Since the 7.0 magnitude earthquake that rocked Haiti on January 12, 2010, increased numbers of children have gained access to education in Haiti; now, 90% of primary school-aged children attend school. However, there remain major issues that affect the quality of education that students receive. Firstly, many teachers in Haiti have not received formal training and rely upon ineffective teaching methods. This includes having children memorize and recite passages and responses. This is in addition to a lack of resources, such as textbooks and desks, for students and language issues stemming from the use of both Haitian Creole and French as official languages (http://blogs.worldbank.org/education/why-school-enrollment-not-enough-look-inside-haiti-s-classrooms).
Especially in a context where nearly half the population is under the age of 25 years, I believe that some of the most important investments that the Haitian government and local and international organizations can make are in the education sector. Since the earthquake, children have embraced any learning opportunities open to them, despite living in poverty. For example, at a 3,000-person informal camp for those displaced by the earthquake, students eagerly attended a “child-friendly space,” where they could escape the struggles of the camp and daily life and have fun and learn (http://www.theguardian.com/education/2010/may/31/haiti-earthquakes-schools-trauma).