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Edike Ayisyen Pou Ayiti

Posted Posted by Color of Hope in Education, Haiti Hope Ambassador, Message, Program, Uncategorized     Comments No comments

Edike Ayisyen Pou Ayiti se yon inisyativ pou fòme Ayisyen pou yo ret lakay e sèvi lakay. Nou vle edike tèt, nanm, ak kè chak timoun, yon fason pou yo konn kiyès yo ye, renmen pwochen yo, fyè de peyi yo e travay pou li. Se tou yon mouvman pou valorize karaktè, konpetans, ak entèlijans. N ap travay pou talan nou yo jwenn oswa kreye posibilite kote yo ye a. E sila ki deyò yo, n ap chouchoute yo e kreye yon klima favorab pou yo vin itilize konesans yo pou amelyore lakay. #EdikeAyisyenPouAyiti #Ayisyen365

Edike Ayisyen Pou Ayiti

Kijan’w Ka Ede Oswa Fè Pati Inisyativ Sa a?

  • Pataje Inisyativ la ak videyo a toutpatou kote w kapab. Sitou sou medya sosyal yo
  • Mete postè Edike Ayisyen Pou Ayiti nan lekòl, klas oswa lòt institisyon
  • Kontribye lajan pou ede inisyativ la
  • Ede amelyore ak pwomote Kreyòl nan edikasyon an Ayiti
  • Sipòte/Sponsorize yon Bibliyotèk Pèp La – Kontakte n pou plis enfòmasyon

Ayisyen ki Edike a pa Itil Ayiti

Ayisyen ki edike a pa itil Ayiti anyen. Sistèm edikasyon an #Ayiti pa prepare Ayisyen pou Ayiti. Nou mèt edike yon ban'n ak yon pakèt Ayisyen depi se nan menm sistèm nan se lave men siye atè. #EdikeAyisyenPouAyiti #Ayisyen365 #MkanpepouAyiti @colorofhopeorg

Posted by Ambassador Marli on Sunday, June 4, 2017


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Help Haitian Youth Think More Critically

Posted Posted by Color of Hope in Education, fundraiser, Message, Program, Uncategorized     Comments No comments

In an effort to help young #Haitians think more critically and be less susceptible to superstitions and falsehoods, Color of Hope produced a scientific method poster in Creole. Now we need your help to distribute as many as I possibly can to educators, schools and other educational institutions in #Haiti.

A $25 contribution will provide 10 Creole Scientific Method posters for education. Our goal is to provide 10,000 posters to display in classrooms throughout Haiti. #IstandwithHaiti #scienceforHaiti #EducateHaitiansForHaiti #EdikeAyisyenPouAyiti

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Back to School Drive in Haiti

Posted Posted by Color of Hope in Education, Events, News, Program, Trip, Uncategorized     Comments No comments


Throughout the year Color of Hope supports schools, students, teachers and parents with different initiatives, however the back to school drive is one that has proven to be crucial for a successful academic year. 

Many parents struggled to come up with tuition fees and uniforms which means there is no money for school supplies. While some schools will not allow children to attend without adequate school supplies, many children will attend school without the basics (backpack, notebooks, pens, pencils etc…) One of the students we helped was threatened to be sent back home because he did not have socks. 


This year with the support of Waste Management, One Love-One Community and LESS Institute, we were able to help more children to start the school year properly equipped.


Knowing the importance of education in building a better Haiti, we couldn’t be more grateful to all those who make what we do possible. Special thanks to: Mayor Triolo of the City of Lake Worth, Ellen Smith, Barbara Haider, Former State Rep. Mack Bernard, Lisa Turdo, Commissioner McVoy, Renel Coutelien, Alex Augustin and Mary Greydanus.
The back to School Drive was filled with activities, including a movie viewing. “Providing those materials to students in Haiti is priceless” said Hope Ambassador Marli Lalanne. Click HERE to view more pictures from the event on our facebook page.


