That is why we have launched our Blue Economy Pilot Project – a model that unites sustainable fishing, local empowerment, and school nutrition into one seamless, “closed-loop” system.

What is the Blue Economy?

The “Blue Economy” is the sustainable use of ocean resources for economic growth and improved livelihoods while preserving the health of the marine ecosystem. For NORA, this means treating local fishers as partners, not beneficiaries.

Our Model: The 50/50 Social Contract

We have launched this pilot with three selected fishers. NORA provides professional-grade, sustainable gear – equipment these fishers have the expertise to use but lack the capital to buy.

In exchange, we establish a transparent social contract:

• 50% for the Fisher: Secures a stable income, professional dignity, and the ability to provide for their family as an independent entrepreneur.

• 50% for the School Kitchen: Provides a direct, fresh source of high-quality protein – the essential foundation of our school meal programs.

To ensure this model works in the real world, our team member Badoda is out on the water. He serves as our liaison, actively fishing alongside the team. This gives us invaluable insight into the daily challenges and catch methods of our partners. We don’t manage from an office; we are on the ground and here also in the boat.

Why “Closed-Loop” is the Only Way Forward

This circular model is superior for three reasons:

1. Independence: We don’t create a dependency on imported food. We leverage the natural resources already available in the community’s backyard.
2. Economic Multiplier: Every Euro invested in equipment converts into hundreds of kilos of protein over time, while simultaneously strengthening local purchasing power.
3. Environmental Stewardship: By providing specific, selective gear, we reduce by-catch and protect the maritime environment that the village’s future depends on.

Deep Dive: Global Context & Strategy

For those looking to explore the theory behind our field operations, we recommend the following resources:

• The World Bank: What is the Blue Economy? Definition and Strategic Benefits.
• UNDP: Circular Economy in Developing Nations: From Theory to Practice.

The NORA-Madagascar School Kitchen: A story told in Wood

Building a new school kitchen isn’t just about construction; it’s about building a foundation for our students’ future.
Our journey to find the right materials took us from our small island of Île Sainte Marie to the bustling port city of Toamasina on the mainland. While we always try to source as much as possible from our local villages, some materials for this project required a trip to the big city.

It’s a true adventure that begins with a vital but often turbulent boat crossing to the mainland. From there, our progress was in the hands of a local “taxi-brousse” (bush taxi). The roads of Madagascar are a notorious mix of what’s paved, what’s left, and a seemingly endless series of deep potholes. It’s an everyday reality here, and you quickly learn to embrace the delays on these unforgiving roads. As the locals say, “Mora Mora“—slowly, slowly—and you realize that patience is an essential skill for life in Madagascar.

The Long, Bumpy Road to Toamasina

The long and bumpy ride was worth it. As Madagascar’s largest port and economic hub on the east coast, Toamasina has a wide variety of goods available, often at more competitive prices than in smaller towns. Navigating the city’s lively markets, like the famous Bazary Be, was an invaluable experience. We visited local wholesalers and factories, surrounded by a fantastic array of both local and imported goods. By purchasing directly from suppliers in Toamasina, we found high-quality materials at a significant cost saving—which allows us to invest even more in the NORA-Madagascar Nutrition Programme.

Building with Wisdom: A Lesson in Traditional Malagasy Construction

Malagasy architecture is a testament to the country’s resourcefulness. Traditional homes often utilize locally sourced plants like bamboo and reeds, while in the Highlands, earth-based construction is more common. For our kitchen, we needed a durable structure that could withstand the tropical climate.

When we first started planning the project, I imagined walls, beams, and a roof. What I didn’t realize was that I was also about to discover a living tradition of how wood is treated, shaped, and cared for on this island. Our journey to build the first school kitchen at Agnafiafy is also a lesson in this quiet wisdom. We are not just laying a foundation; we are discovering a story told in the very wood we will be using—a story of respect, patience, and community knowledge.

The Wood’s Journey: A Time-Honored Tradition

Before the structure can be raised, the wood itself goes on a journey—a vital, time-honored process that protects it from the island’s unique climate. Here, nothing is rushed. After being carefully cut, the logs are not taken to the building site. Instead, they’re submerged in water for weeks.

This “soaking” washes out the saps and sugars that would otherwise invite insects like termites to feast. This ritual of water ensures the wood becomes stronger and more resilient, embodying a deep understanding of the island’s salty air and constant humidity. After its time in the water, the wood is allowed to breathe with the island winds, drying slowly—often on raised platforms, sheltered from the direct sun. This isn’t just a technical step; it’s a patient dialogue with the land.

