The Challenge for Haitian Higher

Education:
A post-earthquake assessment of higher education
institutions in the Port-au-Prince metropolitan area

Interuniversity Institute for Research and Development (INURED)
March 2010

INURED
Rue Eucalyptus n*8
Delmas 83
Port-au-Prince, Haiti
TEL +509 2249 4996
FAX +509 2513 1499
E + info@inured.org

ABOUT INURED

The Interuniversity Institute for Research and Development (INURED) is a research and higher
education establishment based in Port-au-Prince, Haiti. INURED's mission is the development of top
quality research and scientific training with the aim of improving the socioeconomic and political
conditions of Haiti's people. As a "think and do" tank, INURED's collaborative research and problem-
solving model applies powerful data analysis, multidisciplinary research and evaluation techniques,
and a policy-driven perspective to address a wide range of issues facing Haiti.

ABOUT THIS REPORT

This study uses content analysis of historically produced documents on the state of higher education
in Haiti. It integrates focus groups, individual interviews, and photographic reports produced by the
Haitian Education and Leadership Program (HELP). Data from focus groups were transcribed and
analyzed for content and meaning. Content and survey analysis has been integrated into the overall
methodology to generate a framework that reveals the underlying factors that shape the nation's
higher education system.

Table of Contents

PREFACE TO THE REPORT ............................................................................................................................................ 1

EXECUTIVE SUM M ARY .................................................................................................................................................... 2

HIGHER EDUCATION IN HAITI ..................................................................................................................................... 4

ORGANIZATIONAL STRUCTURE OF HIGHER EDUCATION IN HAITI.................... ....... ..............................5...
HISTORY OF HIGHER EDUCATION IN HAITI ................................. .................................................................................. 5

CHALLENGES OF PUBLIC AND PRIVATE HIGHER EDUCATION IN HAITI.................................. .......................... 6
UEH/Public IES Governance ................................................................................................................................ ...................... 6

Private University Governance............................................................................................................................ ...................... 8

HIGHER EDUCATION IN THE AFTERM ATH OF THE EARTHQUAKE..................... .............................................9...
Higher Education Focus Groups: Select Quotations ............................................................. ..................................... 10

Photographic Docum entation .................................................................................................................................................... 11

RECOM M ENDATIONS ................................................................................................................................................... 16

REFERENCES ................................................................................................................................................................... 18

APPENDICES .................................................................................................................................................................... 19
APPENDIX 1. LIST OF HIGHER EDUCATION INSTITUTIONS IN HAITI (2008)....................................... .......................... 19

APPENDIX 2. FACTS ABOUT THE STATE UNIVERSITY OF HAITI (UEH)............................................................................... 23
APPENDIX 3. THE IMPACT OF THE EARTHQUAKE ON 32 PUBLIC AND PRIVATE UNIVERSITIES FROM PRELIMINARY

SURVEYS BY INURED IN THE PORT-AU-PRINCE METROPOLITAN AREA................................................... .......................... 24

Preface to the Report

This report is the first post-earthquake assessment of higher education in Haiti. "The Challenge for Haitian
Higher Education: A post-earthquake assessment of higher education institutions in the Port-au-Prince
metropolitan area" is a product of the Interuniversity Institute for Research and Development (INURED) in
partnership with Haitian Education and Leadership Program (HELP), under the direction of Professor Ragas
Nang-Yad of INURED and Quisqueya University (in Haiti). Scholars from the University of Campinas (Brazil),
Federal University of Rio de Janeiro (Brazil), the University of Miami (USA), and the Interuniversity Institute
for Research and Development (INURED) (Haiti) all contributed to this report.

The goal of this study is to contribute to a national and international dialogue and to recommend solutions to the
higher education challenges facing the nation. We identify deficiencies of the current system that obstruct high
student enrollment and high-quality research in Haitian universities. These challenges include the high
concentration of universities in the capital, the lack of an effective overarching governing body to regulate
university accreditation, low investment in scientific research and training, as well as inefficiencies in university
administration.

The report documents the condition of the higher education institutions after the January 12th earthquake that
leveled most of the major institutions in the Port-au-Prince metropolitan area. It cannot be overemphasized that
higher education be a priority for Haiti's rebuilding strategy. Haiti has one of the youngest populations and there
is a critical need for young, skilled professionals to rebuild Haiti in the years and decades ahead. As we redefine
Haitian society, we must reform higher education institutions and protect them from the politicization that has
hindered scientific inquiry and effective collaboration between these institutions in Haiti.

The nation has suffered an irreparable loss of heritage and human capital. Many universities will likely never be
rebuilt. The need for additional studies of the impact and implications of this disaster cannot be overstated. The
recommendations of this report urge decision-makers and donors to consider short and longer-term investments
that reflect the urgency of higher education as a tool to create leadership for Haiti's future on par with other
priority areas including agriculture, health, and economic development. Strategic investment with smart policy
reform in the higher education system will ensure Haiti's longer-term recovery and development goals.

Louis Herns Marcelin, Ph.D.

Chancellor, Interuniversity Institute for Research and Development

THE CHALLENGE FOR HATIAN HIGHER EDUCATION

Executive Summary

On January 12, 2010, a 7.0 magnitude earthquake shook southwestern Haiti and leveled much of the capital city,
Port-au-Prince. As a result, 87% of Haiti's higher education institutions were impaired or completely
demolished. Investment in higher education, in this immediate aftermath of the disaster, will be critical to the
long term development and rebuilding of Haiti's future.

Fundamental institutional challenges plagued the vast array of public and private universities even prior to the
earthquake and include:
i) Absence of overarching governance and regulation,

ii) Overconcentration in and around the capital city,

iii) Lack of research priorities and funding,

iv) Minimal faculty training,

v) Insufficient libraries and outdated curriculum.

Ninety percent (90%) of the higher education system consists of private universities of which most are
entirely unregulated, contributing to the poor quality of higher education. The problem of governance and
regulation is the most striking because it has led to the general deterioration of academic research and education
in Haiti over the last three decades.

Eighty percent (87%) of Haiti's universities are located in the affected region of Haiti within or in close
proximity to Port-au-Prince. As a result, physical damage has been significant for a majority of the institutions.
The problem of overconcentration has played a decisive role in the national academic system's vulnerability in
the recent earthquake. Of the 32 major universities surveyed in INURED's preliminary study, 28 were
completely destroyed and the rest seriously damaged.

A large segment of Haiti's emerging skilled professionals were killed. Estimates of deaths are largely
imprecise, however, of the sample universities surveyed, between 120 to 200 professors and administrators and
2,599 to 6,000 students may have perished as a result of the earthquake. Along with universities, many
government buildings collapsed and killed many officials from the public sector.