Solar Panels for Haiti Tech Center

Posted Posted by Color of Hope in Column, Education, fundraiser, Haiti Hope Ambassador, Message, Program, Technology     Comments No comments


In 2012, just two years after the devastating earthquake that hit Haiti, Color of Hope launched the construction of the Hope & Innovation Center as a result of growing demands for our services and programs. The center is now the first ever community tech center in Haiti destined to bring 21st century skills to communities and youth.

Our programs range from introduction to computers to coding, from teacher training to story time, from science lab to movie night and everything in between. The best part of it all is that we take our programs on the road, even to the most remote parts of the country. Most of the programs are in their testing phases and are going great, however the NUMBER ONE issue we face in delivering these wonderful programs is the lack of electricity, and being environmentally conscious makes it even harder for us. As a Haiti Hope Ambassador, I endeavor to provide for the needs of the organization in order for us to fulfill our mission. This year, I am asking for your help to address this critical issue.

Here is what I mean; Haiti has an acute electricity problem. In Port- au- Prince, Haiti’s capital, the availability of electricity is very limited, and some regions of the country do not have electrical power at all. The average person in Haiti spends 281 days a year without electricity. The lack of electricity leads most businesses and those who can afford it to using generators to function. Our heart aches every time we must use a generator. The center is located in an area where we barely get 3 hours of electricity a day and it’s mostly during late hours. Sometimes the power doesn’t come on for days and that makes it extremely hard  to consistently deliver our programs.

The issue we face is not one without solution but we need your help. We would like to leverage Haiti’s great natural wealth of sunshine to provide a clean, conscious and sustainable solution to this grave problem.  We need your help to acquire an off grid solar system that will allow us to be consistent in delivering those needed programs to the people and put our heart at ease knowing that we are not adding to the degradation of the environment. For that, we would be forever grateful.

The impact of consistently delivering these programs would be immense. The people of Haiti are critically lagging in digital literacy and information technology.  According to the World Bank, less than 5% of the population has access to a computer and even fewer are regular Internet users. Many students in Haiti are forced to gather under street lights to study and do homework at night and most use candles which are unsafe.  The majority of Haitian citizens (56%) are under the age of 25 and they are being deprived of an opportunity to be viable contributors in today’s global economy or the local economy due to this lack of access.  Your support can help provide reliable power to achieve an impact that we can see and one that the communities in Haiti can feel.  Together we can raise and empower the next generation of Haitian leaders to create a better future.

Marli Lalanne Haiti Hope Ambassador.
“As a Hope Ambassador, I endeavor to provide for the advancement of our mission. Color of Hope’s efforts are aimed at cultivating our Haitian children’s potential to give Haiti a better future.This year, my goal is to address the critical issue of energy.”

– We thank you from the bottom of our heart for any donation and will share these tokens with you at the following levels:

$50 or more – Unity t-shirt

$100 or more – Choice of Unity t-shirt or Philosophy shirt plus wristband.

$250 or more – Unity t, philosophy, wrist band and a we remember Haiti t-shirt

$500 or more – complete set of our Save Haiti Bike Ride cycling outfit, 5th annual Save Haiti Bike Ride water bottle, wristband, and a choice of any of our T-shirts.

Bike Ride Jersey

Teacher Training in Haiti

Posted Posted by Color of Hope in Education, Events, Program, Trip     Comments No comments

Our professional development training for teachers and schools in Haiti this year has been a huge success. Over two hundred and fifty participants from all over the country. “This was the best training I have ever had” said one of the participants. Our strategy to positively impact the next generation in Haiti starts with the people who are educating them. We are making the RIGHT investment in teachers to help them empower their students. Click here to view more pictures


Our Teacher Training program provides professional development training that addresses both pedagogical and subject area skills at the early childhood education, primary, and secondary levels. These training are designed to meet the guidelines and standards of the Ministry of Education.  Currently in Haiti, at the early childhood education level, there are 20,000 teachers, but only 42% are qualified to teach at that level. And the situation is even worse at the primary level, where only 22% of the 60,000 teachers are qualified to teach. Given the enormous challenge of the lack of qualified teachers in Haiti we take this program on the road.  We travel outside of our center to regroup and train educators in remote areas of the country in addition to hosting regular trainings at our location.


