With 95 percent of its population of 10 million under age 65, Haiti’s most abundant asset is its human capital. Given this large share of children, youth and working-age adults, education is both an ongoing challenge and policy priority for the Government of Haiti. Yet decision-making on education has been hampered by a lack of reliable data, with even basic information such as enrollment rates being difficult to estimate reliably.
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Tomorrow, a Learning for All Ministerial Meeting will bring together development partners and ministers of finance and education from Bangladesh, the DRC, Ethiopia, Haiti, India, Nigeria, Yemen, and South Sudan – home to nearly half of the world’s out-of-school-children – to address challenges and steps to ensure that all children go to school and learn.
In conjunction with the Ibero-American Summit this month, Pamela Cox, Vice President for Latin American and Caribbean, emphasizes the urgent need to focus on education quality in a recent op-ed that appeared in major news outlets across the region:
If education were simply a matter of attending classes, Latin America and the Caribbean would have already done its homework. Most regional countries have made enormous progress towards achieving universal access to basic education. There is also clear progress at the secondary and tertiary levels.
But more than access, the key goal of education is learning. Making sure that children and youngsters perform according to the requirements of the day is a necessary condition for the advancement of society. In that respect, the region still has some unfinished business.
What is the relationship between education and geological processes? At first glance, some might think: Not much. One concerns the opening and enlightenment of the mind; the other is as old, rock-solid and unpredictable as the Earth itself.
But the collapse of so many buildings and homes that killed more than 200,000 people in the Haiti earthquake was in large part due to an utter "lack of qualified architects, urban planners, builders and zoning experts," points out a recent article in the New York Times.
In the tragedy of these moments it becomes painfully clear what a lack of adequate education and training has meant. Even worse, such revelation shines a light on very hard questions for posterity. What will the future of a country look like that has lost so many of its doctors, teachers and future leaders?