An uncalculated number of professors, professionals and students have fled Haiti after the earthquake,
contributing to the brain-drain of a critically needed people for the country. Most of the fellowships and
scholarships granted to Haiti will compound the emigration of Haitian scholars to foreign countries. As result,
the challenge of building a new Haiti remains problematic. The solution for building Haitian competence must
be built from the ground and on site in Haiti.

2 INURED

Current Findings and Recommendations

The impact of the earthquake on an already-fragile higher education system must force decision-makers and
international donors as well as higher education leaders to think critically about the relationship between higher
education and Haiti's overall recovery and development. In order to foster a sophisticated dialogue and a
thoughtful consideration of rebuilding higher education institutions in the wake of the disaster, the following
recommendations are offered as a provisional framework for immediate and longer-term strategies for policy
reform and strategic investment.

Short-term
Graduating students must receive immediate assistance to complete their remaining requirements so that
they can obtain their degrees and begin their careers.

A high impact investment in improving higher education and research is to foster electronic access to
libraries and other scholarly resources that can be managed by INURED and other centers that work to
facilitate academic research and advanced training.

Intermediate-term
Haiti must professionalize and update the existing State University of Haiti (UEH) so that professors and
students are able to conduct scientific research that informs public policy domestically'.

Public-private partnerships must be created to link community based organizations, the Haitian Ministry
of Education, and established colleges, universities and other higher education research institutions -a
partnership that will help train young Haitians, as well as respond to national challenges.

At the legislative level, the problem of governance and standardization of the higher education system
must be resolved.

It is necessary to strengthen student recruitment and streamline graduation requirements for optimal
efficiency of the higher education system.

Longer-term
Haiti must create a new university founded on the international university model for the production of
advanced scientific and professional degrees.

Rebuilding efforts for higher education should correct for the over-concentration of institutions of higher

education in the Department of the Ouest, especially in Port-au-Prince.

Haitian higher education is the most effective site to rapidly develop domestic human capital in the wake
of the disaster and should be prioritized on par with investments in agriculture, health, and economic
development.

THE CHALLENGE FOR HATIAN HIGHER EDUCATION 3

Higher Education in Haiti

Before the January 12, 2010 earthquake, the Haitian system of higher education comprised at least 159
institutions (see Appendix 1). This system was divided into disparate public and private sectors. The former
consisted of a small network of 14 public, government-run institutions of higher education (Instituts
d'enseignement superieur, IES) including the State University of Haiti (Universit6 d'Etat d'Haiti, or UEH).
UEH has 18 campuses, of which 11 were located in the metropolitan area of Port-au-Prince, and 7 located
outside the capital in provinces in the department of the Ouest1. Besides the UEH, the public university sector
also includes 13 IES either affiliated with or independent of UEH. In contrast, the private higher education sector
consists of a vast array of 145 institutions of varying quality. Of the 145 private universities, 10 provide high-
quality, accredited education; of the remaining 135 (often religious-based institutions), 67% (97) do not have
permission to operate from the governmental Agency of Higher Education and Scientific Research (DESR).

Some of the more prestigious universities-both public and private-are members of the Regional Conference
of Rectors and Presidents of Universities in the Caribbean (CORPUCA). The CORPUCA is a member of larger
international bodies, such as the University Agency of the Francophone (AUG), the International Organization of
the Francophone (OIF,) and the Interamerican University Organization (OUI). Some of the Haitian member
universities include:

Centre de Techniques et d'Economie Appliqu6e (CTPEA)

Ecole Nationale Sup6rieure de Technologie (ENST)

Ecole Sup6rieure d'Infotronique d'Haiti (ESIH)

Institute Universitaire Quisqueya Am6rique (INUQUA)

University Caraibe

University d'Etat d'Haiti (UEH)

University Notre Dame (UNDH)

University Quisqueya (UniQ)

While precise statistics are unavailable, it is clear that the pre-earthquake higher education system served only a
tiny fraction of secondary school graduates. In 2007, the Ministry of National Education and Professional
Formation (MENFP) reported the university population of Haiti was approximately 40,000 students. Of this
number 28,000 (70%) were in public universities and 12,000 (30%) in private ones (Wolff 2008, 5). Because

1 The territory of Haiti is divided administratively into 10 Departments, each with its own capital (chief-lieu). The Ouest
Department is the principal one, being the one where the national capital, Port-au-Prince, is situated.
4 INURED

Haiti's university system is oftentimes unable to effectively serve all qualified candidates, many qualified high
school graduates accept scholarships to the Dominican Republic, Canada, and the United States. Political
turmoil, economic, and social problems force a significant proportion of graduates of the system, educated at the
expense of Haitian taxpayers, to emigrate to North America and Europe. Furthermore, the January 12, 2010
earthquake depleted a significant portion of the graduates of the system working in the public sector. Radio
France Internationale reported on its website that 40% of Haitian public officials were missing since the
earthquake (RFI 17 February 2010).

ORGANIZATIONAL STRUCTURE OF HIGHER EDUCATION IN HAITI

The organizational structure of the Haitian educational system, resulting from the 1979 Bernard Reform, consists
of a fundamental level of 9 years divided into three cycles (4+2+3), a secondary level of 4 years which leads to
a diploma, the 2nd baccalaureat or bac II, and a higher education level of variable duration (3 to 5 years for the
licence, 2 years for the masters (after the licence), and 6 to 7 years for the doctorate which very few IESs grant).
Despite the Bernard Reform, this structure is not universal. Some schools continue to operate under the
traditional structure of 13 years (6 +4 +3) for pre-university education. Admission to university is dependent on
obtaining the Bac II and passing an entrance examination. The license is granted only upon the defense of a
thesis. The training is free in public higher education institutions, but tends to be costly in private institutions,
which makes access difficult for gifted students from poor families. Very few private universities grant
scholarships. There is, however a private nonprofit organization, the Haitian Education Leadership Program
(HELP), that has provided a limited number of scholarships to students recruited nationally, based on merit and
financial need since 1997.

HISTORY OF HIGHER EDUCATION IN HAITI

The historical development of higher education in Haiti can be summarized briefly as follows. Before the 1980s,
the principal institution of higher education was the State University of Haiti (UEH), of which a number of
campuses date back to the early 19th century2. It remains the largest institution of higher education in Haiti, with
15,000 students and 800 teachers in 2005, or about 38% of the total students in higher education in the country
(Gosselin and Jean 2005). Its stated mission is to train professionals in all fields of knowledge and basic services
to benefit the Haitian people.

UEH historically provided quality training for the socioeconomic elite, producing mainly lawyers and
economists, as well as physicians, pharmacists, engineers, administrators and accountants, and writers who were
the top echelon of the country. In 1981, the UEH had 4099 students, distributed as follows: 26% to the Faculty of

2 Before it was renamed the State University of Haiti in 1961 by President-for-Life Frangois Duvalier, the same university
system was called University of Haiti. Over that period, several of its components have undergone an expansion of their
campuses over the years as they expanded the scope of their training.
THE CHALLENGE FOR HATIAN HIGHER EDUCATION 5

Law and of Economics, 25% at the Faculty of Medicine and Pharmacy, 17% to INAGHEI [Administration and
Management], 11% at the Faculty of Science and topography, and a mere 5% to the Faculty of Agronomy and
Veterinary Medicine, which are two areas of great importance for a mostly-agricultural country such as Haiti
(Library of Congress, 2001).

