What is happening in Haiti?
We were all set to start the Positive Periods workshop in Haiti, it had to be delayed, but not for long. The project is up and running despite the current challenges in Haiti, more about this shortly.
Here is some news about the current situation in Haiti, which you may not have seen or heard in the National News here in the U.K.
On the 7th July the president of Haiti, Jovenel Moïse, was assassinated in his home, and the first lady is in a critical condition. It is still not clear what happened and rumours abound as to who could be behind this.
Martial Law has been declared and the Dominican Republic has closed its borders with Haiti. To complicate matters, due to an extraordinary array of circumstances, there was no-one who could step in to replace the president.
The country’s constitution indicates that the Chief Justice of the Supreme Court, René Sylvestre, should have stepped in and taken charge. However, he was a victim of Covid-19 and died just a week before the assassination of the President. So the next in line to take over was the Prime Minister.
But which Prime Minister? Just a day or two before his death, the President had changed Prime Ministers. He had named Ariel Henry for the office but his nomination did not have time to be confirmed so he was not yet sworn in before the assassination, and neither was his new cabinet.
Only one third of parliament was functional at the time of the assassination. It would take too long to organise elections to find agreement on a replacement, so consensus was proposed by all members of other parties that Claude Joseph, the outgoing Prime Minister, would assume the role until elections can be organised. Ariel Henry contests his right to do this and claims that the national leadership should fall to him.
No one knows what is next for Haiti. The constitution doesn’t have a clause for this particular situation. There are only 10 functioning members in parliament right now so nothing in the constitution can be called on, it is certainly unchartered territory and the repercussions are felt throughout the Caribbean.
This is the 5th president in Haiti’s history who has been assassinated. The U.S. has helped in the past, and may at times have got too involved. There has been a history of outside interventions harming Haiti. There is a feeling among many Haitian groups that Haitians need to discuss together their own Haitian solution, and find a solution from the Haitian people, rather than have a solution imposed from outside.
People are still in a state of shock. With a lot of uncertainty and fear, people are understandably very uneasy right now. There is a distrust in the armed forces. Many do not want another US or UN occupation. They want the support of the international community, but don’t want unnecessary interference. They want humanitarian help, businesses are not able to function right now, and there will be difficulty to supply food and medicine at some point. Doctors Without Borders there are concerned about their safety. Schools had ended for the term, but the situation is too tense for the exams to take place.
The government is not asking for a formal occupation, just support to keep vital services open. Haiti is asking help from the OES, UN and US, to secure the vital sites like gas, airports, hospitals. They want to work on capacity building in sectors that were struggling before this event, and even more so now. Maybe it would be more beneficial for the international community to be sending key people to Haiti to help build capacity together.
As an added layer of complication in the years leading up to this, the level of violence and insecurity and active gang activity in the area of the law courts, has paralysed the justice system for the last three years. There is currently a total collapse of the judiciary institutions, the judiciary council is currently not functional.
There is also freedom of information in Haiti, but Haiti has insecurities, and freedom of information is one of the most important issues to solve at the moment too. Only ten days ago, two leading journalists were murdered in the streets and, a day or so later, sixteen civilians were massacred in broad daylight in Port-au-Prince.
The question now is; how can one assist Haiti, not control, not give charity. How can we give hope? Haiti was the pearl of the Caribbean, Haitians from all walks of life will put their minds together, they did something in the past that no-one else could do. They still have that, they will find the solution that works for them.
That’s what The Steve Sinnott Foundation is doing in Haiti. Enabling Haitians on the ground through supporting projects that will enable rather than make others reliant, giving ownership to the projects and enabling others to adapt them, make them their own and use them as their own springboard to success.
Sadly this situation is not headline news in the UK. It’s true that we have a sudden increase in Covid and there was a Football match at the time. The information in this article has come from the Haiti All-Party Parliamentary Group (APPG) meeting in July 2021. We need to bring Haiti into the news and let people know what is happening there.
