Rue Eucalyptus n*8 - PDF document

! ! ! ! ! ! ! ! ! ! ! INURED Rue Eucalyptus n*8 Delmas 83 - au - Prince, Haiti TEL +509 2249 4996 FAX +509 2513 1499 E + info@inured.org !"#$%"&''#()#$*+,$-&./.&($-.)"#,$ 0123&/.+( 4 $ ' ()*&+,-).(!)%%(%%/(0&!$1!+23+(*!(4-5)&2$0! 20%&2&-&2$0%!20!&+( !6$*& ' )- ' ! ! 80&(*-029(*%2&:!80%&2&-&(!1$*!;(%()*5+!)04!(9(7$#/(0&! =8�?;@A! ! B)*5+!CDED ! ! ! 5678!$9:8;0F+(!80&(*-029(*%2&:!80%&2&-&(!1$*!;(%()*5+!)04!(((—$#;&#x/0&!;&#x-293;=8?;@2%!)!*(%()*5+!)04!+23+(*!(4-5)&2$0!(%&)G72%+/(0&!G)%(4!20!6$*&6*205(H!I)2&2J! !-2;錀8?;@/2%%2$0!2%!&+(!4(9(7$#/(0&!$1!&$#!,-)72&:!*(%()*5+!)04!%52(0&2125!&*)20203!L2&+!&+(!)2/!$1!2/#*$9203!&+(!%$52$(5$0$/25!)04!#$72&25)7!5$042&2$0%!$1!I)2&2K%!#($#7(J"%!)!M&+20.!)04!4$M!&)0.H!&#xK%!-;蔀8?;@5$77)G$*)&29(!*(%()*5+!)04!#*$G7(/%$79203!/$4(7!)##72(%!#$L(*1-7!4)&)!)0)7:%2%H!/-7&242%52#720)*:!*(%()*5+!)04!(9)7-)&2$0!&(5+02,-(%H!5678!$!-9=$;0&#xK%!-;戀7;! !"#$%&'(&)'*+%*+,-./01)/&!2&!3/&./-2./6/)7!89/&:7;;1.38�3/.&/?7)1!82@&8@&318!8"#$%&'(%)'"&%*+)#,-),#.0'$0.#.1,-%)'"&0%')'0'+)"#40'$0.#.1,-%)'"&0%')'-0%**.&$.+5,6*'-'7%).0'$0.#.1,-%)'"&0%')'!"#$%&'()*+,"-+./012343*1%2)0471+!3)0128)79+./012343*10'$0.#.1,-%)'"&)0.%/).#9%)0)0..%#)0:,%;.#);12+"=&*47)/3+&#x-100;/*&8+.2/&?8@+-1(1*7+A&/747)/38%/7/;24?)*+D/*&E13747)/3./)2;;/@?1!82@:./0/./@)/:1--/@?8)/%55.&1'='+)!"/!'$0.#!1,-%)'"&!&+)'),)'"&+!'&!%')'!?@AABC%55.&1'=%-)+!%6",)!)0.!&'7.#+')4!"/!%')'!?,.0C%55.&1'=0.!95%-)!"/!)0.%#)0:,%;.!"&!,6*'-!%&1!#'7%).!&'7.#+')'.+!/#"9!5#.*'9'&%#4!+,#7.4+!64!'&,#.1!'&!)0.!"#)#'&-.!9.)#"5"*')%&!% !-0$%-5??0:@0$A7;$-5 !95:$-9@-0;$0 : $ B ! �,#*&3#$/+$/"#$;#C+,/$This report is the first postearthquake assessment of higher education in Haiti. "The Challenge for Haitian Higher Education: A postearthquake assessment of higher education institutions in the PortPrince metropolitan area"is a product of the Interuniversity Institute for Research and Development (INURED) in partnership with Haitian Education and Leadership Program (HELP, under the direction of rofessor Ragas NangYad of INURED and Quisqueya University (in HaitiScholars from the University of CampinasBrazilFederal University of Rio de Janeiro (Brazil), the University of Miami (USA), and the Interuniversity Institute for Research and Development (INURED) Haiti all contributed to this report.The goal this study is to contribute to a national and international dialogue and to recommend solutions to the higher education challenges facing the nation. We identify deficiencies of the current system that obstruct highstudent enrollment and highquality research in Haitian universities. These challenges include the high concentration of universities in the capital, the lack of an effective overarching governing body to regulate university accreditation, low investment in scientific research and training, as well as inefficiencies in university administration.The report document the condition of the higher education institutions after the January 12th earthquake that leveled most of the major institutions in the PortPrince metropolitan area. It cannot be overemphasized that higher education be a priority for HaitiÕs rebuilding strategy. Haiti has one of the youngest populations and there is a critical need for young, skilled professionals to rebuild Haiti in the years and decades ahead. As we redefine Haitian society, we must reform higher education institutions and protect them from the politicization that has hindered scientific inquiry and effective collaboration between these institutions in Haiti.The nation has suffered an irreparable loss of heritage and human capital. Many universities will likely never be rebuilt. he need for additional studies of the impact and implications of this disaster cannot be overstated. he recommendations of this report urgedecisionmakers and donors to consider short and longerterm investments that reflect the urgency of higher education as a tool to create leadership for HaitiÕs future on par with other priority areas including agriculture, health, and economic development.trategic investment with smart policy reform in the higher education system will ensure Haiti's longerterm recovery and development goalLouis Herns Marcelin, Ph.D.Chancellor, Interuniversity Institute for Research and Development D $ 9:8;0 ! 