CHALLENGES OF PUBLIC AND PRIVATE HIGHER EDUCATION IN HAITI

Overall, the deterioration of quality that has taken hold and spread since the 1980s affects all institutions of
higher education, whether public or private. There are many systemic problems with the higher education system
in Haiti. There are glaring gaps in the domains of governance, research, training, libraries, and curriculum. Some
challenges are specific to public universities while others are more applicable to private university
establishments.

In previous studies of the higher education, other areas of focus have emerged as critical weaknesses. A 2009
presidential commission, the Working Group on Education and Training (GTEF), identified several lacunae in
the Haitian academic system. It drew particular attention to the lack of emphasis on academics research:

"There is no systematic research programs in the university system, whether basic or applied
research and at the State University, budgetary allocations for research are lacking. The research
should be an essential function of the university is also neglected in private universities for the
same reasons: budget allocation nonexistent or mission of the university insufficiently defined,
[and] lack of articulation with the productive sector. Note, however, that some research activities
are carried out sporadically in the form of education, applied research or action research funded
mostly by international bodies" (GTEF, 2009, section 3.9).

In a similar vein, a report by The National Strategy for Action on Education for All (SNAEPT) that guides
government action on education in Haiti describes other failures. The document acknowledges several
problematic issues:

"There is clearly a lack of availability of teachers to guide students...None of the institutions has a
real university library, [and] tc\books and teaching materials are severely lacking.
Online... [resources] are not available to students. It is the Virtual Campus of the AUF (Agence
Universitaire de la Francophonie) which makes it possible for the student population of the
capital to access such a resource. (MENFP, 2007)."

UEH/Public IES Governance
UEH's first decades were characterized by upheaval and tension between the student body and the Duvalier
dictatorship, which controlled the university. In response to this, the Constitution of 1987, which was adopted

6 INURED

after the end of the two consecutive Duvalier regimes, granted UEH autonomy and independence. UEH's 1987
transitional arrangements, which since 1997 became a de facto legal framework, emphasize participation and
democratic representation. This system also mandates that leaders of UEH's Central Administration be appointed
by election. Though a well-intentioned administrative policy, the most qualified leaders are not always elected
and it is unclear whether these elected official are accountable to their supervisors or constituents. According to
Gosselin and Jean's mission report (2005) on the UEH's Faculty of Medicine and Pharmacy and senior
management, "there are no general standards or detailed guidance for a coherent and harmonious decision-
making process for student body management, student recruitment and teacher evaluation, curricula quality and
relevance, evaluation of teaching units, or institution's organizational structures. This absence is apparent within

each institution, between the institutions, and in relation to the institutions and UEH's senior management."

Other challenges abound in the public sector university system as well. The growth in student enrollment has
outpaced the increase in instructors. Between 1981 and 2005, the number of instructors grew from 559 to
instructors to 700 (Library of Congress, 2001, MENFP, 2007). During that same period, the number of
university students enrolled jumped from 4,099 to an estimated 15,000 (MENJS, 2004). According to Gosselin
and Jean (2005), EUH's has limited facilities, high attrition rate in the first year, lack of statistical information,
and lack of instructors' supervision of students. The faculty consists mainly of low-paid temporary contractors,
who have little contact with students. The instructors are rarely evaluated. The curriculum is often overly
theoretical and untested and assessment of student progress is based almost solely on the thesis, which is an
uncommon form of evaluation when compared to international counterparts in similar fields. Because the fees
are low, many students may take up to ten years to produce the thesis required for graduation with a license.

2.000,000
Estimates of total enrollment by grade level and type of
1,800,000 1,716,000
facilities for 2006
1,600,000

1,400,000

1,200,000

1.000.000

800,000

600,000
390,00
400.000
248,900
181,800
200,000 55, 28,000 12,000

1st and 2nd cycles of F 3rd cycle Fondam. Secondary Superior
Public 390,000 87,400 55,400 28,000
Private 1,716,000 242,900 181,800 12,000

[MIN 1- E INMIIN MIB 1N IB1-NB INN INB [MBIN HIMB NN1 I N1-BBINE 2M

Source: MENFP. 2007. The National Strategy for Action on Education For All. Port-au-Prince: MENFP. Reprinted in Wolff, Lawrence.
2008. Education in Haiti: The Way Forward. Washington, DC: Partnership for Educational Revitalization in the Americas (PREAL), p.5.

Private University Governance
Of the 145 private institutions of higher education whose founding dates are known, only 3 predate 1980, and 10
predate 1986. This reveals the unchecked proliferation of private institutions of higher education (many of which
are universities in name only), following the Constitution of 1987. The National Strategy for Action on
Education for All (SNAEPT), which guides government action on education in Haiti, concludes that, "regarding
the sub-sector of the Haitian higher education, the most obvious conclusion is that it generally operates outside
the law. Without any concern for basic standards of education, institutions of higher education are emerging and
calling themselves universities" (MENFP, 2007, p. 48).

Higher Education Institutions According To Status

Private Other Public
11 / 9%

Private -
Unauthorized and
without recordsto
study
17%
Private Allowed
30%

Private Not
Allowed but cases in
study
33%
Source: MENFP / Directorate of Higher Education and Scientific Research (DESR), December 2008

The GTEF reports that lack of government oversight resulted in the proliferation of unaccredited so-called
universities across the country:

"[There] is currently no structure that coordinates the activities of institutions of higher education... This
means that today [unregulated] institutions are mushrooming across the country outside of all criteria
and requirements and quality standards... The high growth rate of private provision of higher education
and university observed over the last fifteen years has facilitated access to a greater number of young

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people at a level of higher education..." [However] "most training programs in place are poorly
designed and their contents usually several years old have not been renewed ... in the fields of science
and technology...The faculty at this level consists of... professionals... who work full time in government
or private organizations. The Law on Civil Service allows an employee to be absent from his post in
order to provide a number of lessons in secondary schools and higher education... [a] very small
percentage of university instructors at this level (approximately 10%) are holders of a Master. The
percentage of faculty with doctorates is even lower" (GTEF, 2009, section 3.9).

The unambiguous failings of a large percentage of private university education in Haiti demands singular
attention particularly because private universities constitute approximately 90% of the 159 universities in the
entire Haitian university system.

