In Madagascar EFA Plan of 2007, primary school teacher pre-service training was abandoned; it was replaced by in-service training. In addition to the in-service training implemented twenty years ago called "Pedagogical days" (JP), the "Teachers' Networks" were created to cater for the profession development of neophyte teachers who have been massively recruited by parents' associations (FRAM), but not excluding experienced teachers. A study was conducted to analyze the teachers' network program, and to shed light on the contributions of the teachers' network as a collaborative learning device.
Questionnaires, supplemented by interviews, were submitted to regional education offi cials and key actors involved directly in schools. Although "collaboration" is not really apparent in JP as there is neither voluntary work per se, nor symmetry criteria, "collaborative learning" can be observed in Teachers' Networks and is appreciated by FRAM teachers. In fact, the fi ndings reveal signifi cant complementarities between JP and "Teachers' Networks".