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From Private to Public: Seeds of change Public preschools in Haiti

From Private to Public: Seeds of change Public preschools in Haiti . Dominique Hudicourt Haiti , Tipa Tipa 2009. 1.5 million children are under 6 years old they represent 16% of the population of nearly 9 millions. 57% of 3-5 years old are in schools but mostly in urban areas.

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From Private to Public: Seeds of change Public preschools in Haiti

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  1. From Private to Public: Seeds of change Public preschools in Haiti Dominique HudicourtHaiti , TipaTipa 2009

  2. 1.5 million children are under 6 years old they represent 16% of the population of nearly 9 millions. • 57% of 3-5 years old are in schools but mostly in urban areas. • Preschools was not recognized as a responsibility of the public sector and the MoE until 2007. • There are thousands of unregulated “Kindergartens” around towns. Haiti’s situationThe early childhood education sub-sector

  3. The format is traditional

  4. The public system had no interest in preschooling • Many non-public schools are community, rural schools that are developing without government support. • Our target population was self-developing rural communities seeking partnership and support. • We’ve worked with more than 30 schools since 1997 • We’ve also trained teachers for many NGOs also working with schools and communities. TipaTipa (SbS Haiti) has been working with the private sector.

  5. We are introducing the child centered approach

  6. TipaTipa was involved, with the partnership of UNICEF, in writing the national strategy for early childhood education(2006-2007) • TipaTipa was involved in workshops for the development of regional guidelines for earlychildhood care (CARICOM 06-07) • TipaTipa is now involved with the MoE and UNICEF in setting up child centered public preschool classrooms The process of creating public preschools

  7. Public schools are poor and have little resources • Teachers and directors are not trained at all • Only a fraction of public schools already have preschool classes • Classrooms are often overpopulated • Many children are over aged challenges for developing quality preschool in the public school system

  8. Visits and assessment of schools. • 4 weeks of training for directors and preschool teachers. • Preschool classrooms setup. • Meeting with preschool parents. • Follow up visits of classrooms. • Training for parent committees. • Involvement of government representatives and regional inspectors. Project strategy for change

  9. Assessment of the terrain

  10. Teachers and directors training

  11. Parents involvement

  12. Government representatives implication

  13. Expend this program to all ten departments • Finalized the national teacher training curriculum by cooperating with the MoE • Expend the official preschool program to ps1 & ps2 • Set up, through this work, the SbS model as an official model for Haitian preschools • Participate in the elaboration of national guidelines for early childhood education and care. • Create integrated services for the 0 to 3 years old group Future activities and desired results

  14. Last year: 07-08 Three EC institutions were involve in one Department • TipaTipa worked with 16 schools in the Western department • This year: 08-09 two institutions are covering two Departments • TipaTipa is working with 22 more schools in the central plateau Progress report

  15. Steps are being made toward reaching the rural communities and the inner city, sensitive neighborhoods which have no ECE services. • The government actual objective is to reach 75% of the children by 2015. • International bilateral organizations and donors such as UNICEF, WB, CARICOM are influencing government policies for early childhood. • TipaTipa (SbS) is a key actor in advocating and acting for quality, training and research in the field. Toward universal quality preschool in Haiti

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