The HARWA School                                                 The Haitian-Afrikan Restoration World Academy

                                                                                       

 

                                                       Welcome


 

The HARWA School, a department of the Julian & Jade Foundation, is a nonprofit mission set out to properly educate hundreds of thousands of children in the Department of Grand’Anse, Haiti, within the next decades. We deem it necessary that education be regarded as the only effective instrument to undergrid the basis for development, since miseducation, and lack thereof, has been the stiffest cause of multishambles in the Haitian society for centuries proceeding her declaration of independence. Therefore, we aim at launching a pragmatic system of education which permeates through, but deviates from, the preposterous and the customary critical pedagogic standards not collectively suitable for all peoples, and to provide our people with effective guidance typically related to their own experience, history and culture.

 

Traditional academic standards do not preclude personal achievements or  enhance degrees of personal intelligence. So, students learn through different methods, based on their own experiences and personality types. Additionally, in some cases, some students must have a harmonious relationship with their teacher in order to better learn. For instance, many children get whipped by their own professors in the classroom, being force to learn the material, instead of being encouraged to learning through "love." Generally, some students find solace in academic materials alone or their environments. They quickly adapt to the materials through their natural abilities. Some others despise academic environments, but have specific talents not available in a particular school’s curriculum. For instance, many geniuses dropped out of the world's luckiest universities and devote their time to their own crafts—some found misery at the school. Thus, to discourage triviality and mediocrity, prejudice of competition and further deterioration of our people self-esteem, students are tested only to be evaluated by the teacher, simply to see who needs help in particular areas of study. Therefore, students need not, and do not, know the results of their quizzes or exams until they leave the academy.

Here at the Julia & Jade Foundation, we believe our society has faced many dire challenges from national mismanagement, miseducation and lack of education starting from its birth in 1804 to date. A country needs a strong and self-managed system of management, a strong economy and the means for the preservation of its culture. Haiti has never had a chance to secure any of these three aspects, but instead, from her inception, forced to follow alien sociopolitical systems which crippled her to-day. Proper education and media are the two most effective ways to preserve culture, economy, which will therefore create an intransigent and resolute national management system. However, proper education may soon create proper media, and then media share the tools of culture, education, and effective economics. Therefore, our program is not a copycat, but an innovative education system strictly formulated to benefit those who share our experiences.

The HARWA School regards education not as a mere personal achievement (which is based on meritocratic standards) where one is taught solely how to compete in the job market. It is rather a system aimed at restoring the lives of those children whose great grand parents have faced the rigor of oppression for centuries, which has thereby affected their development. It’s not to be thought of as an exclusion to what’s going on in the world, or outside of the scope of one’s sociopolitical environment, but rather a tool to preserve culture, economy, and politics within one’s setting. But, a post-slavery society, as rancorous as slavery was, must aim at rebuilding confidence particularly in the young, to rehabilitate or restore those infected with post-traumatic slave syndrome before it can attain to any form of success. Unless this is done, there is no success to be had! This will prevent our fellow Haitians from disagreeing with each other, and fighting over reasons which could otherwise be easily fixed. We pledge to transform our pupil into productive intellectuals who will be responsible to maintain effective development in their community in the future.

Although the Haitian people boast an exceptionally natural learning ability, their education system is proven to be perilous due to the country’s economic miscarriage resulting from critical pedagogy or poor management, which automatically affect development at all phases of society. In Haiti, if not worldwide, language, skin color prejudice and social class are used as oppression because national education system is subpar, vice versa.

The Haitian government is unitary. It manages the entire nation as a whole, and delegates narrow powers to local municipalities and districts. Therefore, since there are no strong local management systems, when the national government goes bankrupt all public schools’ budgets are paralyzed. 

The government’s education budget is too derisive as to be able to educate children, and thus lacks the wherewithal to implement adequate schools throughout the country. Therefore, The HARWA School wishes to take the lead in recruiting, and establishing many academic institutions throughout the Grand’Anse, although there will be only one unit starting this year. We seek to recruit young, sharp, as well as apathetic children or those who are attending a school, mostly public, with critical resources.

