A digital citizen is a person who uses information technology (IT) to participate in society, politics, and government. Karen Mossberger defines it as " those who use the Internet regularly and effectively" in her book Digital Citizenship: The Internet, Society, and Participation. They have a comprehensive understanding of digital citizenship, which is responsible and …

1. Simple is innovative: Simple, flexible planning in
Haiti to promote effective responses
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Digital citizenship: do we have both rights and duties in the online space?
February 8, 2022 por luisa ferrante - luz elena escamilla - Liliana Serrano Pájaro Leave a
Comment
A digital citizen is a person who uses information technology (IT) to participate in society,
politics, and government. Karen Mossberger defines it as " those who use the Internet regularly
and effectively" in her book Digital Citizenship: The Internet, Society, and Participation. They
have a comprehensive understanding of digital citizenship, which is responsible and … [Read
more...]about Digital citizenship: do we have both rights and duties in the online space?
10 years of school reconstruction in Haiti: what did we achieve?
January 20, 2022 por Livia Minoja - Christian Ubertini Leave a Comment
In the aftermath of the 2010 Haiti’s earthquake, the Government of Haiti faced massive
reconstruction needs in all sectors. In the education sector alone, the Ministry of Education
(MENFP) stated that 82% of the schools (public and private), located in the affected regions,
were damaged or destroyed[1] (i.e., 4,000 schools damaged and 2,000 destroyed out of 7,300
schools … [Read more...]
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Simple is innovative: Simple, flexible planning in Haiti to promote effective responses click link

2. April 5, 2022 por marie tamagnan Leave a Comment
Over the last several years, Haiti has been rife with ongoing political and social unrest (including
a national lockdown period called Peyi-Lok), skyrocketing levels of unemployment, natural
disasters including devastating hurricanes and earthquakes, the COVID-19 health crisis, and a
tragic presidential assassination. In the midst of these challenges, the schooling of children …
[Read more...]about Simple is innovative: Simple, flexible planning in Haiti to promote effective
responses
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reconoce una forma alternativa de enseñar
EMIS: The Key Component to a Brighter Future of Education in Haiti
March 22, 2022 por marie tamagnan Leave a Comment
In a joint investment with the World Bank, the IDB successfully financed the first year of full
implementation of the Education Management and Information System (EMIS), setting up the
first pieces of a robust foundation for the collection and management of education sector data in
Haiti.

3. Establishing a formal education management information system for a country is hard. Doing so
EMIS: The Key Component to a Brighter
Future of Education in Haiti
in socio-political unrest, changes in government, and natural disasters is even more challenging.
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In Haiti, the IDB has been unwavering in its commitment towards building a stronger Education
Management and Information System (EMIS) under our Vision 2025 -Reinvest in the Americas-
capable of collecting data on the education sector and monitoring progress.
Over the last five years, from the IDB, we have supported the Haitian Ministry of Education
(MENFP) in building its very own EMIS. After years of strategy development and Ministry unit
strengthening, in 2020, in coordination with the World Bank, successfully financed the first year
of full implementation of the EMIS, setting up the first pieces of a robust foundation for the
collection and management education sector data in Haiti.
But what is an EMIS? Is it important?
An EMIS is “an integrated data management system” designed to collect, manage, centralize,
and supply personnel, schools, teachers, and students in a broader education system data
(Cassidy, pg. 101, 2006). It is especially vital to a highly functioning national system of education
because it would serve as a facilitator “…of strategic decision-making, policy formulation and
budgeting, and, if possible and relevant, routine management above the school and towards the
school (UIS, pg. 11, 2020).” In other words, an EMIS is the foundation of governance in the
Education Sector.
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The initial EMIS development strategy is based on the following pillars:
Equip the Ministry of Education with all the materials necessary for a highly functioning, national
EMIS.
Develop, validate and test a new data collection strategy for the education system. In this
process, all actors at the decentralized level were trained and made aware of their various roles
and responsibilities in supporting the maintenance of an effective EMIS.
Support the development of a shared database made available to all stakeholders in the
education system. Although the public launch and completion of this database is still underway,
the EMIS has already begun completing key components of this database, including making
advances in:
the development of a human resource data platform;

4. planning the next school census, the assignment of unique identification numbers to schools
teachers, staff, and students,
publication of several school maps that showcase where the nations’ schools are
geographically located on the ministry webpage.
Coordinate with other partners across the sector to avoid duplication of efforts and harmonize
various strategies in supporting the EMIS.click link
Financing these activities contributes to establishing a solid foundation for the EMIS to support a
more resilient, data-informed future of education in Haiti. The EMIS has already served as a
national tool and an opportunity to face organized disasters. After the 7.2 magnitude earthquake
that hit the south of Haiti on August 14, 2021, the system rapidly produced school lists for the
MENFP and its partners to identify and target schools needing interventions. In this context, the
EMIS became a vital tool for collecting data on the affected schools, making it possible to show
an overview of the disaster in the education sector while building the school database.
Ultimately the future of education in Haiti will make more use of data to better support its
decisioning-making processes and responses to systemic shocks. To this end, all the elements
are in place to inaugurate a new education era in Latin America and the Caribbean. As part of
Vision 2025—our roadmap for an inclusive and sustainable recovery—the IDB is ready to
finance these and many similar efforts. The IDB’s support to the EMIS will further support the
development of the MENFP’s governance capacity over the challenges faced by its education
system.
What possibilities do you imagine for Haiti's educational system? Give us your opinion in the
comments section! Click link

5. Filed Under: Uncategorized
marie tamagnan
Marie Evane Tamagnan is the Haiti and Dominican Republic International Education Specialist
for the IDB. An experienced Education Specialist with global experience in international
development and education in emergencies, Marie’s focus lies in school leadership and
management, school financing, results based financing, gender, and quality assurance in global
humanitarian and development contexts. Marie has extensive experience with partner
coordination and works closely with partners such as the GPE to mobilize finances for education
sectors across the LAC region. Marie previously worked for the World Bank and Save the
Children UK.
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Education without borders? The hope of
migrant students A little over 30 years
ago, when Amilcar Amaya was 13, he migrated with his family from El Salvador, leaving behind
his native country amid a civil war in which 75,000 lives were lost and a fifth of the population
was displaced.
In 1982, they settled in Valle de Paz, Belize, a community created to provide refuge for those
who fled the Salvadoran civil war, as well as immigrants from Guatemala and Honduras. At the
age of 16, Amilcar began work as a teacher at the Monseñor Romero Primary School and, since
then, has devoted his life to supporting the integration and learning of successive generations,

8. but not without first having himself experienced the challenges that language limitations and the
social and emotional effects of migration pose for integration. Click link
In recent years, stories like those of Amilcar have continued to proliferate in Latin America and
the Caribbean (LAC), whether due to violence or persecution or, in the case of millions of
people, in response to economic and social factors or natural disasters. Currently, like Amilcar,
they are seeking to settle in different communities and find opportunities to improve their lives.
Many of the region’s countries, like Belize, guarantee the right to education and allow migrant
children to enroll in their education systems, regardless of their migratory status. However,
schools face administrative, financial and pedagogical challenges that, in turn, represent
barriers to access for these students and their learning and integration. For example, in Belize
and Guyana, where the official language is English, most immigrants speak Spanish or an
indigenous language. Click link here
The IDB’s study of migrant and non-migrant families in Belize revealed that only a minority of
migrant children speak, read and write English and, in general, have difficulty learning and
communicating with their classmates and teachers.
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