Support this program by making your contribution

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This Note Belongs to You

Posted Posted by Color of Hope in Education, Events, News, Program, Technology, Trip, Uncategorized     Comments No comments

This note belongs to you, we couldn’t have done any of it without your support. THANK YOU! Dieumela at our Community Technology Center Dear Color of Hope, The students from La Providence de Delmas 53 had a great innovative day at your Tech Center on May 28 2014. We would like to thank Marli Lalanne, Frensisca Danastor and the whole staff on behalf of all the students. Once again, thank you for enlighten the kids about technology. They had a blast. They will cherish that experience for the rest of their lives. Dieumela Aid Team Haiti School at our Community Technology Center People like you make what we do possible. We have touched so many lives, but knowing that there are so many left untouched makes it hard for us to rest. We are looking forward to touching many more young lives with your support. Haiti School at our Community Technology Center

Increase Digital Literacy in Haiti

Posted Posted by Color of Hope in Education, Program, Technology, Uncategorized     Comments No comments

Digital literacy program

Consider how technology permeates every aspect of our existence today. Then think about how Haiti, a country where 56% of the population is under the age of 25, only has mere 0.2% regular Internet users.  What will we do to make sure our children don’t get left behind again this time around?

Color of Hope provides youth and communities in Haiti with technology resources, training and creative opportunities. We aim to improve access, skills and education individuals need to take part in the information age.

Did you know that only 5% of the population in Haiti have access to a computer. We cannot stand by and let our youth fall behind. Your $10 contribution provides 2 hours of digital literacy training for a a group of 5 at our Community Technology Center in Haiti.


You can make sure Haiti’s tomorrow is better than her today. Make your contribution now

Donate to the Mobile Education Centers Program

Using technology to educate children in Haiti

Posted Posted by Color of Hope in Education, News, Program     Comments 2 comments

You may not be a teacher (educator) or never even set foot in Haiti but your contribution is helping to educate children in Haiti – Thank you!!!

Technology for education in Haiti

Making learning fun and exciting for the children of Haiti who have so much to deal with at a very early age.


Using technology to improve and support education in Haiti

Using technology_for_education_in_Haiti3

See video on how your contribution is helping us to make it happen in Haiti. See more pictures of our Community Technology Center here

Supporting Education in Haiti

Posted Posted by Color of Hope in Education, Program     Comments No comments

Education Jump Start

Supporting Education in HaitiEducation Jump Start provides school supplies and tuition support to students. As you know, 85% of the schools in Haiti are non-public schools and, now more than ever, parents have a hard time paying for their kids’ tuitions. We work with local schools and communities to identify those with struggling payment history. The identification process is done by our Hope Team members in Haiti who interview local families to ensure that the money goes to the neediest. The Education Jump Start program also provides teaching kits to teachers to make sure they have all the necessary materials to teach.

As most educational research indicates, we believe teachers should be empowered since they are at the heart of education. Our goal for the next ten years is to train 55,000 teachers. For the past two years, we have been providing professional development training for teachers through a number of partnerships. This summer, in collaboration with Haitian Christian Schools and Action Citoyenne, our teacher trainers organized professional development training for teachers on the Island of La Gonave.

During those trainings, we addressed two critical areas. We stressed the importance of life-long learning and encouraged teachers to increase their content knowledge by continuing their education through various means. We provided teachers with educational resources so they can continue to increase their own knowledge base. Additionally, we trained teachers in the modern theories of learning and cognition. We discussed the works of Piaget, Vygotsky, Maslow, Gardner, and Bloom and their implications for the classroom. We not only discussed the many theories of how children learn, but we also gave participants strategies and techniques to engage students in their learning and to help them develop necessary 21st century skills. Our goal is to sustain these trainings throughout the year through continued and systematic opportunities for professional development workshops. With the establishment of our community centers, these efforts will be scaled and replicated in other parts of Haiti.

Color of Hope Teacher training in La Gonave Haiti

We are asking for your support so that we can continue this essential work. In this flat world, we all know the critical importance of educational competitiveness for economic and social development. Your support will help us contribute to the improvement of educational quality in Haiti. The most immediate way you can help is to make a donation toward Color of Hope’s Education Jump Start, which will benefit students and teachers in Haiti.

