haiti: how can i help? models for donors seeking long-term impact

8/7/2019 Haiti: How Can I Help? Models for Donors Seeking Long-Term Impact

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Haiti: How Can I Help?Models for Donors Seeking Long-Term Impact

Th Ct Hih Ipct PhithpSchool of Social Pol icy & Pract ice | University of Pennsylvania

Health Livelihoods Education

J 20



HaIT I : How Can I HelP?i

Table of Contentswhy this, why now 1

What’s In This Guide 1

Our Focus 2

opportunity 1: heAlth 4

Context 5

How You Can Change The Situation 6

2 Community-Based Primary Care: Example 1 6

2 Community-Based Primary Care: Example 2 9

Tips for Assessing Community-Based Primary Healthcare Projects 12

opportunity 2: livelihoods 14

Context 15


2 Solution 1: The Graduation Model 16

2 Solution 2: Sustainable Agriculture 23

Tips for Assessing Livelihood Promotion Projects 27

opportunity 3: eduCAtion 30

Context 31


2 Solution 1: Community Schools 32

2 Solution 2: Emergency Education Focusing on the Healing Process 35

Tips for Assessing International Educational Projects 39

exAmples outside hAiti & tips on giving 41

list of nonprofits in our models in prACtiCe 42

ACKnowledgments insi de bACK Cover

2 Model In Practice on this page

Cover photo collage, designed by Minh Chau. Photos courtesy o Partners In Health, Friends o Hôpital Albert Schweitzer,Catholic Relie Services, Fonkoze, Save the Children, International Rescue Committee



THe CenTer for HIgH ImPaCT PHIlanTHroPy1

Te 7.0-magnitude earthquake that struck the is-

and nation resuted in a arge-scae humanitarian

crisis: the death to has been estimated at we over

200,000; an estimated 300,000 peope were injured;

and an estimated one miion have been e home-

ess. Te earthquake destroyed the commercia and

poitica capita o the country — Port-au-Prince

— prompting a dramatic reverse migration to theimpoverished, rura communities many Haitians

had ed in search o better opportunities. Te earth-

quake reveaed the acute underdeveopment that has

pagued Haiti or decades and compounded the pov-

erty, destroying what itte inrastructure and capac-

ity had previousy eisted.

In the immediate aermath o the earthquake, the

internationa community generousy responded with

disaster reie. But as the ceebrity appeas ade and

the hard work o buiding back better begins, we set

out to answer the question: “What can donors sup-

port that will lead to long-term impact?”

wht’ i thi i

o hep donors understand where high-impact op-

portunities eist, our mutidiscipinary team spoke

with dozens o peope, incuding nonprot prac-

titioners working in Haiti, members o the Haitian

Diaspora who were in daiy contact with oved ones

in Haiti, deveopment eperts, donors with ong-

You have heard a lot about Haiti, much of it focused on the poverty that existed

before the January 12, 2010 earthquake and the devastation that followed. In this

guide, we outline ways that donors can help Haitians develop the capacity they

need to build a brighter future for themselves, their communities, and their nation.

None of Haiti’s problems are unsolvable. As attention shifts from immediate disas-ter relief to building the country back better, we show you nonprot models with

proven track records for making lasting impact.

why this , why now

Image provided by Partners In Health.



HaIT I : How Can I HelP?2

term projects in Haiti, and researchers who had con-

ducted assessments o the modes described in this

guide. We reviewed nonprot program and nancia

inormation, istened in on conerence cas report-

ing on the status o reie eorts, and met with in-dividuas designing programs aimed at improving

Haiti’s ong-term deveopment prospects. Tis guide

is the resut o our eorts.

As aways, our hope is that by doing much o the eg-

work or you, we provide the kind o independent,

practica advice that wi hep you move rom con-

cern and good intentions to impact.

o c Hth, liih, ec-

ti

Tis guide is divided into three major sections:

heath, iveihoods, and education. We ocus on these

areas or the oowing reasons:

Tese areas represent the three piars o socioeco-

nomic deveopment; without signicant improve-

ments in each o these areas, Haiti wi not be abe

to move past the current devastation.

Promising nonprot modes aready eist in each

area and are currenty operating in Haiti. Modes

in these areas oer eective and cost-ecient op-

portunities or donors to hep.

Te three areas are interreated so that investments

in one area yied gains in others. In act, most pro-

grams are integrated across a three sectors.

Te modes are simiar in that they a emphasize ca-

pacity buiding. A are responsive to oca needs, are

staed amost entirey by Haitians, and are designed

to support and strengthen the government’s eec-

tiveness. By invoving aected communities in their

own recovery and rebuiding, these modes have pro-duced sustained impact — positive change that asts

ong aer you make a donation.

wht c pct i ch cti

Tis guide was written or individua donors seeking

ong-term impact in Haiti. Each section incudes:

A brie anaysis o the current situation.

A description o high-impact modes to improve

the situation, incuding an estimate o the impact

and cost o each mode.

Eampes o the Modes in Practice currenty oper-

ating in Haiti to hep donors understand how non-

prots target these core issues eectivey.

Contact inormation or nonprots mentioned.

We ocus our anaysis on identiying eective modes

rather than on rating specic nonprots. Tis is be-

cause much o the avaiabe evidence on impact and

cost-eectiveness eists ony at the eve o the mod-

e. In addition, many donors, particuary major in-

dividua donors, are ooking or guidance to inorm

their own entrepreneuria eorts or hep them im-

prove the eectiveness o their current phianthropic

activities.

o hep donors understand how nonprots appy

these modes in rea-ie settings, our Modes In Prac-

tice provide concrete eampes o nonprot agents

impementing the various modes. Tere are many

other nonprots working in Haiti whose eorts we

don’t describe in detai. For donors considering other

nonprots, we outine the essentia components to

ook or when assessing whether a program can de-

iver the kind o resuts we describe in this guide. Youcan nd these ists at the end o each section.

Whie this guide ocuses on eorts in Haiti, the mod-

es we describe have been eective in other deveop-

ing countries. At the end o the guide, we ist eam-

pes o other paces where the modes have achieved

impact. We aso oer tips or giving to any nonprot

described in our Modes In Practice.

Tis guide represents the best insight we can o-

er given the inormation currenty avaiabe. We

wecome continued input and are eporing ways

to update this materia to incorporate new in-

ormation and new deveopments. o receive

notices o updates to this guide, pease contact

[email protected].




Baie deMancenille

Baie dela Tortue

Baie deGrand-Pierre

Baie de Jacmel

Canal deSaint-Marc

Canal dela Gonâve

Canal de la Tortue

Golfe de la Gonâve

Baiede Henne

Lago Enriquillo

Etang Saumâtre

PORT-AU-PRINCE

Cap-Haïtien

Gonaïves

Hinche

Jacmel

Jérémie

Les Cayes

Miragoâne

Port-de-Paix

Fort Liberte

Les AnglaisTiburon

Chantal

Arniquet

Camp Perrin

Maniche

Cavaillon

St Louisdu Sud

Aquin

GrandGoave

PetitGoave

Bainet

Pestel

Roseau

Bonbon Abricot

Dame Marie

Les Irois

Moron

Ansed'Hainault Beaumont

CorailPetit Trou de Nippes

Baraderes

Anse-a-Veau

Petite Riviere de Nippes

L'Asile

La vallee de Jacmel

CayesJacmel

Marigot

ErnneryMont

Organise

CercaCarvajal

Vallieres

Terrier RougeTrou

du Nord

CercaLa Source

Thomassique

Belladere

Jimani

LascahobasSaut D'eau

Thomonde

Maissade

Pignon

LaVictoire Mombin

Crochu

Bahon

Milot

Limonade

Quartier Morin

Dondon

SaintRaphael

Marmelade

Saint Michelde l'Attatalaye

Dessalines

Petite Rivierede l'Artibonite

Verrettes

LaChapelle

Mirebalais

Grande SalineDesdunes

L'Estere

AnseRouge

MoleSt Nicolas

Bombardopolis

Baie de Henne

Jean RabelBassin Bleu

Chansolme Anse-a-Foleur

Saint Louis du Nord

Le Borgne

Port MargotLimbe

Pilate

Gros Morne

La Branle

Plaisance

Anse a pitres

Grand Gosier

FondVerrettes

Ganthier

Croix desBouquets

Thomazeau

Cabaret Archaie

LeoganeChambellan

Perches

Ferrier

Carice

Bas Limbe

Acul du Nord

Terre Neuve

Boucancarre

Kenscoff

Carrefour Petion Ville

Gressier

Cornillon

Ile a Vache

Anse-a-Galets

Pointe-a-Raquette

La Tortue

Caracol

Belle Anse

Torbeck

St Jeandu Sud

Port-Salut

CoteauxPort-a-Piment

Chardonnieres

Thiote

Roche A Bateau

Ouanaminte

MonteCriste

Dajabón

Saint Marc

C U B A D O M I N I C A N

R E P U B L I C

H A I T I

S U D E S T

NOR D ES T

AR TI B ONI TE

C E N T R E

S UD

G R A N D EA N S E

NOR D OUEST

NI PPES

NORD

O U E S T

ÎLE DE LA TORTUE

ÎLE DE LA GONÂVE

PRESQU'ÎLEDES BARADÈRES

ÎLES CAYÉMITES

ÎLE À VACHE

72°0'W72°30'W73°0'W73°30'W74°0'W74°30'W

2 0 ° 0 ' N

1 9 ° 3 0 ' N

1 9 ° 0 ' N

1 8 ° 3 0 ' N

1 8 ° 0 ' N

0 10 20 30 40 50

Km

Legend

Capital city

First admin capital

Towns

International boundary

Port

First admin boundary

Main roads

Minor roads

Disclaimer:The designations employed and the presentation of material on this map

do not imply the expression of any opinion whatsoever on the part of the Secretariat

of the United Nations concerning the legal status of any country, territory,city or area

or of its authorities, or concerning the delimitation of its frontiers or boundaries.

Reference System:UTM 18N, WGS84. Map datasource: United Nations

Cartographic Section,ESRI, Natural Earth, SRTM.

Caribbean Sea

Atlantic Ocean

200 - 400

400 - 600

600 - 800

800 - 1,000

1,000 - 1,500

1,500 - 2,000

2,000 - 2,500

2,500 - 3,000

0 - 200

Elevation (meters)

Haiti - Reference Map

Visit: ochaonline.un.org/haiti, www.reliefweb.int

H A I T I

BarahonaJacmel

Jimani

Saint-MarcHinche

PORT-AU-PRINCE

SANTODOMINGO

Jérémie

Les Cayes

Miragoâne

Gonaïves

Cap-Haïtien

Port-de-Paix Monte Criste

Dajabón

0 80

Km

D O M I N I C A N

R E P U B L I C

Map provided courtesy o the UN Oce or the Coordination o Humanitarian Aairs

“We no longer had a home and no longer had our mother… Since I lost

my home, I now have to walk two hours per day to get to school each day,

6km in total. It is tiring but I know that I must continue my studies if I want

to be something in life. Sometimes I want to give up but a little voice tells

me to say determined, to keep going on and I am going to do this for my

mother, for my family. It's my reason for living.”