0E#32/.F#$=2GG&,HOn January 12, 2010, a 7.0 magnitude earthquake shook southwestern Haiti and leveled much of the capital city, PortPrince.s a result, 87% of HaitiÕs higher education institutions were impaired or completely demolished. Investment in higher education, in this immediate aftermath of the disaster, will be critical to the long term development and rebuilding of HaitiÕs future. Fundamental institutional challenges plagued the vast array of public and private universities even prior to the earthquake and include: Absence of overarching governance and regulation,Overconcentration in and around the capital city,Lack of researchriorities and fundingiv)Minimal faculty training, Insufficient libraries and outdated curriculum. Ninety percent ( of the higher education system consists of private universities of which most are entirely unregulated, contributing to the poor quality of higher education.he problem of governance and regulation is the most striking because it has led to the general deterioration of academic research and education in Haiti over the last three decades.Eighty percent ( of HaitiÕs universities are located in the affected region of Haiti within or in close proximity to PortPrince. As a result, physical damage has been significant for a majority of the institutions. The problem of overconcentration has played a decisive role in the national academic systemÕs vulnerability in the recent earthquake. Of the 32 major universities surveyed in INUREDÕs preliminary study, 28 were completely destroyed and the rest seriously damaged.A large segment of HaitiÕs emerging skilled professionals were killedstimates of deaths are largely imprecise, however, of the sample universities surveyed, between 120 to 200 professors and administrators and 2,599 to 6,000 students may have perished as a result of the earthquake. long with universities, many government buildings collapsed and killedmany officials from the public sector.An uncalculated number of professors, professionals and students have fled Haiti after the earthquakecontributing to the braindrain of a critically needed people for the country. Most of the fellowships and scholarships granted to Haiti will compound the emigration of Haitian scholars to foreign countries. As result, the challenge of building a new Haiti remains problematic. The solution for building Haitian competence must be built from the ground and on site in Haiti. !-0$%-5??0:@0$A7;$-5 !95:$-9@-0;$0 : $ I ! Current Findings and Recommendations The impact of the earthquake on an alreadyfragile higher education system must force decisionmakers and international donors as well as higher education leaders to think critically about the relationship between higher education and HaitiÕs overall recovery and development. In order to foster a sophisticated dialogue and a thoughtful consideration of rebuilding higher education institutions in the wake of the disaster, the following recommendations are offered as a provisional framework for immediate and longerterm strategies for policy reform and strategic investment.raduating students must receive immediate assistance to comple their remaining requirements so that they can obtain their degrees and begin their careers. A high impact investment in improving higher education and research is to foster electronic access tolibraries and other scholarly resources that can be managed by INURED and other centers that work tofacilitate academic research and advance training. Haiti must professionalize and update the existing State University of Haiti (UEH) so that professors and students are able to conduct scientific research that informs public policy domestically`. Publicprivate partnerships must be created to link community based organizations, the Haitian Ministry of Education, and established colleges, universities and other higher education research institutions partnership that will help train young Haitians, as well as respond to national challenges.At the legislative level, the problem of governance and standardization of the higher education system must be resolvedIt is necessary to strengthen student recruitment and streamline aduation requirementsfor optimal efficiency of the higher education system.Haiti must create a new university founded on the international university model for the production of advanced scientific and professional degrees. Rebuilding efforts for higher education should correct for the overconcentration of institutions of higher education in the Department of the Ouest, especially in PortPrince. Haitian higher education is the most effective site to rapidly develop domestic human capital in the wake of the disaster and should be prioritized on par with investments in agriculture, health, and economic development. J $ 9:8;0 ! -.)"