1. 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

2. 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).

3. 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

4. 2. Public spending is very low …
Source: Latest available estimates 2000 through 2006. Haiti: MENFP, 2007; Other countries: CEPAL
2007, UNESCO 2010.

5. … 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

6. 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.

7. 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.

8. … and infrastructure is poor
In urban …
… and rural areas

9. After the Earthquake 85% of Schools are Destroyed or
Damaged in Affected Areas:
Primary and Secondary School Infrastructure:
PDNA report March 12, 2010

10. 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.

11. 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

12. 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)

13. Turgeau‐ The Right to Dream, June 2010

14. Turgeau: December 2009

16. GUDU-GUDU
35 “

18. Our Alma Mater

19. 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

20. WHAT SHOULD WE DO?

21. WITHOUT NOTHING, FROM
SCRATCH
NO BUILDINGS
NO CLASSROOMS
NO LABORATORIES
HOMELESS FACULTIES DISPERSED IN THE
COUNTRY
STAFF IN DESPAIR
FINANCIAL BANKRUPT

23. 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

24. The School of Medicine

25. Learning by Serving

27. FROM CLINIC TO CHILDREN

29. We Need to Structure

30. I. OPTIMIZE THE USE OF IT: OUR FIRST « DIGITAL »TENT

31. II. EVERY STUDENT IS A VOLUNTEER

32. 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.

33. WHAT SHOULD WE INVESTIGATE?

34. 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

35. 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?

36. 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

37. 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

38. 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”

39. 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?

40. 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?

41. 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