|Education and Trainings|
Although FONHOH will conduct and participate in livelihood and community development projects , its number one priority is education. We see education as the doorway to the development of the country and the honor that its citizens so much deserve and long for. We view education as the unconditional path to the dignity of human being, the way out of extreme poverty, the power that may govern good judgment over ludicrousness that interacts with our ability to reflect together on what constitutes our common well-being, and as the means by which we can renovate our society and improve everyone’s living conditions.
The present government has articulated the desire to take in charge basic education of all children as prescribed by the constitution of 1987; however given the magnitude of the problem, we doubt that any government can resolve it during a 5-year term. The education issue requires continuous governmental and citizen-led initiatives to even help the country to catch up with its neighboring Caribbean nations. We have planned to provide to the Haitian government all the support needed to carry its education program in the next five years and beyond. For example if the government builds a school in a particular remote area and that there is a problem of school supplies or teacher training (as it is in most cases), we are open to work with the government and intervene in these particular situations.
FONHOH advocates for the successful achievement of primary and secondary education for all Haitians children and teens. With that in mind, this organization is working to increase the establishment of primary and secondary schools in remote areas. We consider the need to build school in a particular area based on the distance between a child’s home and the closest school. It is of utmost importance to consider that besides the financial problem that prevents many pupils from completing their primary or secondary education, there is also the distance of the school to their home. We also encourage and will participate in the efforts to structure existing schools in the remote areas and cities. Even before the earthquake many of such schools were in critical conditions.
Considering the crisis at the level of teacher education, FONHOH promotes and participates in establishing teacher education schools various different geographical departments around the country. We suggest that theseaboutus teacher training schools offer teachers to become competent multilingual education teachers to address the language problem in the country. To allow teacher and students to have resources to develop their academic potential we intend to work with other organizations and institutions to ensure that schools both in urban and remote areas have enough school supplies that can contribute to a good learning environment.