What Education for Haiti Today?

“If you plan for a year, plant a seed. If you plan for ten years, plant a tree. If you plan for a hundred years, educate people. If you sow a seed, you will reap a single harvest. If you educate people, you will reap a hundred harvests.” This was the advice of the Chinese philosopher Guan Zhong to his leaders as early as the 7th century BC. It was Zhong's way of asserting that education is an essential factor in economic development. For an educated population is not only an intellectual asset; it becomes the foundation of a more productive, innovative, and resilient economy. Educating citizens means preparing competent workers, creative entrepreneurs, and responsible leaders capable of building strong institutions. Education is therefore not limited to the transmission of knowledge; it must shape values, develop critical thinking, and foster social cohesion—all indispensable conditions for a nation's sustainable progress. From Ancient Wisdom to Modern Economic Theory While Guan Zhong's idea is ancient, it took until the 20th century for this intuition to be translated into economic science. In March 1961, American economist Theodore W. Schultz, Nobel laureate in economics in 1979, published a seminal article titled “Investment in Human Capital” in the prestigious American scientific journal “American Economic Review.” In it, he demonstrated that education, like physical capital, represents a productive investment. His work, extended by Gary Becker and Jacob Mincer, gave rise to human capital theory, which establishes a direct link between education level, productivity, and economic prosperity. This approach profoundly changed the perception of public policies: education is no longer considered merely a social expenditure but a strategic investment, creating long-term economic and social returns. In the case of Haiti, this perspective remains acutely relevant. The country suffers from chronic underinvestment in the education system, as well as inefficiency in current spending. Public expenditure on education does not exceed 1% of the gross domestic product (GDP) at current value, a level far below international standards of at least 4%. The result: precarious school infrastructure, a strong dependence on the private sector, an insufficiently trained teaching staff, and a high school failure rate. However, human capital theory teaches us that this situation directly compromises the country's overall productivity. Lacking adequate human capital, businesses lack skilled labor, innovation remains limited, and migration becomes the only option for many to leverage their skills. Conversely, investing efficiently in education means betting on future growth. Each additional year of schooling increases an individual's income by an average of 8 to 10%, according to international estimates. In developing countries, the effect is even more pronounced, as education not only increases productivity but also reduces poverty and strengthens social cohesion. For Haiti, this would mean a better-trained workforce, capable of transforming local resources, attracting investments, and fully participating in the growth of the national economy. The Haitian Challenge During the 2025 single baccalaureate session, only 40.7% of candidates were admitted in the West department, according to the results from the Ministry of National Education and Vocational Training (MENFP). Success rates vary by department, ranging from 40.7% in the West to 66.9% in the South. In some regions, more than one in two students fail. These figures reflect a system struggling to fulfill its primary mission: educating future generations. Reform priorities must include increasing resources allocated to education to approach regional standards, investing in teacher training and professional development, adapting the curriculum to the country's needs by introducing more technical, digital, and civic skills, while strengthening the use of Creole alongside French. Access to school must be made free and equitable, especially in rural areas and for disadvantaged families. The system's credibility must also be restored through an effective fight against exam fraud and diploma trafficking. The rebuilding of education in Haiti cannot be the responsibility of a single actor. It requires a joint commitment from the State, the private sector, civil society, parents, students, the diaspora, and international partners. More than a sectoral project, it is a national undertaking. Investing in education is investing in the future. For Haiti, the question is not whether the country can afford to fund its schools, but to understand that it can no longer afford not to. Not a Panacea Either! However, as development economist William Easterly noted, education is far from a panacea. Indeed, none exists. For example, some African countries have seen a substantial increase in school enrollment rates in recent years without significant effects on their level of economic development. It is undeniable, however, that a higher level of education generally correlates with a higher salary. A high school graduate tends to earn more than a primary school graduate, and a university graduate typically earns a higher average salary than a high school graduate. As the saying goes, those who learn, earn. Education is not limited to individual gains either: it also impacts society as a whole. An educated population is better able to participate in civic life, make informed choices, foster innovation, and improve overall productivity. However, for these effects to translate into real economic development, education must be complemented by a conducive environment: functional labor markets, stable institutions, political stability, adequate infrastructure, and coherent public policies. Without these conditions, simply increasing years of schooling is not enough to transform human resources into a driver of sustainable growth. Beyond social and political emergencies, the educational question remains the foundation of any national reconstruction. In a country marked by decades of crises and inequalities, rethinking the Haitian school system is no longer a choice but a necessity. In Haiti, education remains a privilege rather than a right. More than 80% of schools are private, often costly and of unequal quality, leaving thousands of children marginalized from the system. In overcrowded classrooms, teachers, themselves poorly trained, struggle to impart knowledge, while official exam failure rates attest to a failing system. Added to this reality is the overwhelming burden of poverty and insecurity. Too many students leave school prematurely, forced to help their families survive or blocked by violence that makes the path to school dangerous. The result: a weakened generation, deprived of the essential tools to build its future. However, education can become a peaceful weapon, a source of hope. But this requires a profound re-foundation. It's not just about increasing the number of classrooms or textbooks, but about rethinking what is taught and how it is taught. Haiti needs an inclusive, accessible, and quality school system that welcomes every child, girl or boy, in cities and rural areas alike. It must rely on well-trained teachers, supported by a genuine public policy for initial and continuous training. The curriculum must be adapted to Haitian realities: integrating national history and culture, while opening the door to scientific, technical, digital, and entrepreneurial skills. Beyond knowledge, schools must transmit life skills: civics, respect, solidarity, creativity, prosperity, and a sense of the common good. This is civic education that will train not only graduates but also agents of change. A credible school must be founded on merit and effort, guarantees of justice and progress. Haiti's future depends on a renewal of its education system. The collective destiny of the country is being shaped in classrooms today. When these classrooms close, there is cause for concern. Offering a modern education, rooted in Haitian culture and open to the world, means preparing a generation capable not only of dreaming of a better future but, above all, of building it. For of all a nation's resources, none is more strategic than education.