Christian Action for Development is a non-governmental organization (NGO).
It was founded in 1993 by a couple of young boys and girls who are now these leaders: Joel Janeus, Willy Baptiste and Jean Marcel. Their main concern is to help poor people, homeless people and children who cannot attend school. ACD has developed thanks to the help of foreign supporters including Canadians, Americans and Europeans, who are conscious that man is created in the image of God and was not made to live in extreme poverty and filth. Although the organization is directed by a couple of evangelical Christians our services are touching people from all religions. Misery and extreme poverty do have not religion. The struggle against extreme poverty should touch all people; and all men and women who are the victims of that scourge which devastates the Republic of Haiti.
A brief history of Cite Soleil
Christian Action for Development - ACD is working in the neighborhoods of Cite Soleil, one of the largest in Haiti. It is also the poorest and the most violent in the country. The events from 2004 to 2007 add yet more to that perception.
A brief History of the area
Cite Soleil is the biggest shanty-town in the Caribbean. It was founded in 1958 by President Fran
Haiti's first schools were established shortly after the Constitution of 1805, which mandated free and compulsory primary education. The Education Act of 1848 created rural primary schools with a limited, mostly agricultural curriculum. But while education has been promoted, at least in principle, by Haiti's post-colonial leaders, a comprehensive, accessible school system never developed. Even today, the majority of Haitians receive no formal education, and only a small minority are educated beyond primary school.
Is it makes the rate of illiteracy is so high in Haiti? The right to education was a privileging some, and others like the people had no such right, but our constitution says, all children entitled to free education.Education is the key to progress for the people of Haiti and especially the rising generation.
What is the meaning of that word
Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.
Etymologically, the word education is derived from educare (Latin) "bring up", which is related to educere "bring out", "bring forth what is within", "bring out potential" and ducere, "to lead"
In Haiti, they do understand the meaning of that word they understand the importance of it, it is in some schools and less in some others. Why?
Who are those who have access to that Education
We all know that we have right to Education however, Haiti's education is represented as a luxury for most. The constitution of 1874 was the first to recognize the importance of public education, at least in its primary phase, declaring primary education compulsory. The following constitutions stipulate that primary education is not only mandatory, but free. Despite these good intentions, the structures do not soured, and the Haitian government continued to neglect his duties in this area, preferring to leave the responsibility to educate young Haitians to foreigners.
At the end of the century, education was left almost at the expense of foreigners who founded Catholic religious schools where children were left to the bourgeoisie established and conspicuously neglected ground.
The U.S. occupation of 1915, which upset the social and political life of the country and assured the Americans a strong grip on the entire public administration, does not contribute to the reduction of illiteracy in Haiti. The little attention given to education was concentrated in technical and agricultural to the chagrin of the intellectual elite of the time, men of letters and humanities, proponents of French culture.
How long does it take?
Modeled on the French system, the Haitian education system followed a classical curriculum, emphasizing literature (later rural schools, while maintaining elements of a classical curriculum, focused on vocational education and agronomy). This curriculum remained basically unchanged until the education reform of 1978.
As in France, the school cycle consisted of 14 years of education: seven at the elementary level and seven at the secondary level. Elementary, or primary, education began with kindergarten and continued through preparatory, elementary, and intermediate cycles, each of which lasted two years. Upon completion of the six years, a student received a Primary Education Certificate (CEP). The student could then take examinations for admission to secondary school, and upon passing the exam, enter either a lyc
Do they want an improvement?
Learning conditions are significantly improved. Including the number of basic schools (1st and 2nd cycles) has increased from 5,412 in 1990 to 10,240 in about 1998, school attendance, which stood at 808,712 students in 1990 rose to 1,485,722 in 1998. The student / teacher ratio rose from 35 in 1990 to 34 in 1997. Thus, school provision has been considerable progress. And meanwhile, the literacy of school youth and adults is continuing. But in Haiti, some adults think sometime its too late to learn what you should learn when you were young, for other they think its never too late to learn something it helps for life.
Yet we are still far from achieving Education for All. Haiti's educational system still confronts many problems. In particular, problems related to both the access and the quality of education remain to be overcome. Problems in older, school dropouts to name a few, are still big challenges.
Nevertheless, parents, teachers and all those involved in the education sector are highly motivated and determined to further contribute to the advancement and improvement of education in Haiti.
The condition of teacher in Public school
The teachers in Public school specially in Haiti, as some teachers say, are not well paid they are neglected. Some teachers spend a year without pay. They say the minister of the education on this government turned a deaf ear about the salaries of teachers. Education, for certain teachers is not respected in Haiti. Despite after a year without pay, when he came to teach courses, the only reason he comes just because,the teacher does not want children growing up without the bread of instruction, and by compassion and he just hoping that they will have their salary promised for the years passed. Others decide to leave to find better.
others say if the situation does not change they will leave for a foreign land in search of a better life for whatever way of transportation, boat, risking their lives,because they essentially is to leave, whatever the condition to leave the country.
