5 Questions the World Bank would ask (about our work in Haiti)

As we begin preparations for our second annual Educator and Leadership Institute (ELI) in Haiti, I've been thinking about how a major international organization, such as the World Bank, would view the work we are doing.

What kinds of questions would be asked of us if we went to the World Bank to tell the story of ELI and to talk about next steps?

These are five questions that I think we would be asked:

Why Haiti?
There are a number of factors that contribute to why we have launched the ELI in Haiti. These include the challenging economic and political climate, the fact that Haiti is one of the poorest countries in the western hemisphere, and the significant urban-rural divide in Haiti. At the end of the day, if our framework can improve educational outcomes for students in Haiti, it will most likely work in other fragile contexts.

What differentiates your approach?
The Educator and Leadership Institute incorporates a number of significant differentiating aspects including: face-to-face professional development (not so unique), online supports to that training (increasingly common), a focus on critical thinking, gender equity, and science/math (fairly unique in the developing world), accompanying research studies (again, fairly unique in the developing world), and a plan for sustainability (very unique). Foundational to the capacity-building focus of the ELI is a high value on reciprocity, partnership, and shared learning. The other aspects are all technical; this last item is relational and holistic. It is key to our approach.

Is it effective and efficient?
We have evidence that indicates that the participants find the ELI effective in helping them become better teachers. However, the best evidence will be if the teachers' students have improved school experiences and learning outcomes. A research study is accompanying the ELI to measure this effectiveness. As well, the ELI is very efficient. Over a five year period, we will directly impact 1,000 teachers, 100 principals, and 100,000 students. Every Canadian who is involved is a volunteer and the budget covers the very basic operating costs of providing the training.

Is it sustainable?
We are committed to working in Cap-Haitien, Haiti over a five year period. Our model involves Haitian participants completing the program over a three year period. In the first two years of participation, we identify strong Haitian candidates who may serve as instructional leaders in years 3-5. In these years, Canadian instructors serve as instructional coaches and mentors. The administrative details, including facilities and registrations, are all cared for by our Haitian partners thus ensuring a strong capability to oversee the entire ELI by year 5.

Is it transferable?
Our goal is to scale ELI so that it can be a model that is used across Haiti and in other fragile contexts. It does not rely on significant financial means to ensure program delivery. The online component ensures that, as long as some limited internet access is available, the courses and resources are available for participants to continue to engage in learning. The leadership team of the program is invested, experienced, thoughtful, and nimble.

If you worked for the World Bank or another large international organization, would these responses satisfy you? What other questions would you have?