1. Global Perspectives on Humanitarian Action
“Humanitarian Action and Haiti: A Course, a Student Project, and an Economic Perspective”
Larry Miners & Chandler Oliphant
14 June 2012
JUHAN Conference, Fairfield University

2. EC 130, Haiti: An Economic Perspective
No prerequisites Black Studies Latin American and Caribbean Studies Ignatian Residential College Students for Justice Residential College Service learning JUHAN

3. Catalogue description
When Jean-Bertrand Aristide ran for president of Haiti in 1990, his primary campaign slogan was, “From misery to poverty with dignity.” While poor economically, Haiti is rich in culture, rich in history, and rich in the strength of its people. This course pays special attention to the economic aspects of Haiti’s history, its economic development (past and present), and the economic prospects for the future. Topics covered include slavery and the Haitian revolution, the economic sacrifices made to receive international recognition, migration and the Haitian diaspora, micro-lending, and foreign aid initiatives, especially those related to the earthquake of 1/12/2010.

4. The JUHAN Learning Outcomes
1. Humanitarian Crises Articulate a common understanding of the concept of humanitarian crises. 2. Key Actors Identify and understand the roles and interactions among key actors in humanitarian response. 3. Determinants of Humanitarian Action Demonstrate understanding of factors the key actors take into account in determining whether to intervene during humanitarian crises. (social, political, economic, ethical, legal, cultural, and religious dimensions) 4. Causes Demonstrate an understanding of the causes of humanitarian crises. 5. Phases of Humanitarian Crises Recognize and understand the phases of humanitarian crises.

5. The JUHAN Learning Outcomes
6. Consequences of Humanitarian Crises Demonstrate an understanding of the consequences of humanitarian crises. 7. Beneficiaries of Humanitarian Action Understand the multiple beneficiaries, and particularly, the vulnerable groups. 8. Military vs. Civil Action Differentiate between the consequences of military intervention for humanitarian reasons and humanitarian action by civil interests (NGO’s). Describe the ways in which these two modes of humanitarianism interact. 9. Effective Action Choose appropriate tools of humanitarian action. 10. Monitoring, Evaluation, and Accountability Ability and willingness to continually question the effectiveness of humanitarian responses and adapt accordingly.

6. JUHAN outcomes used in the course
1. Humanitarian Crises Articulate a common understanding of the concept of humanitarian crises. 2. Key Actors Identify and understand the roles and interactions among key actors in humanitarian response. 4. Causes Demonstrate an understanding of the causes of humanitarian crises. 6. Consequences of Humanitarian Crises Demonstrate an understanding of the consequences of humanitarian crises. 8. Military vs. Civil Action Differentiate between the consequences of military intervention for humanitarian reasons and humanitarian action by civil interests (NGO’s). Describe the ways in which these two modes of humanitarianism interact.

7. JUHAN outcomes used in the course
1. Humanitarian Crises Articulate a common understanding of the concept of humanitarian crises. 2. Key Actors Identify and understand the roles and interactions among key actors in humanitarian response. 4. Causes Demonstrate an understanding of the causes of humanitarian crises. 6. Consequences of Humanitarian Crises Demonstrate an understanding of the consequences of humanitarian crises. 8. Military vs. Civil Action Differentiate between the consequences of military intervention for humanitarian reasons and humanitarian action by civil interests (NGO’s). Describe the ways in which these two modes of humanitarianism interact.

10. Haiti Lumiere de Demain
Started in 1998 by Louis Elneus
19 public schools on La Gonave
geographically dispersed
still communities without any school
greater potential for community buy-in
Initially 400 students in two schools, currently 5000 students

11. HLD Programs Textbook lending program Solar-powered flashlights (2008)
Tree planting program (2008)
Communities create PTOs and provide the land for the trees
Teacher training
Environmental education in schools
Two scholarships per year to the best graduates of each of the 19 schools
Donkey library

16. Markets
Mandating markets from above (i.e., Shock Therapy, Structural Adjustment Programs) has not worked.
At the bottom, the poor will pay, even if only a little, IF what is being supplied meets their needs.
Small, piecemeal, experimental steps are needed to move toward free markets.

17. “Structural adjustment” policies
Keep wages low
Dismantle all obstacles to free trade
Remove tariffs and quotas
Offer tax incentives to manufacturers
Privatize public enterprises
Reduce public-sector employment
Curb social spending to reduce fiscal deficits

18. Markets Are based on property rights
Rule of law and enforcement of property rights taken for granted in the west.
Legal system in Haiti not firmly established and largely inaccessible by the poor
Ownership of land often in question
Community buy-in is key
Social norms and traditions can fill the gap.

23. Ask and Listen
Paths to create markets are all different, BUT all from bottom-up
No simple recipe
Each country has its own social institutions and norms that are essential for markets
These evolve slowly, on their own, from the actions of many
Outsiders don’t have a clue how to create these norms and institutions.

24. What the people want “We want more training.”
“We want more education.”
Léonie Hermantin, Lambi Fund, 11 Nov 2011
“We want to get off aid.”
Community leaders in La Gonave, 12 Aug 2011