This has not always been like that they say, because on the Minister Bien Aime in 2006 - 2008 they had a respectable salary and took their case into consideration.
What about a teacher in college
Roselene Teacher in a College Reginal Princeton, Explain . We were all,especially those who run the country at school. But school is despised. Teachers do not have a respectable salary. I give you an example the salary of a teacher is HT $600 per month, in primary class, if the teacher asks for more money, and does not come to work, they quickly find someone who will accept the job for less money low as $ 400HT example, this does not mean that person is well trained to educate children. Our salary is not meet our needs, However when we encounter cases where some children have nothing to eat before coming to school we are oblige to find something to give them, we can help by giving 5 gourdes, or bread for them to be held during school hours.
Also the parents do not respect what we are doing for their children. They disrespect us and speak to us as they want.
other things, each school has its program, however at the end of the year, students will have a single examination from the government. Do not be surprised to see they have succeeded.
All Haitian' teacher have a vision, they do not care the price to pay but they believe in a generation of Haitians who have the tools to rise above poverty, disease and oppression and believe that educating the rising generation is the only way to make this vision a reality.
Politic crises and economiques
There are so many children who are forced to stop attending school because their parents cannot afford food and school fees. There are so many children who are forced to stop attending school because their parents cannot afford food and school fees. In addition many students start the school year, but then are unable to keep paying the monthly fees forcing them to stop attending classes halfway through a school year which they will then have to repeat the next time they are able to go to school.
Because of an unemployment rate of more than 65%, most fathers leave the home early in the morning to go out and look for ways to make enough money to buy food and basic necessities for their family. Struggling to even provide food makes it almost impossible for these fathers to provide an education for their children.
The importance of family education.
Parents are responsible for education of their children.
How to education your own family, friends and neighbors.
Education Skills : Life in society
How to live in society?
How to prepare oneself to make choices in health, education, culture, government, economics, and the other PINP topics.
(This is an introduction to the Workshops that will be presented on each monthly topic)
Education Skills : Subjects to learn
What is important to learn? What should be taught?
Subjects on society, such at the 12 PINP topics.
Subjects on personal life.
Subjects on universal themes.
Education Skills : Kreol
Translation from Creole to English words, this will include a video, audio , and picture of all the words and sentences below.
Emergency words translated from Creole to English:
1.Gen moun ki mouri? =Are there any dead?
2. Eske ou frape? =Are you hurt?
3. Eske ou gen doulè?= Are you in pain?
4. Eske ou blese? =Are you wounded?
5. Eske ou kab chita?= Can you sit?
6. Eske ou kab kanpe? =Can you stand up?
7. Eske ou kab mache?= Can you walk?
8. Ou bezwen èd?= Do you need help?
9. Sekou medikal ap vini. =Medical help is on its way.
10. Silvouplè, ale kay doktè. =Please get medical help.
11. Rete dèyè annatandan sekou medikal rive. =Stay back until medical personnel arrive.
12. Rete dousman. =Stay calm.
13. Doktè a pral rive talè. =The doctor will be here soon.
14. Ki pwoblèm ou genyen?= What is wrong with you?
15. Ki kote ou blese? =Where are you injured?
Asking for the time translated from Creole to English:
1. Ki lè li fè? =What time is it?
2. Li fè dezè dimaten.= It is two in the morning.
3. Li fè dizè diswa.= It is ten at night.
4. Li fè midi.= It is noon.
5. Li fè minwi.= It is midnight.
6. Li fè twazè apremidi. =It is three in the afternoon.
7. Ou ka ban mwen ti lè?= Do you have the time?
8. Se bon lè a?= Is that the correct time?
Basic communication translation from Creole to English:
1 Ki diferans ant... ak...?= How is... different from...?
2 M ap desine li.= I will draw it.
3 M ap eseye jwenn li nan liv la.= I am trying to find it in this book.
4 Ma ekri li.= I will write it.
5 Mwen fè yon fot.= I made a mistake.
6 Mwen fè yon fot? = Did I make a mistake?
7 Mwen pa ka li ekriti ou.= I can't read your handwriting.
8 Mwen pa ka tande ou. = I can't hear you.
9. Ou gen yon diksyonè?= Do you have a dictionary?
10. Ou ka li ekriti mwen? = Can you read my handwriting?
11. Ou konprann?= Do you understand?
12. Ou vle di...?= Do you mean...?
13. Sa a kòrèk?= Is this correct?
14. Se pa sa mwen te vle di.= I didn't mean that.
15. Èske... vle di menm bagay ak...?= Does... mean the same as...?
