What lesson have we learned from so many documents that we lost in the January 12, 2010 earthquakein Haiti? Many houses and buildings fell or collapsed in Port-au-Prince (the country's capital), which really hit hard. Schools have been destroyed; students, school teachers perished in them.

Many documents have been buried under rubble. The question we can ask is: Did they have electronic versions? Many of them did not have electronic versions. So, we see the importance of documents’ electronic version, and we are watching in the twentieth and twentieth centuries in developed countries how they try to come up with electronic versions of all documents.

What have Haitians learned from all of this? For example, how to prepare for any catastrophe that would happen. Well, they have electronic versions, backup copies of all the documents needed. This is very important when looking at the poverty of Haitian schools, didactic/pedagogical materials, the entire curriculum, how they could have electronic versions.

Not only does the electronic version save a lot of money, but it would also improve the economic situation of the students where they would get all the electronic versions of these materials for free, or pay a small amount of money to download them (on their phones), wherever they may be in Haiti.

For this work to be done, it would require the collaboration of all teachers to understand the problems of Haiti, those in the field of technology, for example those who are using computers, who are in computer scienceand how they can bring together or help), publishing houses that are printing (several thousand books in Haiti for use in schools, and the idea of ​​selling electronic versions of these books.

The electronic version of the books would be less expensive than their printed ones. And also, it would be faster for all students in the entire country to have access to all the teaching materials used by the schools (from kindergarten to the end of secondary school) for a small amount of money. Thus, we would computerize Haiti in a wink of time, and solve many school problems.

This would also require Haitian authors who would like to see changes to understand the situation. Often time, we talk a lot, everyone would like to see change in Haiti, but when proposing something to contribute, no Haitian wants to cooperate; no Haitian wants to contribute. It is a group of people that talk a lot, who have no vision for Haiti’s development, who do not come out to make any sacrifices. Most Haitian authors would not even put a chapter of their book free online, even its introduction to advertise it make it be known to the public.

It doesn't matter if you are selling it to make money. You spend time to do the research; so, there's no problem to sell your book. We understand that. But how do you let the public know about the material you publish; How can it be used in school? How can researchers use it? Is it a book that will help teachers? We need books to help teachers, to teach better, books to do training sessions for those who are teaching. So, they don't do that.

We talk about the reality the way it is. We don’t want to be a hypocrite because we give an example of the work we have done for 30 years tirelessly. We have been doing research, publishing online, working on teaching materials in Haitian Creole and English... We translated some of these materials into Spanish because there is a large Haitian community in the Dominican Republic that finds them very practical.
We have translated some of these materials into French, because we are promoting the four major languages ​​of the Haitian Diaspora, which are Haitian Creole (the language that connects all Haitians, the language spoken by all Haitians), English (the international language, the second language of communication in the world today, the language of business / international trade, the most used language of science today), French (a commercial language at the world level, and the second official language of Haiti), Spanish (the second language of the entire American continent), and the main language of all Latin American countries (North America /Mexico (as country that speaks it) • Central America • The Caribbean [Cuba, the Dominican Republic, Puerto Rico] and South America).

We could say that our "neighboring countries" speak Spanish. So, in order to do a some exchange programs with them, it is important to learn the Spanish language from the elementary level (as foreign language). Moreover, when we take the state of Florida (USA) for example, we see the status of Haitian Creole language in that state. It is one of three languages ​​ (after English, Spanish). In everything the government is posting, the translations appear in these three languages.

Many foreigners, many Americans in Florida learn Haitian Creole to keep their jobs, and have communication with Haitians scattered throughout that state, working in all fields. How do we look at the Creole language in Haiti? Well, so far when we look at Haiti's advertising posters, they are not completely in Creole. When looking at the web sites of Haitian consulates and embassies abroad, information does not appear in Haitian Creole in many documents. That is, in the mother country, we are late with the mother tongue.

It would be good to have all the school materials translated into Haitian Creole in Haiti, although French is one of the two official languages, but for all this work to be done, is it the state institutions we are waiting for to start this? Can't we start as volunteers, what can we do? Here, it is important to organize ourselves because one of the problems we are still waiting for is the state that will do everything (from "a" to "z"), and the state has not been functional in Haiti for several years.

We don't really have a functioning state institution yet. So, do not confuse between state institutions and a government in power. The government is in power for five years, after that the head of state leaves power (if the latter is lucky not to be assassinated or being forced to leave power in the case of a coup to end the five-year term), then that person will leave power after. Do not mix these two entities.