#,$0123&/.+($.($-&./.Before the January 12, 2010 earthquake, the Haitian system of higher education comprised at least 159 institutions (see Appendix 1). This system was divided into disparate public and private sectors. The former consisted of a small network of 14 public, governmentrun institutions of higher education (Instituts dÕenseignement superieur, IES) including the State University of Haiti (UniversitŽ dÕƒtat dÕHa•ti, or UEH).UEH has 18 campuses, of which 11 were located in the metropolitan area of PortPrince, and 7 located outside the capital in provinces in the department of the Ouest Besides the UEH, the public university sector also includes 13 IES either affiliated with or independent of UEH. In contrast, the privatehigher education sector consists of a vast array of 145 institutions of varying quality. Of the 145 private universities, 10 provide highquality, accredited education; of the remaining 135 (often religiousbased institutions), 67% (97) do not have permission to operate from the governmental Agency of Higher Education and Scientific Research (DESR).Some of the more prestigious universitiesboth public and privateare members of the Regional Conference of Rectors and Presidents of Universities in the Caribbean (CORPUCA). The CORPUCA is a member of larger international bodies, such as the University Agency of the Francophone (AUG), the International Organization of the Francophone (OIF,) and the Interamerican University Organization (OUI).Some of the Haitian member universities include: Centre de Techniques et dÕEconomie AppliquŽe (CTPEA)Ecole Nationale SupŽrieure de Technologie (ENST)Ecole SupŽrieure dÕInfotronique dÕHa•ti (ESIH)Institut Universitaire Quisqueya AmŽrique (INUQUA)UniversitŽ Cara•beUniversitŽ dÕEtat dÕHa•ti (UEH)UniversitŽ Notre Dame (UNDH)UniversitŽ Quisqueya (UniQ)While precise statistics are unavailable, it is clear that the preearthquake higher education system served only a tiny fraction of secondary school graduates. In 2007, the Ministry of National Education and Professional Formation (MENFP) reported the university population of Haiti was approximately 40,000 students. Of this number 28,000 (70%) were in public universities and 12,000 (30%) in private ones (Wolff 2008, 5). Because !F+(!&(**2&$*:!$1!I)2&2!2%!42924(4!)4/202%&*)&29(7:!20&$!ED!(#)*&/(0&%H!()5+!L2&+!2&%!$L0!5)#2&)7!=!"#$%'#$(AJ!F+(!Q-(%&!(#)*&/(0&!2%!&+(!#*2052#)7!$0(H!G(203!&+(!$0(!L+(*(!&+(!0)&2$0)7!5)#2&)7H!6$*&6*205(H!2%!%2&-)&(4J !-0$%-5??0:@0$A7;$-5 !95:$-9@-0;$0 : $ K ! Haiti's university system is oftentimes unable to effectively serve all qualified candidates, many qualified high schoolgraduatesaccept scholarships to the Dominican Republic, Canada, and the United States. Political turmoil, economic and social problems force a significant proportion of graduates of the system, educated at the expense of Haitian taxpayers to emigrate to North America and Europe. Furthermore, the January 12, 2010 earthquake depleted a significant portion of the graduates of the system working in the public sector. Radio France Internationale reported on its website that 40% of Haitian public officials were missing since the earthquake (RFI 17 February 2010). !"#$%&'$(&!%$)*+(",-(,".*!/*0�."*.1,-$(&!