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 RatesSource: 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 thehighest in the world Share of Private Spending as a % of Total Education Expenditure0% 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 EnrollmentSources: 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 TeachersSource: 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
PROGRAMS36 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 COUNTRY250,000 houses destroyed or damaged80 % of universities buildings destroyed or damagedMore than 4,000 students deadHundreds of teachers and staff deadThousands 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 childrenTeachers 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
CAREPhase I: MobilizationMobilize the University (faculty members and students) through a Machinery of Voluntary ServiceWith no buildings (Turgeau destroyed, Bicentenaire occupied by Gi’s and Cite L’Eternel), no teaching possibleComponents 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 STEPSI. 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 recoveryThe 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 RESPONSIBILITYTHE 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 HAITIWhich 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