Overall, the reports and evidence suggest that before the earthquake most universities in Haiti were in abysmal
condition. Mainly as a result of the absence of oversight, as well as poor investment, most institutions lacked
quality libraries, laboratories, and research facilities. Their training programs and curricula were, on the whole,
poorly designed and out-of-date. The vast majority of teachers were poorly paid temporary contractors with a
license (the equivalent of a Bachelor's degree), who were compensated based on the hours of courses taught and
frequently absent.

HIGHER EDUCATION IN THE AFTERMATH OF THE EARTHQUAKE

One weakness in particular is common to the entire academic system in Haiti, and that is overcentralization. The
greatest liability of the Haitian higher education system, even before the earthquake, was its extreme
centralization in the capital. Of the 159 institutions of higher education discussed in this report, 139 were almost
exclusively located in the metropolitan area of Port-au-Prince and only 20 were located in other departments.
Therefore, the January 12th earthquake affected approximately 87% of the Haiti's universities. Although the full
extent of destruction and damage is still being investigated, INURED's preliminary survey of 32 universities in
Port-au-Prince estimates the human impact of the earthquake was approximately 131-200 professors and
administrators and approximately 2,599 to 6,000 students in public and private institutions (see Table 5).
Assessment of the physical damage of the earthquake on the universities surveyed revealed that 28 of the 32
universities were completely destroyed while 4 are severely damaged, indicating a high likelihood that most
universities in the capital suffered significant structural damage or were completely reduced to rubble (See Table
5 and Appendix 2).

THE CHALLENGE FOR HATIAN HIGHER EDUCATION 9

Table 5. Results of Post- Earthquake Preliminary Survey
IES Institutions Professors and Student Deaths Damages
Administrators (provisional
Deaths results)
(provisional
results)
University d'Etat d'HaYti (UEH) 27 380 8 Facult6s/Schools
destroyed, 3 damaged
National Schools 21 300 5 destroyed

Private Institutions 83 1919 15 destroyed, 1 damaged

All 32 Universities Surveyed 131 (upper 2,599 (upper 28 destroyed, 4 damaged
estimate is 200) estimate is 6,000)

Source: Paul 2010, INURED survey.

Higher Education Focus Groups: Select Quotations
The INURED conducted five focus groups with student survivors, professors and parents. Participants
repeatedly referred to several common themes. These themes include: historic under-investment in higher
education, widespread corruption and extortion, negligence, and underlying hope in the power of academic
education.

"The disaster unveiled what was going on all along in Haiti. It didn't change the equation."
Professor

"The Haitian elites have never invested in the university. It's never been connected to Haitian
reality. "- Professor

"The Haitian university is a mass university, but Haiti was never prepared to transform a mass
university for economic and social development. Haitian universities have never accepted the
concept of participation. University student

"The business of higher education is the business ofBolt3. University student

"Sex for /thewi is very common if you want to have your diploma. No sex, no thesis. No money, no
diploma. University student

"Faculty draft thesis for students, who pay H$700 to H$1500. This happens in the school of law
and human sciences. University student

"I still think that I have to engage in university because it is the ultimate hope for social mobility. "
University student

3 Borlette in French or Bbolet in Kreyol means lottery. That is, students do not gain credits based on merit, but rather based
on tuition payment.
10 INURED

1m1mafaril 1-miMalb UMCflflCIC
The earthquake shattered the already cracked university system, resulting in wholesale loss of the nation's

precious little human capital. Our preliminary reports indicate that in the Ecole Nationale des Infirmieres de

Port-au-Prince (School of Nursing), Ecole Nationale d'Administration Financiere (ENAF) (School of

Administration and Finance), Universite Lumiere, and Universite de Port-au-Prince, among others, buildings

crushed entire student populations instantly. The following photographs document damage to these specific

institutions. Additional photographic documentation is available on INURED's website at www.inured.org.

Photograph A. 1.10 FacultW de Linguistique Appliqu&e (FLA) (Department of Applied Linguistics State
University of Haiti)

I.-
4~..*)~

[MIN IMMIN [a MIN [a [am [am [a INIM [am MIN ININNIN [a [MIN INIM [a IN PPM

Photograph B. 2. Ecole Nationale des Infirmieres et Sages Femmes de Port-au-Prince
(School of Nursing in Port-au-Prince)

Photograph C. 9. Ecole Nationale Sup6rieure de Technologie (ENST)
(National School for Technology)

12 INURED

Photograph D. 12. Ecole Nationale d'Administration Financiere (ENAF)
(School of Administration and Finance)

Photograph E. 22. Acad6mie Nationale Diplomatique et Consulaire (ANDC) (National Academy of
Diplomatic Studies)

--a~ *~ -
C

~naim2~~ ts >- -

t 4.

THE CHALLENGE FOR HATIAN HIGHER EDUCATION 13

Photograph F. 34. University Lumiwre

- N':

-A-

Photograph G. 53. University Quisqueya

14 INURED

Photograph H. 54. University de Port-au-Prince

THE CHALLENGE FOR HATIAN HIGHER EDUCATION 15

Recommendations

The preceding analysis has highlighted some fundamental weaknesses in Haiti's higher education system that
was only exacerbated by the earthquake. This section provides an overview of some of the ways that these
weaknesses might be overcome. Central to any plan are steps to deal with the special effects of the immediate
crisis, but also to build toward a longer term and more strategic set of objectives.

Short-term

Graduating students must receive immediate assistance to complete their remaining requirements
so that they can obtain their degrees and begin their careers. This will entail enlisting the assistance
of secondary schools and universities in the North America, Europe, Asia, and in other countries in Latin
America to create special professorial exchanges and online and distance-learning programs to ensure
that students graduate.

A high impact investment in improving higher education and research is to foster a hub for
electronic libraries and other scholarly resources that can facilitate academic research and
advanced training. Connecting Haiti with the vast network of global electronic journals and
publications will help students access up-to-date academic knowledge and provide research resources
and other scholarly resources to facilitate research for professionals and scientists.

Intermediate-term

Haiti must professionalize the existing State University of Haiti (UEH) so that professors and
students are able to conduct scientific research that informs public policy domestically'.

Public-private partnerships must be created to link community based organizations, the Haitian
Ministry of Education, and established colleges and universities-a partnership that will help train
young Haitians, as well as respond to national challenges. The objective is to create a new educational
framework for colleges and technical schools that lifts the Haitian educational system to international
standards as it builds the state's capacity to maintain and expand the scope of these partnerships.

At the legislative level, the problem of governance and standardization of the higher education
system must be resolved. In order to control the quality of higher education, the State must designate a
body to oversee and regulate the entire system. The system has been long functioning without a legal
framework for the regulation and supervision of both UEH and the private higher education sector.

Student recruitment must be strengthened, and graduation requirements streamlined for optimal
efficiency. The enrollment capacity of higher education institutions should be increased so that they can

16 INURED

absorb a greater proportion of eligible students and produce higher numbers of qualified graduates to
meet the country's needs. In addition, the thesis should be required of students in only limited number of
degree programs. It is not necessary in most programs and unnecessarily delays the completion of
undergraduate studies.