%*&%*0$&(&The organizational structure of the Haitian educational system, resulting from the 1979 Bernard Reform, consists of a fundamental level of 9 years divided into three cycles (4+2+3), a secondary level of 4 years which leads to a diploma, the 2baccalaurŽat or bac II, and a higher educationlevel of variable duration (3 to 5 years for the licence, 2 years for the masters (after the licence), and 6 to 7 years for the doctorate which very few IESs grant). Despite the Bernard Reform, this structure is not universal. Some schools continue to operate under the traditional structure of 13 years (6 +4 +3) for preuniversity education. Admission to university is dependent on obtaining the Bac II and passing an entrance examination. The license is granted only upon the defense of a thesis. The training is free in public higher education institutions, but tends to be costly in private institutionswhich makes access difficult for gifted students from poor families. Very few private universities grant scholarships. There is, however a private nonprofit organization, the Haitian Education Leadership Program (HELP) that has provided a limited number of scholarships to students recruited nationally, based on merit and financial need since 19970&+(!"2*!/*0�."*.1,-$(&!%*&%*0$&(&The historical development of higher education in Haiti can be summarized briefly as follows. Before the 1980s, the principal institution of higher education was the State University of Haiti (UEH), of which a number of campuses date back to the early 19 century It remains the largest institution of higher education in Haiti, with 15,000 students and 800 teachers in 2005, or about 38% of the total students in higher education in the country (Gosselin and Jean 2005). Its stated mission is to train professionals in all fields of knowledge and basic services to benefit the Haitian people. UEH historically provided quality training for the socioeconomic elite, producing mainly lawyers and economists, as well as physicians, pharmacists, engineers, administrators and accountants, and writers who were the top echelon of the country. In 1981, the UEH had 4099 students, distributed as follows: 26% to the Faculty of !R(1$*(!2&!L)%!*(0)/(4!&+(!S&)&(!?029(*%2&:!$1!I)2&2!20!ETUE!G:!6*(%24(0&1$*21(!V*)0W$2%!-9)72(*H!&+(!%)/(!-029(*%2&:!%:%&(/!L)%!5)77(4!?029(*%2&:!$1!I)2&2J!!Q9(*!&+)&!#(*2$4H!%(9(*)7!$1!2&%!5$/#$0(0&%!+)9(!-04(*3$0(!)0!(X#)0%2$0!$1!&+(2*!5)/#-%(%!$9(*!&+(!:()*%!)%!&+(:!(X#)04(4!&+(!%5$#(!$1!&+(2*!&*)20203J L $ 9:8;0 ! Law and of Economics, 25% at the Faculty of Medicine and Pharmacy, 17% to INAGHEI [Administration and Management], 11% at the Faculty of Science and topography, and a mere 5% to the Faculty of Agronomy and Veterinary Medicine, which are two areas of great importance for a mostlyagricultural country such as Haiti (Library of Congress, 2001). -0$)).%#.+*!/*3,4)&-*$%1*3"&5$(.*0�."*.1,-$(&!%*&%*0$&(&Overall, the deterioration of quality that has taken hold and spread since the 1980s affects all institutions of higher education, whether public or private. There are many systemic problems with the higher education system in Haiti. There are glaring gaps in the domains of governance, research, training, libraries, and curriculum. Some challenges are specific to public universities while others are more applicable to private university establishments. In previous studies of the higher education, other areas of focus have emerged as critical weaknesses. A 2009 presidential commission, the Working Group on Education and Training (GTEF), identified several lacuna in the Haitian academic system. It drew particular attention to the lack of emphasis on academics researchThere is no systematic research programs in the university system, whether basic or applied research and at the State University, budgetary allocations for research are lacking. The research should be an essential function of the university is also neglected in private universities for the same reasons: budget allocation nonexistent or mission of the university insufficiently defined, [and] lack of articulation with the productive sector. Note, however, that some research activities are carried out sporadically in the form of education, applied research or action research fundedmostly by international bodiesÓ (GTEF, 2009, section 3.9)In a similar vein, report by The National Strategy for Action on Education for All (SNAEPT) that guides government action on education in Haiti describes other failures. he document acknowledges several problematic issuesÒThere is clearly a lack of availability of teachers to guide students...None of the institutions has a real university library, [and] textbooks and teaching materials are severely lackingOnlineÉ[resources] are not available to students. It is the Virtual Campus of the AUF (Agence Universitaire de la Francophonie) which makes it possible for the student population of the capital to access such a resource. (MENFP, 2007).Ó80-M�2N'.3$90=$@+F#,(&(3#UEHÕs first decades were characterized by upheaval and tension between the student body and the Duvalier dictatorship, which controlled the university. In response to this, the Constitution of 1987, which was adopted \n
