Chapter 7 Conclusion and Propositions to Achieve Quality Education in Haiti
7.3. Quality Environment
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In this sense, the promotion of initiatives to connect local businesses and universities with students in ordinary secondary and vocational schools could create an interesting platform that help students to better understand the reality of their future working environments.
However, to make the best use of the quality teacher and quality tools and to effectively achieve quality education the suitable environment must be built.
7.3. Quality Environment
A learning environment suitable for students apprenticeship is a must have element to achieve quality education. To create such quality environment the following actions are considered:
- Develop school infrastructures (School mapping) to enhance access to education The propositions made to develop school infrastructures suitable for students’ apprenticeship take into consideration the issues of security as well as the types and location of these infrastructures. On these aspects, the group that participated to the interview has insisted particularly on the reinforcement of the DGS32, which is the MENFP’s entity that has the legal mandate to regulate the processes related to building school infrastructures. In this sense, the reinforcement of the DGS is useful for the following purposes:
a) Securities of schools infrastructures
On April 1st 2014, the minister of education signed a document that fixed the new norms for building schools’ infrastructures (Haiti Press Network, 2014). When asked their opinions about the application of these norms, the interviewees point out the fact that the norms are not
32 Direction du Génie Scolaire (DGS/MENFP) literally translated as « Office of School Engineering »
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necessarily applied in the system. The institutional weakness of the DGS is underlined among other reasons that explain this situation according to the opinions collected.
b) School mapping
The debate related to school mapping is not new to the education sector in Haiti. In fact, the Bernard Reform for instance has mentioned the need to develop a school map for the system;
through our interview process, the idea of school map is repeatedly mentioned. On this matter, our interviewees suggest building a public school in every administrative district (section communale). Indeed, we believe that there is a need to develop this map for the system and it is one major pillar to achieve quality education in the country. In this sense we propose the elaboration of a plan to develop new school mapping for the sector.
The scopes and characteristics of this project must be elaborated through a consensus involving the MENFP, the GOH and the local authorities in the regions and other partners.
The mode of financing for such project is considered in the next section of this document.
c) Types of infrastructures
The plan would focus on building big school facilities in strategic areas that have to be selected in collaboration with the local authorities under the supervision of the DGS. For each region, the schools network to build must be developed in such way that it divides the region in several communities or districts, each of them would be served by a specific school. The size of each school would depend on the size of the population it serves. To that purpose, the GOH could request the technical support of the IDB for elaboration of such plan or to update
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any existing plan.
However, to manage the issues related to the cost of such plan it is recommended to start a pilot project in one or many regions and gradually extend to other regions. This configuration would help in opening access to quality education given that the GOH through the MENFP can gradually regain the control of the school system as the network built would be large enough to replace the weak and low quality-schools that are operated by the private sector;
resources can be used more efficiently; through this network controlled by the GOH it would be much easier to apply a curriculum unique for education that would help to reduce or eventually eliminate disparities in the system. That configuration contrasts to the multitude of small and low quality private schools that represent about 90% of the education supply.
To optimize the chance of success and the sustainability of the objectives mentioned in the preceding sections, it is necessary to develop a strong public-private partnership in education.
- Build on public-private partnership in education (business perspective)
To elaborate a sustainable plan in building quality education in Haiti, the private sector and the world of affairs must play a key role in the process. However, it is surprising to observe that the way the GOH and its partners approach the issue of education in Haiti tends to forget the importance of this groups for the success of such plans. That sounds even more surprising when it comes to create a system that wants to offer free basic education, as this is the constitutional mandate and the goal targeted by the GOH and its donors’ partners particularly the IDB. The need to build a partnership public-private for education is explained for the following reasons:
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- This partnership will guarantee secure funding sources for the education plan and timely financial support for schools. So far we can observe sporadic cases of such partnership with the private sector in education. This happens mainly when a local association requests support from a corporation to finance the construction of new school infrastructures or furnishing an existing school.
The telecom operator Digicel Haiti through the Digicel Foundation is an example of partnership that works in the sector. In collaboration with the organization Zanmi Lassante, Digicel has built and furnished 5 schools in the Center department and with the Ministry of Education another school was made operational in the Nippes since February 2014 (Digicel Foundation, 2014).
- A partnership public-private can be oriented toward the system BOOT (Built, Own, Operate and Transfer) that has been successfully experimented and applied in countries like Taiwan when it comes to develop public infrastructures that are very expensive.
In the case of education in Haiti, a collaboration based on the system BOOT would authorize local businesses to build schools at little or no cost to the government; these entities own and operate the schools built for certain period and then transfer the schools to the government.
These contractors can operate the facilities built under different formats:
The business can operate itself the school and take responsibility for the pedagogic and financial management of the school.
The business can finance the construction and furnishing of the school and then partners with another entity to manage the school. Etc.
