Development_Philosophy

Johnson BATISME
DPMI PROGRAM
EDUCATION FOR SUSTAINABLE
DEVELOPMENT IN HAITI

JOHNSON BATISME 1
EDUCATION FOR SUSTAINABLE DEVELOPMENT IN HAITI
Contents
DPMI Development Philosophy Statement..................................................................................... 2
Education for Sustainable Development......................................................................................... 3
Education’s influence ...................................................................................................................... 3
Context of Haiti................................................................................................................................ 3
My vision ......................................................................................................................................... 4
Values .............................................................................................................................................. 4
Partners ........................................................................................................................................... 5
What I will do................................................................................................................................... 5
Measuring progress......................................................................................................................... 6
Appendix 1: DPMI DC – ASSIGNMENT 1.......................................................................................... 7
Appendix 2: DPMI DC – ASSIGNMENT 2........................................................................................ 10
References..................................................................................................................................... 11

JOHNSON BATISME 2
DPMI Development Philosophy Statement
All certificate candidates must submit a comprehensive summary of their development
philosophy. You statement may address such questions as the following:
 What vision do I hold for the future that I wish to help create?
 What values guide my vision? You may wish to comment on the legal, moral or
ethical basis of your vision.
 What must I do to achieve my vision?
 With whom will I partner?
 How will I measure progress in achieving my vision? [In other words, discuss the
standards, criteria or benchmarks will you will apply to hold yourself accountable
for achieving your development vision.]

JOHNSON BATISME 3
Education for Sustainable Development
UNESCO
Education for Sustainable Development allows every human being to acquire the
knowledge, skills, attitudes and values necessary to shape a sustainable future.
Education for Sustainable Development means including key sustainable development
issues into teaching and learning; for example, climate change, disaster risk reduction,
biodiversity, poverty reduction, and sustainable consumption. It also requires participatory
teaching and learning methods that motivate and empower learners to change their
behavior and take action for sustainable development. Education for Sustainable
Development consequently promotes competencies like critical thinking, imagining future
scenarios and making decisions in a collaborative way.
Education for Sustainable Development requires far-reaching changes in the way education
is often practiced today.
Education’s influence
Education directly affects sustainable development in the following three areas:
1) Implementation. An educated citizenry is vital to implementing informed and
sustainable development. Nations with high illiteracy rates and unskilled
workforces have fewer development options. For the most part, these nations are
forced to buy energy and manufactured goods on the international market with hard
currency. An educated workforce is key to moving beyond an extractive and
agricultural economy.
2) Decision making. Good community-based decisions - which will affect social,
economic, and environmental well-being - also depend on educated citizens.
Development options, especially "greener" development options, expand as
education increases. For example, a community with an abundance of skilled labor
and technically trained people can persuade a corporation to locate a new
information-technology and software-development facility nearby.
3) Quality of life. Education is also central to improving quality of life. Education
raises the economic status of families; it improves life conditions, lowers infant
mortality, and improves the educational attainment of the next generation, thereby
raising the next generation's chances for economic and social well-being. Improved
education holds both individual and national implications.
Context of Haiti
On January 12, 2010, a devastating earthquake with a magnitude of 7.3 struck Haiti, killing
more than 160,000 and displacing close to 1.5 million people, destroying many private or
public institutions. Five years after the devastating 2010 earthquake, Haiti has transitioned
to a period of long-term development. With the help of the international community, Haiti
has made significant advances.

JOHNSON BATISME 4
Access to quality education remains key to Haiti’s social and economic development. The
current state of education in Haiti, however, is not sufficient for the task. Surveys
conducted by the UNDP indicate that Haitians who are 25 years and older received on
average only 4.9 years of education and only 29 percent attended secondary school. These
statistics show that a generation of Haitian youth is at risk for not having the necessary
knowledge and basic skills to succeed in the labor force and contribute to the continued
development of the country. Most schools in Haiti have minimal government support, lack
qualified instructors, and are relatively expensive. More than 80 percent of primary schools
are privately managed by nongovernmental organizations, churches, communities, and for-
profit operators, with minimal government oversight. School expenses are often a
significant financial burden for low income families. Half of public sector teachers in Haiti
lack basic qualifications and almost 80 percent of teachers have not received any pre-
service training.
My vision
Education remains one of the most powerful and proven vehicles for sustainable
development. And quality education is one of 17 Global Goals that make up the 2030
Agenda for Sustainable Development. Obtaining a quality education is the foundation to
improving people’s lives and sustainable development.
(Investing in people, if done right . . . provides the firmest foundation for lasting
development).
World Bank, World Devetopment Report, 1991
The long term vision of Haiti's development is the rebuilding of the Haitian nation
transforming the disaster of January 12, 2010 into an opportunity for Haiti to become a
developing country by 2030. This rebuilding of Haiti requires above all quality education.
My vision to get this goal achieved in 2030 is to bring together all stakeholders (nationals
and internationals) to develop effective and sustainable education systems, mobilize
technical and financial resources, and ensure that those resources are coordinated and used
efficiently. The mobilization of all stakeholders is vital to achieve the education
development goals and ensure that all children have access to a quality education. Based
on the Global Development Policy (USAID, 2010), I will strive to help increase the
capacity of our partners by investing in systemic solutions for service delivery, public
administration and other government functions where sufficient capacity exists; a focus on
sustainability and public sector capacity will be central to how I will work to enhance
Haiti's capacity to improve results in basic education in access, equity, quality, and stronger
and inclusive education systems.
Values
 Inclusive Partnerships as an effective means of achieving development results.
 Local Systems engagement in order to foster country ownership.