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after the end of the two consecutive Duvalier regimes, granted UEH autonomy and independence. UEHÕs 1987 transitional arrangements, which since 1997 became a de facto legal framework, emphasize participation and democratic representation. This system also mandates that leaders of UEHÕs Central Administration be appointed by election. Though a wellintentioned administrative policy, the most qualified leaders are not always elected and it is unclear whether these elected official are accountable to their supervisors or constituents. According to Gosselin and JeanÕs mission report (2005) on the UEHÕs Faculty of Medicine and Pharmacy and senior management, Òthere are no general standards or detailed guidance for a coherent and harmonious decisionmaking process for student body management, student recruitment and teacher evaluation, curricula quality and relevance, evaluation of teaching units, or institutionÕs organizational structures. This absence is apparent within each institution, between the institutions, and in relation to the institutions and UEHÕs senior management.Other challenges abound in the public sector university system as well. The growth in student enrollment has outpaced the increase in instructors. Between 1981 and 2005, the number of instructors grew from 559 to instructors to 700 (Library of Congress, 2001, MENFP, 2007). During that same period, the number of university students enrolled jumped from 4,099 to an estimated 15,000 (MENJS, 2004). According to Gosselin and Jean (2005), EUHÕs has limited facilities, high attrition rate in the first year, lack of statistical information, and lack of instructorsÕ supervision of students. The faculty consists mainly of lowpaid temporary contractors, who have little contact with students. The instructors are rarely evaluated. The curriculum is often overly theoretical and untested and assessment of student progress is based almost solely on the thesis, which is an uncommon form of evaluation when compared to international counterparts in similar fields. Because the fees are low, many students may take up to ten years to produce the thesis required for graduation with a license P $ 9:8;0 ! S$-*5(Y!B@�V6J!CDDZJ!)"$*+,-#./,'*0-1,-$23*%.1*4!-#./*./*56(!,-#./*7.1*4''8!6$*&6*205(Y!B@�V6J!;(#*20&(4!20![$711H!N)L*(05(J!CDD\J!56(!,-#./*#/*9,#-#:*)"$*;,3*7.1,168![)%+203&$0H!PY!6)*&0(*%+2#!1$*!@4-5)&2$0)7!;(92&)72O)&2$0!20!&+(!"/(*25)%!=6;@"NAH!#J]J&#x-900;,.F&/#$8(.F#,Q./H$@+F#,(&(3#Of the 145 private institutions of higher education whose founding dates are known, only 3 predate 1980, and 10 predate 1986. This reveals the unchecked proliferation of private institutions of higher education (many of which are universities in name only), following the Constitution of 1987. The National Strategy for Action on Education for All (SNAEPT), which guides government action on education in Haiti, concludes that, "regarding the subsector of the Haitian higher education, the most obvious conclusion is that it generally operates outside the law. Without any concern for basic standards of education, institutions of higher education are emerging and calling themselves universitiesÓ (MENFP, 2007, p. 48 S$-*5(Y!B@�V6!^!2*(5&$*)&(!$1!I23+(*!@4-5)&2$0!)04!S52(0&2125!;(%()*5+!=@S;AH!(5(/G(*!CDD\The GTEF reports that lack of government oversight resulted in the proliferation of unaccredited socalled universities across the country: Ò[There] is currently no structure that coordinates the activities of institutions of higher education...This means that today [unregulated] institutions are mushrooming across the country outside of all criteria and requirements and quality standardsÉThe high growth rate of private provision of higher education and university observed over the last fifteen years has facilitated access to a greater number of young !