Supplies needed: Book bags, notebook paper, pens, pencils, pencil sharpeners (non-electric), markers, highlighters, dice, graph paper, folders, chalk, poster board, index cards, scissors, teacher record books, and scotch tape.

Financial donations can be made right here on our  website.

Donate to help support education for Haitian children

Improving Access & Quality in the Haitian Education System

Posted Posted by Color of Hope in Column, Education, Opinion     Comments 1 comment

Improving Access and Quality in Haitian Education System

By Moise Derosier

Moise Derosier






On October 1, school will officially begin in Haiti. The Ministry of Education in Haiti projected that about 2.1 million excited and hopeful children will be headed back to school. Many of these children will walk several miles to attend overcrowded schools. Some will have to sit on rocks or under trees. Others will have to find a place under a couple of tin roofs standing on four sticks. Many parents will be selling their only or last goats or cows to finance the education of their children. Some parents will be borrowing money at very high and exorbitant rates from local money lenders to pay for school fees, uniforms, transportation costs, school supplies, and food. I am not being reminiscent of my own school days as a student thirty years ago, nor am I exaggerating. Here are some pictures of the so-called schools that I visited during my most recent trip to Haiti.

Haiti School

One of the things that keeps me awake at night is when I think about the quality of education that these excited and hopeful children are receiving. Is the Haitian education system preparing these children to compete in a globalized world in the 21st century? Like many, I know the answer to this question. It is a resounding, “No!” More than 30 years ago, when I was a primary school student in Haiti, I was very fortunate to have a little geography textbook from which I learned to memorize and recite this lesson: “La terre est ronde comme une boule, elle a quarante milles kilometers de tour.” Translated into English this lesson says, “The earth is round like a ball, and it has a circumference of forty thousand kilometers.” Unfortunately, the education system in Haiti has not changed much over the last 100 years. This little geography textbook is still in circulation. From it, students are still memorizing and reciting the aforementioned lesson.

I am sure that this book was published 40 years prior to my becoming a primary school student because my father learned his first geography lesson from the same little book. I am amazed that, 40 years later, the same book (cover to cover, fonts, graphics, and content) is in circulation. I was very lucky to have this geography textbook because for many of my other courses I relied only on teachers’ notes, and had no way of verifying whether the information they were teaching was factual. Many of the teachers taught from the notebooks that they had maintained when they were students. I relied heavily on the idea that my teachers were good note-takers! If you extend this line of thought, you can sense why I think a lot about the quality of education that Haitian children are receiving, and how I feel about Haitian parents who spend a major portion of their meager livelihoods hoping their kids are receiving a decent education.

Having studied education systems around the world, I understand that education systems are slow moving beasts, but in Haiti, it seems that nothing has changed despite the millions of dollars spent by both bilateral and multilateral institutions. Sometimes these institutions perpetuate, replicate, or even sustain failed systems. For instance, when you read published reports by institutions such as the Inter-American Development Bank (IDB) and World Bank regarding education reform, you will observe that they have spent millions in the distribution of “school kits.” Can you guess what school children in Haiti are receiving in these school kits? The same little geography textbooks or history textbooks so that they can learn to memorize and recite lessons. Perhaps these institutions do not know about what goes into the school kits because some of the decision-makers at these institutions are never on the receiving end. This is why I argue that these institutions must have qualified Haitian professionals on staff. I believe the Haitian Diaspora has an important role to play in the development of Haiti, especially with educational development.

Color of Hope Teacher Training in Haiti

Around the world, education systems typically face two major challenges. The first challenge is lack of access to education. In March 1990, in Jomtien, Thailand, a global movement called Education for All began when delegates from 155 countries and representatives from 150 governmental and non-governmental organizations held a conference to reaffirm Article 26 of the Human Rights Declaration, which proclaimed education as a fundamental right. At the end of this conference, participants embraced six important goals to achieve over the next ten years. Two of the six goals were to increase universal access to education (access) and to focus on learning outcomes (quality). In April 2000, in Dakar, Senegal, delegates and representatives met again to give more impetus to education. Since 2000, many countries have made a lot of progress in increasing access of education to boys and girls, especially from vulnerable groups. For instance, from 1999 to 2007, the number of out-of-school children worldwide had declined from 105 million to 79 million. If this trend continues, by 2015, it is expected that there will be 56 million out-of-school children. According to the Global EFA Monitoring Report, the world net enrollment ratio has grown from 82% in 1999 to 87% in 2007.