Adapted rom: UNICEF. (2010, May 26). Field notes: Blogging on UNICEF’s child survival work inthe eld: Te day my world crumbled. Retrieved June 8, 2010, rom http://www.whitebandaction.org/en/readings/global-poverty/10-05-26/day-my-world-crumbled

judith’s story

Copyright UNICEF/2010/Monier and Van Den Brule




opportunity 1: healthSupporting Community-Based Primary

Care Systems

Hiti: H C I Hp?

J 2010

Image provided by Friends o HAS

Image provided by Partners In Health Image provided by Partners In Health




Tis section ocuses on cost-eective, proven mod-

es or addressing the heath needs o the peope in

Haiti.

Immediatey aer the January earthquake, much o

the initia heath ocus was on trauma care to save

the ives o those seriousy wounded, thousands o

whom suered crush wounds requiring emergency

surgery such as amputations. Yet even beore the

earthquake, Haiti’s pubic heath system was i-

equipped to meet the high eve o need. Amost ha

o the Haitian popuation acked access to heathcare,a act reected in high chid and materna morta-

ity rates—the worst in the Western Hemisphere (SEE

ABlE 1 BElOW).

Te current needs reect many o the same heath

probems that Haiti aced prior to the earthquake.

However, the earthquake destroyed precious medi-

ca aciities and kied key medica personne. Haiti’s

pubic heath system is now even ess capabe o re-

sponding to the increased need.

Yet the primary causes o sickness and death in Haiti

continue to be mosty preventabe and treatabe — in-

ectious diseases such as diarrhea and pneumonia in

chidren, HIV and tubercuosis in aduts, manutri-

tion, injuries, and compications during chidbirth.

the Context

Table 1: ComParIng HealTH IndICaTors1

Haiti DominicanRepublic

UnitedStates

Inant mortality rate (per 1000 live births) 54 27 7

Under-5 mortality rate (per 1000 live births) 72 33 8

Lie expectancy at birth in years 61 73 79

Lietime risk o maternal death 1 in 44 1 in 230 1 in 4,800

Percentage o population using improved water sources* 58% 95% 99%

Percentage o population using improved sanitation** 19% 79% 100%

Percentage o births attended by skilled personnel 26% 98% 99%

Percentage o newborns protected against tetanus 50% 86% N/A

Percentage o under-5’s moderately or severely underweight 22% 4% 2%

* Improved water sources include household connections, public standpipes, boreholes, protected dug wells, protected springs, and rainwater collections.** Improved sanitation acilities include public sewer connections, septic system connections, pour-fush latrines, simple pit latrines, and ventilated pit latrines.

o p

Even beore the earthquake, almost hal o Haiti’s population lacked access to healthcare. Yet a proven, cost-

eective model exists or bringing healthcare to even the poorest, rural communities. Community-based

primary healthcare systems reach people where they live. They provide access to essential prevention andtreatment, health education, advanced hospital care and essential surgery in emergencies, and programs

addressing the root causes o poor health (e.g. access to clean water and nutrition). In this section, we provide

two examples o nonprots, each with over two decades o results rom successully implementing this

model in Haiti. Their experience demonstrates how this comprehensive approach can create a sustainable

system. By supporting models such as these, you can ensure the health o Haitians, not just ater the

earthquake, but or generations to come.



Te good news is that comprehensive community-based primary heathcare modes have demonstrated

success in improving the heath and we-being o the

popuations they serve, especiay chidren. In this

section, we describe two eampes o this mode cur-

renty operating in Haiti:

Hôpita Abert Schweitzer (HAS) Heath System

Zanmi lasante/Partners In Heath (Zl/PIH)

By emphasizing primary and preventive care, with

inks to surgery and hospita care when needed,

these programs are not ony highy eective but aso

highy cost-ecient. Both have decades o eperi-

ence achieving resuts in Haiti and coud be repi-

cated and scaed up with additiona donor support.

Tey share the oowing characteristics that make

them eective:

Tey deiver preventive care and treatment at the

househod eve through outreach by saaried com-

munity heath workers, mobie cinics, and heath

educators. In addition, inks to quaity cinics and

reerra hospitas mean more advanced care is avai-abe when needed (e.g., surgery to save a mother’s

ie during compicated chidbirth).

Tey address root causes o iness in Haiti through

programs or partnerships ocused on cean water,

sanitation, ood security and improved agricuture,

income generation, and basic heath iteracy and

education.

Tey buid capacity o the pubic system to ensurethe ong-term sustainabiity o the programs and

their impact. For eampe, the modes provide a

training site or heath proessionas in the pubic

system.

Teir modes are scaabe and sustainabe. Tey

address oca conditions such as ensuring access

to consistent quaity care in rura, mountainous

regions. Tey estabish reiabe suppy chains and

human resources networks. Tey aso have eperi-

ence partnering with the pubic sector.

o hep phianthropists better understand how this

comprehensive mode is put into practice, we provide

two eampes o nonprots with more than 25 years

o eperience operating in Haiti. Founded more

than 50 years ago, the rst agent, HAS, pioneered

the mode in the Artibonite Vaey o Haiti and since

then, many other nonprots have repicated its struc-

ture. Te second eampe, Zl/PIH, started out in the

Centra Pateau region at a hospita in Cange, and

rapidy epanded deivery o primary care, HIV, and

tubercuosis services through its community heathworker-ocused mode. At the end o the section are

descriptions o two additiona nonprots impement-

ing the community-based primary heathcare mode

in other regions o Haiti and tips on assessing other

agents not mentioned here.


how you CAn ChAnge the situAtion

av : $20-25 per person/year or access to

essential evidence-based health interventions at the

local level.

rv :s hi h s: 58% w isk h

b g 5 mp wih h s Hii

gy impv HIV bsis sviv s

mk p i m h s s i mmiis sv by h hh sysms

c : Results rom Hôpital Albert

Schweitzer (HAS) Health System have been

translated into an estimated return on investment:

s p y i sv ~ $40s p hi h v ~ $2,775

(See ModelS In P ractIce or SourceS o tHIS data.)

greaT bang for buCk: CommunITy-based PrImary HealTHCare sysTems




models in practice:

Cit-b Pi C : ep 1 - Hôpit at schitz Hiti (Has)

ab : Hôpi ab Shwiz (HaS) is

ig sysm pimy hh , hspi , mmiy vpm iiiivs. I is:

a mmiy hh pgm wih i visis

hshs by si hh gs ( agents de santé ),

mbi iis by ss, sysm miwivs

piv hh, bsis HIV pgms,

mmiy hh vs (1 vy 15 hss)

wh ii p hh i. Si hh s/

ispsis hgh h svi p-

vi bsi pviv iv . a is

ss ks pgm ivss.

a svi hspi i dshps, p by pmiy Hii s iig sgs, mi-

s, ss, mi ssiss. I svs s

h ii isi hspi i h pbi sysm. a g-

sig pship wih u.S. hpi gp hs

b HaS pm mp hpi ps

hwis vib i ms Hii.

cmmiy vpm iiiivs w sii,

iy iig, impv viy , si,

ssib mig hiqs, mi-pis.

th HaS m hs b pi by h nGos

hgh Hii p i h vpig

is. th HaS sysm i s mg m h

hqk hs b b py ky i pvi-

ig h ij isp. mp, HaSws h is hspi hv pi pshis

b sv mps m h hqk.

n : Ispi by h wk d. ab Sh-

wiz i ai his hi v i,

ami p d. Wiim lim M J. Gw

G M HaS Hii i 1956. Si is -

ig, h HaS sysm hs sv h ppi

msy sbsis ms — w 300,000 pp

gwig — whih ivs wihi 610 sq-mi

h aibi Vy i Hii. this gi is b

75 mis hws P--Pi, h Hii pi.

i: r yss pvi viig vi

h sbsi ssi imp s-iiy

his m.

Wh ssssig hh sysm ss, h is qsi

sk is, “ds h g ppi iv ky hh

svis sh s immizis, p , -

ms i-hig hih isss?” as y

s i ig 1 bw, h ppi h ppi

h ws 1.5 2 ims high i h HaS sysm h

i h s Hii h ms imp hh

ivis i 2000.2 mp, h pg hi ivig h mm sis immiz-

is ws 2.4 ims g i h HaS svi .

fIgure 1: Has - aCCess To Proven InTervenTIons, year 2000

* Oral rehydration solution** Acute respiratory inectionsSource: Adapted rom Perry, H., Cayemittes, M., Philippe, F., et al. (2006). Reducing under-5 mortality through Hôpital Albert Schweitzer’s integrated system inHaiti. Health Policy Plan, 21(3), 217–230 by permission o Oxord University Press.




o y hv i h h hh sysm hs im-

pv ss ky, vi-bs ivis, y

h w kw whh his impv ss

is s hh svis ps psiiv hh

ms. Y w piy w s is i

miy (h) s vb ppis sh s

wbs hi 5.

rsh hs shw h h HaS sysm hs sigiiy

impv hh ms hi 5 m

h h s.3 as ig 2 iss, isk h

b g 5 ws b 58% w isk h

b g ws 48% w i h HaS svi .

this is i mpis ppis i Hii wih

simi simi i vs bw

1995 1999. I ii, iiy s w 29%

w i h HaS svi h i h s Hii, i impv ss wm’s hh -

piv hh svis. hm, HaS hs

h s iss isbiiy wihi is svi . 4

ov, h HaS sysm hs impv qiy

i mg h ppi i svs.

c/ q: th p pi

s h HaS pgm ws ppimy $21 i 2000.5

tw bhmks is h s-iiy his m-

: 1) th cmmissi Mmis Hh

h W Hh ogizi sims h i ss $34

p pi pvi h ssi pkg iv-

is i vpig is 2) h vg p pi

hh spig i high-im is is m h

$2,000 p y.6

th impssiv ss HaS w hiv -

b s wih w s hspi bs p pi

h i h s Hii. Is sig m s, HaS

mpy b h mb ss h i

h s Hii. ths pssis w spp by

h s mmiy hh wks s h

svis h h mmiis i .

c : By mpig hi sviv s wihi

h HaS svi s i h s Hii bw

1956 1999, shs hv sim h h HaS

sysm psv 1 mii ii ys i mg

hi 5 ig 43 ys pi. csi-

ig pig ss pgms i mhs

hi ig his pi, hy sim:

cs p hi ( g 5) h v ~ $2,775

cs p y i sv ~ $407

ths igs sggs h, mp wih h hh

ivis ii bhmks, h HaS sys-

m is highy s-iv, pviig sigii ss

b s.8

fIgure 2: Has - morTalITy ImPaCT, 1995-1999

Source: Adapted rom Perry, H., Cayemittes, M., Philippe, F., et al. (2006).

Reducing under-5 mortality through Hôpital Albert Schweitzer’s integrated system

in Haiti. Health Policy Plan, 21(3), 217–230 by permission o Oxord University

Press.

Image provided by Friends o HAS




models in practice (continued) :

hw : Phihpi pi is

spiy w bs h ppi h HaS

svs hs is m 300,000 450,000 s h-

ss isp Hiis m h pi hv s

i h aibi Vy. My h isp hv

h pvis ss mi wi bsi

hh svis (.g., immizis) i ii -

m ijis hy ssi i h hqk. Si

h hqk, HaS hs sp h s w

mps hgh h i g-m pshis

hbiii i pship wih h Hii

amp cii. this iiiiv is psi

iig pgm hbiii hiis.

d spp hp mmiy hh s-

si svis wy iv ppis w hismphsiv sysm, wih m h 50 ys ss-

i ss, p is h.

n : ni Hm (412) 361-5200

visi h HaS wbsi: hp://www.hshii.g.