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In any case, a mechanism of compensation must be elaborated to allow the business that is engaged in this kind of partnership with the GHO to recover the capital invested over the period of agreement while ensuring free access to every student at school. In this sense, the propositions are as follow:
The GOH can enter into a tax agreement with partners’ businesses. Through this agreement, the GOH would eliminate a portion of the taxes to be collected or negotiate other forms of compensation in the interest of the partners.
A mixt of tax elimination and participation of the GOH to the payment of salary to the school staffs.
Any other kind of agreement that help the business to collect its investments can be used to ensure that both parties win in this kind of partnership.
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Strengthen the governance of the sector with the support of the IDB and otherdonor partners.
The governance of the education sector is one area where the international cooperation can more effectively help in achieving quality education in Haiti. For instance, through its technical cooperation, the IDB can help strengthening the MENFP’s ability to regulate the education sector. To this regard, the bank can help in updating or developing rules and procedures used in the sector; the bank can also help in the elaboration of an information system that integrates all the entities of the MENFP nationwide. Such a tool that can be used to collect the statistics of education is necessary for a better management of the sector.
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Appendix
Appendix 1: Public/private education by number of students
Source: Wise-Quatar Foundation
Age Group
Total Men Women Urban Rural
13-18 14% 14% 14% 6% 21%
19-30 21% 17% 22% 9% 34%
31-55 56% 49% 62% 30% 73%
56+ 82% 76% 87% 57% 92%
Total 39% 34% 42% 19% 54%
Appendix 2: Illiteracy by age group, gender, and geographical situation
Source (IHSI 205)
0% 20% 40% 60% 80% 100%
Preschool Elementary Secondary University
Public Non-Public
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1. Number of training centers for teachers 2. Number of teachers in the system 3. Number of teachers trained annually
4. Conditions/Working environment of teachers 5. Quality of teachers’ training
6. Number of normal schools graduate versus non-normal
7. Cost of training supported by teacher-students in normal schools 8. Teachers’ wages
1. Quality of didactic materials used in the schools 2. Update in schools’ materials
3. Practical aspect of the curricula used (adaptation to the labor market)
4. Curricula/programs applied in the education system
” Quality tools” is similar in both periods with only a slight update in the schools materials made available to students
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1. Number of classrooms available 2. Quality of classrooms
3. Construction standards for school infrastructures 4. Number of school overall
5. Ratio accredited schools versus non-accredited 6. Ratio public versus private schools
7. Population overall access to education
8. The issue related to proximity of school infrastructures 9. Number of students enrolled in primary school
10. Number of children of lower ages out of the system 11. Support to early childhood
12. Success rate to the Haitian baccalaureate 13. Dropout in the system
14. Average annual cost supported by the families 15. School fees at the beginning of the school year 16. Share of the national budget devoted to education
“Quality environment” is evaluated similarly low when compare to the situation before and after January 2010
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17. Ability of the MENFP to rule the system 18. MENFP presence in the remote areas
19. Number of school days completed during the school year
Appendix 3: Indicators used to evaluate “Quality Education” in Haiti
Axes of intervention Components
1.1.School infrastructure/facilities The plan aims to improve the quality and safety of school infrastructure by: (i) constructing 2,564 new “basic schools” (ecoles fondamentales) able to accommodate the new, consolidated school model4; (ii) creating an institutional body to develop and enforce uniform building standards and construction codes (a school infrastructure authority); (iii) ensuring regular maintenance of school buildings; and (iv) introducing computer and information technology into schools as well as the ministry.
1.2.Curriculum and teaching The plan aims to create a single national curriculum that is aligned across the various levels of education, with corresponding assessment tools and clearly defined learning goals/standards.
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1.3. School materials The plan’s objective is to address chronic and widespread shortages of school supplies by providing approximately 2.2 million school kits with books, supplies, and uniforms to schools and school children.
1.4. Financial subsidy The plan calls for tuition-free, publicly financed basic education (nine years) as stated in the Haitian Constitution. To this end, it recommends that financial support in the form of tuition subsidies (at around US$100/student/year for grades 1-9, and US$90 for preschool) be given to families and schools for basic education. This is expected to increase enrolment and retention, and to reduce the number of over-aged children by ensuring that more children enter 1st grade on time.
1.5. Expanded access to education a) Early childhood
b) Basic education
The plan calls for the creation of an educational policy for children 0-3 years and aims to expand access to pre-school for 4-5 year olds. Consequently, the new generation of
“basic” schools will have two classrooms for this age-group.
In light of the limited enrolment rates, the plan seeks to provide broad access to basic education (grades 1-9) for all children as stated in the Haitian Constitution.
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c) Secondary education Given the limited enrolment of 22% percent, the plan aims to significantly increase access to, and quality standards across secondary education institutions.
1.6. Technical and Vocational Education and Training (TVET)
The plan calls for the creation of an integrated management system of the sector with strong private sector participation and an increase in the supply of TVET programs aligned with labor market demands.
1.7. Higher education The plan recommends the creation of a Tertiary Education Commission to take charge of the reconstruction of the sector and its future management, including the provision of scholarships for both students and faculty.