Longer-term

Haiti must create a new university founded on the international university model for the
production of advanced scientific and professional degrees. The objective is to place Haitian
advanced education on the same footing as that of its neighbors in Latin America so that Haiti can begin
to become economically involved in the knowledge based industries that accelerate economic growth.
Progress toward intermediate and long term goals require a strategic reworking of educational priorities,
increasing ties to global research initiatives, institutes, and recruiting a greater number of full-time
instructors and professors with more advanced academic training (i.e. Ph.D. and M.A. degrees).

Rebuilding efforts for higher education should correct for the over-concentration of institutions of
higher education in the Department of the Ouest, especially in Port-au-Prince. This centralization is
problematic in at least two respects: 1) it favors the development of the Ouest to the detriment of other
departments, thus encouraging internal migration to the capital; and 2) it also increases the vulnerability
of the system to natural calamities. Higher education needs to be decentralized along with other social
services and economic development.

THE CHALLENGE FOR HATIAN HIGHER EDUCATION 17

References

Gosselin, Roger and Jean, Pierre. 2005. Report of mission conducted from May 22 to June 4, 2005. Available
online at: http://solutionshaiti.blogspot.com/2007/11/haiti-dossier-universite-detat-lettre.html Accessed 8 March
2010

Group de Travail sur l'Iducation et la Formation en Haiti (Working Group on Education and Training) (GTEF).
2009. Document de consultation: Faqonnons l'avenir. Port-au-Prince: GTEE
http://www.commissioneducation.ht/images/documentspublics/gtef-documentconsultationavenir.pdf. Accessed 8
March 2010.

Library of Congress. 2001. A Country Study: Haiti. Http://lcweb2.1oc.gov/frd/cs/httoc.html. Accessed 8 March
2010.

Ministdre de l'Education Nationale, de la Jeunesse et des Sports ( II. NJS). 2004. The development of education:
National report. Port-au-Prince: MENJS.

http://www.ibe.unesco.org/International/ICE47/English/Natreps/reports/haiti.pdf Accessed 8 March 2010.

Ministdre de l'Education Nationale et de la Formation Professionnelle. 2007. La strategic national d'action
pour l'dducation pour tous. Port-au-Prince: MENFP
Http://planipolis.iiep.unesco.org/upload/Haiti/Haiti EFA.pdf Accessed 8 March 2010.

Paul, Jackin Jean. 2010. Le syst6me universitaire est en lambeaux. Le Martin. Article repris dans Courrier
International, 2 f6vrier 2010. Disponible en ligne a: http://www.courrierinternational.com/article/2010/02/17/le-
systeme-universitaire-est-en-lambeaux Accessed 8 March 2010.

RFI. 2010 Sarkozy gives priority to the reconstruction of the Haitian State, Wednesday, February 17.

University d'tEtat d'Haiti. 1997. La Rdforme de l'Universite d'Etat d'Haiti. Dispositions Transitoires Relatives
a l'organisation de administration central de l'Universite d'Etat d'Hait. Port-au-Prince: UEH.
http://www.ueh.edu.ht/admueh/pdf/Dispositions transitoires.pdf. Accessed 8 March 2010.

University d'tEtat d'Haiti. 2009. Applicant's Guide to the State University of Haiti. Programs First Round. Port-
au-Prince: UEH

Wolff, Lawrence. 2008. Education in Haiti: The Way Forward. Washington, DC: Partnership for Educational
Revitalization in the Americas (PREAL).

18 INURED

Appendices

APPENDIX 1. List of Higher Education Institutions in Haiti (2008)

PUBLIC
# Name Date of Location
Founded (d6partement)
1 Universite d'Etat d'Haiti (renamed in 1960) pre-1900
1.1. Faculty d'Agronomie et de Medecine Veterinaire (FAMV) Ouest
1.2. Faculty de Droit et des Sciences Economiques (FDSE) Ouest
1.3 Faculte des Sciences (FDS) Ouest
1.4 Faculte de Medecine et de Pharmacie (FMP) Ouest
1.5 Faculte d'Odontologie (FO) Ouest
1.6 Faculte des Sciences Humaines (FASCH) Ouest
1.7 Instit. Natl. d'Adm,, de Gstn. et de Htes. Et. Int.(INAGHEI) Ouest
1.8 Faculte d'Ethnologie (FE) Ouest
1.9 Ecole Normale Superieure (ENS) Ouest
1.10 Faculte de Linguistique Appliquee (FLA) Ouest
1.11 Institut d'Etudes et de Rech. Afr. D'Haiti (IERAH) Ouest
1.12 Faculte de Droit et des Sc. Econ. Des Gonafves (FDSEG) Artibonite
1.13 Faculte de Droit et des Sc. Econ. Du Cap Nord
1.14 Ecole de Droit de Fort-Liberte Nord-Est
1.15 Ecole de Droit de Hinche Centre
1.16 Ecole de Droit de Jacmel Sud-Est
1.17 Faculte de Droit et des Sc. Econ. des Cayes Sud
1.18 Ecole de Droit et des Sc. Econ. de Port-de-Paix Nord-Ouest
2 Ecole Nationale des Infirmieres de Port-au-Prince Ouest
3 Ecole Nationale des Infirmieres de Jeremie Grand-Anse
4 Ecole Nationale des Infirmieres du Cap-HaTtien Nord
5 Ecole Nationale des Infirmieres des Cayes Sud
6 Universite Publique du Sud aux Cayes 1922 Sud
7 Universite publique de I'Artibonite aux Gonafves 1867 Artibonite
8 Universite Publique du Nord au Cap-HaTtien 1986 Nord
9 Ecole Natle. Superieure de Technologie (ENST) 1981 Ouest
10 Ctre. de Tech.de Planif.etd'Eco. Appliq. (CTPEA) 1986 Ouest
11 Ecole Nationale des Arts (ENARTS) Ouest
12 Ecole Nationale d'Administr. Financiere (ENAF) Ouest
13 Ctre. de Format. des Enseignants du Fondamental Ouest
14 Ecole Nationale de Geologie Appliquee (ENGA) Ouest

PRIVATE
15 Inst. Univ. des Sc. Jurid. et de Dvt. Reg. (INUJED) 1997 Nord
16 Ecole Superieure de Chimie (CHEMTEK) 1982 Ouest
17 Icle. Spre. Cathol. de Droit de Jeremie (ESCDROJ) 1995 Grand-Anse
18 Universite de I'Academie HaTtienne (UAH) 1991 Ouest