Cit-b Pi C : ep 2 - Zi lt/Pt I Hth

ab : Zmi ls/Ps I Hh (Zl/

PIH) ss ig, mphsiv pimy

sysm h is mmiy hh, qiy hspi-

bs svis, pgms im h yig

si mi ss pvy. I hs sv ky

mps:

cmmiy hh wks ( accompagnateurs )

h h h Zl/PIH m. thy y

ii mmiy hh iviis b s mk

hm ivis miis pvi si

ii spp pis wih HIV bsis.

th hspis i hh s pvi

qiy pimy spiy svis.

I pship wih gizis, h m p-

ms ig vpm. Zl/PIH’s i,

siy, sh, ivih pgms ss

ss pvy iss. mp, b-

i wih h mii gizi kz (s

livihs si) hs h ps Hiis wih

ivihs iig ss s (.g., h pvi-

si hiks) ph pvy. M-

whi, Zmi agik (Ps I agi) wks wih

ms p p-bs hpy

mish hi (See Box 1 on PaGe 11 ).

th m is bh sb ssib bs Zl/

PIH is mmi wkig i pship wih h Hii

Miisy Hh sgh h pbi hh sysm

h g m. t his , Zl/PIH is y bi-

ig bsi hh is vig h isig

iis hspis. M wks mmiy hh

wks big sbish h pbi mi -

i sysm is big p w si i Mib-

is.

n : i 1987, Zmi ls (Zl)

(“Ps I Hh” i Hii Ky) hs b wkig

i Hii m h 20 ys. Is m pvis m-

phsiv hh 1.2 mii pp ivig i h

c P aibi pms Hii.

a wk mmiy hh wks, wh spp 12

hspis hh s i h gi, mks his

pssib. Wih h i gs m P--Pi

si h hqk, Zl/PIH hs b ivig sim 1.6 mii Hiis i h c P

aibi s hss m i mpy

sms i h pi iy.

Ps I Hh (PIH) wks big m mi

impvish mmiis i 12 is

h w. th gizi hs h gs: p-

is, vi h ss iss i mmi-

is, sh sss b h ms iv

sgis hg. Bs i Bs, PIH mpys m

h 11,000 pp wwi, iig s, ss,

mmiy hh wks. ov 99% PIH s is bs i h mmiis hy sv.9

i: Whi mphsiv vi hs y

b pm ( is y wy is pgm

i rw wih ig m h dis dk i),

sv sis hv b pbish h ssss imp

sps h Zl/PIH m.




iigs shw h:

Zl/PIH siy v mi ,

iig HIV sig, bsis igsis -m, vii, pi, p . 10

th gizi’s HIV eqiy Iiiiv bgh hiV -

v h gi, ig im-

pv HIV ms.

I 1995, Zl/PIH pvi h is HIV mii

i Hii pv h smissi HIV m mh

bby. this si is i h p-

g wm gig HIV sig i pgy, m

30% m h 90%, spig p i h

bbis i wih HIV.11 Zl/PIH’s wk i-

s ss HIV pvi m hs b

i s mj ib h sig s

HIV i is svi . I iv ys, h pg

pg wm sig psiiv HIV ms 50%

m m h 5% 2.8%, sigii pbi hh

hivm.12

By iig mmiy hh wks hp HIV

bsis (tB) pis bi mii, Zl/PIH hs

impv sviv s pi ms. th p-

i pis s w-p i h HIV pgm ws

ss h 6%.13 this is pi vy sik

pis i h vpig w, wh h vg pis ppig mi is m

h 15%.

m v. Wh Zl/PIH s wk-

ig i Hii’s c P, 1985 svy sim

m miy 1,400 hs p 100,000 iv

bihs. I 2008, PIH sim his h pp w

bw 100 hs p 100,000 iv bihs. PIH ibs

h hg sgh pbi hh is

i s, g ss high-qiy bs-

i svis p , v impv-

m i h gi’s pimy hh sysm.14

Zl/pih’ wk (chW)

highy iv p h hh sysm. a 2007 sy

h hy w w-i i pi g -

miisi pis wih HIV tB. cHWs

s giz si s h gs hy pvi s

w s sympms h mi iis. th sy

h h m h h hs wh w

iis HIV sig w by cHWs. th sy

s h cHWs ii h s ii svis

by h ms vb hshs.15

c/ q: ahgh s ysis

h Hii pgm hs b pm, s s-

sssm PIH’s wk i rw by h ci -

i sim ss $28 p pi is

mphsiv sysm iig mi,

spp, i, ivihs pgms.16 I Hii,

Zl/PIH hs pig bg b $25 mi-

i pvi ppi 1 mii 1.2

mii pp.17 o gh bk--h-vp -

i sggss h h ss i Hii mpb

hs i rw ($20 $25 p pi/y). as ws

HaS’s ss, hs sims mp vby wih

hs h cmmissi Mmis Hh

ssi pkg ivis i vpig

is h vg p pi hh spig i

high-im is.18

c : $20 $25 p pi (

gh sim), Zl/PIH hs pvi ss qiy

pimy spiy svis sig i mk

impvm i hh ms i s sh s HIV s-

viv m hh. (S imp si bv

ii is.) W v s p

imp pi his im bs ppi-

bs sims hh y vib. Hwv,

w iip h h sy y wy i rw-

wi pvi imp isigh.

fIgure 3: Zl/PIH ClInIC sITes In HaITI

Image provided by Partners In Health




models in practice (continued) :

hw : Phihpi pi is

bh sgh Zl/PIH’s iviis s

w s spp h psi is svis h

mmiis i Hii viims h hqk

i P--Pi. rspig h s miis

isp by h hqk, Zl/PIH s mbi mi-

iis i sm s h pvi pimy

svis ppimy 100,000 pp. t m

iig s i h mh h hqk, Zl/

PIH s mmbs pig hi sgi, m

hh, physi hpy svis. Zmi agik, PIH’s

gi m, is wkig p mgy ps

i miis i impv gi pis. I s

ig, Zmi agik wi pvi bh mpy-

m Hiis.

n : chisi Hm hm@pih.

g (617) 998-8965 visi h Ps I Hh wb-

si: hp://www.pih.g is Hii i si: hp://www.

swihhii.g/hii.

box 1: addressIng malnuTrITIon – ZanmI agrIkol (ParTners In agrICulTure)

Zl/PIH wks sy wih Zmi agik, pgm i 2004 h sks igh hi mii,

isiy, mpym i Hii. th pgm is mpys ms miis g w

h igis nimb, ii p-bs sppm (s “ry

us thpi ” rut) n imi, iis b gms. rsh

v h ps 15 ys mss h rut is h ms iv m hi mii. ruts

s ss m iv h hspiizi y hpy.19 Si hs mish

hi h y b i Zmi agik pi pgm by mi-2009.20 th gizi ims

is pi his ssi mii, sppig bh hi h gi s

i Hii.

Zmi agik s s miy assis Pgm h pvis gi iig, ss, s,

gs miis mish pis. as s, vb miis gw s , ig

impv siy. cmmiy gi gs ( ajans agrikol ) wk iy wih miis hhm gi hiqs h impv h yi hi w . eh gi g is spsib

visiig miis i hi is vy w wks.21

m imi b his pj, PIH, ig Zmi agik.

Images provided by Partners In Health




aiti pit ipti th c-

it- pi hth c i

th i Hiti.

Whie we have not yet per ormed in-depth anayses

o their impact, we provide the oowing organiza-tions as additiona options based on their reputa-

tion, internationa awards, and use o this evidence-

based mode.

Hiti Hth fti (HHf): HHF works

to improve the heath and weare o the peope

in the rura city o Jérémie in southwestern Haiti.

HHF was ounded by Dr. Jeremiah lowney in 1982

and currenty serves over 225,000 peope in more

than 100 rura mountain viages. HHF sponsors a

variety o programs in heath care, community de-

veopment, education, and reie services. In 2008,its director o pubic heath received the Goba

Heath Counci’s 2008 Best Practices in Goba

Heath award or using Heath rack, a computer-

ized heath inormation system, to track the medica

care and heath status o 130,000 Haitians in more

than 100 viages.22 http://www.haitianhealthoun-

dation.org .

Pi Hiti: Founded in 1981 as the Chris-

tian Mission o Pignon by oca Haitian surgeon Dr.

Guy heodore, Promise or Haiti provides heath

care, education, community deveopment, cean wa-ter, and community eadership to the communities

o the Pignon region in northern Haiti. A ocay

eected committee o community eaders, Comité

de Bienaisance de Pignon (CBP), presides over the

Hôpita Bienaisance de Pignon and the community

heath and deveopment programs. he CBP was

among the 2007 nominees or the Gates Award or

Goba Heath and was honored by the Haitian Min-

istry o Heath in 2007 or improving heath condi-

tions.23 http://www.promiseorhaiti.org .

For more inormation on community-based

primary heathcare systems, see our website:

http://www.impact.upenn.edu.

TIPs for assessIng CommunITy-based PrImary

HealTHCare ProJeCTs:

o achieve the kind o resuts described in this guide,

a community-based primary heathcare system wi

have:

Preventive care and treatment services that reach

peope where they ive. Tese are oen deivered to

househods by community heath workers, mobie

cinics, and heath educators.

links to a reerra system incuding basic hospi-

ta care and essentia surgery. It is the presence o

this entire comprehensive system that produces

resuts.

Focus on capacity deveopment o the oca com-munity through training and empoying members

o the area as nurses, community heath workers,

and sta. Organizations buid the capacity o the

pubic medica system or ong term sustainabi-

ity rather than acting as a parae system through

activities such as improving the inrastructure o

pubic aciities and serving as a training site or

heathcare workers.

rack record o eperience and trust working with

the target popuation as evidenced by community

eedback surveys and documented use o heath

services oered. Organizations use knowedge o

the oca heath situation to seect and deiver the

most needed prevention and treatment (e.g., cean

water, immunizations, and prenata care).

Partnerships and networks to address the root

causes o i heath. Heath systems that ink to

programs in iteracy, improved agricutura and

ood security, cean water and sanitation, and in-

come generation activities wi have the greatest

ong-term impact.

Feedback system to assess the quaity o program

impementation and evidence o its impact. Or-

ganizations do this through the use o househod

census, taies o the use o key heath services,

and surveys o community heath.



HIgH ImPaCT PHIlanTHroPy In THe downTurn 14THe CenTer for HIgH ImPaCT PHIlanTHroPy14

opportunity 2: liVelihoods

Enabling Households to Provide for

Themselves

Hiti: H C I Hp?

J 2010

Photo by David Snyder. Image provided by Catholic Relie Services.

Photo by Darcy Kieel. Image provided by Fonkoze.





Tis section ocuses on ways you can hep Haitians

provide or themseves and their amiies. Job cre-

ation wi be centra to enabing Haitian househods

to move beyond the earthquake’s devastation. How-

ever, given Haiti’s etreme poverty, eve o unem-

poyment, widespread deorestation, and environ-

menta degradation beore the earthquake hit, any

promising mode wi need to consider:

building assets or those who have nothing, and

promoting environmentally sustainable ways to

make a living.

abe 1 beow puts Haitian income eves and sources

o iveihood in perspective.

