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IAU IVth GLOBAL MEETING OF ASSOCIATION OF UNIVERSITIES ON 
      INTERNATIONALIZATION OF HIGHER EDUCATION: NEW 
                 PLAYERS, NEW APPROACHES


                   THE RIGHT TO DREAM

                        A Case Study


                   Prof Jacky LUMARQUE
                            Rector
             Université Quisqueya‐ Port‐au‐Prince
Some disturbing indicators!
800 children are born each day in Haiti
•   570 will enroll in primary school
•   Of those 467 (82%)will be in private schools based on 
    tuition paid by parents
•   157 out of the 570 will achieve elementary school
•   70 will complete high school
•   7 will make it to college
•   Between 5 and 6 out of the 7 college graduates will 
    leave the country (especially for USA and Canada).
1. Access to education is low ….
         Primary and Secondary Net Enrollment Rates




Source: Haiti data based on the 2002/2003 school census. Other data from the UNESCO Global Monitoring Report. and 
World Bank World Education Database
2. Public spending is very low …




    Source: Latest available estimates 2000 through 2006.  Haiti: MENFP, 2007; Other countries: CEPAL 
    2007, UNESCO 2010.
… and private spending is among the
highest in the world
 Share of Private Spending as a % of Total Education Expenditure



0%                                              50%                        100%


             Ghana
           Venezuel           Indonesia                 Uganda     Haiti
           a                                             Peru
3. Education tends to be non public




  Public and Non‐Public Primary Enrollment                          Public and Non‐Public Secondary Enrollment




Sources: Haiti: 2002/2003 School Census; Latin America and Nicaragua: UNESCO Global Monitoring Report; Honduras: 
Secretaría de Educación. 
4. Quality is low
      Teachers lack training…




               Trained Teachers in Primary Education as a Proportion of Total Teachers


Source: Haiti School Census 2002/2003; World Bank Education Database 2008; EFA 2009. The LAC indicator is the median.
… and infrastructure is poor
   In urban …




… and rural areas
After the Earthquake 85% of Schools are Destroyed or 
Damaged in Affected Areas:
 Primary and Secondary School Infrastructure:




            PDNA report March 12, 2010
NER has Decreased as a Result of the 
Earthquake:




    Source:  Calculation s based on UNICEF Assessment of Schools; EMMUS 2008; PDNA Report 12 
    March 2010; MENFP 2010.
Université Quisqueya (UniQ)
 Non profit  private university created in 1990
 Partnership between business sector and 
 Academia
 Recognition of “public interest” by Executive 
 Order 
 2,000 students/ 300 faculties
 Six Schools:
   Education 
   Medicine
   Science, Engineering and Architecture  
   Economics/Business Administration  
   Agriculture and Environment 
PROGRAMS
36 undergraduate  programs (BS and Certificates)
8 master’s degree programs:
  Public Health (Cornell University; van der bilt‐USA)
  Ecotoxicology/Environment (INSA‐Lyon)
  Urban Planning (UQAM‐Montreal)
  Education (Paris 12‐France)
  Audit/Accounting (Paris 12/ Université de Rennes‐France)
  Water Management (AUF)
  Economy (AUF)
  Journalism (CFPJ, Paris)
Turgeau‐ The Right to Dream, June 2010
Turgeau: December 2009
GUDU-GUDU
   35 “
Our Alma Mater
OUR COUNTRY
250,000 houses destroyed or damaged
80 % of universities buildings destroyed or damaged
More than 4,000 students dead
Hundreds of teachers and staff dead
Thousands of teachers having lost every thing (house, 
equipment and furniture, computers, books)
Hundreds of thousands of families ruined and not 
able to pay school fees for their children
Teachers and staff completely demoralized 
WHAT SHOULD WE DO?
WITHOUT NOTHING, FROM 
SCRATCH
 NO BUILDINGS 
 NO CLASSROOMS
 NO LABORATORIES
 HOMELESS FACULTIES DISPERSED IN THE 
 COUNTRY  
 STAFF IN DESPAIR
 FINANCIAL BANKRUPT
CARE
Phase I: Mobilization
Mobilize the University (faculty members and 
students) through a Machinery of Voluntary 
Service
With no buildings (Turgeau destroyed, Bicentenaire 
occupied by Gi’s and Cite L’Eternel), no teaching 
possible
Components of the Voluntary Service:
  Hospital installed in the Parking  (Specialization in Post Opt, 
  students of the School of Medicine coached by our Faculties 
  and a medical team from St Elisabeth University (Slovakia))
  Mobile Clinic attending people in the Turgeau 
  Neighborhood) 
  Intervention in the refugees camps: Psycho social assistance, 
  Adult Education, Basic Education, Public Health, Training of 
The School of Medicine
Learning by Serving
FROM CLINIC TO CHILDREN 
We Need to Structure
I. OPTIMIZE THE USE OF IT: OUR FIRST « DIGITAL »TENT
II. EVERY STUDENT IS A VOLUNTEER
CAN WE LEARN IN (FROM) THE STREET?