Steve Sinnott • July 20, 2021
Every last girl may want to go to school, but we know that a desire and an aspiration are not always enough. Deep in rural India, society doesn’t always support a girl’s education. Household chores, child marriage, restricted movement outside the house and patriarchy all stand in the way. The system also lets girls down -- secondary schools can be far away and re-enrolling after leaving education can be very difficult. Educate Girls UK was founded in 2016 with a mission to work with local organisations in some of the world’s most vulnerable communities, to find and support girls back into education. We identified Educate Girls (FEGG), an ambitious Indian NGO in Rajasthan and decided to start by backing their vision of every girl in school. Since commencing work in 2007, FEGG has supported over 2 million girls to enrol into government schools and improve their learning by creating a movement of over 23,000 gender champions who have reached the girls the system might have left behind. The Indian government too has introduced enabling policies (Right to Education Act was passed in 2009) and made huge progress in improving delivery and systems. India has near universal enrolment in the primary years with many more girls in school than before the Right to Education Act came into being. Our funding and advocacy support here in the UK and Europe has made a difference. But there still remains a persistent problem in the most marginalised villages in India, and beyond. Millions of women and adolescent girls forced to drop out of school have never returned. Without having passed even Grade 10 (similar to GCSEs in the UK), their life chances are now severely hampered. Further education is a distant dream; skilling programmes inaccessible; even loans to start a small business are all out of reach. As the world aspires to improve the quality of education we cheer on from the side lines. At Educate Girls UK, we want to be supporting the enrolment of girls into systems that deliver the very best foundational literacy and numeracy and equip young people for the 21st century with all its challenges. But, an additional priority for us, right now, is to give the support that girls who have fallen out of the system need, to pass their 10th and 12th grades. We want to see girls given a second chance at securing this aspiration and indeed this basic human right. In the next ten years we will work to support partners like Educate Girls (FEGG) in India who have set themselves a goal to ensure 10 million learners get that second chance. Even if they are already married and have children, cannot access physical schools, live in the most remote villages, or have demands on their time so they can’t attend school full-time, we will ensure that girls get to study, are supported to access learning and complete their secondary education. India is incredibly well placed to demonstrate solutions to some of the world’s most intractable problems given its size and ability to innovate at scale, indeed it has the largest public education system in the world. In supporting Educate Girls (FEGG) in India to scale their work in partnership with the government, we are convinced that we can learn and then share what works for girls and, in turn as a grant maker and advocate in the UK, work for girls everywhere. At decision making tables across the world we want to ensure the importance and potential of educating girls is seen and heard. This is a problem we only have to solve once as an educated girl will likely become a mother who will educate her children. Educate Girls in India is demonstrating solutions that work at scale which could have resonance beyond India’s borders – there are nearly half a million girls who are not in employment or education even here in the UK. Our work at Educate Girls UK is to change the life of girls so they can go on to change the world for girls everywhere. Educate Girls (FEGG), was recently recognized as the first organisation in India to receive the prestigious Ramon Magsaysay Award (often hailed as Asia’s Nobel Peace Prize) and the remarkable story of the organisation’s evolution is told in Safeena’s new book Every Last Girl: A Journey to Educate India’s Forgotten Daughters. BY SAFEENA HUSAIN A social impact leader, Safeena Husain is the Founder of Educate Girls, an Indian non-profit that partners with communities to mobilise volunteers and government resources for girls’ education in some of India’s most underserved and remote regions. In 2023, she became the first Indian woman to be honoured with the WISE Prize for Education for her transformative work in advancing gender equity through education. In 2024, she was awarded an honorary doctorate by the London School of Economics and Political Science (LSE). In 2025, she led Educate Girls to a historic milestone, becoming the first Indian non-profit to receive the Ramon Magsaysay Award, widely regarded as Asia’s equivalent of the Nobel Prize, thereby cementing her place as one of the world’s most impactful social entrepreneurs. Under Safeena’s leadership, Educate Girls has pioneered innovative models that harness the power of community volunteering, most notably through its Team Balika network of over 23,000 community champions who have helped enrol over 2 million out-of-school girls and improve learning outcomes for more than 2.4 million children since its inception. She also spearheaded the world’s first Development Impact Bond in education and led the organisation to become Asia’s first TED Audacious Project. Drawing on her lived experience, Safeena brings a deep understanding of the challenges faced by marginalised communities. Her vision for the next decade is to empower 10 million learners through scalable, community-driven solutions grounded in volunteerism, participation, and equity. “I have never met a girl who said to me I want to stay at home. I want to graze the cattle. I want to look after my siblings. I want to be a child bride. Every single girl I meet wants to go to school.” Safeena Husain, Founder, Educate Girls
In the words of Sydney J. Harris, “The whole purpose of education is to turn mirrors into windows.” Few stories illustrate this truth more clearly than that of Ricardinio, a resilient young boy whose life was reshaped by learning, creativity, and compassionate support. Ricardinio is a displaced child living with HIV who once called the streets of Port au Prince home. When armed gangs overtook his neighbourhood, he was forced to flee, leaving behind everything familiar. The trauma of displacement, coupled with the daily realities of managing a chronic illness, left him navigating fear, uncertainty, and isolation. Everything changed when he gained access to the Resource Learning Centre at Cima Community School of Hope based in Limonade, Haïti. Within its safe walls, Ricardinio found stability, encouragement, and a sense of belonging that had been missing for far too long. The centre became more than a place of academic support; it became a catalyst for his healing. There, he discovered a surprising and transformative passion: drawing. What began as a quiet pastime soon unfolded into a powerful means of expression. Art offered him peace where chaos once lived, and possibility where hope had been fading. With guidance from mentors and access to materials he had never had before, Ricardinio started to see a future shaped not by loss, but by talent and imagination. Ricardinio learned to sew, paint and a new language, English. He made the outfit he is wearing in the photo below for a recent fashion show. His journey reminds us that for many young people, particularly those facing profound health or social challenges, that education is far more than curriculum. It is a lifeline to identity, purpose, and renewed hope. When a learning space nurtures the whole child, it turns windows toward new horizons, ensuring that even in the most difficult circumstances, every learner can envision a brighter future. BY STEFANI TIERI GEORGES Programme and Strategy Manager Sonje Ayiti, Limonade Haiti.