Around the word, peope’s abiity to provide or

themseves and their amiies depends on ve types

o capita or assets:1

Human capital , such as househod members’ abi-ity to write and read or knowedge o how to raise

animas, weave baskets, or grow ood

Natural capital , such as access to and and water

Financial capital , such as earnings, savings, and ac-cess to credit and markets

Social capital , such as networks o peope who canhep in dicut circumstances or provide guidanceon important decisions

Physical capital , such as arm toos or goats

ect th thq

Disasters such as an earthquake aect peope’s abiity

to provide or themseves in mutipe ways. Tey orce

househod members to se o their assets in order to

eed, cothe, and sheter themseves. For aready poor

peope, this triggers a descent into etreme poverty.

Te earthquake has disrupted jobs, and as house-

hods earn ess, amiies buy ess, thereby contracting

the oca economy.

the Context

Table 1: ComParIng eConomIC IndICaTors2

h drb

u s

p v bw:

$1.25/day 55% 5% N/A

$2/day 72% 15% N/A

Formal sector unemployment rate A > 66%B 15% 9%

GDP / capita (US $) $699 $3,772 $45,592

Human Development IndexC ranking (out o 182 countries) 149 90 13

p wk :

agi 66% 15% <0.7%

Svis 25% 63% 79%D

A Formal sector employment is employment which has taxable income.B CIA World Factbook estimateC A UN measure o well being in a countryD Estimation based on data rom CIA World Factbook

o p

I Haiti is to move beyond the current devastation and dependence on aid, its people have to be able to

make a living. In this section we highlight two models: the Graduation Model, which helps ultra-poor

women move out o extreme poverty by generating a steady income, and the Sustainable Agriculture

Model, which improves armer incomes while preserving the environment. By supporting these models,

you can give Haitians the opportunity to work towards a better lie.




In this section, we discuss two modes that aow

amiies aected by the earthquake to take care o

themseves or the ong term:

solution 1: t g m: Te rst mode tar-

gets the poorest o the poor, heping them to create

jobs or themseves and graduay integrate into the

economy.

solution 2: sb a: Te second mode

targets armers, enabing them to grow enough ood

or their amiies, se produce or income, and con-

tribute to regenerating and that has been severey

degraded due to deorestation and natura disasters.

o give you an idea o how the modes ook on the

ground, our Modes in Practice on the oowing pag-

es give two concrete eampes o nonprots pioneer-

ing the approaches in Haiti.

how you CAn ChAnge the situAtion

In Haiti, the recent earthquake destabiized the ives

o hundreds o thousands o urban residents. A great

many have migrated to rura areas in search o new

iveihoods. Reverse migration has added stress to an

aready weak rura economy, which cannot produce

enough ood to eed the increased popuation or pro-

vide enough jobs to absorb the new abor. Migrants

who may have had iveihoods in Port-au-Prince

must now earn new skis in order to adapt to a rura

environment.

g-m, sy s im

iii svigs hbi svig

ss q ivs

impv hh hh-skig bhvi

(See Model In PractIce 1 or SourceS o tHIS data.)

greaT bang for buCk: THe graduaTIon model

solution 1 : the grAduAtion model

Boosting peope’s income, buiding their assets, and

increasing their participation in the economy is

essentia to heping peope provide or their amiies.

Te graduation mode does eacty this.

Unike micronance modes which target peope who

have a source o income, the graduation mode works

with those who have no income or assets. It heps

them generate a source o revenue, readying them or

micronance in the uture.

A Bangadeshi nonprot, BRAC,3 deveoped this

mode in 2002. BRAC observed that traditiona

micronance was aiing to reach the poorest peope

and sought ways to reach them without making

them permanenty dependent on a socia saety net

program. Once BRAC estabished the success o this

mode, the Consutative Group to Assist the Poor

(CGAP),4 a poicy center in Washington, D.C. that

promotes nancia access or the word’s poor, heped

to piot the graduation mode in 9 countries.

c : ~ $1,600 w to move rom extreme poverty to increased economic security.

Representative Impacts:




model in practice 1 :

ab : Wih v 50% Hiis ivig

ss h $1.25 y,5

h Gi M is ssi Hii’s p. a Hii -pi, kz, pi h

Gi M i Hii wih hp m cGaP. th pi

wk wih 150 -p wm i h zs i Hii,

18-mh pi m 2007 – 2009. 6 kz’s

pi ws sss hs vp i -g

pgm by kz. this pgm is chm

lvi Miyò (clM)— ‘Phwy B li’ i Hii’s

Ky gg.

clM is 18-mh ss s pgm h pvis

wm wih piv physi sss (sh s gs

hiks), skis, i si wks, sh,

sh sip, ss hh. as s, i-

s “g” im-ig iviis h b

hm ssi hmsvs wih sbsiis.

n : kz, whih is sh sy

K Zpò ‘Sh Sh i’ i Hii

Ky, ws i 1994 is Hii’s gs pi

mii isii. kz svs 45,000 i-

s 200,000 svigs is hgh 41 bhs

ss Hii. I pvis is is wih s, svigs

iiy, skis impv sss g im, -

ss iis, i pgms.

kz hs b b p h Gi M

mk i sib wm i Hii.

W : clM gs my p wm-

—hs wih piv sss wh

hv gh —i spiy impvish ps

Hii.7 ths wm wh pb wiig

wk, b hv jbs sss, ib ss

, hsig. a h sm im, hy

hv g miis spp hi wh

sh. usy ii, hs -p wm hv

miim im-gig skis. Y g by vi-

iis h ivsms i sh wm b pw v sig, ssib imp i h p-

s mmiis.8

hw wk: clM pvis -p wm wih p-

ppi spp b hm v pgs-

siv vs mi ip.

ig 1 (pg 18) sibs h pgms h

kz s pp i vs pvy. I

his gi, w s clM, whih gs wm h

bm sp h s is. ig 2 (pg 19) sibs

h sps i clM. as mii bms isigy

mmi, his bm sp is wh phihpi pi- hv h gs imp.

kz iiis piips hgh mphsiv,

h-sg pss s i hs h y

p whm ii mii hp.9

CLM is not a microfinance program. It helps those

with no income create a source of income. It en-

ables the poorest of the poor to gradually increase

their income and assets until they are eligible for

traditional microfinance.


Th gti m: mi th t-p th pth t pt




fIgure 1: fonkoZe’s sTaIrCase ouT of PoverTy

Source: Used with permission rom Fonkoze.

o piips, mmbs, iii, hy s-

sig s mg. ov pi 18 mhs, h

s mg is isivy iiviy wih

50 mmbs, visiig hi hms wk pvi-

ig h wih sss, iig, sip. th pgm

hs h ky mps:10

ass s: th pgm pvis w, im-

gig sss h mmb. ths i

g, hiks, gs sh s smis psiw h mmbs s. I pvis mis

sig 9 9 m hm mpis i

, i, w i. Si

mmbs his sg hv im, h pgm s

pvis $180 sip v si mhs.

Skis iig hh ss: Mmbs gh

viy skis gig m pis mgm

i skis. epis iig hs h wm

hw s gs, ims (.g., gs hik-

s), mg im. li skis iig hs

iy, hh (.g., h imp w, hw

s bih ) hiig (.g., hw p-

p hhy hi). thgh p-

ships wih pvis ik Ps I Hh, h pgm

givs mmbs ss pimy , immizis

mmbs hi hi, h hh

svis ii bigig wm hi miis

pvy.




model in practice 1 (continued) :

S-sm si wks: Ms mmbs

mgiiz wm wih miim si spp sys-

ms. Vig assis cmmis ss h k

si spp by bigig gh ii m

wm spp clM mmbs.11 th vig mmi-

s bi h s-sm mmb, givig h h

ig h sh is wh isig k -

h i. th mmis s ss spsibiiy mg h m siy pivig w

h ss pivig. mp, mmi mmbs

wi v bh clM mmb i sh is h-

ss by h . I viw, his is is sp

ws h ss m spsibiiy h hs b

h sss gp mii pgms.

a ii wh impmig his m, y

m gig jb i, is s h is gh

m h ps svis h mmbs

i p. th is imi h qiy

bsks, ggs, g m h wi b phs i

giv mmiy. rizig h imp ivsiyig

jbs wihi my, kz is skig

g viy piv sss skis whi -

pig clM.12

ah ii hg is biig pships wih

gizis whih wk i hh, i v-

iy svis.13 as clM ps, kz is

bi sg pships, iig wih gizis

h impm ms pi i h h sis

his gi.

i: I kz’s pi, 95% clM mmbs m

gi ii by shwig pgss i h si ky

s v h 18-mh s h pgm: 14

is h mmb’s b vy y

H sh is i , m , si-y i

H sh-g hi i sh

Sh wi h m

H bsiss sss (.g. gs, hik) hv gw

Sh psss i i ig h

Gig mmbs hv h skis ss ss-

iby pvi h s hi miis h

piy mg mi shks. Sh hy

s hs, hy y iv hi is mii-

.15

kz mss imp by sig simp, ii-

y giz pvy vi svy h Pv-

y S. a mmb’s iii sws mp

wih sws h mi clM. a kz

s mmb ims h viiy mmb’s sws

hgh i-ps mig visi h hm.16

fIgure 2: CgaP’s graduaTIon model

Source: Adapted and used with permission rom CGAP





ths ss mpb ss bi by h

Brac m i Bgsh, whih kz’s clM is

pi. I is iii impmig h p-gm i 2004, Brac i gi s h biiy

wiigss k mii . Brac

h 69% piips k s

56% k s m h .24 Simiy, 80%

kz clM mmbs hv k mii

s gi.25 I sbsq s

impmig h pgm, Brac hs b is i-

ii gi i ii simi kz’s

gi ii.

o h 95% wh g m kz’s clM i 2009,

75% immiy k hi is . 26 Wihi iv mhs, ii 5% k .27 ls giv

hgh ti Ki, h v kz’s sis

pgms. ti Ki, mig ‘li ci’ i Ky, is

pgm h pvis is sm m i

($25 $62) v si mhs i h hm

pivy ivs my h h isipi

pym.28

Sis hv h mmbs wh mv ti Ki

bs b piiz h gis hy hv m

hgh piipig i clM.29

oh gs clM simpy sy i kz’s sv-

igs pgms. o h 5% wh i g, -

i iv clM svis h ii mhs.

