Haiti School Finance: SABER Country Report
- Haiti has minimum standards for basic physical learning conditions and teacher qualifications, but these standards only regulate the construction of new primary schools.
- Haiti does not set performance goals for student learning at either the primary or secondary level.
- The quality and speed of data collection, processing, and dissemination could be improved substantially.
- The government prepares five-year projections for the education budget, but it is developed without clear allocation criteria or comprehensive budget classifications.
- Households in Haiti spend a high share of their spending on education, given the limited public education system.
This report provides an assessment of Haiti's school finance system based on the World Bank's Systems Approach for Better Education Results (SABER) framework. The analysis covers five key data collection areas: school conditions and resources, allocation mechanisms, revenue sources, education spending, and fiscal control and capacity. It evaluates the extent to which the system effectively provides resources so that all children can learn, using six policy goals: ensuring basic conditions for learning, monitoring learning conditions and outcomes, overseeing service delivery, budgeting with adequate and transparent information, providing more resources to students who need them, and managing resources efficiently. The report identifies strengths and weaknesses in Haiti's school finance policies and offers recommendations for improvement.
How to cite
World Bank, 2017, Haiti School Finance: SABER Country Report, accessed via HaitiDocs, https://www.haitidocs.org/doc/wb-2017-haiti-school-finance-saber-country