Growing up in 1970s and 80s Britain, son of Jamaican immigrants, all I cared about was mathematics, mathematics and mathematics. I didn’t see the need for black role models; all I cared about was numbers. Then I reached teenage years, the opportunity to enter the educational community was not the same for people of my colour. I was being directed to become a boxer not a mathematician. A generation later my son was being pushed in the direction of singing, not a career in STEM. My story is not unique and there are many other marginalised groups. Creating an education system that genuinely includes marginalised groups isn’t just a moral imperative — it’s a practical one. When people are excluded, societies lose talent, creativity, and economic potential. So what can be done? Here are seven starters for ten: 1. Remove Barriers to Access Many marginalised learners are excluded long before they reach a classroom. Key Strategies: Eliminate financial barriers: scholarships, free school meals, subsidised transport, no-fee schooling. Provide flexible learning options: evening classes, community-based learning, mobile schools for nomadic groups. Invest in infrastructure: safe buildings, accessible facilities for disabled learners, and reliable internet in rural areas. 2. Make Learning Culturally Relevant Education becomes inclusive when learners see themselves reflected in it. What this looks like: Curriculum that includes diverse histories, languages, and perspectives. Teaching materials that avoid stereotypes and represent all groups. Community involvement in designing educational programs. Don’t just consider the marginalised groups at certain special events, but all year round. 3. Train and Support Teachers Teachers are the frontline of inclusion. Effective Approaches: Training in inclusive pedagogy and unconscious bias. Recruiting teachers from marginalised communities. Providing classroom assistants or specialists (e.g., sign language interpreters). Get teachers to be seconded in diverse areas, so they can grow to learn and appreciate different cultures. 4. Use Technology Thoughtfully, technology can widen access — or deepen inequality if used poorly. Inclusive Uses of Technology: Low-bandwidth digital learning tools for remote areas. Assistive technologies for learners with disabilities. Online platforms that allow flexible pacing and personalised learning. Keep Libraries open so that marginalised communities can access the digital world. 5. Strengthen Policies and Accountability Inclusion doesn’t happen by accident; it needs structure. I have written a paper called treating EDI as a Science Problem. It introduces Chamberlain’s Law that states this “If all things are equal what numbers do we expect to see?” On this basis, we should be able to consider things such as Anti-discrimination laws in education. Data collection on who is being left out and why. Funding formulas that allocate more resources to disadvantaged schools. 6. Engage Families and Communities There are examples where marginalised groups distrust institutions for good historical reasons. These are some of the ways to build trust: Community-led outreach programs. Parent education initiatives. Schools are partnering with local leaders, NGOs, and cultural organisations. 7. Support Learners Beyond Academics Barriers to education are often social, emotional, or economic. Holistic support: Mental health services. School meals and health checks. Safe transport and anti-bullying programs. In conclusion, these points are not comprehensive or exhaustive. However, it is a benefit to us all when education is for all. BY PROFESSOR NIRA CHAMBERLAIN OBE FIMA FORS CSci PhD HonDSc DUniv 1st AtkinsRéalis Technical Fellow for Mathematical Modelling AtkinsRéalis, Six Mathematical Doctorates. Mathematics Professor. Founder of the Black Heroes of Mathematics Conference. Science Communicator