JOHNSON BATISME 5
 Education is a human right and an enabler of other rights.
 Mutual accountability and increased transparency to one another, our partners,
donors and the people we serve.
 Resources focused on equity, inclusion, and the most vulnerable.
 Targets aligned with the real needs of beneficiaries – creation of opportunities for
positive change
Partners
Partners have to demonstrate leadership by driving progress in the areas of our strategic
objectives. And to contribute to particular outcomes and actions that are aligned to
Sustainable Development Goals (SDGs): Goal 4 – quality education. We call on the
following partners to actively engage and collaborate with us to execute Haiti’s education
plan.
 Ministry of Education in Haiti (MENFP);
 Ministry of Planning and International Cooperation (MPCE);
 US Agency for International Development (USAID);
 United Nations Educational, Scientific and Cultural Organization (UNESCO);
 United Nations Development Programme (UNDP);
 United Nations Children’s Fund (UNICEF);
 Other bilateral or multilateral organizations
 Private sector interested in supporting education
 “Ecole Normale Supérieure”;
 Association of private schools;
 Parents organizations;
 Teacher organizations;
 Students;
 Other Civil society organizations working in the education sector;
What I will do
Within my role as education program manager, I have quickly come to understand that
transformation happens through building capacity in others (Grabove et al., 2012;
Hargrove, 2008). What I will do is to:
 Promote collaboration in the education sector by providing Haiti unique expertise
and guidance to achieve their education goals.
 Support Haiti to develop and implement credible education plans that are
sustainable and country-led.
 Provide predictable financing based on needs.
 Ensure that education aid is better coordinated, more effective and aligned with
Haiti’s budget.
 Support the development of improved education metrics.
 Provide a platform to share lessons learned and knowledge on education policy and
practice across the partnership (lessons learned about why projects succeed).

JOHNSON BATISME 6
I believe that educational developers possess the extraordinary capacity, and facilitative
leadership skills necessary to bring people together to engage in authentic, meaningful and
productive conversations about enhancing teaching and learning in higher education.
Through my educational development, management, leadership, and teaching experiences,
I have also become grounded in a fundamental commitment that we are all concerned about
education improvement. I have been committed to ensuring sustained faculty engagement
in curriculum development processes. I am working closely with local universities such as:
Quisqueya University, University of Notre-Dame of Haiti, to improve and ensure quality
in our educational environments.
Quality enhancement in higher education requires sustained approaches to leadership –
leadership that is able to listen and adapt to the ever-changing and evolving contexts of
teaching and learning in higher education, as well as to engage and empower individuals
and communities to work towards a common goal of inspiring student learning.
Measuring progress
Experience since 2000 has underlined that schooling doesn’t necessarily produce learning.
Future education goals should incorporate meaningful and realistic learning objectives. In
order for education to support social, economic and development outcomes in the 21st
century, higher levels of learning will be needed – the kind of competencies and higher
order thinking skills that are achieved only through quality secondary education.
I will retain a focus on access and equity while emphasizing the quality of learning from
early childhood through primary and secondary education in order to measure progress in
achieving my vision. With my partners, I will develop a collaborative method for
measuring progress. As OECD (Organization for Economic Co-operation and
Development) did, our partners and I will contribute to the definition of learning goals and
targets, based on the experience of the Programme for International Student Assessment
(PISA).
PISA provides the most comprehensive and rigorous international assessment of learning
outcomes (primarily in mathematics, reading and science) in education. It assesses
cumulative learning from early childhood through primary and secondary schooling and it
addresses both cognitive and non-cognitive learning outcomes. In keeping with these
common interests, the scope and nature of the PISA instruments are developed by leading
experts in the participating countries. Moreover, part of the value for participating countries
in PISA has been shown to lie in the policy insights gleaned from comparative analysis.
PISA is unique because it develops tests which are not directly linked to the school
curriculum. The tests are designed to assess to what extent students at the end of
compulsory education, can apply their knowledge to real-life situations and be equipped
for full participation in society. The information collected through background
questionnaires also provides context which can help analysts interpret the results.

