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United Nations Department of Economic and Social Affairs Sustainable Development

Rebuilding Education in Haiti

Chilean International Cooperation Agency
#SDGAction40061
Description
Description
The main objective of this partnership is to help the reconstruction of the primary school "Republic of Chile," where 584 girls study. This is one of the few public schools in Haiti, a country in which about half of the population is illiterate. The school was severely damaged after the earthquake that struck the country in 2010, and since then girls from preschool through ninth grade were relocated to other educational establishments in Port au Prince. The new school will have a better infrastructure, based on Chilean seismic standards, to provide a safe environment for the students. It will also include improvements based on suggestions made by the girls, according to their needs and vision for the new facility.During a second stage, the project will focus on improving the quality of the education provided at the "Republic of Chile" school, creating a replicable model for other similar establishments in Haiti (particularly for female students at the pre-school and primary school levels).The partnership will contribute to the sustainable development of Haiti, a small island developing State, by contributing to the improvement of its educational model.
Implementation of the Project/Activity

This partnership will be achieved through:--Consultations with the local community and the students regarding the design of the new school, as well as the educational model--Technical assistance for the design of the new school and supervision of construction (Catholic University and Komatsu Cummins through a corporate volunteer program)--Physical construction (private company)--Technical assistance for improvement of the educational model (next stage)--Public-private financing for project activities

Capacity

Please see above

Governed

This project will be conducted through a strategic alliance between civil society (America Solidaria), private sector (Komatsu Cummins), and the governments of Haiti and Chile, with technical assistance provided by the Pontificia Universidad Catolica de Chile. There is a Board, Executive Committee and a Project Director, as well as a Technical Coordinator, Social Coordinator and a Fundraising/Communications Coordinator.

Partners
Chilean International Cooperation Agency
Government of Haiti (Education Ministry)
Komatsu Cummins (private company)
America Solidaria (NGO)
Pontificia Universidad Católica de Chile (private Chilean University)

Goal 4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Goal 4

4.1

By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

4.1.1

Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

4.1.2

Completion rate (primary education, lower secondary education, upper secondary education)

4.2

By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

4.2.1

Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

4.2.2

Participation rate in organized learning (one year before the official primary entry age), by sex

4.3

By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

4.3.1

Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

4.4

By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

4.4.1

Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

4.5

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
4.5.1

Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

4.6

By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

4.6.1

Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

4.7

By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

4.7.1

Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment

4.a

Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

4.a.1

Proportion of schools offering basic services, by type of service

4.b

By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
4.b.1

Volume of official development assistance flows for scholarships by sector and type of study

4.c

By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States

4.c.1

Proportion of teachers with the minimum required qualifications, by education level

New physical structure for school
Improved educational model for school
Financing (in USD)
public-private partnership for funding project activities (USD$2.8 million)
In-kind contribution
volunteers and technical assistance provided by Komatsu Cummins and Catholic University
No progress reports have been submitted. Please sign in and click here to submit one.
False
Action Network
Small Island Developing States
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Timeline
01 January 1970 (date of completion)
Entity
AGCI
SDGs
4
Region
  1. Europe
More information
Countries
Haiti
Haiti
Contact Information

Rogelio Rubiño, Country Coordinator, Chilean International Cooperation Agency

rrubino@agci.cl