             OUR STRATEGY: THREE STEPS
I. Crash  Course: Concepts, Methods, Tools 

II. Deployment :  Groups of 5 to 10 students to the camps; 1 
professor coaching. 

III. Meeting in “classroom”: 
  Draw the lessons from experience
  Improving tools
  Forging new concepts
  Institutionalizing informal knowledge. 
WHAT SHOULD WE INVESTIGATE?
THE DIFFICULTY TO BE PERTINENT
 In 387 BC Platon  created the  Academia in Athens (the 
 first university in the world,  closed in 529 by Justinien)
 School is among the structures  most resistant to change 
 (Principle of inertia, Newton)
 2000 years after, what is the result?
 Failure of the traditional models?
 How does the didactic transposition influence the content 
 of teaching? What is the distance between what we teach 
 and reality?
 The market dynamics of  scientific research: a Pattern of 
 Redundancy, Generalities, and Repetitions 
 As this leads to the loss of meaning and irrelevance
QUESTIONS..
(WHAT) CAN WE LEARN FROM THE STREETS?

(WHAT) CAN WE TEACH IN THE STREETS?

WHAT DO WE REALLY TEACH?

HOW DO TAKE BIRTH THE QUESTIONS WE 
INTRODUCT IN OUR SCIENTIFIC RESEARCH AGENDA?
WHAT IS THE PERTINENCE FOR HUMANITY OF 
WHAT WE TEACH AND WHAT WE INVESTIGATE?
WHAT WE LEARNED FROM THAT EXPERIENCE 

Concentrate oneself on DOING things and being 
USEFUL to the Community: the best therapy for 
oneself recovery
The true reason for living is collective : Give first do 
not ask: What’s for me?
The coming on the scene of new actors: NGOs, 
community leaders, international humanitarian 
volunteers, the beneficiaries themselves imply a new 
role for the teacher:
       Learn and investigate from a life situation
      Being a Facilitator of the Knowledge Process
SOME ASPECTS OF THE NEW 
CHALLENGES
 Rebuilding Infrastructures
     Access
     Quality
     Efficiency
     Good Governance
 Education: Primary responsibility of Government
 Connect the University to the rest of the Educational 
 Sector
 BUT THE REBUILDING IS HUMAN
SOME ASPECTS OF THE NEW 
CHALLENGES (External)
 The “Cut and Paste” Development Model: The roles of 
 ICRH, Ngos, Private Sector in front of a Weak State

 THE FALLACY OF HUMANITARIAN AID:
                  “FOR HAITI”
 MAY MEAN:
                “ABOUT HAITI”
WHAT DO (CAN)WE EXPECT FROM THE 
NETWORK OF UNIVERSITIES AND ASSOCIATIONS?

 AS A CONSEQUENCE OF MANY DISCUSSIONS, 
 WORKSHOPS, ROUNDTABLES, CONFERENCES, HAITI IS 
 ABOUT TO ESTABLISH 
   A NEW MINISTRY IN CHARGE OF HIGHER EDUCATION, 
   RESEARCH AND INNOVATION
   A NEW CONFERENCE OF RECTORS AND PRESIDENTS OF 
   UNIVERSITIES

 BEYOND THE COMMON TASKS: ACCREDITATION, 
 EVALUATION, QUALITY ASSURANCE ETC.
 WHAT SPECIFIC CHALLENGES THE HAITIAN UNIVERSITY 
 SYSTEM IS FACING?
A NEW PARADIGM 
               FOR HIGHER EDUCATION?
THE CONCEPT OF SOCIAL RESPONSIBILITY OF UNIVERSITY 
THE SYMMETRY OF SOCIAL CORPORATE RESPONSIBILITY

THE ANSWER OF A 70 YEARS OLD HAITIAN PEASANT : A POSSIBLE INSPIRATION

“If I had to go back to school, the school should be a place where I can learn
    To practice solidarity
    To love my country
    To practice the respect for life, for human dignity and for our environment
    To discover  and love the history and the cultural heritage of my country
    To solve problems and be able to learn by myself from the school of life 
    To be creative and to generate wealth
    To learn many languages to be able to understand and communicate with many brothers 
    and sisters in the planet
    To be a good father, a good husband, a good brother and a good citizen of great moral 
    integrity”
                      A QUESTION FOR ALL OF US, IN HAITI
Which schools, which universities teach or investigate those issues?
WHAT CAN 
 THE ASSOCIATIONS BRING TO US?
A COLLECTIVE PLACE FOR CRITICAL THINKING
 Intellectual challenge to raise non‐traditional issues
 Propulsion of innovative thinking
 Promotion of cultural diversity 

 AN EFFORT  
 To break the traditional divide of knowledge and 
 teaching
 To facilitate cross‐disciplinary research projects
GMA IV_Lumarque

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