-0$%-5??0:@0$A7;$-5 !95:$-9@-0;$0 : $ R ! people at a level of higher educationÉÓ [However] Òmost training programs in place are poorly designed and their contents usually several years old have not been renewed É in the fields of science and technology...The faculty at this level consists ofÉprofessionalsÉwho work full time in governmentor private organizations. The Law on Civil Service allows an employee to be absent from his post in order to provide a number of lessons in secondary schools and higher educationÉ[a] very small percentage of university instructors at this level (approximately 10%) are holders of a Master. The percentage of faculty with doctorates is even lowerÓ (GTEF, 2009, section 3.9)The unambiguous failings of a large percentage of private university education in Haiti demands singular attention particularly because private universities constitute approximately 90% of the 159 universities in the entire Haitian university system. Overall, the reports and evidence suggest that before the earthquake most universities in Haiti were in abysmal condition. Mainly as a result of the absence of oversight as well as poor investment, most institutions lacked quality libraries, laboratories, and research facilities. Their training programs and curricula were, on the whole, poorly designed and outdate. The vast majority of teachers were poorly paid temporary contractors with a license(the equivalent of a BachelorÕs degree), who were compensated based on the hours of courses taught and frequently absent.0�."*.1,-$(&!%*&%*(0.*$/(."6$(0*!/*(0.*.$"(07,$8.One weakness in particular is common to the entire academic system in Haiti, and that is overcentralization.The greatest liability the Haitian higher education system, even before the earthquake, was its extreme centralization in the capital. Of the 159 institutions of higher education discussed in this report, 139 were almost exclusively located in the metropolitan area of PortPrince and only 20 were located in other departments. Therefore, the January 12th earthquake affected approximately 87% of the HaitiÕs universitiesAlthough the full extent of destruction and damage is still being investigated, INUREDÕs preliminary survey of 32 universities in PortPrince estimates the human impact of the earthquake was approximately 131200 professors and administrators and approximately 2,599 to 6,000 students in public and private institutions (see Table 5)Assessment of the physical damage of the earthquake on the universities surveyed revealed that 28 of the 32 universities were completely destroyed while 4 are severely damaged, indicating a high likelihood that most universities in the capital suffered significant structural damage or were completely reduced to rubble (See Table 5 and Appendix 2). BS $ 9:8;0 ! F)G7(!]J!;(%-7&%!$1!6$%&!@)*&+,-).(!6*(72/20)*:!S-*9(: 8@S!80%&2&-& 2$0% ! !6*$1(%%$*%!)04! "4/202%&*)&$*%! ()&+%! =#*$92%2$0)7! *(%-7&%A ! !S&-4(0&!()&+%! =#*$92%2$0)7! *(%-7&%A! ! )/)3(%! ! ?029(*%2&_!4K`&)&!4KI)a&2 !=?@IA ! CZ ! b\D ! \!V)5-7&_%^S5+$$7%! 4(%&*$:(4H!b!4)/)3(4 ! �)&2$0)7!S5+$$7% ! CE ! bDD ! ]!4(%&*$:(4 ! 6*29)&(!80%&2&-&2$0% ! \b ! E TET ! E]!4(%&*$:(4H!E!4)/)3(4 ! "77!bC!?029(*%2&2(%!S-*9(:(4 ! EbE!=-##(* ! (%&2/)&(!2%!CDDA ! ! CH]TT!= -##(*! (%&2/)&( !2%!UHDDD A ! C\!4(%&*$:(4H!c!4)/)3(4 ! Source: Paul 2010, 8�?;@!%-*9(:J-.)"#,$0123&/.+($A+32Q$@,+2CQ4$=#'#3/$T2+/&/.+(Q$The INURED conducted five focus groups with student survivors, professors and parents. Participants repeatedly referred toseveral common themes. These themes include: historic undeinvestment in higher education, widespread corruption and extortion, negligence, and underlying hope in the power of academic education. ProfessorThe Haitian elite have never invested in the university. ItÕs never been connected to Haitian reality. ProfessThe Haitian university is a mass university, but Haiti was never prepared to transform a mass for economic and social development. Haitian universities have never accepted the Sex for thesis is very common if you want to have your diploma. No sex, no thesis. No money, no Faculty draft thesis for students, who pay H$700 to H$1500. This happens in the school of law ÒI still think that I have to engage in university because it is the ultimate hope for social mobility.Ó =.1'$--$!20!V*(05+!$*!=�'?-!20!d*(:$7!/()0%!7$&&(*:J!F+)&!2%H!%&-4(0&%!4$!0$&!3)20!5*(42&%!G)%(4!$0!/(*2&H!G-&!*)&+(*!G)%(4!$0!&-2&2$0!#):/(0&J \n