1.8. Human resource
development/professional training
Recognizing that better trained teachers are instrumental to improving teaching quality, the plan calls for teacher and administrative staff training programs as key priority.
1.9. Literacy Given the high percentage of illiteracy among the adult population, the plan aims to target illiteracy among adults and undertake a far-reaching adult literacy campaign.
1.10. Special education The plan aims to increase access to education for disabled children and youth. To this end, facilities should be accessible to physically disabled children and programs should be able to address children with special learning needs.
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1.11. Governance reform The plan cites reform of the governance of the education sector as key to overall success.
Indeed, to achieve the plan’s objectives, considerable changes to financial and legal frameworks are foreseen to allow for a closer collaboration between the public and non-public sector including: (i) reform and modernization at the central and regional offices; (ii) staff training; (iii) upgraded data and communication systems, as well as financial and procurement systems, implemented and installed; and (iv) strengthened capacity to regulate, monitor and implement across the ministry.
Appendix 4: Partnership IDB-GOH. Outlines of the Operation Plan 2010-2015 for the reconfiguration of the education sector in Haiti
Reference: Project Support for Haiti's Reconfiguration of the Education Sector (HA-L1049), IDB, 2010.
Project title Project number IDB financing
(million US$)
Approval date
Support to the Implementation of Education Plan and Reform in Haiti HA-G1026 5 14-Dec-11
Support for Reconfiguration of the Education Sector HA-G1024 10 18-May-11
Support for Haiti's Reconfiguration of the Education Sector HA-X1027 20 17-Mar-11 Support for Haiti's Reconfiguration of the Education Sector HA-X1026 1 6-Jan-11
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Support for Haiti's Reconfiguration of the Education Sector HA-L1049 50 22-Nov-10
Support for Teachers of XO-OLPC Project HA-T1102 0.1 10-Dec-09
Regional Indicators and Data for Readiness to Learn HA-T1118 0.1 3-Dec-09
Support to the Presidential commission on Education Reform HA-T1098 0.5 5-Dec-08
Early Childhood Development Pilot HA-T1061 0.15 18-Dec-07
Education Sector Study - Assessing Education Quality HA-T1063 0.15 17-Dec-07
Enhancing Readiness to Learn Initiatives for Haitian Children HA-T1038 0.15 15-Sep-06 Vocational Education and Training and its Linkages to the Labor Market HA-T1011 0.13 27-Jul-04
Activation of Basic Education Program TC0009035 0.1 16-Nov-00
Private Training Market Initiative TC9708259 2 13-Oct-99
Training Reform Transition TC9804495 0.75 5-May-99
Statistics Experiences TC9806152 0.02 16-Oct-98
Education Reform TC9806144 0.02 12-Oct-98
Employment & Professional Classification TC9801128 0.05 4-Feb-98
Professional Education Program TC9701386 0.15 5-May-97
Employment & Professions Classification TC9702011 0.13 6-Mar-97
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Basic Education TC9605314 0.3 20-Dec-96
Support to National Education Plan TC9508138 0.01 29-Sep-95
Technical & Professional Training Prog. TC9507114 0.21 8-Aug-95
Colloquium On Vocational Training TC9110032 0.03 17-Sep-91
Professional Technical Education TC9111189 0.16 27-Aug-91
Ppf: Program for Professional Technical TC9002312 0.12 10-Apr-90
Advisory Services, Educational Sector TC8703193 0.01 20-May-87
Educational Sector Studies TC7402019 0.12 14-Feb-74
Appendix 5: IDB’s projects in education from 1974 to 2011 in Haiti
Reference: IDB’s website
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With US$1 = 39.23 HTG in 1995; US$1= 45.95 HTG in 2014
Salary in Haitian gourde
(HTG)
Secondary school’s teacher
Title/Function /Salary
Jan-05 Oct-06 Oct-07 Jan-11
Non fulltime teacher 3910 4575 6200 7000
Teacher (substitute) 4485 5200 7100 8000
Supervisor 6325 10000 11000
Fulltime teacher 12365 18800 20000
Deputy head 13225 20100 21500
Secondary school’s Director
Director I 15815 18500 24050 26500
Director II 14375 16800 21850 24000
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Staff in education Salary in Haitian gourde (HTG) Octobre Director EFACAP 20,000.00 23,400.00 26,000.00 28,500.00 Director CAP 19,000.00 22,230.00 24,700.00 27,500.00 Director EFA 19,000.00 22,230.00 24,700.00 27,500.00
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Academic advisor 16,675.00 19,509.75 21,670.00 23,500.00 Teachers/formation Salary in Haitian gourde (HTG)
October 2005
October 2006
October 2007
October 2011 CFEF < 5 ans 15,815.00 18,503.55 20,550.00 22,000.00
October 2011 CFEF < 5 ans 15,815.00 18,503.55 20,550.00 22,000.00