in Madagascar appeared first on Global Communities.

On February 6, 2023, Global Communities and its consortium of partners in Madagascar served the first school meals supported by Mianatra (“Learn” in Malagasy), a McGovern-Dole International Food for Education and Child Nutrition (McGovern-Dole) project funded by the U.S. Department of Agriculture (USDA). By the end of the week, a total of 12,277 meals were served in 18 schools.

In 2021, USDA awarded Global Communities with the first McGovern-Dole project in Madagascar. Mianatra, with implementing partners Catholic Relief Services and FHI 360, is providing support to the Government of Madagascar to improve literacy among school-age children and provide nutritious daily school meals in the chronically food insecure Androy region in the south of the country. Over the next five years, more than 64,000 preschool and primary school students will receive daily meals in 130 targeted schools.

“As one team, we are committed and dedicated to building the foundation for a better future for the children who need it most.”

Philippe LeMay, Chief of Party, Mianatra

Madagascar is one of the world’s poorest countries and approximately 97% of the population in the Androy region are living in poverty. Recent climatic shocks — particularly erratic rainfall and an increasing severity of recurring droughts — have also had a major impact on households, making financial recovery for agriculture-dependent regions difficult. In the face of these challenges, Mianatra is expanding the Ministry of Education’s efforts to address low school enrollment, malnutrition and food insecurity through sustainable literacy improvements and school feeding program ownership by the Government of Madagascar and school communities.

“Through the Mianatra project, public and private partners, communities and households are now mobilized to engage in resilient and sustainable activities to ensure that students in the region have access to better education, health, hygiene and nutrition,” said Philippe LeMay, Chief of Party for Mianatra. “As one team, we are committed and dedicated to building the foundation of a better future for the children who need it most. In the name of these children, I want to thank everyone, in-country and around the world, who are making this project a success.”

School feeding programs are about much more than just providing nutritious food to children, and these first meals are just the beginning for Mianatra in Androy. The project will help improve student literacy, nutrition and health while supporting the sustainable expansion of the Government of Madagascar’s school feeding program. 

*Lead image: Thomas Mukoya/Alamy stock photo

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The post Mianatra Madagascar Project Brief-FR appeared first on Global Communities.

In 2021, USDA awarded Global Communities with the first McGovern–Dole International Food for Education and Child Nutrition (McGovern–Dole) project in Madagascar.

The post Mianatra Project Brief appeared first on Global Communities.