THE CHALLENGE FOR HATIAN HIGHER EDUCATION 19

19 Institut de Formation Adm. et Commerc. (IFAC) 1994 Ouest
20 Universite Notre Dame d'HaTti (UNDH) 1996 Ouest/Sud/
Nord
21 Institut de Gestion et d'Economie du Centre (IGEC) 1995 Centre
22 Acad. Natle. Diplomatique et Consulaire (ANDC) 1988 Ouest
23 Ecole des Cadres en Education Specialisee (ECES) 1995 Ouest
24 Universite Adventiste d'Haiti (UNAH) 1989 Ouest
25 Ecole de Droit de Ouanaminthe (EDU) 1999 Nord-Est
26 Ecole Superieure d'lnfotronique d'HaTti (ESIH) 1995 Ouest
27 Seminaire de Theologie Evangelique 1918 Ouest
28 Centre Internatl. de Recherche et de Devt. (CIRD) 1999 Ouest
29 Institut Superieur de Formation Pol. et Soc. (SPOS) 1998 Ouest
30 Universite Nouvelle Grand-Anse (UNOGA) 1997 Grand-Anse
31 Universite Para-Medicale (Universite Bellevue) 1985 Ouest
32 Universite Episcopale d'Haiti (UNEP) 1992 Ouest
33 Ecole de Droit des Nippes 1998 Nippes
34 Universite Lumiere (UL) 1994 Ouest
35 Institut Supr. des Sc. Econ., Pol. et Jur. (ISSEPJ) 1978 Ouest
36 College Universitaire de Christianville (CUC) 1990 Ouest
37 Institut de Nursing (UNIROP) 1998 Ouest
38 Universite de la Fondation Aristide 2000 Ouest
39 Fac. des Sc. de I'Educ. Regina Assumpta (FERA) 1995 Nord
40 Institut des Hautes etudes Comm. et Econ. (IHECE) 1961 Ouest
41 Academie des Sciences Pures et Appliquees (ASPA) 1993 Ouest
42 Ctre. U. de Gtn et d'Adm. Mauric. Laroche(CUM L) 1995 Ouest
43 Universite Metropole d'Haiti (UMH) 1987 Ouest
44 Ecole Superieure de Technologie d'Haiti (ESTH) 1991 Ouest
45 Universite Autonome de Port-au-Prince (UNAP) 1998 Ouest
46 Faculte des Sciences Appliquees (FSA) 1983 Ouest
47 Universite Jean Price-Mars (UJPM) 1991 Ouest
48 Universite Chretienne du Nord d'Haiti (UCNH) 1987 Nord
49 Universite Roi Henry Christophe (URHC) 1980 Nord
50 Universite Americaine des Cayes (UNAC) 1987 Sud
51 Inst. Supr. d'Et. Pour. les Carr. Paramed. (ISCPM) 1990 Ouest
52 Institut Universit. Quisqueya-Amerique (INUQUA) 1988 Ouest
53 Universite Quisqueaya (UNIQ) 1990 Ouest
54 Universite de Port-au-Prince 1983 Ouest
55 Ctre. de Rech. en Educ. et d'lnterv. Psych. (CREFI) 1993 Ouest/Gran
d-Anse
56 Universite Royale d'Haiti (URH) 1990 Ouest
57 Univ. Americ. des Sci. Mod. d'Haiti (UNASMOH) 1998 Ouest
58 Institut de Formation Universitaire et Professionnelle 2002 Ouest
59 Institut des Relat. Internat. et des Sciences Sociales 2003 Ouest
60 Windsor-Banyan College 2003 Ouest
61 Institut Superieur de Traduction et d'Interpretariat 2000 Ouest
62 Ctre. Carib. des Htes. Etud. Com. et Econ. (CCHEC) 2000 Ouest
63 Centre Univ. de Managt. et de Productivite (CMP) 1997 Ouest
64 The Yorker International University 2004 Ouest
20 INURED

65 Universite Oxford d'Hafti 2001 Ouest
66 Universite Polytechnique d'Hafti 2001 Ouest
67 Institut HaTtien des Sciences Administratives (IHSA) 1994 Ouest
68 Institut d'Etudes Polytechniques 2004 Ouest
69 Millenium International University of the Americas 2002 Ouest
70 Universite Technologique de la Grand-Anse 2002 Grand-Anse
71 Universite Metropolitaine Anacaona 2004 Ouest
72 International Mangement University (IMU) 2004 Ouest
73 Universite CaraTbe (UC) 1990 Ouest
74 Centre d'Etudes Diplomatiques et Internat. (CEDI) 1997 Ouest
75 Institut Superieur Technique d'HaTti (ISTH) 1962 Ouest
76 Instit. Supr. des Sci. de I'ldu., de Gstn. et du Devt. 2004 Ouest
77 Ctre. d'Etudes Sup. et de Form. Continue (CESFCO) 1982 Ouest
78 Universite Joseph Lafortune (JLF University) 2002 Ouest
79 Universite Queensland (UQ) 1996 Ouest
80 Institut de Langue Espagnole (ILE) 2003 Ouest
81 Centre de Formation et de Devt. Econom. (CFDE) 2003 Ouest
82 Universite Fond Dwa (Route de Jacmel) Sud-Est
83 Fondation Jean XXIII 2005 Ouest
84 Ctre. de Rech. en Fin., Inform. et Mngt. (CREFIMA) 2004 Ouest
85 Universite Ruben Leconte 2002 Ouest
86 Institut Caribeen de Geographie Appliquee (ICGA) 2005 Ouest
87 Ctre. Specialist de Leadership pour un Mngt. Creatif 2005 Ouest
88 Instit. de Form. et de Rech. pour le Progres de I'Ensgnt. Class. et Tech. 2002 Ouest
89 Faculte Craan d'HaTti (FCH) 1996 Ouest
90 Instit. Univ. des Sciences et de Technologie (INUST) 2005 Ouest
91 Universite Polyvalente d'HaTti (UPH) 2003 Ouest
92 Universite Valparaiso (UV) 2006 Nord-Ouest
93 Universite Independante de I'Artibonite (UIA) 2006 Artibonite
94 Espace Enseignement a Distance (EED) 2005 Artibonite
95 Universite Nobel d'HaTti (UNH) 2006 Ouest
96 Ecole Superieure d'lsaac Newton Ouest
97 Le Centre Universitaire (CU) 2003 Ouest
98 Institut Louis Pasteur (ILP) 2003 Ouest
99 International Open University (IOU) Ouest
100 Universite G.O.C. 1982 Ouest
101 Institut Superieur des Cadres Pol. et Adm. (ISCPAD) 1986 Ouest
102 Grand Seminaire Notre Dame (GSND) Ouest
103 Faculte des Etudes Superieures d'HaTti (FESH) 1984 Ouest
104 Institut de Technologie Electronique d'HaTti (ITEH) 1977 Ouest
105 Centre HaTtien de Formation des Journalistes 1986 Ouest
106 Centre d'Etudes Techniques Medicales (CETM) 1991 Artibonite
107 Centre de Formation Paramedicale Ouest
108 Institut Universitaire d'Etudes Specialisees Ouest
109 Centre Universitaire de Commerce d'HaTri (CUCH) Ouest
110 Ecole Superieure de Journal. et de Communication 1994 Ouest
111 Institut d'Etude et de Rech. en Sci. de I'Education Artibonite
112 Instit. Sup. d'Adm., de Comm., de Gest. et d'lnform. 1991 Ouest
THE CHALLENGE FOR HATIAN HIGHER EDUCATION 21

