Haiti: Poverty Reduction Strategy Paper; IMF Country Report 08/115 ...

Strategic lines
• Recruitment and placement of 428 new teaching advisors in the various school
departments with identified needs: 180 in 2008, 180 in 2009, and 68 in 2010
• Introduction of the vocational 3 rd cycle in the 116 EFACAPs
• Establishment of a mechanism for steering those who have completed the 6 th and 9 th
year toward the basic 3 rd cycle and toward secondary education or vocational training
• Making the conventional secondary level program available at all lycées and secondary
schools in the country, and the technical program available at 30 lycées and 60 private
secondary schools
• Design and introduction of pathways for transitioning between the education system,
particularly at the secondary level, and the vocational training system
• Establishment of a scholarship program targeting the children of poor families,
especially in rural areas, oriented toward vocational training and the technical program
at the secondary level
• Launching of a literacy training program for the 19-30 age group and the 31-55 age
group, respectively, so as to increase literacy (i) among men to 8.5 percent and 24.5
percent; (ii) among women to 11.2 percent and 31.5 percent; and (iii) among rural
women to 17 percent and 37 percent.
POLICY TO IMPROVE THE COORDINATION OF OPERATORS IN THE EDUCATION
SECTOR
109 The operation of the educational system is quite poorly regulated. More than 70 percent of
schools are not controlled by the State. The functioning of the system is for the most part ensured
through private financing. Over a hundred NGOs are involved in the education sector. The
resources mobilized through this network of organizations fail to achieve the desired effects
owing to the lack of integration into a comprehensive policy in which intervention roles and
strategies would be more clearly defined and articulated.
Objectives
110 The objectives of this coordination are the following:
• Create greater synergy between the State and the other stakeholders operating in the
sector
• Regulate the operation of the educational system.
Strategic lines
• Establishment of the National Office for Partnership in Education (ONAPE)
• Development and regular updating of a database covering all the activities carried out
in the education sector
• Creation and introduction of an accreditation and certification system for private
educational and vocational training institutions
• Establishment of a computerized management information system at the National
Vocational Training Institute (INFP)
• Preparation and implementation of a national qualification framework (CNQ).
POLICY TO INCREASE PUBLIC FUNDING OF THE SECTOR
111 The public resources allocated to the education sector are clearly insufficient, including for the
public schools. The education sector receives but 4 percent of the amount of financing under the
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