Education Statistics for Haiti are hard to come by. I have been gathering bits and pieces from numerous government reports. Taken with a grain of salt, La Strategie Nationale D’action pour L’education pour Tous (2007) reported that the net enrollment ratio for the 2002-2003 school year was 76%. Haiti’s net enrollment has declined from 71% in 2006 to 68% in 2010 according to the Global EFA Monitoring Report and Haitian Ministry of Education data. While the rest of world is progressing in the area of access to education, Haiti is digressing. In Figures 2.7 and 2.8 below, I present evidence from the UNESCO EFA Global Monitoring Report to show how the rest of world has increased the access of education to millions of children.

Supporting the education system in Haiti
Access to education in Haiti has been grossly inadequate. One of the main reasons for this inadequacy can be explained by public underinvestment and mismanagement of the education sector. The scant statistics published by the Ministry of Education in Haiti have indicated that there are 500,000 Haitian children who have never set foot in school. There are two main factors that explain this high number of unschooled children in Haiti. The first factor is the insufficient supply of public schools. After all, the Haitian education system is a highly non-public system; 85% of schools are non-public schools. In addition, only 25% of these non-public schools are registered in the Ministry of Education’s official records. Only four other countries (Macau, Zimbabwe, Belize, and Aruba) have greater non-public ownership than Haiti (Rand, 2010).

School Haiti

The second factor is that the high financial burden of school fees for most Haitian parents is unbearable. Most parents spend a substantial portion of their income on their children’s education. For instance, the Haitian government spends an average of 1.1 % to 2% of its Gross Domestic Product (GDP) on education, while the amount that parents typically pay for education is about 7% of the GDP (RAND, 2010). In 2011, the Haitian government’s education spending was 1.81% as a percent of GDP (MOE Plan Operationel, 2011). To put this in context, around the world in 2011, the average amount that governments spent on education as a percentage of GDP was 5%. This means that the Haitian government’s education spending is too low compared to the rest of the world. As a result, Haitian parents spend too much for their children’s education. Additionally, this problem is compounded when one considers that Haitian families tend to be large (4.5 children on average).

Furthermore, the public underinvestment is clearly seen when one looks at the inadequate supply of public schools throughout Haiti. For example, in 2010, the Haitian Presidential Commission on Education under Preval published a report that revealed that there are 145 counties out of 570 where there are no public schools, and in 23 counties there are no schools at all. This means enrolling in public schools is a prized commodity for most students. This fact is part of the history of the Haitian education system. In the past, only parents who had connections with government officials could get their children enrolled in one of those prized public schools.

Solving the problem of access to education is not insurmountable. Building schools is not so difficult, especially if we are building the so-called public schools that I have seen in Haiti. Solving the problem of access to education, however, requires visionary leadership, a skill set that is lacking in Haitian society. The world is a laboratory of experiments. Since 1990, many countries have tried many experiments to increase access to education. Brazil (Bolsa Escola), Mexico (PROGESA/Oportunidades), and Colombia (Familias en Accion) are examples of government programs that have increased school enrollment because their governments pay parents to send their children to school. In Rwanda, the government conducts massive campaigns to encourage parents to send their daughters to school. Fortunately, in Haiti, parents want to send their children to school, and that’s why parents spend a major portion of their income on education. According to some estimates, Haitian parents spend close to a third of their income to send their children to school (Wolff, 2008; GTEF, 2009). The problem is that the supply of public schools is too low, and consequently, the school fees are too high relative to parents’ income. Many parents simply cannot afford to pay the school fees. This used to be a struggle for my own parents. To this day, I am grateful to Compassion International, a non-profit Christian organization, for sponsoring my education until the ninth grade.