Names of animals translated from Creole to English:
Adjectives translated from Creole to English:
1. gwo = big
2. jenn =young
3. kontan= happy
4. kout= short
5. lan= slow
6. long= long
7. lou= loud
8. piti= small
9. trankil= quiet
10. tris= sad
11. vit= fast
12. vye= old
13. wo= tall
More Translations from Creole to English:
1. Etazini= United States
2. Kijan pou mwen ale nan...? = How to get to...?
3. ameriken. = American.
4 Mwen ta renmen... = I would like...
5 Ou ka ede mwen? = Can you help me?
6 ak= and
7 direksyon= direction
8 kafe= café
9 mize = museum
10. otèl= hotel
11.ayewopò = airport
12.estasyon = station
13.grangou = hungry
19. Bon vwayaj.= Have a good trip.
20. Ki lè li fè?= What time is it?
21. ayè= yesterday
22.demen = tomorrow
25.jodi a = today
27.mache= to walk
29. mèkredi= Wednesday
31. Angle= English
32. Mwen gen kèk kesyon.= I have some questions.
33. Mwen pa ekri Kreyòl byen.= I don't write Creole well.
34. Mwen pa ka li Kreyòl.= I can't read Creole.
35. Mwen pa konnen.= I don't know.
36. diksyonè = dictionary
37. pa = not
38. pale = to speak
39. tradui = to translate
40.Ki kote li...?= Where is...?
41.Ki pri yon chanm?= What is your rate?
42.chanm = room
43. dis= ten
45.nèf = nine
47.10 sèt= seven
48.11 uit= eight
The audio / video teaching:
Education Skills : Plan your education
How to plan your own education using public and PINP resources.
Includes: Conventional education, PINP mini-center, PINP workshops, PINP kiosks, including unlimited literacy, and PINP library - and anything we can think of.
Education Skills : How to learn
The need for basic skills, such as reading, writing, and arithmetic.
Critical thinking skills.
Ability to listen.
How to find resources (such as libraries, newspapers, schools, people, and more)
Participants create their own ‘after school’ programs
Everyone can become a mentor to someone else. Participants manage their own program.
This South African program is probably better described as an 'innovative after-school program' than an 'innovative school.' The process begins with a volunteer team consisting primarily of unemployed graduates and tertiary-education students, who identify young people with leadership potential and trains them as mentors. The mentors then identify a particular ability that they possess – whether in dancing, mathematics, football, singing, drawing, or anything else – and find young people who want to learn from them, creating their own “after-school programs”. The organizing principle is the skill they are teaching, but the mentors also play a pastoral role for their "buddies". The "buddies" go on to become mentors themselves, creating their own groups and thus scaling up the Bugrado concept. After Bugrado’s first year, children as young as five years old were teaching younger children. Children were also developing their own programs, promoting themselves to the community and doing their own fundraising.
Because of the cascade approach to getting children involved, Bugrado spreads quickly. Everyone can become a mentor to someone else. Ten tertiary students each mentor ten student leaders, who in turn each mentor ten other students, and the replication continues in this manner so that ten leaders can eventually reach ten thousand students.
Outcomes after the first year of the program showed that children as young as five years old were aiding younger children in their development. Additionally, the children themselves were managing the pilots, developing their own programs, promoting themselves to the community, and doing their own fundraising.
Safe, comfortable learning spaces close to the homes of participants.
These will have to be enclosed, secure rooms with electricity. In developed countries these spaces are easy to find: any café will do. In Haiti, we will need comfortable, quiet spaces with resources for in depth learning.
Education Direct action : Workshops
Workshops are the primary way in which PINP acts directly in the areas where people in extreme poverty are living. Workshops present the entire process of understanding and action, including background reports, classes with vision and action, skills training, and the presentation of direct action possibilities.
Workshops are given at the PINP kiosk, using an application on an ipod or ipad. The application contains the whole workshop in Kreol, mostly in video format, but also with photos, audio, and text.
Education Direct action : PINP kiosks
People in Need Partnership kiosks are places for semi-autonomous learning, placed in a central, accessible area and used by community members. They provide information, opposing viewpoints, and opportunities for interactivity and discussion. Topics can be practical (such as literacy, or useful skills) or more intangible (such as culture, media, or government).
PINP Kiosks can be used anywhere, but are designed with special features to function in the devastated slums of Port-au-Prince, Haiti. A community member is trained in the topic at our office, and is certified to present the workshop and respond to questions. We use modern technology to present the material in the slum, including an app on a Ipod touch or ipad to project the material on a screen, and a car battery to power the micro projector. Workshops consist of background reports, exploration of the meaning of the topic, and a series of trainings on skills and direct actions.
Education Direct action : Literacy training
Literacy training in the PINP Kiosk
Unlimited literacy training, for Haitian partners and anyone living in the neighborhood, to learn the basic skills of reading, writing and arithmetic. This takes place in the PINP kiosk, a very simple structure (without walls) we want to build in every neighborhood where our partners live.