APPROACH AND METHODOLOGY
The IDB is committing to a partnership platform consisting of: million in resource; technical advice; country dialogue; executing capacity; advocacy for partnership mobilization and coordination; and an e-government platform will be used as a dash board and reporting mechanism to the contributions that different partners make to the expected outcomes and outputs of the reform process. Efforts will be coordinated by IDB's Education Division and Office of Outreach and Partnerships.
Partners will be invited to contribute to any of the following key pillars of the program:
- Provision of quality school infrastructure through the construction of new schools accommodating early childhood education for 4-5 year olds. Total school target is 625.
- Improving the inputs for quality education updating the national curriculum and articulate it across the various levels of education in selected grades and key subject areas accompanied by the necessary teaching and learning materials.
- Strengthening professional development and human resource, which includes training of teachers, school administrators, and administrative officers in key areas to improve learning in schools.
- Early childhood education and family services including provision of facilities and package of comprehensive services and technical assistance and goods and services.
- Public Subsidies including provision of a subsidy to both public- and non-public schools with the aim to expand access to education by children from a disadvantaged background while setting quality standards for schools to obtain the subsidy.
- Improved sector management and governance system including supporting the reorganization of the MENFP; expanding and leverage effective local school management models; and strengthening the regional offices of MENFP.
- Support dissemination and awareness of the plan and its goals through advocacy and media products and services
IMPLEMENTATION, TIMELINE, AND DELIVERABLES
A first World Bank operation of million aligned with the pillars highlighted above is currently under preparation and will lay the foundation for the Bank's longer-term support to education reform in Haiti. Four subsequent projects will be presented annually through 2014. Resources raised from other donors will be incorporated into each of the operations comprising the Bank's million commitment to mobilize additional partners that can bring financial, non-financial and programming resources as co-financing agreements.
Have ten private sector partners contributing financial and non-financial resources to the reform process
Have three new public sector donors contributing financial resources to the reform process
Have at least one media partner contributing financial and non-financial resources to the reform process
Have two NGOs collaborating on co-locating and complementing activities of the operations such as provision of health and nutrition services.
At the time of the earthquake, nearly 500,000 primary-aged children were out of school. About half of all teachers in the public sector lacked basic qualifications and a quarter of the entire teaching force had no more than a ninth-grade education. More than half of all schools were not designed as such, and almost all lacked access to basic services as well as basic didactic materials. Test data found Haitian children to be well behind their peers in other countries in achieving basic competencies in literacy and numeracy. Non-public schools were often the only alternative for poor families. About 80% of the supply of education was delivered by non-public providers, 79% of which lacked certification or licensing. Independently of the quality of education provided, the average cost of tuition at non-public institutions was , a significant expense for a country with an annual per capita income of ,300. Not surprisingly, dropout rates were high and few children made it to the secondary level.
The earthquake of January 12, 2010 exacerbated this situation. An estimated 222,750 people were killed, 1.2 million were left homeless, and 500,000 were displaced. In the hardest hit departments including West, South-East, and Nippes, much of the infrastructure was destroyed, prompting an intense wave of migration out of Port-au-Prince. In the education sector, about 4,268 schools, training centers and institutions of higher education were structurally affected and most all services were suspended until April of 2010.
In May 2010, the President of Haiti mandated the Ministry of Education and Professional Training (MENFP) and the Presidential Commission on Education (PCE) to develop an overall plan for reorganizing the sector. The ultimate goal of this plan is to create a tuition-free, publicly financed education system open to all children. A final version of the plan was announced in mid-September 2010 by the Government of Haiti.
The program is a structural response to one of Haiti?s most significant developmental challenges and will require support from multiple actors to be successful. To support the Government's plan, the IDB has committed to not only provide million in resources but also to use those resources to leverage additional resources from the public and private sector. This requires a platform to facilitate the coordination and harmonization with other actors.
Since the earthquake the Bank has been joined by Canada, CARE (Supported by the Office of Her Highness Sheikha Moza bint Nasser - Educate a Child), the Caribbean Development Bank, the European Commission, Finland, Finn Church Aid, First Citizen Bank, Fundacion Pies Descalzos, Haiti Reconstruction Fund, Spain, Switzerland, and SOUTHCOM of the United States Government. These partners have provided co-financing for approximately $82 million.
We have a strong dialogue with CGI members that may be made public soon.