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&+$%**&%The earthquake shattered the already cracked university system, resulting in wholesale loss of the nationÕs precious little human capital. Our preliminary reports indicate that in the ƒcole Nationale des Infirmires de PortPrince (School of Nursing)ƒcole Nationale dÕAdministrationFinancire (ENAF) (School of Administration and Finance), UniversitŽ Lumire,and UniversitŽ de PortPrince,among others, buildings crushed entire student populations instantly. The following photographs document damage to these specific institutions. Additional photographic documentation is available on INUREDÕs website at www.inured.org Photograph A. 1.10 FacultŽ de Linguistique AppliquŽe (FLA) (Department of Applied Linguistics State University of Haiti) BD $ 9:8;0 ! Photograph B. 2. ƒcole Nationale des Infirmires et Sages Femmes de PortPrince (School of Nursing in PortPrince) Photograph Cƒcole Nationale SupŽrieure de Technologie (ENST)(National School for Technology !-0$%-5??0:@0$A7;$-5 !95:$-9@-0;$0 : $ BI ! otograph D. 12. ƒcole Nationale dÕAdministration Financire (ENAF) (School of Administration and Finance) Photograph E. 22. AcadŽmie Nationale Diplomatique et Consulaire (ANDC) (National Academy of Diplomatic Studies) BJ $ 9:8;0 ! Photograph F. 34. UniversitŽ Lumre Photograph G3. University Quisqueya !-0$%-5??0:@0$A7;$-5 !95:$-9@-0;$0 : $ BK ! Photograph H. 54. UniversitŽ PortPrince BL $ 9:8;0 ! ;#3+GG#(1&/.+(QThe preceding analysis has highlighted some fundamental weaknesses in HaitiÕs higher education system that was only exacerbated by the earthquake. This section provides an overview of some of the ways that these weaknesses might be overcome. Central to any plan are steps to deal with the special effects of the immediate crisis, but also to build toward a longer term and more strategic set of objectives.Graduating students must receive immediate assistance to complete their remaining requirements so that they can obtain their degrees and begin their careers. This will entail enlisting the assistance of secondary schools and universities in the North America, Europe, Asia, and in other countries in Latin America to create special professorial exchanges and online and distancelearning programs to ensure that students graduate.A high impact investment in improving higher education and research is to foster a hub for electronic libraries and other scholarly resources that can facilitate academic research and advanced training. Connecting Haiti with the vast network of global electronic journals and publications will help students access update academic knowledge and provide research resources and other scholarly resources to facilitate researcfor professionals and scientists.Haiti must professionalize the existing State University of Haiti (UEH) so that professors and students are able to conduct scientific research that informs public policy domestically`. Publicprivate partnerships must be created to link community based organizations, the Haitian Ministry of Education, and established colleges and universitiesa partnership that will help train young Haitian as well as respond to national challenges.The objective is to create a new educational framework for colleges and technical schools that lifts the Haitian educational system to international standards as it builds the stateÕs capacity to maintain and expand the scope of these partnerships.At the legislative level, the problem of governance and standardization of the higher education system must be resolved. In order to control the quality of higher education, the State must designate a body to oversee and regulate the entire system. The system has been long functioning without a legal framework for the regulation and supervision of both UEH and the private higher education sector.Student recruitment must be strengthened, and graduation requirements streamlined for optimal efficiency. The enrollment capacity of higher education institutions should be increased so that they can !