That’s why even if a government is not active in power (when it should have been), the state institutions should continue to function normally. How about us, individuals, what power do we have? We have an extraordinary power; not only can we vote in the election to choose the candidate we would like to lead us (mayor, representative, senator, president) but also as Haitians, we witness Haiti’s problems so we would be aware of working together to solve many of them.

Are we going to continue talking about these problems, or are we going to learn to organize ourselves as group to see what we can do (no matter how small it may be) because Haitians talk a lot, they only criticize but do not create? Now, if you were to say to some Haitians: let's organize ourselves to do such and such things to help a commune, a community, and even Haiti, we don't think you will get a positive answer.

Going back to our topic, Computerizing Haiti and the strategy to do it, it is important now to identify serious people who would like to participate in this campaign (both in Haiti and in the Diaspora) because we have Haitian technicians at all levels that we could need. There are those who work in archives in the United States, we can interview them, look and see how things are done in Haiti because when you need a document (e.g. excerpt of birth certificate), it’s a headache, many problems because of corruption.

Something they could give you in a few minutes only once you pay for it. So, not only do they not want to computerize the National Archives, but it's also a way for people they put in these posts to do corruption right and left to make money. A document that could be given to you in few minutes would take over a year or more, and you can't get it. Whereas if the National Archives were computerized, no matter how much they would charge, you would pay it to get that document right away.

It is all of these problems that Haiti has been facing, and we must denounce them until everyone protests for things to change. We must also be realistic to learn to self-criticize and say: Haiti's biggest problem or Haiti's first problem is Haitians. As long as we cannot agree to self-criticism, we will continue to blame the United States, France or Canada for Haiti’s underdevelopment as many Haitians who refuse to learn to self-criticize continue to do so. They are always looking for a scapegoat.

Most countries in the world are looking for their own advantages, or advantages for their citizens. If they find an advantage to help their own country, then they will take it where it is found. It doesn't have to be only Haiti, but we Haitians are now the ones to say: where is Haiti's advantage in this? Can we stand in solidarity to work together as a group to do something to help Haiti (Haitians in Haiti, some serious Haitians in diaspora)? Don't think that all Haitians in the diaspora are serious in a sense.

Some of them are fraudsters who go to Haiti and do even worse because they have experience abroad where they may not apply it to do the right thing. But we must do self-criticism: will the situation in Haiti remain like this forever? Is it a curse that unable this country to advance in any field? So, let's examine our consciousness or reflect upon our behavior.

And to come up with a program computerizing all Haiti, all schools, school curriculum (to be published, so that we know which books, which materials are being used, from "kindergarten" to "Filo" (end of high school) for example, where copies of these books are located, when the student is in such and such grade class what math level that student is supposed to see or know (when that student completes such and such grade what he /she is supposed to know). What type of books are used from this this grade to that grade level?

Science books, for example, we know that Haitian children memorize everything (“bat pakè”), including science, but there is no laboratory to put theory into practice. How can we come up with a modern program when looking at the French curriculum that is applied in the French oversea territories?

Our teachers or researchers who are doing research on that can look at them to see what is applied in Québec or in French-speaking Canada (from kindergarten to the end of high school and make a synthesis). Let's look at what is applied in the American curriculum as well (from kindergarten to the end of high school), and how the laboratories work in the United States, in France or in Canada what we can learn from them and create our own programs (what we can call models).
 
It is the model we need in Haiti, in all areas and replicate them. For example, once we have a model of science plus laboratory (from such to such class to such class), we replicate it. Now, we will have a reference where to look, what to follow, and from there it can be replicated throughout the country.

All we need is a reference. Well, let's look at this curriculum (from this grade to such and such grade) and make it available online. Once we do that, we comment on it, review it, update it (after the review). The importance of training sessions that must be held for teachers, especially during the summer when schools are closed for example, how can we do them and put them on YouTube.

We can also translate them into English so that the diaspora can access them or people who are doing research on education in the world to write theses (Master’s thesis and doctorate dissertation). So, we cannot be a people who only talk a lot, who only criticize, but when you say: let's do such and such things let's try to do that and that... well, (most) Haitians would not be interested. What interests them is talking a lot, criticizing only but no action.

ANNEXED TEXT : TÈKS ANEKSE

DEGRAFF, Michel (director). MIT- Haiti Initiative: • About (Sa l ye) • Events (Aktivite) • Funding • News (Nouvèl) • Organizations (Òganizasyon) • Questions about the Platform (Kesyon sou Platfòm lan) • Resources (Resous) • STEM  (Science : Syans, Technology : Teknoloji, Engineering : Jeni, Mathematics: Matematik) • Team (Ekip).