The community’s deep connection to nature is also reflected in the materials they choose—like the use of falafa (a type of raffia) and ravimpotsy (a specific palm leaf). These aren’t just building materials; they are a direct link to the surrounding forest, used to create natural, ventilated, and harmonious structures. The falafa is expertly woven to form walls that allow air to flow freely, while the ravimpotsy is used for resilient, waterproof roofing. This traditional knowledge ensures every structure is in harmony with its environment, using what the land provides sustainably.

A Kitchen Built with Respect

For our school kitchen, this process means more than a sturdy structure. It means we are building with respect for the land, for the traditions, and for the quiet knowledge carried by the people who call this place home. Each beam will not only hold strength but also a story of how to build and live in harmony with nature.

Soon, this kitchen will be a source of nourishment for 240 children, providing them with a stronger foundation for learning and growth. This kitchen is a testament to the enduring power of community, tradition, and a profound respect for the natural world.

Ready to help build a brighter future? Your support makes a direct impact on the health and education of children in Madagascar. Donate now to the NORA-Madagascar Nutrition Programme and help us continue this vital work!

Understanding Sainte Marie’s Educational Infrastructure

Across the various villages of Ile Sainte Marie, numerous schools serve the community, offering education from early childhood to high school. The infrastructure is diverse, though unevenly distributed:

Early Childhood Education: There are several nursery schools, split evenly between publicl and private institutions. For kindergarten, or Jardin d’enfants, there are more institutions in total, with most being public. 

Primary Education: Primary schools (EPP) are predominantly public, with a smaller proportion being private.

Secondary Education: As children progress, the number of institutions decreases. There are fewer junior high schools (CEG), comprising both public and private options. High school (Lycée) education is the least common, with only a few high schools in total (a majority public and one private).

While this infrastructure provides a foundation, the true challenge lies in ensuring every child can access and benefit from these facilities.

The Alarming Educational Gap

Despite the presence of these schools, a substantial portion of Ile Sainte Marie’s youth is missing out on vital educational opportunities. We see a concerning trend across key age groups:

Ages 5 to 10 years: A significant number of children in this primary school age group are not in school, despite many being enrolled.

Ages 11 to 14 years: For this crucial transition period to junior high, a considerable number of children are not in the educational system during these formative years.

Ages 15 to 18 years: As children approach high school and the end of compulsory education, the gap widens further, with many youth not continuing their education.

Cumulatively, across these key school-going age groups, many children and youth are not enrolled in school. Each of these represents a missed opportunity, a potential unfulfilled, and a future pathway narrowed.

The Far-Reaching Consequences of This Gap

This enrollment gap is not merely a statistical anomaly; it represents a profound challenge with far-reaching consequences for individuals, families, and the entire community of Sainte Marie:

Lost Potential: Every child out of school is a mind not being fully nurtured, skills not being developed, and potential not being realized. This directly impacts their future ability to secure stable livelihoods, contribute to their communities, and break cycles of poverty. Learn more about the impact of education on potential from UNICEF..

Exacerbated Poverty: Lack of education is a primary driver of poverty. Children who do not complete their schooling are more likely to face limited job prospects, lower incomes, and greater vulnerability to exploitation. The link between education and poverty is well-documented by many global institutions, such as the World Bank.

Community Development Hindered: An educated populace is essential for sustainable community development. When a significant portion of youth is not receiving an education, it can slow progress in areas like health, economic growth, and social stability. The ability of communities to address their own challenges is severly diminished.

Reinforced Inequalities: The reasons for non-enrollment are complex, often rooted in socio-economic barriers such as the need for children to contribute to household income, lack of school fees or supplies, distance to schools, or even the perception of education’s value in the face of immediate hardship. This perpetuates existing inequalities within the community.

Health and Well-being Risks: Children out of school may also be more susceptible to health issues due to lack of awareness, poor hygiene practices, or malnutrition, further impacting their overall well-being.

Bridging the Gap Through Action

At Nora-Madagascar, we see these challenges not as insurmountable obstacles, but as a clear call to action. Our work, particularly through initiatives like our school food programs, directly aims to address key barriers to attendance. By providing nutritious meals, we incentivize families to send their children to school, ensuring they are not only present but also have the energy and focus to learn. This approach recognizes that basic needs must be met for effective learning to occur.

This is just one crucial step in a comprehensive effort to bridge this critical educational gap and ensure that every child in Sainte Marie has the opportunity to build a brighter future. By supporting foundational education and addressing the challenges that keep children out of school, we contribute to a more educated, resilient, and prosperous Sainte Marie.

You can read more about Children’s Literacy in Madagascar and libraries at Ile Sainte Marie.