JOHNSON BATISME 7
Appendix 1: DPMI DC – ASSIGNMENT 1
List of 10 key ideas that you will try to keep in mind as you analyze challenges facing
the poor and plan solution strategies to address these challenges.
1- Poor do not have access to food and health
Strategy: Address food insecurity and nutrition-related health problems more
effectively through a National Program. Using this program as a vehicle for
addressing food insecurity and for improving both family budgeting and eating
habits.
Readings: Poverty Reduction Strategies for the US / August 2008 Mary Jo Bane,
Harvard Kennedy School
2- Absence of a strategic plan which provides an over-arching framework to guide
public action to eradicate poverty
Strategy: Prepare a strategic plan through a consultative process involving central
and local Government, Parliament, Donors and Civil Society. This plan can only
be accomplished by a portfolio of policies and programs tailored to specific aspects
of the problem.
Readings: Uganda: Poverty Reduction Strategy Paper / 2005 International
Monetary Fund
3- Public resources are used inefficiently and non-transparently
Strategy: Reduce corruption and increase accountability in the use of resources to
improve the allocation of public resources by giving high priority to the actions
identified in the strategic plan and reducing the proliferation of uncoordinated
initiatives.
Readings: Poor Economics: A Radical Rethinking of the Way to Fight Global
Poverty by Abhijit Vinayak Banerjee and Esther Duflo
4- Presence of income inequality
Strategy: Intensify focus on agricultural production and increase agricultural
production and incomes, especially for poor rural households by providing
infrastructure, access to assets, access to financial services (microcredit), etc…
Readings: Challenges Facing the Developing Countries

JOHNSON BATISME 8
5- Education is inaccessible, poor and inadequate
Strategy: adopt a national approach to human resource development that is based
on the manpower requirements of the national growth path.
Monetary Fund
6- Poor project Management
Strategy: Implement a project organizational culture to ensure that projects are
consistent with overall priorities mentioned in the strategic plan and to manage
effectively complex projects in various environments, manage stakeholder
expectations and take full responsibility for the delivery of project objectives.
Monetary Fund
7- Population Growth - Population tends to increase at more rapid rates
Strategy: Provide universal access to safe and effective contraceptive options for
both sexes. Convince leaders to commit to stabilizing population growth through
the exercise of human rights and human development.
Readings: Nine Population Strategies to Stop Short of 9 Billion by World watch
Institute
8- Unemployment
Strategy: Encouraging private investment to create jobs
9- Inefficient use of human resource management in the public sector
Strategy: Develop a strategy based on four components: performance
management, capacity enhancement, public sector remuneration, and efficiency
and cost control.
Monetary Fund
10- Centralization of the power
Strategy: Increase local autonomy while strengthening upwards and downwards
accountability, so that the autonomy is used to meet the needs of the population.

JOHNSON BATISME 9
Government will expedite the process of restructuring Local Governments in order
to produce structures which are affordable appropriate and responsive to needs of
the population.
Monetary Fund

JOHNSON BATISME 10
Appendix 2: DPMI DC – ASSIGNMENT 2
Please prepare a brief description of a situation where a behavior change (for any
type of actor—individual, familiar or institutional) is a desired outcome. The situation
you describe should involve a behavior change at the community, regional or national
levels and may be one you have studied in a class, read about, or have personally lived.
One or more of these situations may be used as case studies to apply the frameworks,
theories and models discussed during your DPMI session.
Feeding from Maissade and Dessalines, Haiti
Behavioral Analysis
Current Practices
 73.7 % of 6-9 month-olds are given # correct feedings (logical because 1-2 feedings
is already correct).
 28.9% of 9-12 month-olds given # correct feedings.
 31.6% 12-24 month-olds given # correct feedings.
 The periods of largest growth faltering in children 6-24 months are 6-9 months of
age, and 12-24 months.
Key Determinants (Barriers/Motivations)
 Snacks are not considered as a food, not considered as something important for a
child.
 At 9 months people leave their children more often with other caretakers, as snacks
are not important often not leaving anything to eat.
 Children are not fed after 4-5 o’ clock to prevent bloating.
 Almost no recipes for special baby foods exist.
 After 12 months a child is considered an adult and should eat what adults eat.
 There is no knowledge at all about the feeding needs of children, the same for
medical staff.
 A mentioned barrier was “no money/time for cooking twice/3 times a day” (cost of
charcoal/time).

JOHNSON BATISME 11
References
 OECD (2010), PISA 2009 (5 volumes), OECD Publishing.
 The OECD’s contribution on education to the post-2015 framework: PISA for
development.
 http://www.oecd.org/pisa/aboutpisa/
 Local systems: a framework for supporting sustained development (USAID, April
2014).
 Mind, society, and behavior (World Bank)
 https://dpmi15dc.wiki.zoho.com/
 http://www.esdtoolkit.org/discussion/default.htm
 The Millennium Development Goals Report 2014
 http://www.undp.org/content/undp/en/home/mdgoverview/

Development_Philosophy

Recomendados

Recomendados

Más contenido relacionado

La actualidad más candente

La actualidad más candente (20)

Destacado

Destacado (20)

Similar a Development_Philosophy

Similar a Development_Philosophy (20)

Development_Philosophy