chapter 1. focus on physical environment 1 haiti: toolkit for long-term reconstruction for all...

Chapter 1. Focus on Physical Environment

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Haiti:

Toolkit for Long-Term

Reconstruction for All

Recovery

A collaboration between GPDD WG on Haiti and IDB

Chapter 4 Education

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• Impact of the earthquake on education• Why do we build back better?• How do we build back better?• How do we ensure the right to education for all? • What’s being done – the IDB and educational

restructuring• Take Action!• Further resources

Outline

An Initiative of the GPDD Working Group on Haiti and the IDB

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• Primary school attendance rate (2003 – 2008): 48% male, 52% female;

• Secondary school attendance rate (2003 – 2008): 18% male, 21% female (UNICEF).

• Country literacy rate: 55% male, 51% female (source: Library of Congress Federal Research Division).

Pre-Earthquake Facts

An Initiative of the GPDD Working Group on Haiti

UN Photo / Sophia Paris

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• Education system structure: approximately 90% of Haiti’s schools are private, rather than state-funded.

• Number of children with disabilities in Haiti: approximately 200,000 (Women’s Refugee Commission).

• Estimated percentage of children with disabilities who do not attend school in nations such as Haiti: 90% (UNESCO).

Pre-Earthquake Facts

An Initiative of the GPDD Working Group on Haiti and the IDB

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• Over 4,000 schools were destroyed (source: IDB);• An estimated 90 per cent of schools in the Port-au-Prince

area – and 40 per cent of schools in the southern port city of Jacmel and other stricken localities – were damaged or destroyed. This could mean that as many as 2 million children were deprived of their right to education. (Khadivi, 2010)

• Immediately after the earthquake the Haitian Ministry of Education and UNICEF set up 150 alternate school tents for earthquake-affected children. (Khadivi, 2010)

Education

An Initiative of the GPDD Working Group on Haiti and the IDB

Impact of the Earthquake on

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• Key targets under Haiti’s Action Plan for Reconstruction and National Development must be met, specifically the implementation of the policy of “education for all”. (Government of Haiti, 2010)

• Focusing upon inclusive education during emergency response efforts “can make a valuable long-term contribution to education, extending beyond the emergency response itself.” (INEE 2009, p. 9)

BETTER? Why do we build back

An Initiative of the GPDD Working Group on Haiti and the IDB

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Article 24 on the UN CRPD states that as a signatory of the convention, Haiti must ensure that:

• Persons with disabilities can access an inclusive, quality and free education on an equal basis with others in their communities;

• Reasonable accommodation of the individual's requirements is provided;

• Persons with disabilities receive the support required, within the general education system, to facilitate their effective education.

Education and the CRPD

An Initiative of the GPDD Working Group on Haiti and the IDB

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• Make temporary and reconstructed schools accessible to children with disabilities.

• Promote inclusive education to mainstream children with disabilities into regular schools and classrooms whenever possible and provide special educational services to address specific learning needs.

• Provide appropriate training and support to teachers to equip them with the skills to address the learning needs of children with disabilities.

Source: Women’s Refugee Commission (2010)

BETTER? How do we build back

An Initiative of the GPDD Working Group on Haiti and the IDB

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How do we ensure the right to

Inclusive education is a process of addressing and responding to the diversity of needs of all learners through inclusive practices in learning, cultures and communities and reducing exclusion within and from education. It involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the regular system to educate all children. (UNESCO, 2006)

education for all?

An Initiative of the GPDD Working Group on Haiti and the IDB

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An Initiative of the GPDD Working Group on Haiti and the IDB

UN Photo Sophia Paris

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Funders, NGOs, Teachers, and Service Providers should examine:

curriculum – does it need some adaptation to be useful and inclusive to all children?

school design/construction – what is helpful about what already exists? What is exclusionary?

teacher training – do teachers have any training? What messages have they received through the training? How well are they prepared to respond to child diversity? What opportunities are there to strengthen their training?

Source: Inter-Agency Network for Education in Emergencies (INEE), (2009).

An Initiative of the GPDD Working Group on Haiti and the IDB

education for all?

How do we ensure the right to

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Funders, NGOs, Teachers, and Service Providers should:understand and incorporate expectations and views of education from parents, children, education officials and teachersinsist upon participation of children and adults in all phases of the programme, with a focus on making education work better for everyone in the community.

(Source: Inter-Agency Network for Education in Emergencies (INEE), 2009. Education in Emergencies: Including Everyone. INEE Pocket Guide to Inclusive Education.)

education for all?

How do we ensure the right to

An Initiative of the GPDD Working Group on Haiti and the IDB

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Ensure and monitor inclusion of children with disabilities;

Raise awareness with children and teachers about children with disabilities;

Advocate for policy environment that regulates inclusive education and mainstreams disability into policy and practice.

An Initiative of the GPDD Working Group on Haiti and the IDB

How do we ensure the right to

education for all?

UN Photo Sofia Paris

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The Inter-American Development Bank has created a 5-year, $200 billion education reform plan as a part of the national education reconstruction efforts.

Source: Inter-American Development Bank, press release, May 15, 2010, http://www.iadb.org/news/detail.cfm?artid=7150&language=En&id=7150

The Inter-American Development Bank

An Initiative of the GPDD Working Group on Haiti and the IDB

and Haiti’s Education Reconstruction

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Under the proposed reform plan, most Haitian schools would become publicly funded (tuition-free) institutions; schools would have to undergo a certification process to verify the number of children served and staff hired; and schools would receive financial support to upgrade their facilities as well as text books and educational materials.

Source: Inter-American Development Bank, press release, May 15, 2010,, http://www.iadb.org/news/detail.cfm?artid=7150&language=En&id=7150

An Initiative of the GPDD Working Group on Haiti and the IDB

The Inter-American Development Bank and Haiti’s Education Reconstruction

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To remain certified, schools would have to meet increasingly stringent standards, including the adoption of a national curriculum, teacher training and facility improvement programs.

Source: Inter-American Development Bank, press release, May 15, 2010, http://www.iadb.org/news/detail.cfm?artid=7150&language=En&id=7150

An Initiative of the GPDD Working Group on Haiti and the IDB

The Inter-American Development Bank and Haiti’s Education Reconstruction

By including disability in Haiti’s plans for educational reform and reconstruction, we can better ensure that all children have access to an appropriate education

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Inclusive education and Haiti’s

An Initiative of the GPDD Working Group on Haiti and the IDB

reconstruction: a new opportunity

UN Photo Sophia Paris

Take Action!

Ensure that within any education project you finance or build, school buildings, toilets, and drinking water facilities are built with all children in mind.

• See Handicap International’s Disability Checklist for Emergency Response for specific guidelines.

18An Initiative of the GPDD Working Group on Haiti and the IDB

Take Action

Take Action!

Consult with, listen to, and include people with disabilities, students, parents, teachers, and the community in every stage of the education reconstruction efforts.

Identify and acknowledge objections or lack of interest in inclusive education, offer reasons for inclusive education, and create solutions to identified barriers;

• See INEE’s Pocket Guide on Inclusive Education in Emergencies for suggestions on how to include the community at various project stages and how to deal with objections, lack of interest, and other common barriers to implementing inclusive education programs.

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Take Action