-0$%-5??0:@0$A7;$-5 !95:$-9@-0;$0 : $ BO ! absorb a greater proportion of eligible students and produce higher numbers of qualified graduates to meet the countryÕs needs. In addition, the thesis should be required of students in only limited number of degree programs. It is not necessary in most programs and unnecessarily delays the completion of undergraduate studies.Haiti must create a new university founded on the international university model for the production of advanced scientific and professional degrees. The objective is to place Haitian advanced education on the same footing as that of its neighborin Latin America so that Haiti can begin to become economically involved in the knowledge based industries that accelerate economic growth. Progress toward intermediate and long term goals require a strategic reworking of educational prioritiesincreasing ties to global research initiatives, institutes, and recruiting a greater number of fulltime instructors and professors with more advanced academic training (i.e. Ph.D. and M.A. degrees)Rebuilding efforts for higher education should correct for the overconcentration of institutions of higher education in the Department of the est, especially in PortPrince. This centralization is problematic in at least two respects: 1) it favors the development of the Ouest to the detriment of other departments, thus encouraging internal migration to the capital; and 2) it also increases the vulnerability of the system to natural calamities. Higher education needs to be decentralized along with other social services and economic development. BP $ 9:8;0 ! ;#*#,#(3#Qsselin, Roger and Jean, Pierre. 2005. Report of mission conducted from May 22 to June 4, 2005. Available online at: http://solutionshaiti.blogspot.com/2007/11/haitidossieruniversitedetatlettre.html Accessed 8 March Group de Travail sur lÕƒducation et la Formation en Ha•ti (Working Group on Education and Training) (GTEF). 2009. Document de consultation: Faonnons lÕavenir. PortPrince: GTEF. http://www.commissioneducation.ht/images/documentspublics/gtefdocumentconsultationavenir.pdf Accessed 8 March 2010.Library of Congress. 2001. A Country Study: Haiti.Http://lcweb2.loc.gov/frd/cs/httoc.html . Accessed 8 March Ministre de lÕEducation Nationale, de la Jeunesse et des Sports (MENJS). 2004. The development of education: National reportPortPrince: MENJS.http://www.ibe.unesco.org/International/ICE47/English/Natreps/reports/haiti.pdf Accessed 8 March 2010.Ministre de lÕEducation Nationale et de la Formation Professionnelle. . La stratŽgie nationale dÕaction pour lÕŽducation pour tousPortPrince: MENFP. Http://planipolis.iiep.unesco.org/upload/Haiti/Haiti_EFA.pdf Accessed 8 March 2010.Paul, Jackin Jean. 2010. Le systŽme universitaire est en lambeaux. Le Martin. Article repris dans Courrier International, 2 fŽvrier 2010. Disponible en ligne a: http://www.courrierinternational.com/article/2010/02/17/le systemeuniversitaireestlambeaux Accessed 8 March 2010.RFI. 2010Sarkozy gives priority to the reconstruction of the Haitian State,Wednesday, February 17UniversitŽ dÕƒtat dÕHa•ti. 1997.La RŽforme de lÕUniversitŽ dÕƒtat dÕHa•ti. Dispositions Transitoires Relatives ˆ lÕorganisation de lÕadministration centrale del'UniversitŽ d'ƒtat d'Ha•t. PortPrince: UEH.http://www.ueh.edu.ht/admueh/pdf/Dispositions_transitoires.pdf Accessed 8 March 2010.UniversitŽ dÕƒtat dÕHa•ti. 2009. Applicant's Guide to the State University of Haiti. ProgramsFirst Round. PortPrince: UEH Wolff, Lawrence. 2008. Education in Haiti: The Way Forward. Washington, DC: Partnership for Educational Revitalization in the Americas (PREAL). !-0$%-5??0:@0$A7;$-5 !95:$-9@-0;$0 : $ BR ! 5CC#(1.3#Q$$33.%1&9*)=&#x-100;*?@*0ABCD*.EFGH&#x-100;?I&I=&#x-100;&#x-100;F&#x-100;?I=*I*0H&#x-100;*JKLLM $ �86?9% $ U $ :&G# $ &/#$ +*$ A+2(1#1 $ ?+3&/.+($ V1WC&,/#G#(/ X $ ?029(*%2&_!4K`&)&!4KI)a&2 !=*(0)/(4!20!ETUDA ! #*( ' ETDD ! ! EJEJ!V)5-7&_!4K"3*$0$/2(!(&!4(!B_4(520(!e_&_*20)2*(!=V"BeA ! ! Q-(%& ! EJCJ!V)5-7&_!4(!*$2&!(&!4(%!S52(05(%!`5$0$/2,-(%!=VS@A ! ! Q-(%& ! EJb!V) 5-7&_!4(%!S52(05(%!=VSA ! ! Q-(%& ! EJc!V)5-7&_!4(!B_4(520(!(&!4(!6+)*/)52(!=VB6A ! ! Q-(%& ! EJ]!V)5-7&_!4KQ4$0&$7$32(!=VQA ! ! Q-(%& ! EJU!V)5-7&_!4(%!S52(05(%!I-/)20(%!=V"SPIA ! ! Q-(%& ! 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