I h , y h wm 150 w b

g.30

ths sis ii h mip sps mmbs’

ivs impv v h s h pgm. as p-

h ws sm i wh h pgm b

h mmbs i b, g im,

bi svigs h sss i s hi

hi sh.31 a vi h Brac 2002 pi-

’s g m ss shw h piips b mii hi gis m h pgm i h g m.32

kz is wig p wih ps clM piips -

s h pgm’s g-m imp. Brac’s ss

s biv h his m bigs g-m psi-

iv ssib hg. a w-p ssssm

Brac’s is w ys hy mp h -

p pgm shw h hy w ig m ivs

s, whih impis h siy h is. 33

th sm vi s shw h 55% is

mi m pvy spi mi

shks.34

c/ q: kz’s clM m -

y ss $1,490 p piip ss 18 mhs.35

S h h pg 22 b kw ss.

th s impmig h pgm i Hii is high

h i h ps sv ss. is,

h high pig ss Hii’s mi-

s i k s h is. I

ii, Hii’s ivy high s ivig iss h

s h sss kz pvis is mmbs.36





c : W sim h i ss $1,563

mv piip m pvy wh sh

m h s h hsh wih yig

sbsiis. as h 18-mh pgm pi s-

ssy g 95% piips ( 143 wm),

his ig ws iv by iviig h s 150

piips by 143.37 (See taBle 2 aBoVe.)

hw : th hqk hs i-

s h mb pp wh w gy bi

m pgm ik kz’s clM. this is spiy

bs s my pp hv mig h hs

hi s hv vy i . dis spiy

imp s kz bgis p is pgm m

his is p i Hii’s .

F : ligh c, iv

i kz uSa, (202) 628-9033 @

kz.g. Visi h kz wbsi hp://www.kz.g.

i c (us $)

sv b

Assets or two livelihoods 150

Income replacement stipend over 6 months 180

Home repair 251

Water lter 22

Emergency services 40

Training expenses 78

Case management services 332

m bf 208

o 94sb 1,355

ov - 10% 135

g t 1,490

Table 2: breakdown of CosTs Per member for Clm35





solution 2: sustAinAble AgriCulture

Agricuture impacts income, the environment,

and avaiabiity o ood. Whie the primary means

o iveihood in Haiti is agricuture, this sector

contributes to ony 28% o Haiti’s GDP.38 High eves

o deorestation have signicanty degraded the

and,39 eading to ow crop yieds and increased oods

and mudsides.

Te Sustainabe Agricuture mode promotes

agricutura practices that hep armers increase

their income and obtain adequate ood whie at the

same time improving soi and repanting and with

trees. Te trees provide ruit and thereore ong-

term income, and the agricutura practices promote

soi and water conservation. Te mode pays specia

attention to soi and water use to preserve the whoe

water system and maintain a baanced ecosystem.


ab : Wih y 4% Hii s v-

40 sqy mh psi ig, Hii

ps w ps isss s sigi

fig msis. Hwv, high ppi siy

pvy mk i i giv si piiy

v gi. th si: pig i s h p-

vi , s v, s im.

chi ri Svis (crS) bg -y pi p-

gm i 2009 h 6,000 ms h bs pis

gwig i s ps pig hi

g-bsisss. th m hs sssy ig

sh-m iss i wih g-m im g-

i vim ssibiiy.41 aii -

ig big hs ss h mmiis.

n : crS is uS-bs ii v-

pm gizi h svs impvish ppis

gss ih pii iii. I hs b wk-

ig i Hii v 50 ys i h Hii gi-

s m h 10 ys. crS hs b wkig

iiy i h gi s m h 40

ys. I ss gi pm hh, ss-

i h vim, is im, sp

mgis.42 th m i ss i Hii ips

h hs ms.

I impmig his m i Hii, crS wks sy

wih is p, cis Hii, ogizi r-

hbiii h evim, pi gizi

i Hii.

greAt bAng for buCK: sustAinAble AgriCulture

av : ~$90 / increases income and regenerates deorested soil.

Representative Impacts:

sh-m: m s is p yis 20% 90%

mi-m: ms’ ivsm gs p by 30% 50%

g-m: miy sss is by 110%; msi mg miig


sti aict: Cti ic, ptcti th it




HaITI : How Can I HelP?24

W : crS is y impmig pi p-

gm h gs 6,000 mig miis wh hv

q ivs y p h y. aiiy

pgms g --sh yh s -s.

th m s gs g, piv si. c-

y, crS is impmig is pgms i h ls a-

gis, tib, chis wsh s.

hw wk: this m ssib gi m-

bis g-sy m ssiis is

ms’ ims impv vb . I ims

mgy, crS s s is i p wih is

gig ssib gi pgm s h

ms hv ss pig h h s

mk is sii. ths mps sib b-

w:43

ag-sy mbis pig p gwig

is ims impv :

Pig -pps s: crS pvis ms

wih spigs sii s-gwig i s,

sh s mg ppy. ths s sv w

ppss. is, hy p i h b -

p wihi iv ys pvi g-m

im h m. S, hy impv h

vim by hig psi w, hspvig si msis.

Gwig sp ps: this is h misy h

m. ms gh gw sh-m ps,

sh s , ssv, h ppps, h vg-

bs, bw h s. thy gh vim-

y-iy hiqs is hi p yis.

ths ps hvs vy y vy w

mhs, pviig sh-m im s w s .

m assiis: ths g ssiis, h

b 100 ms, wh gw simi ps. th s-

siis hp ms p hi gi -

piss by iig hm i bsiss vpm, ii-

ig svigs i-gp ig, ig

h gp wih s iiz sppis, s,

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mks.)44






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th i vi shw h 86% piipig

ms p s h m bs pis.45

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p 22%

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phs m s, hby sigiiy isig

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h’s physi pi iis hw vb

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s bs svs, pi sss sh s m

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hi vbiiy.

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pi h s w ig iivi ms.52 I-

ig gy i giz m s hp

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hs ssi giig pis wih s.

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ths ss piy impssiv giv h w-

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piip i is pgm.

c/ q: th pgm i Hii ss

$87 p biiy p y.55




c- : vg s $87 p

m/y i Hii, m Mwi tzi sg-

gs h pi h wig iss i im,

siy, b m.

i: p yis is by 19% 91%; hvss

s 22% m; ms’ s ivsm i-

s by 30% 53%; sbsqy hi hs-

h sss b i v.

F : as p yis ims is,

miis hv ss g qiy viy

.

sb : 86% g ms

p bs gi pis.

hw : Sppig ssib g-i is bh ssi sm h ss:

w-his h Hii ppi is gg i gi-

, h hqk hs s Hiis mig

s, Hii si is g. dis wi

hp crS is pgm g m

impv h ivihs m miis w

h .

n : Jim l, vi psi chi-

b Givig awss, crS (410) 234-3135

[email protected]. Visi h crS wbsi hp://s.g.

Image provided by Catholic Relie Services.

In this section we ocus on two modes that promote

the iveihoods o the poor. Tis guide provides two

concrete eampes o the modes being put into practice

by nonprots, but there are many other eective orga-

niations in Haiti and throughout the word that impe-

ment these evidence-inormed modes. ricke Up and

SKS are among a number o organizations mentioned

on page 41 that are impementing the GraduationMode internationay.

For more inormation on the graduation and sustain-

abe agricuture modes, pease see our website: http://

www.impact.upenn.edu. I you are interested in sup-

porting the graduation or sustainabe agricuture mod-

e that promotes iveihoods, here is what to ook or:

Strengthen local economies. Te poor can earn an in-

come ony i oca markets support their goods and

services. look or modes that make oca economies

grow rather than shrink. For eampe, the seed airs,described in the Sustainabe Agricuture mode, con-

sciousy seek to promote saes o oca seeds by oca

armers, instead o importing seeds rom outside the

area or country. Tis keeps cash circuating within the

oca economy, promoting its growth.

Increase people’s income. Tere are many ways to in-

crease income: by increasing productivity, aggregat-

ing demand and products, or decreasing ependiture.

Check to see how a mode does any or a o these

things. For eampe, grouping bamboo basket weav-

ers together aggregates their demand or bamboo,

which means they can buy cheapy at whoesae pric-

es. Fair trade practices aim to increase income.

Look beyond nancial capital . Peope’s abiity to sup-

port themseves and their amiies depends not ony

on their nancia capita, but aso on their skis, their

networks, and their toos. Page 15 describes this con-

cept in urther detai. Whie micronance provides

nancia capita, there are many other services that

can compement a micronance oan and aow peo-

pe to better everage it. Without these other services,

micronance wi not aways be successu in moving

peope out o poverty.

TIPs for assessIng lIvelIHood PromoTIon ProJeCTs:




TIPs for assessIng lIvelIHood PromoTIon ProJeCTs (ConT’d):

Increase people’s assets. Assets are as important as

income. Productive assets ike arm toos, goats, or

a weaving oom increase the abiity o peope to gen-

erate an income. Non-productive assets ike sheter

mitigate risks and improve the abiity o peope to

recover rom economic shocks. Consider support-

ing modes that deveop peope’s eisting assets—

assets peope aready know how to use—since those

are assets that wi be best utiized. In modes that

distribute assets, check that there are enough dier-

ent types o assets being given out so that the vaue

o one asset does not coapse. For eampe, i a

participants o a program are being given goats, the

price o goat mik and meat wi decrease.

Promote productive agriculture. Make sure the mod-

e promotes arming practices that conserve soi and

water, considering both upstream and downstream

eects o soi and water usage.





1 Department or Internationa Deveopment. (1999). Sustainable livelihoods guidance sheets. Retrieved Apri 8, 2010 rom http://www.nssd.net/pd/sec-tiont.pd

2 United Nations Deveopment Programme (UNDP). (2009). Human development report 2009: Overcoming barriers: Human mobility and development .

Retrieved June 1, 2010, rom http://hdr.undp.org/en/media/HDR_2009_EN_Compete.pd ; Centra Inteigence Agency. (2010). Te world actbook.Retrieved June 4, 2010, rom https://www.cia.gov/ibrary/pubications/the-word-actbook/inde.htm

3 BRAC is a arge Bangadeshi deveopment organization ounded in 1972 and working on ong term sustainabe poverty reduction: http://www.brac.net/inde.php

4 CGAP is an independent poicy and research center housed at the Word Bank dedicated to advancing nancia access or t he word’s poor: http://www.cgap.org/p/site/c/home/

5 United Nations Deveopment Programme (UNDP). (2009). Human development report 2009: Overcoming barriers: Human mobility and development .Retrieved June 1, 2010, rom http://hdr.undp.org/en/media/HDR_2009_EN_Compete.pd

6 Persona communication with Nataie Domond, director o socia perormance management and market research at Fonkoze, Haiti, February 27, 2010.

7 Persona communication with Anne Hastings, chie eecutive ocer, Fonkoze Financia Services, Haiti, Apri 12, 2010.

8 Te Word Bank. (2006, September). Gender equality as smart economics: A World Bank Group Gender Action Plan (Fiscal years 2007–10) . RetrievedApri 13, 2010, rom http://siteresources.wordbank.org/INGENDER/Resources/GAPNov2.pd ; Te Word Bank. (2001, January). Engendering develop-ment through gender equality in rights, resources, and voice: A World Bank policy research report. Te Word Bank and Oord University Press: New York,N.Y. Retrieved June 4, 2010, rom http://www-wds.wordbank.org/eterna/deaut/WDSContentServer/WDSP/IB/2001/03/01/000094946_01020805393496/Rendered/PDF/muti_page.pd

9 First, the members o the viage identiy those househods the community considers to be the poorest. Fonkoze’s sta visits their homes and administersa simpe, internationay recognized poverty evauation survey caed the Poverty Scorecard and an equay simpe ood security survey. Te surveys mea-sure housing quaity, ood security, asset vaue, iteracy, sources o income, schoo attendance o schoo-age chidren and business ependitures. Finay sta visits each potentia participant a second time to conrm that they are indeed the poorest o the poor. Fonkoze’s Poverty Scorecard is based on theProgress out o Poverty Inde and integrates poverty indicators deveoped or Haiti by the Grameen Foundation.