113 Institut Superieur d'Etude Oceanique Ouest
114 Instit. Magnifica Icole Supre de Liturgie d'Enseignement de la Famille 1992 Ouest
Myriam
115 Institut Superieur d'Etudes Paramedicales 1989 Ouest
116 Universite Chretienne d'HaTti des Gonafves 1987 Artibonite
117 Faculte des Sciences Infirmieres (fSI) 1987 Ouest
118 Conservation des Sciences Techniques Ouest
119 Centre des Hautes Etudes Commerciales de PaP Ouest
120 Ecole Superieure Polytechnique d'HaTti 1992 Ouest
121 Univ. Victoria, Mission Foi Apostolique Maranatha Artibonite
122 Institut des Hautes Etudes Paramedicales (IHEPM) Ouest
123 Ctre. Univ. Internat. et Technique de Saint Gerard Ouest
124 Institut Univ. et Technique d'HaTti (INUTECH) Ouest
125 Instit. des Htes Etudes Polyvalentes d'HaTti (INEPH) Ouest
126 Institut Anacobel d'HaTti Ouest
127 Institut Prive de Gestion et d'Entreprenariat Ouest
128 Instit. Supr. Natl. d'Adm. et de Communic. (ISNAC) Ouest
129 Universite Libre d'HaTti (ULH) Ouest
130 Centre d'Etudes Paramedicales de Port-au-Prince Ouest
131 Institut de Formation a Distance Assistee (IFDA) Ouest
132 Institut Supr. d'Informatique et d'Admin. (ISCAD) Ouest
133 Inst. Supr. des Htes. Itd. Med. de la Car.(ISHEPAC) Ouest
134 Ctre. Prat. de Compt., de Gstn., d'Inform. et de Secret. (CPCIGES) Ouest
135 Inst. Spr. de Bibliotheconomie,de Gstn. et d'Inform. Ouest
136 Inst. de Tech. des Commun. et Param. (ITECOPAM) Ouest
137 Centre de Formation Paramedicale Ouest
138 Universite MLK Ouest
139 Universite d'lte du CEREC Ouest
140 Institut Superieur d'Admin. et de Gestion (ISAG) Ouest
141 Institut Supr. de Commerce et d'Inform. (ISCINFO) Ouest
142 Centre Universitaire des Arts et Metiers Ouest
143 Centre Universitaire Polytechnique d'HaTti (CUPH) Ouest
144 Institut Superieur d'Informatique et de Gestion Ouest
145 Ctre. Univ. de Form. de Tchnciens. en T. P.(CFTTP) Ouest
146 Universite Internationale d'HaTti (UNIH) Ouest
147 Faculte des Sciences Administ. et Informatiques Ouest
148 Institut d'Enseignement Polytechnique Ouest
149 CEFODEV Ouest
150 Universite Saint Thomas d'Aquin Ouest
151 Universite Coeurs-Unis (UCU) Ouest
152 Universite de la Grace Ouest
153 Institut National HaTtien des Sciences de la Sante Ouest
154 Institut Superieur des Hautes Etudes Commerciales Ouest
155 Institut Universitaire de Formation des Cadres Ouest
156 Universite Gregor Mendel Ouest
157 Ctre. de Rech. et de Form. Econ. et Soc. pr le Devt. Ouest
158 Ecole de Droit de Saint-Marc Artibonite

22 INURED

159 Ecole Nationale de Technologie Medicale 1998 Ouest
0 Inst. de la Francoph.. Pr. la Gstn ds. la Car. (IFGCar) 1987 Ouest
Source: MENFP / Directorate of Higher Education and Scientific Research (DESR). December 2008

* Numbers in bold correspond to the 7 public and 48 private institutions (55 institutions in total) whose
credentials are certified by the DESR. Nothing is said about the legalization of diplomas granted by the 7 other
public institutions. Among the 48 private schools that are allowed to operate, but there is one institution that is
not on the list of 159 e tables (reproduced above) provided by the DESR. This is the Higher Institute for
Research and Technological Development (ISRDT). Also note that the IES numbered 0 at the bottom of the list,
IFGCAR was omitted from the list despite having been created on the initiative of the Government of Haiti and
the AUF and it is certainly recognized by the Haitian State.

APPENDIX 2. Facts about the State University of Haiti (UEH)
Faculty Enrollment
Enrollment in 2005-2006 Enrollment in 2008-
2009++
Men Women Total % Total %
Ecole Normale Superieure (ENS) 550 5.1% 500 5.8%
Faculty of Agronomy and Veterinary 402 21 423 4% 410 4. 8%
Medicine (FA MV)
Faculty of Humanities (FASCH) 2083 608 2691 25.2% 1500 17.4%
Faculty of Sciences (SDS) 559 56 615 5.8% 580 6.7%
Faculty of Law and Economics (FDSEA) 627 779 1406 13.1% 1500 17.4%
Faculty of Ethnology (FE) 552 232 784 7.3% 900 10.4%
Faculty of Applied Linguistics (FLA) 200 1.9% 500 5.8%
Faculty of Medicine and Pharmacy (FMP) 550 175 725 6.8% 650 7.5%
Faculty Odotonlogie (FP) 150 1.4% 90 1%
IERAH / ISERSS ** 272 77 349 3.3% 500 5. 8%
INAGHEI *** 2800 26.2% 1500 17. 4%
Total (ZM PAP) 10693 100% 8630 100%
Campus province
Faculty of Law and Econ Sc. Gonaives
(FDSEG)
Faculty of Law and Econ Sc. Cape
School of Law in Fort-Liberte
Law School Hinche
Law School Jacmel
Faculty of Law and Econ Sc. Les Cayes
Total (Province) 7932 42.6%
Total UEH 18625
* These figures relate only UEH campus located in the Metropolitan Area of Port-au-Prince, in the department
of the West. The UEH also has campuses in six other departments on which data are lacking.
** Institute d'Etudes et de Recherches Africaines / Institut Superieur d'Etudes et de Recherches en Sciences
Sociales
*** National Institute of Administration, Management, and International Studies
+ Source: Working Group on Education and Training (GTEF). 2009. Consultation Document: Moving Forward.
Port-au-Prince: Working Group on Education and Training (Presidential Commission). Available online and
downloaded February 14, 2010 at the following address:

THE CHALLENGE FOR HATIAN HIGHER EDUCATION 23

http://www.com missioneducation.ht/images/documentspublics/gtef-documentconsultationavenir.pdf
+ + Source: University of state of Haiti. 2009. Applicant's Guide to the State University of Haiti. Undergraduate
Programs. Port-au-Prince: UEH. Available online and downloaded February 14, 2010 at the following address:
http://ueh.edu.ht/etudes/Inscriptions/Guide2.pdf.
t Source: Radio Kiskeya. UEH The honors about 350 professors, students and employees died. Monday,
February 15, 2010. Available online at: http://radiokiskeya.com/spip.php?article6536

APPENDIX 3. The Impact of the Earthquake on 32 Public and Private Universities from
preliminary surveys by INURED in the Port-au-Prince metropolitan area

Photographs of the 32 Public and Private Universities from preliminary surveys by INURED in the Port-au-Prince
metropolitan area are available at INURED's website: www.inured.org.