The existing debate concerning the national educational system is analogous to two candles burning at both ends, which has tremendously been affected by externally militant forces: 1) A small group of supposedly prosperous constituents argue Kreyòl is not a language, but rather a patwa, which is too feeble as to be used for instructional purposes, and 2) On the other end, a great majority of individuals, including foreign academics and Haitians living abroad, believe a people needs to use their own vernacular language in most, if not all, it does for the purpose of maintaining accuracy, genuine comprehension and advancement—since a people’s mother-tongue is where their culture and core values lie. 

HARWA’s goal is to supply pupils with the tools requisite to maintain a mature and responsible life upon graduation at HARWA; to rehabilitate and restore confidence, to create exceptional candidates for post-secondary educational pursuits, and to produce independent-minded citizens to effectively serve their own communities.

Thus, unlike traditional education, HARWA’s curriculum is rigorous. Tasks are laborious, and pupils are extra-busy! Many stimulating components of our curriculum are compulsory due to our pupils’ misfortunes in having been misled not only by volumes of pseudo-academic and extraneous inaccuracies laid on the bookshelves of their great grand parents’ teachers, which are still blatantly being taught worldwide despite frequent rebuffs, but also through all of his senses: television, radio, books, newspapers, magazines, economy, schooling, religion, and pressure groups. 

Many components of our program are comparable to Afrikan-based educational systems, but mainly centered in enhancing Haitian social economic aspects. Please click here for more overview. Or click here for additional reading in education. 

While we joyfully celebrate individual achievement, HARWA does not embrace a sort of comparative/superlative and meritocratic path to education, which may have otherwise disrupted a pupil’s hope and self-esteem. Again, we sought to deviate from reckless pedagogic attitudes so to restore a productive personal character in our pupils while, of course, meet all the educational criteria which are indispensable so as to be adept in the fields of Science, Technology, Engineering, and Mathematics (STEM.) In fact, our curriculum is augmented by a variety of related co-curricular programs for pupils who wish to strengthen their talents by joining clubs; this allows abundance enrichment to take place. Moreover, the curriculum is aimed at not only training prospectively competitive workers, but also rebuilding a sense of self-awareness through various exercises, which has vanished through Maafa. Thus, in addition to building a ladder for STEM, in order to re-cement a solid foundation in pupils’ self-awareness, which potentially facilitates their interactions with other groups of people, we emphasize mainly on Haitian & Afrikan Histories prior to colonization, Haitian sociopolitical aspects, Afrikan Civilizations & Sociology, Relationship between Carthage, Rome and Greece, as well as neocolonial Afrikan nations worldwide, European worldview and behavior towards other groups, and a host of additional concentrations.

For further reading on relevant education, click here. 

Family Engagement

The FJUJA is dedicated to fostering relationships between parents and children attending HARWA so as to ensure them the support they need to be active participants in their early child’s education, both at home and within our schools. Although our program sets out to facilitate students’ full access to personal development, however learning does begin and end with the parents, regardless of the  degree of efforts which the school puts in.

Therefore, we hold parent-teacher conferences or meetings whereat parents are able to have a personal encounter with the students’ counselors and other faculty members.

Additionally, the department oversees the training of the campus-based Parent & Family Liaisons, and helps parents to resolve concerns they have about their child’s education, among other services and projects we offer.

Research shows that home visiting is crucial and very effective in the child’s life. This practice promotes a closer and more trusting relationship with both parents and the child. It triggers more improvements and higher achievements in the child. Home visiting is a strong means to develop such relationships. At most level, home-visiting programs allow faculty members to meet with a family in the family's home to discuss educational issues such as attendance, behavioral and academic performance.

  Frantz M. Barthelemy
Vice-president, School Master

 

Curriculum

      Department of History

       Language Institute

      Department of Mathematics              & Technology

      Government Seminar

       Arts & Gallery

       Tuition & Fee

”The best way to find yourself is to lose yourself in the service of others.”

 

          Mahatma Gandhi