10 See reerence 6.

11 Persona communication with Nataie Domond, director o socia perormance management and market research at Fonkoze Foundation, Haiti, Febru-ary 27, 2010 and Apri 13, 2010.

12 Persona communication with Nataie Domond, director o socia perormance management and market research at Fonkoze Foundation, Haiti, Apri13, 2010.

13 Huda, K., & Simanowitz, A. (2010, March 30). Chemin Levi Miyo - nal evaluation (24 months) . Retrieved May 20, 2009, rom http://www.micronance-gateway.org/gm/document-1.9.43808/Chemin_levi_Miyo_Evauation.pd

14 Zepò, F. K., & Fonkoze, S. F. (2008). Fonkoze 2008 social perormance report: Measuring change in the lives o our clients . Retrieved March 4, 2010, romhttp://www.onkoze.org/docs/onkoze_2008_socia_perormance_report.pd

15 Persona communication with Anne Hastings, chie eecutive ocer, Fonkoze Financia Services, Haiti, February 26, 2010.

16 Persona communication with Nataie Domond, director o socia perormance management and market research at Fonkoze Foundation, Haiti, Apri13, 2010. Fonkoze’s Poverty Scorecard is based on the Progress Out O Poverty Inde and integrates poverty indicators deveoped or Haiti by theGrameen Foundation.

17 See reerence 11.

18 Huda, K., & Simanowitz, A. (2009). A graduation pathway or Haiti’s poorest: lessons earnt rom Fonkoze. Enterprise Development and Micronance,20(2), 86-106. Retrieved March 2, 2010, rom http://www.themastercardoundation.org/pds/BDI%20lessons%20learnt.pd

19 See Reerence 18.

20 See Reerence 14.

21 See Reerence 18.

22 Ibid.

23 Ibid.

24 Suaiman, M. (2009, December 03). BRAC’s challenging the rontier o poverty reduction/targeting ultra poor (CFPR/UP) programme in Bangladesh.Retrieved June 6, 2010, rom http://www.sdc-empoyment-income.ch/Home/Financia_sector/savings_Credit_Forum/media/munshi-case%20study%20BRAC-CFPR(02.12.2009).pd

25 Cacuation based on 1) Fonkoze. (2010, Apri). Fonkoze’s program or the ultra-poor: Graduating program members. Unpubished interna document,

Fonkoze; and 2) Persona communication with Anne Hastings, chie eecutive ocer, Fonkoze Financia Services, Haiti, Apri 13, 2010.

26 Fonkoze. (2010, Apri). Fonkoze’s program or the ultra-poor: Graduating program members. Unpubished interna document, Fonkoze.

27 Persona communication with Anne Hastings, chie eecutive ocer, Fonkoze Financia Services, Haiti, Apri 13, 2010.

28 See Reerence 14.

29 See Reerence 13.

30 See Reerence 7.

31 See Reerence 13.

32 Hume, D., & Moore, K. (2007, Juy). Assisting the poorest in Bangladesh: Learning rom BRAC’s “targeting the ultra poor” programme. Brooks WordPoverty Institute Working Paper 1. Retrieved March 9, 2010, rom http://papers.ssrn.com/so3/Deivery.cm/SSRN_ID1160303_code1050353.pd?abstractid=1160303&mirid=1

referenCes And endnotes




33 Haseen, F. (2006). Change in ood and nutrition consumption among the ultra poor: Is the CFPR/UP programme making a dierence? CFPR/UP Work-ing Paper Series No. 11. Retrieved June 7, 2010, rom http://www.esociasciences.com/data/artices/Document119122006420.6366846.pd

34 Haseen, F., & Munshi, S. (2007, October). How sustainable is the gain in ood consumption o the CFPR/UP beneciaries? CFPR Working Paper SeriesNo. 18. BRAC Research and Evauation Division and Aga Khan Foundation Canada. Retrieved March 8, 2010, rom http://www.bracresearch.org/work-ingpapers/UP%20Working_Paper_18.pd

35 See Reerence 7.

36 See Reerence 6.

37 See Reerence 7.

38 Centra Inteigence Agency. (2010). Te world actbook: Haiti. Retrieved June 6, 2010, rom https://www.cia.gov/ibrary/pubications/the-word-actbook/geos/ha.htm

39 Country Indicators or Foreign Poicy. (2007, September). Haiti: Fragility in brie . Fragie States Country Report No. 7. Retrieved June 7, 2010, romhttp://www.careton.ca/cip/app/serve.php/1278.pd%20-%2021%20hours%20ago

40 United Nations Deveopment Programme Communications Oce. (2004, November 17). Press release: Millennium development goals look out o reach or increasingly impoverished Haiti, concludes detailed report by the UN and interim government . Retrieved June 7, 2010, rom http://www.haitiinnovation.org/es/UNDP%20Haiti.pd

41 Persona communication with Geradine Brick, technica advisor or ood security, CRS, March 17, 2010.

42 See Reerence 41.

43

Persona communication with Geradine Brick, technica advisor or ood security, CRS, March 17, 2010 and ludger Jean, head o ood and security andemergency mitigation, CRS, March 23, 2010.

44 See Reerence 41.

45 Cathoic Reie Services. (2009). Overview rom nal evaluation o I-LIFE Malawi development assistance program: Improving livelihoods through increas-ing ood security: A USAID-unded PL 480 itle II program, October 1, 2005- June 30, 2009. Unpubished interna document, Cathoic Reie Services.Since CRS baseine and na evauations take a sampe o participants and not necessariy the eact armers, this is our back o the enveope cacuation.

46 Cathoic Reie Services. (2009). Overview rom nal evaluation o I-LIFE Malawi development assistance program: Improving livelihoods through increas-ing ood security: A USAID-unded PL 480 itle II program, October 1, 2005- June 30, 2009. Unpubished interna document, Cathoic Reie Services.

47 See Reerence 46.

48 Ibid.

49 Ibid.

50 See Reerence 46; Persona communication with Geradine Brick, technica advisor or ood security, CRS, Apri 12, 2010.

51 See Reerence 46.

52 Cathoic Reie Services. (2009). Project evaluation summary: Chickpea production and marketing in Lake Zone, anzania, 2000-2008. Unpubishedinterna document, Cathoic Reie Services.

53 See Reerence 52.

54 See Reerence 50.

55 Persona communication with ludger Jean, head o ood and security and emergency mitigation, CRS, March 23, 2010.



HIgH ImPaCT PHIlanTHroPy In THe downTurn

opportunity 3: education

Addressing the Education Needs of Haiti’s

Children

Hiti: H C I Hp?

J 2010

Image provided by Save the Children

Photo by Melissa Winkler. Image provided by International Rescue CommitteePhoto by Melissa Winkler. Image provided by International Rescue Committee




Education is undamenta to improvements in heath,

poitica stabiity, and the capacity or peope to earn

a iving and take care o their amiies.1 Wordwide,

there is a direct connection between ack o education

and poverty.2 Tis is especiay true in Haiti where,

even beore the earthquake, ony 50% o schoo-age

chidren (ages 7-12) attended schoo and 90% o un-

educated peope ived beow the poverty ine.3 Te

consequences o a ack o education tend to be par-

ticuary severe in Haiti because high unempoyment

makes competition or jobs especiay erce.

Beore the earthquake, Haiti had a imited pubic ed-

ucation system with ony 10% o schoos operated by

the government.7 Te majority o schoos were oper-

ated by private sector or-prot and nonprot orga-

nizations. Te quaity o education varied greaty be-

cause the government acked the capacity to provide

quaity contro. For most amiies, the best private

schoos were nanciay out o reach. Most coud not

aord the required schoo ees. In addition, or rura

amiies, both private and pubic schoos were oen

physicay out o reach as many chidren coud not

wak the ong distances required to attend schoo.

the Context

Table 1: ComParIng eduCaTIon IndICaTors4

Haiti DominicanRepublic

UnitedStates

Adult literacy rate 62% 89% 99%

Primary school enrollment 50% 89% 92%

Child labor 21% 10% 0.2%

Earthquake Impact in Haiti:

87% schools in Port-au-Prince (8000 schools), 96% in Leogane, and 88% in Jacmel were damaged or destroyed5

2.9 million children not able to go to school6

o p

There can be no lasting improvements in Haiti without educating Haiti’s children. This section describes two

models to bring education to the more than one million Haitian children who currently have no access to

schools. The rst model is Community Schools, a proven strategy to increase educational access or poor,rural children. The second model is Healing-Focused Emergency Education. Emergency education with a

special ocus on jump-starting the healing process is a tested approach to providing immediate access

to education or children traumatized by war or disasters. Both models are examples o opportunities or

eective investments in Haiti’s long-term development.




Right now, the critica need is to increase access to

quaity education, incuding maimizing students’

opportunity to earn. In this section, we discuss twoeective modes. Both address the immediate need

or access, can deiver high quaity education, and

work concurrenty to strengthen the capacity o the

pubic system to sustain impact. o give you an idea

o how these modes ook on the ground, we provide

two eampes rom nonprots that were instrumen-

ta in their deveopment.

solution 1: c s: Te rst mode is de-

signed to enabe poor, rura communities to estabish

schoos near chidren’s homes to increase the num-

ber o schoo-age chidren with access to education.

Tere are severa organizations impementing and

supporting community schoos in Haiti and around

the word. In our Mode in Practice on the oowing

page, we provide detais on how one nonprot, Save

the Chidren, has been impementing this mode e-

ectivey in Haiti.

solution 2: e e F

h p: Te second mode addresses the

needs o chidren who have eperienced etreme

trauma, such as that caused by the Haitian earth-

quake. It provides teachers with the speciaized train-

ing to meet both the educationa and psychosocia

needs o students. Severa organizations speciaize in

emergency education. One internationa nonprot,

the Internationa Rescue Committee, has deveoped

an emergency education program caed Heaing

Cassrooms, which the organization has successuy

introduced esewhere and has aready begun impe-

menting in Haiti.

how you CAn ChAnge the si tuAtion

c : $1,320 v h 3

w b b, sigii imp i y wh h h hi i sh

y 62% s i. (See Model In PractIce 1 or SourceS o tHIS data.)

greaT bang for buCk: CommunITy sCHools

he Community Schoos mode was deveoped in

the eary 1990s to increase viage chidren’s access

to schoos. he mode seeks to increase oca capac-

ity so communities can pay the primary roe in pro-

viding appropriate and reevant education to their

own chidren. he Community Schoos mode has

been put into practice by severa organizations in

a number o countries, incuding Aghanistan, An-

goa, Coombia, Ethiopia, Guatemaa, Mai, Nepa,

and Uganda. he core eements o the mode are:8

locating new schoos in or near communities

where chidren ive.

raining community management committees

that are responsibe or the administration, super-

vision, and management o the schoos.

Recruiting and training oca teachers who can

teach in the oca anguage and are responsive to

the needs o rura students.

Creating ocay reevant curricua and schoo ca-

endars. hese are set by the community and take

into account daiy ie and reevant economic op-portunities in rura areas.