Solving access to education is not as difficult as improving the quality of education systems. Despite the great improvements that countries have made over the last twenty years to increase access to education, the major challenge that education systems face today revolves around their level of quality. There are many measures of education equality. I am using learning outcomes as one of the measures of quality. Typically, students’ performance on national and international standardized tests is one of the measures of learning outcomes that I have in mind. More broadly, what are the kinds of skills that students need to succeed in the 21st century? A few of these skills are problem- solving, critical thinking, communication, creativity, organization, collaboration, and cooperation. Improving the quality of a country’s education system is terribly difficult. Even wealthy countries like the United States, which spent close to $11,301 in 2007 (USD PPP) per child, are struggling to provide quality education for its students. Imagine how difficult it is for a poor country like Haiti to raise the equality of its education system when it lacks both financial and human capital resources.

In regards to raising the quality of an education system, there are two important variables that we know from educational research. The first variable is the importance of the quality of the teachers themselves. This entails the educational backgrounds of teachers and their own cognitive and natural abilities. Teachers cannot give what they don’t have. For this reason, many countries around the world have tried to raise the caliber of people entering the teaching profession, such as Korea, Finland, and Singapore. For instance, in South Korea, only the top 5% of college graduates are recruited to enter the teaching profession, and in Finland, only the top 10% of college graduates are recruited (McKensey, 2010). Results from the Trends in International Mathematics and Science Study (TIMSS) and other international rankings of the equality of education systems show that these aforementioned countries rank at the top of educational achievement.

Color of Hope Teacher training in Haiti

The second important variable in improving the quality of education systems is about the quality of teaching itself. Countries that are highly ranked on educational quality tend to focus relentlessly on learning; that is, the pedagogical approach that teachers use to engage students in the learning process. As a result, teachers in these countries receive a lot of continuous professional development training opportunities to help enrich and improve their teaching craft. According to the Presidential Commission on Education in Haiti, only 20% of elementary teachers are qualified to teach at that level and 50% of teachers at the high school level are not high school graduates themselves.

This means that teachers in the Haitian education system lack both content and pedagogical knowledge. This is so critical because in most advanced societies today, teachers must at least be college graduates in order to enter the teaching profession. The highly ranked countries are very selective in the kinds of college graduates that they allow to enter the field of education. In Haiti, a low percentage of teachers have attended university or teacher training schools. At the primary level, only 5% of teachers are college graduates (GTEF, 2009, see Graphe 15 below). It is no surprise that the quality of the Haitian education system is low and the teaching methods used are outdated. The teaching methods most commonly used are recitation and memorization. While memorization skills are important, we know that these skills are not sufficient to enable students to compete in the 21st century.

When it comes to implementing two of the most important variables to improve the quality of education, Haiti is failing miserably. In 2012, for the annual national exit exams, only 30% of students passed the “Retho examination.” This exam is similar to twelfth grade state exit exam in the United States. In the thirteenth grade, 60% of students passed their exams. These passing rates are yet another indicator of the low quality of the education system in Haiti. I suspect a large percentage of the students who passed are those who attend a few highly selective and highly privileged schools. Now, imagine the disappointment of the poor parents who spent their meager livelihoods in the education of their children with the hope that their children will receive a decent education.

Prime Minister Laurent Lamothe has indicated that by 2030 he would like for Haiti to become an emerging country. For that to happen, the Haitian education system must be one of the most important pillars of economic and social development. Essentially, human capital resources are the most important assets any country. In 1964, Nobel Prize winning economist, Gary Becker, has provided great insights on the importance of human capital. It seems to be a mute point to argue that Haiti has to increase both access and quality in its education system. However, any thoughtless policy decision that increases access could deteriorate quality. For instance, if policymakers increase the number of students without a corresponding increase in the number of teachers and classrooms, then student to teacher ratio will increase. As most teachers know, class size matters. So, Haiti faces this conundrum: it must increase access while improving the quality of its education system.

Moise Derosier is COH Education Program Director. He has organized and facilitated professional development trainings for teachers and school directors in Haiti. Moise holds a Master’s Degree in International Education Policy from Harvard University, where he was named a Noel McGinn FellowEmail Moise