APPROACH AND METHODOLOGY
Conventional pre-service methods, such as full-time, onsite teacher education colleges, are hard-pressed to meet the learning and training needs of the current teaching workforce in Haiti. Innovative approaches such as eLearning and distance learning, a field of education that aims to deliver education to students who are not physically 'on site' in a traditional classroom or campus, need to be considered as a national option for upgrading levels of training amongst practicing teachers who have not received formal education.
This Institute, Institut National pour la Formation des Enseignants (INFE), is designed to assist Haiti and the Ministry of Education (MoE) in delivering quality education through qualifying untrained teachers. The Institute will capitalize on Hibernia College's experience in delivering teacher education through distance mediums and Quisqueya University's experience of delivering third level education in Haiti.
Rather than focusing on replacing all existing untrained teachers that are in the Haitian system with newly qualified teachers to reach EFA goals by 2015, INFE aims to up-skill and certify unqualified teachers and retain them in the system. The Institute will offer two qualifications including a Certificate and a Diploma in Education, both consisting of twelve months of study. Upon successful completion of the Diploma, teachers will be eligible to sit the National Teaching Certificate exam. Teachers who do not pass the entrance exam for the certificate program will complete a one year Foundation Studies course. The program will be delivered through a blend of face-to-face and distance learning. Teachers will be able to remain working in their schools while participating in the course. These teachers will study up to 50% of the course through distance methods. They will also attend onsite, traditional lectures and workshops. The certificate and Diploma both consist of 66 days of study and teaching practice. Onsite lectures will make up 23 days. These lectures will take place at satellite learning centers, such as the EFECAP centers, situated in each department of Haiti.
The Institute will work collaboratively with national pre-service training programs in order to achieve the objectives set out by the Ministry of Education in the new Education Commission reform plan for improving human capital within the Haitian education system.
IMPLEMENTATION, TIMELINE, AND DELIVERABLES
From September 2010 to September 2011, Quisqueya University and Hibernia College intends to complete the design, planning and preparation phase for the Institute as well as training for the teachers of the first 20 schools.
The initial phase includes recruiting a core team of Haitian experts to lead the program and build partnerships in the fields of education, technology, publishing, connectivity, teacher education and curriculum design. The Institute also endeavors to partner with the Ministry of Education in Haiti and work with the Presidential Commission for Education Reform.
Following this phase, these partnerships will be utilized to assemble the core elements of the program. Each of the three year-long courses will be designed, reviewed and completed. The programs will be approved by the Ministry of Education in Haiti and accredited by the Institute's International Board of Education Experts. This Board will include Jacky Lumarque, Rector of Quisqueya University, and Dr. Sean Rowland, President of Hibernia College as Co-chairs, as well as other international education specialists. The Institute will recruit and train 150 trainer educators as well as equipping up to 50 training centers nationwide. These centers will be supplied with the necessary technology, connectivity and classroom space to deliver the program in each locale.
The Institute will deliver a national information campaign to ensure that teachers around the country will have a clear understanding about what the program entails, how they can take part in it, and how they will benefit from it. The Institute will begin delivering the teacher education program during in 2010 with an initial twenty schools, two in each of the ten departments of Haiti.
The first intake of 1000 teachers will commence in September 2011. Two months prior to this, the Institute will focus on recruiting teachers, holding entrance examinations and registering successful students.
From 2010-2015, the Institute will have completed all the center facilities, four in each of the ten departments with an extra six in the West department to cater for the population density. The Institute will also have recruited and trained 250 trainers and supervisors that will implement the program. Training the trainers will be a continuous process as a percentage of trainers will continuously need to be replaced.
In 2015, the Institute will have enrolled 22,000 educators and certified 8,550 teachers. In 2020, after ten years of operation, the Institute will have enrolled 59,500 educators and certified 40,050 teachers. This is based on a 90% success rate.
An uneducated workforce is a key contributing factor to Haiti's stagnant social and economic development. Of its nine million inhabitants, just below half are illiterate. According to USAID in 2007, the literacy rate of 47% is the lowest in the region. Haiti counts 15,200 primary schools, of which 15% are public and 85% are private and managed by communities, religious organizations or NGOs. The enrollment rate for primary school is at 67%, of which less than 35% reach sixth grade, the final year of primary school. Secondary schools enroll 20% of eligible-age children and 12 in every 1000 go on to third level education.
The lack of trained teachers is a core indicator for the low quality of education in Haiti. According to the World Bank, approximately 400 new teachers are certified by the Ministry of Education (MENFP) each year, versus a need for over 2000 teachers annually to achieve Education For All (EFA) by 2015. An estimated 79% of current primary school teachers have no formal teacher training and an estimated ten percent of those teaching in rural areas have no more than a lower secondary education.