IES Institutions Professors and Student Deaths Damages
Administrators (provisional
Deaths results)
(provisional
results)

Public Institutions
1 Universit6 d'Itat d'Haiti 27 380 8 Facult6s/Schools
destroyed, 3 damaged
1.1. Faculty d'Agronomie et de Destroyed
Medecine V6t6rinaire (FAMV)
1.2. Faculty de Droit et des Sciences Destroyed
Economiques (FDSE)
1.3 Facult6 des Sciences (FDS) 1 Destroyed
1.4 Facult6 de M6edecine et de Destroyed
Pharmacie (FMP)
1.5 Facult6 d'Odontologie (FO) Damaged
1.6 Facult6 des Sciences Humaines 1 10 Damaged
(FASCH)
1.7 Instit. Natl. d'Adm,, de Gstn. et de Destroyed
Htes. Et. Int.(INAGHEI)
1.8 Facult6 d'Ethnologie (FE) Damaged
1.9 Ecole Normale Sup6rieure (ENS) 8 20 Destroyed
1.10 Facult6 de Linguistique 18 350 Destroyed
Appliqu6e (FLA)
1.11 Institut d'Etudes et de Rech. Afr. Damaged
D'HaYti (IERAH)

National Schools 21 (estimate) 300 (estimate) 5 destroyed
2 Ecole Nationale des Infirmieres de 10-17 75-200 Destroyed
Port-au-Prince (estimate)
9 Ecole Natle. Sup6rieure de Destroyed
Technologie (ENST)

24 INURED

10 Ctre. de Tech.de Planif.etd'Eco. Destroyed
Appliq. (CTPEA)
11 Icole Nationale des Arts (ENARTS) Destroyed
12 Icole Nationale d'Administr. 4 30-70 Destroyed
Financiere (ENAF)

Private Institutions 83 (estimate) 1919 15 destroyed, 1 damaged
16 Icole Sup6rieure de Chimie 8 57 Destroyed
(CHEMTEK)
20 Universit6 Notre Dame d'Haiti (UNDH) Damaged
22 Acad. Natle. Diplomatique et Destroyed
Consulaire (ANDC)
26 Icole Sup6rieure d'lnfotronique 1 13 Destroyed
d'Haiti (ESIH)
34 Universit6 Lumiere (UL) 14 376 Destroyed
40 Institut des Hautes Itudes Comm. et 12 109 Destroyed
Icon. (IHECE)
45 Universit6 Autonome de Port-au- 15-20 175-300 Destroyed
Prince (UNAP)
52 Institut Universit. Quisqueya- Destroyed
Am6rique (INUQUA)
53 Universit6 Quisqueya (UNIQ) 5 5 Destroyed
54 Universit6 de Port-au-Prince 7 700 Destroyed
73 Universit6 Cara'be (UC) Destroyed
85 Universit6 Ruben Leconte Destroyed
89 Facult6 Craan d'Haiti (FCH) Destroyed
100 Universit6 G.O.C. 7 100 Destroyed
123 Ctre. Univ. Internat. et Technique de 21 375 Destroyed
Saint G6rard
01 Inst. de la Francoph.. Pr. la Gstn ds. la Destroyed
Car. (IFGCar)

All 32 Universities Surveyed 121-200 2,599 6,000 28 destroyed, 4 damaged
(estimate) (estimate)

Source: Paul 2010; INURED survey.

THE CHALLENGE FOR HATIAN HIGHER EDUCATION 25

Acknowledgements

Report Prepared by
Ragas Nang-Yad, MA, INURED, Principal Investigator, University Quisqueya
Louis Herns Marcelin, Ph.D., Co-Principal Investigator, INURED, University of Miami
Alpen Sheth, MA, Senior Research Associate, INURED
Laura Wagner, Doctoral Candidate, Senior Research Associate, INURED, University of North Carolina
Edward LiPuma, Ph.D., INURED, University of Miami

Collaborators
Omar Ribeiro Thomaz, Ph.D., INURED, University Campinas, Sao Paulo, Brazil
Federico Neiburg, Ph.D., INURED, Federal University of Rio de Janeiro, Brazil
Kate Ramsey, Ph.D., INURED, University of Miami
Edmund Abaka, Ph.D., INURED, University of Miami
Steve Stein, Center for Latin American Studies, University of Miami
Guerda Nicolas, Ph.D., University of Miami
Jos6 Flores, Doctoral Candidate, Center for Latin American Studies, University of Miami
Tiffany Madera, Center for Latin American Studies, University of Miami

Editing Team
Nathalie Pierre, Doctoral Candidate, New York University, INURED
Gina Ulysse, Ph.D., INURED, Wesleyan University
Aarti Shahani, MPA, Harvard Kennedy School
Palak Shah, MPA, Harvard Kennedy School
Pierre-Michel Fontaine, Ph.D., INURED, University of Miami
Rachel Nadelman, MA, Independent Consultant, World Bank & The Huairou Commission

Photography
INURED owes the Haitian Education Leadership Program (HELP) for almost all of the photos
reproduced for this report and those available on INURED's website that were provided to us without
hesitation. These are photos, though taken by amateur photographers, nonetheless provide an
eloquent testimony of the damage suffered by the IES of the Metropolitan Area of Port-au-Prince
following the earthquake of January 12, 2010. We thank them for their goodwill and cooperation.

Symposium
The Center for Latin American Studies (CLAS) at the University of Miami hosted a symposium on
Tuesday, March 7, 2010 to discuss a draft of this report. The aim was to make the report the basis of
an in-depth discussion about ways that universities outside of Haiti can support the recovery and
strengthening of higher education in Haiti through INURED. We sincerely thank CLAS and the
participants for their efforts and contributions to this final report.

26 INURED

The Interuniversity Institute for Research and Development (INURED)

Rue Eucalyptus n*8, Delmas 83
Port-au-Prince, Haiti

TEL + 509 2249 4996
FAX + 509 2513 1499
E + info@inured.org

INURED 2010