Providing technica support, materias, and train-

ing or the schoo committees and teachers with

the hep o nonproit advisors.

hese core components overcome many o the bar-

riers that rura chidren ace in gaining access to

education: schoos that are physicay out o reach,

unaordabe schoo ees, and high teacher turnover.

his ast actor has a negative eect on student

earning in deveoping countries as we as in the

United States.9,10

solution 1 : Community sChools





ab : I 1992, Sv h chi h mmiy shs pgm i Mi, i 1999 h

gizi i simi pgm i Hii. I hs

si s p 30 mmiy shs i h mi-

s gi Miss, whi s pviig h i-

ig, spvisi, sppis, hh ii i

h 10 gvm shs 14 piv shs i h

gi.

n : i 1932 miig h -

s h G dpssi hi i apphi,

Sv h chi uSa is w h gs hi’s

vy gizis i h w, svig m h 48mii hi i 50 is. th gizi wks i

h ui Ss b ss h my ss h

hi’s ivs, iig hh, i, ivi-

hs, mgy sps. I hs b wkig i

Hii si 1978, ig pgms h ss -

i, hi pi, hh, ii, siy.

i: Wh y k s impv i i

h vpig w, h iis m:

th is is ss: a h shs wihi

sb is h g ppi? I h

s, hshs hm?

th s is mpi: d h ss g-

y iish h pimy y?

th hi is ig: a h i ivis

pvi by h shs ig ss?

evi m h mmiy shs iiiiv i Mi

mss h m’s sss g h m-

is.11 ov 10 ys, m s i h g

gi i Mi s 62% m 27%, pimiy

h gwh mmiy shs ig h pi,

h gwh gvm shs. I , i vigswih mmiy shs, h m h y

h 96%.12 I 2006, pimy sh mpi s

mmiy shs w 67%, whih is b h

h 56% mpi i h gvm shs

sigii hivm i gi wh ms hi-

pvisy i sh w p

sh piip i mig.13 iy, sy

h 2003 i m pss sih gs i hmmiy shs ws 51%, mp wih 43% i h

gvm shs.14

I ii, mmiy shs i Mi sv sgh-

h pbi i sysm bs my h

mmiy shs imy w ip i h

pbi sysm. rh h k ss wy m h

gvm, h iiiiv hp iz Mi’s Mi-

isy ei ivsiy h i sysm.15

I Hii, h mmiy shs iiiiv i h Miss

gi hs shw simi gis imp isighs

pig h m i Hii:

ass: Bw 1999 2006, h mb hi-

i mmiy shs qp, m

1,048 4,185.16 P his sss is by

i. I g, gvm shs

s h mi w Miss, whs

h mmiy shs h m w, mkig

hm m siy ssib hi ivig i m

vigs.

cmpi: as his wiig (J 2010), w i

hv ii pimy sh mpi s Mis-

s. I 2007, sh ivss sy h

mmiy shs h hi g mpi

37% h gvm shs h 32%.17

lig: th sy mi bv h i h

p h mmiy shs i h smp, h p-

g hi-gs wih bsi ig y g

m 70% 90%, whi h hi-gs i

h highs pmig gvm sh i h s-

vy ws 70%.18 Hwv, pm mg mm-

iy shs vi. t ss wisp iiis

i ig, Sv h chi h lki S lvi

(rig is h ), sysmi, vi-bs

mh impvig Hii hi’s iy skis

i hi iv Hii Ky. th i ig 1

h wig pg ms h immi imp

h h lki S lvi pgm hs h vpig

m ig skis js -mh pi

pi.19

Cit sch: gii r Hiti Chi th opptit t l




fIgure 1: 4-monTH resulTs of “readIng Is THe fuTure” PIloT 19

Table 2: CosT effeCTIveness of CommunITy sCHools22

% 3rd graderscompleting

cost/ completer

% 3rd graders withbasic reading fuency

cost/3rd grader withbasic reading fuency

Community Schools 37% $437 33% $1,317

Mean Number of Letters

Identified Correctly

Mean Number of Letters

Sounded Out Correctly

Mean Number of Words

Identified

Pi h hqk i J y 2010, Sv h chi

ws wkig wih h Miisy ei gi ii

ppv h lki S lvi im— is sp i

kig h pgm s. I ii, h pi ws

pig wys mpm ssm ig hgh

iig iviis si h ssm sh s -

vpig hi’s ig mis, p wkshps

is wss h imp ig hi,

ig mps, .

c v:

I Miss, Hii, h vg s p s, p yi mmiy sh is $54; h vg s p

s gvm sh is $77.20 I is sim

h mmiy shs i Hii p b 70%

h s h gvm shs, h sp ss

mh w h gvm shs m-

miy ivvm i h si, mi,

pkp h shs, h im hs

m h vigs h h m h iis.21

th 2007 sy pvisy mi h mm-

iy shs h wh w m s-iv h

gvm shs i pig ss wh mp

h hi g w b s

30 ws/mi ( ii bsi ig biiy).22

( See taBle 2 BeloW.)

hw : Whi h sghs

mmiy shs is h hy i hs m

h vigs, his s ms h hs m

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g, (203) 221-4242, visi h Sv h chi wb-

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av : $75 / - h jmp-s h hig pss,

ssis i h sii m m shig, impv hig s ig.


greaT bang for buCk: HealIng-foCused emergenCy eduCaTIon

In emergency situations, such as post-conict or

post-natura disasters, chidren are especiay vu-

nerabe. In the immediate period oowing emer-

gencies, the physica saety and psychoogica heath

o chidren are paramount. Aside rom the physi-

ca risks, chidren tend to suer more psychoogica

trauma than aduts and are oten just as rightened

by the reactions o the aduts as they are by the ac-

tua events they have witnessed. I not propery

deat with, this psychoogica trauma can have ad-

verse eects throughout their ives, impacting their

amiies and communities.

Emergency education ensures the saety o chidren

whie aciitating the heaing process. he best

emergency education mode is one that pays specia

attention to the psychoogica needs o chidren. It

provides speciaized training or teachers and care-

givers on how best to attend to both the education-

a and psychosocia needs o students aected by

conict or disasters. It uses this ocus on heaing

throughout the oowing phases:

Estabishing chid-riendy spaces1. : hese are

areas that are monitored or saety. In such

spaces, chidren regain a sense o normacy

through pay that can invove sports, art, or

other activities. Activities are oten taiored tothe oca cuture. For eampe, in Haiti, singing

has payed a key roe in bringing a sense o nor-

macy and beginning the heaing process.

Setting up temporary schoos2. : his requires

conducting an assessment to determine how

many schoos are needed and where, how many

teachers need to be trained to repace teachers

who have died, and how many additiona teach-

ers are needed to improve access to education.

Since teachers pay a critica roe in creating

environments where chidren can earn and

hea, teacher training incudes how to address

the psychosocia needs o traumatized chidren.

he mode incorporates minimum standards

or emergency education as deveoped by the

Inter-Agency Network or Education in Emer-

gencies (INEE).23 A key to the success o both

temporary and permanent schoos is the in-

vovement o community members at the out-

set. Oten, adut members o aected communi-

ties participate in the physica rebuiding o the

schoos or decide on a earning space, nominateand train teachers rom among oca commu-

nity members, and in some situations provide

teachers with saaries, ood, or housing.

Estabishing permanent schoos3. : his phase

oten invoves working with the government

and oca partners to take advantage o the

post-disaster environment to buid back bet-

ter, improving both the access to and quaity o

education. It aso invoves continuing proes-

siona deveopment or teachers and sta and

the buiding o more permanent structures andsystems that ocus on providing quaity educa-

tion. As with the creation o temporary schoos,

oca ownership and input are the keys to suc-

cess.

solution 2: emergenCy eduCAtion foCusing on the heAling proCess



HaITI : How Can I HelP?36

model in practice 2

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Photo by Melissa Winkler. Image provided by International Rescue Committee

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Photo by Peter Biro. Image provided by International Rescue Committee




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ui Irc: [email protected], visi Irc’s wbsi:

hp://www.hi.g.

Table 3: CosT and ouTComes of Home-based sCHools In afgHanIsTan 29

IRC’s home-basedschools in Aghanistan

Governmentschools

Recurrent cost per student $18 $31

Completion rate (through 5th grade) 68% 32%

Cost per graduate $132 $495

Cost per learning outcome (passed end-o-year exam) $134 Data not available




TIPs for assessIng InTernaTIonal eduCaTIonal ProJeCTs:

In this section we ocus on two modes that provide education

or chidren who otherwise woud not be abe to go to schoo.

Tis guide provides two concrete eampes o the modes being

put into practice by nonprots, but there are many other eective

organizations in Haiti and throughout the word that impement

these evidence-inormed modes. For eampe, Pratham in In-

dia and Escuea Nueva in Coombia are nonprots impementing

community schoos.

I you are interested in supporting community schoos or an

emergency education mode, here is what to ook or:

Expand access to education. Especiay in post-disaster situa-

tions, access, or the abiity o chidren to go to schoo, is the crit-

ica indicator. In Haiti, a arge percentage o schoo-age chidren

ost access to education because their schoos were destroyed

and key personne were ost in the earthquake. Even beore the

earthquake, many chidren did not attend schoo.

Address the actors that help children complete school . Tese in-

cude actors such as whether the schoo is open and has teach-

ers, whether the students attend reguary, and whether the

schoo caendar enabes students to attend. For eampe, in a

rura arming community, the schoo caendar shoud synchro-

nize with the harvest and panting seasons, which oen invove

whoe amiies.

Ensure that learning is taking place. Impementers shoud have a

pan or measuring student earning and adjusting the strategies

according to the resuts.

In emergency situations, education projects should meet the mini-

mum standards laid out by the Inter-Agency Network or Educa-

tion in Emergencies. Tese standards ensure that projects ad-

dress issues o access, competion, and earning outcomes but

aso take into account the specic chaenges that arise in post-

disaster or post-conict environments.30 For eampe, are the

specia needs o unaccompanied chidren being addressed?

In post-disaster and post-confict situations, a high-impact edu-

cational aid project will address children’s psychological needs as

well as their physical and educational requirements. Evidence

has shown that education projects can signicanty epedite the

heaing process when they incorporate curricua and teacher

training that ocus heaviy on addressing the unique psycho-

ogica needs o chidren aected by trauma.

Image provided by Save the Children




referenCes And endnotes

1 Nevzer, S. (1998). Socia benets o education. Annals o the American Academy o Political and Social Science. 559, 54-63.

2 Psacharopouos, G., & Patrinos, H. A. (2002, September). Returns to investment in education: A urther update. Te Word Bank Poicy Research Working Paper 2881. Retrieved June 2, 2010, rom http://siteresources.wordbank.org/EDUCAION/Resourc-

es/278200-1099079877269/547664-1099079934475/547667-1135281504040/Returns_Investment_Edu.pd 3 Cathoic Reie Services. (2010). Haiti agricultural programming . Interna Document.

4 UNICEF. (2010). At a glance: Haiti. Retrieved June 2, 2010, rom http://www.unice.org/inobycountry/haiti_statistics.htm; UNICEF. (2010). At a glance:Dominican Republic. Retrieved June 2, 2010, rom http://www.unice.org/inobycountry/domrepubic_statistics.htm; UNICEF. (2010). At a glance: United States o America. Retrieved June 2, 2010, rom http://www.unice.org/inobycountry/usa_statistics.htm; Centra Inteigence Agency. (2010). Te world

actbook: United States. Retrieved June 2, 2010, rom https://www.cia.gov/ibrary/pubications/the-word-actbook/geos/us.htm; Kruse, D., & Mahony,D. (1998, March). Illegal child labor in the United States: Prevalence and characteristics. Nationa Bureau o Economic Research Working Paper 6479.Retrieved June 2, 2010, rom http://www.nber.org/papers/w6479.pd

5 UN News Centre. (2010). Haiti earthquake: Situation updates. Retrieved June 3, 2010, rom http://www.un.org/News/dh/inocus/haiti/haiti_quake_update.shtm

6 Vacarce, D. (2010, March 22). UNICEF tent schools get children back to school in Haiti. Retrieved June 2, 2010, rom http://www.uniceusa.org/news/news-rom-the-ed/unice-tent-schoos-in-haiti.htm

7 UNICEF United States Fund. (2010, May 26). Fieldnotes: Blogging on UNICEF’s child survival work in the eld: Te day my world crumbled . RetrievedJune 3, 2010, rom http://ednotes.uniceusa.org/2010/05/the_day_my_word_crumbed.htm

8 Gassman, D., Naidoo, J., & Wood, F. (Eds.). (2007). Community schools in Arica: Reaching the unreached . Springer Science+ Business Media, llC.: NewYork, NY.

9 DeSteano, J., & Miksic, E. (2007). School eectiveness in Maissade, Haiti. USAID Working Paper. Retrieved June 2, 2010, rom http://www.equip123.net/docs/e2-HaitiSchooEectiveness2_WP.pd

10 Daring-Hammond, l. & Sykes, G. (2003, September 17). Wanted: A nationa teacher suppy poicy or education: Te right way to meet the “Highy Quaied eacher” chaenge. Education Policy Analysis Archives, 11(33), 1-55. Retrieved June 2, 2010, rom http://epaa.asu.edu/ojs/artice/view/261/387

11 DeSteano, J., Hartwe, A., Moore, A. S., & Benbow, J. (2006). A cross-nationa cost-benet anaysis o compementary (out-o-schoo) programs. Jour-nal o International Cooperation in Education, 9(1), 71-88.

12 Ibid.

13 Ibid.

14 DeSteano, J. (2006). EQUIP2 case study: Meeting EFA: Mail community schools. Retrieved June 3, 2010, rom http://pd.usaid.gov/pd_docs/PNADG012.pd

15 anner, E., & Bamadio, M. (2009). Te evolution o non-ormal education: An evaluation o the sustainability o Save the Children community schoolsovertime in the Sikasso region o Mali. Unpubished manuscript.

16 See reerence 9.

17 Ibid.

18 Ibid.

19 Summary o Lekti Se Lavni (Reading is the Future). (2010, Apri 10). Unpubished interna document, Save the Chidren.

20 See reerence 9.

21 Ibid.

22 Ibid.

23 Te Inter-Agency Network or Education in Emergencies (INEE) is a goba consortium o UN agencies, NGOs, donors, governments, and other repre-sentatives that work together to make sure that the r ight to education is provided to aected popuations in emergency situations. Te organization haspubished a set o standards that shoud be met by anyone working in emergency education in conict or disaster zones. Te INEE minimum standardshandbooks can be ound at http://www.ineesite.org/inde.php/post/inee_minimum_standards_overview/#about

24 Betancourt, . (2005). Stressors, supports, and the socia ecoogy o dispacement: psychosocia dimensions o an emergency education program orChechen adoescents dispaced in Ingushetia, Russia. Culture, Medicine, and Psychiatry, 29(3), 309-340.

25 Kirk, J., & Winthrop, R. (2008). Home-based schoo teachers in Aghanistan: eaching or tarbia and student we-being. eaching and eacher Educa-tion, 24, 876-888.

26 Shriberg, J. (2007). eaching well? Education reconstruction eorts and support to teachers in postwar Liberia. Internationa Rescue Committee Chid andYouth Protection and Deveopment Unit. Retrieved June 3, 2010, rom http://www.ungei.org/resources/es/doc_1_eaching_We_-_IRC_liberia_Re-port-1.pd

27 Persona communication with IRC sta, Apri 11, 2010.

28 Kirk, J., & Winthrop, R. (2010). Home-based schools in Aghanistan. IRC unpubished manuscript. Provided by IRC sta in Apri 2010.

29 See reerence 26.

30 Te Inter-Agency Network or Education in Emergencies. (2006). Minimum standards or education in emergencies, chronic crises and early reconstruc-tion. Retrieved June 3, 2010, rom http://www.ineesite.org/minimum_standards/MSEE_report.pd




ep th ti Hiti

Te modes described in this guide have been suc-

cessu in other parts o the word. For eampe:

HealTH: Community-based primary heathcare sys-

tems have had signicant positive impacts on heath

throughout the deveoping word. Successu initia-

tives incude the Comprehensive Rura Heath Proj-

ect at Jamkhed in the Maharashtra state o India and

BRAC in Bangadesh.

lIvelIHoods: One o the modes we highight, the

graduation mode, targets the poorest o the poor,heping them create jobs or themseves and graduay

integrate themseves into the economy. Te Consu-

tative Group to Assist the Poor (CGAP), in partner-

ship with oca organizations, is pioting this mode

in si other countries. Te piots are in: Ethiopia, in

partnership with Reie Society o igray; Honduras,

with ODEF/Pan Honduras; India, with Bandhan,

ricke Up, and SKS; Pakistan, with Pakistan Poverty

Aeviation Fund Partners; Peru, with Asociación

Arariwa/Pan Peru; and Yemen, with Socia Fund or

Deveopment and Socia Weare Fund.

eduCaTIon: Community schoos and community-

based education programs are being impemented

a over the word. Tere is a growing community

schoos movement in the United States (Coaition

or Community Schoos) and many organizations

use versions o the mode esewhere. Eampes in-

cude Pratham in India, BRAC in Bangadesh, and

Escuea Nueva in Coombia.

TIPs on gIvIng To organIZaTIons desCrIbed In

our models In PraCTICe:

Tere are many nonprots impementing the mod-

es we describe in Haiti. I you are considering

giving to an organization we don’t mention in the

guide, we provide tips at the end o each section on

the essentia components to ook or when assessing

whether a program can deiver the type o resuts we

present.

For donors who wish to give to specic nonprots

mentioned in our Modes In Practice, pease know

the oowing:

Every nonprot described is a 501(c)3 registered

in the United States. As a resut, you can take the

standard ta deduction or any donation you make

to them.

A organizations appreciate unrestricted und-

ing as it gives them the eibiity to aocate unds

to where money is most needed and to respond

quicky to evoving situations. For this reason, we

generay do not encourage restricted unding.

However, i you wish to direct your unds speci-cay to eorts in Haiti or to a particuar program

mode, simpy indicate your intent at the time you

make the donation.

Te organizations described in this guide are in-

voved in compementary activities. In act, many

o them have ormed partnerships with each other.

Tereore, their eorts are not redundant, and you

shoud ee ree to give to as many o them as inter-

est you.

We have provided, or your convenience, contact

inormation, website addresses, and a tapayer ID

number or each nonprot proed in our Modes

In Practice. (SEE ABlE ON NEx PAGE.)

exAmples outside hAiti & tips on g iving




organiZation contact page no.

o 1: health

hô ab swz

h

www.hshii.g

ni Hm, (412) 361-5200

t Id: 25-1017587

7 - 9

Z l/ p i

h

www.pih.g

www.swihhii.g/hii

chisi Hm, [email protected], (617) 998-8965

t Id: 04-3567502

9 - 11

o 2: liVelihoods

Fkz www.kz.g

ligh c, @kz.g, (202) 628-9033

t Id: 52-2022113

kz’s g s s mks i pssib ivsqiy b.

17 - 22

c r sv www.s.g

Jim l, [email protected], (410) 234-3135

t Id: 13-5563422

23 - 26

o 3: education

sv c www.svhhi.g

tim rgs, [email protected], (203) 221-4242

t Id: 06-0726487

33 - 34

i r

c

www.hi.g

Sh Smih, [email protected], (877) 733-8433

t Id: 13-5660870

36 - 38

list of nonprofits in our models in prACtiCe



ACKnowledgments

We woud ike to thank the oowing peope who shared their epertise, oered insights, or provided eedback on

the report.

Karen Ansara, Ansara Family Foundation; Adeine Azrack, SM, UNICEF; Martin Canter, Candidate or EdD, Ameena

Ghaar-Kucher, PhD, Corinne Joachim-Sanon, Wharton MBA candidate, Sharon Ravitch, PhD, Aan Ruby, Wendy Voet, MPH, Dan Wagner, PhD, University o Pennsylvania; Vikas Choudhary, PhD, Te World Bank ; David Erte,

Bayview Asset Management, LLC; Scott Everett, Grameen Foundation; Peter Goud, Superior Group, Inc; Peter Haas,

Stephen lee, MA, Appropriate Inrastructure Development Group (AIDG); David Hodgson, MBA, IdeaHive; Kate

Hovde, Consultant; Randy Hustvedt, JD, Federal Street Advisors; Dorothy largay, Linked Foundation; Jean-Patrick

lucien, Bel Soley/Ile-a-Vache Development Group (IAVDG); Margaret McCann PhD, Maternal and Child Epidemi-

ology Chapel Hill; Yvecar Momperousse, Haitian Proessionals o Philadelphia; Aude de Montesquiou, MA, Consul-

tative Group to Assist the Poor (CGAP); Henry Perry, MD, PhD, Johns Hopkins Bloomberg School o Public Health;

Reeta Roy, MA, Mastercard Foundation; Cynthia Strauss, Fidelity Charitable Gif Fund

We woud ike to thank the oowing peope who provided inormation on their organization’s work or our

Models in Practice.

Jeannie Annan, PhD, Anita Anastacio, MEd, International Rescue Committee (IRC); Suzanne Battit, Kate Greene,

and Andrew Mar, Partners In Health (PIH); leigh Carter, Gauthier Dieudonne, Nataie Domond, Anne Hastings,

Fonkoze; Amy Jo Dowd, EdD, Choe O’Gara, EdD, Ita Sheehy, MEd, Save the Children; Sara Fajardo, Geradine Brick

MA, ludger Jean, Catholic Relie Services (CRS); Jenny Grant, Hôpital Albert Schweitzer Haiti (HAS)

spci Th

Autumn Walden or project coordination and graphic design; Kate Barrett, Liore Klein, Zehua Li, Sascha Murillo,

Carlye Rosenthal, Sagar Shah, and Shannon Walker or research assistance; Linda Corman or editoria services;

Minh Chau or cover design; Cooper Graphic Design or design tempates.

Please send comments about this guide to the Center or High Impact Philanthropy at [email protected].

As the publisher o this guide, we encourage the widespread circulation o our work and provide access to our content

electronically without charge.

You are welcome to excerpt, copy, quote, redistribute, or otherwise make our materials available to others provided that

you acknowledge the Center or High Impact Philanthropy’s authorship. Should you have questions about this policy, please

contact us at [email protected].

Copyright © 2010 Center or High Impact Phianthropy



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haiti: how can i help? models for donors seeking long-term impact

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