GEORGES, Joseph Marcel. A look at Haitian Creole documentation, lexicography and morphology : Koutje sou dokimantasyon kreyòl, leksikografi ak mòfoloji.

LOUIS, Martine. Védrine committed to bridging language gap. Boston Haitian Reporter.

OXINÉ, Bonel. Invitation to a conference series centered on Haitian Diaspora experience and careers : Envitasyon nan yon seri konferans ki santre sou Esperyans ak Karyè Ayisyen nan Dyaspora (EDA).

VALDMAN, Albert. Ann pale kreyòl: an introductory course in Haitian Creole. (revised ed.)
---. English – Haitian Creole Bilingual Dictionary. 1148 p. iUniverse. Bloomington, IN. 2017. Albert Valdman (editor). The “DICO Project”, Vol. II.
---. Haitian Creole-English Bilingual Dictionary (the “DICO Project”, Vol. I).2007. 781 +xxxiv p. Indiana University–Creole Institute. (Emmanuel W. Védrine, Frenand Léger, Jacques Pierre, Nicolas André: native speakers editing team).

VEDRINE, Emmanuel W. Agriculture the first Target for Haiti's Development. Boston Haitian Reporter, July 2004. (Agrikilti ta dwe premye sib nan devlopman Ayiti).
 
---. A look at Higher Education in Haiti : another step after secondary level.
---. Agrikilti ta dwe premye sib nan devlopman Ayiti”.  (pdf, 54 KB).  Agriculture the first Target for Haiti's Development (pdf, 57 KB). Boston Haitian Reporter, July 2004.
---. Bilingual Education in Haiti : theory and practice | Edikasyon Bileng Ayiti: teyori e pratik.
---. Chanje mantalite pou ranvèse kondisyon povrete Ayiti : Changing mentality to curb poverty condition in Haiti.
---. Chatting on Bibliographies related to Haitian Creole.
---. Civic duty should be mandatory for all young people in Haiti : Travay sivik ta dwe obligatwa pou tout jèn an Ayiti.
---. Consciousness raising, Motivation, Change : Konsyantize  • Motive • Chanje.
---. Dictionary of Haitian Creole Verbs with Phrases and Idioms by Emmanuel W. Védrine and research on Haitian creole lexicology.
---. Does Haiti need more mediocre universities after January 12, 2010? : Èske Ayiti bezwen plis inivèsite bòlèt apre 12 janvye 2010?
---. Educating Haitian Youth and the Haitian Community in Diaspora : Edike Jèn Ayisyen e Kominote Ayisyen nan Dyaspora.
---. Educational Resources and Orientation Training for Haitian Teachers. [Summary • Rezime • Sommaire •  Resumen • Zusammenfassung].
---. English – Haitian Creole Computer Terms : Tèm Konpwoutè: anglè – kreyòl
---. Enpòtans pou dekwoche yon diplòm fen etid segondè : L’importance d’acquérir un diplôme de fins d’études secondaires.
---. Èskè kreyòl se yon bon zouti pou ta prann nan lekòl Ayiti? (Haïti en Marche, Vol. XXIV, #36, sept. 2010) : Est-ce le créole un bon outil pour apprendre à l’école en Haïti? : Is Creole a good tool to learn in schools in Haiti?
---. Essays’ models to help Haitian Students (high school and university level).
---. Estrateji pou devlope wout Ayiti : Strategies to develop roads in Haiti.
---. Geography, Enivironment, Flora & Fauna : Jewografi, Anviwonnman, Flòr & Fòn. [Teaching materials in Haitian Creole, English & for Haitian Bilingual Programs].
---. Haiti: for a practical education on Fridays : Ayiti : Pou yon edikasyon pratik lè vandredi.
---. Haitian Creole (Kreyol) from colonial times to 2022 : Kreyòl ayisyen, de epòk kolonyal a 2022.
---. Haitian Lexicology: databases and references for research.
---. Ide pou kreye yon 'High School Ayisyen' prive nan Boston (deba) : Idea to found a Haitian Private High School in Boston (debate). 1994. 109 p.
---. In Kreyol and English : An Kreyòl e an Anglè.
---. INSMINOGEC (Institut Mixte de la Nouvelle Génération des Cayes). Founder : Enock Fedna.
---. Jojo’s Guesthouse in Curacao : an interview with the owner (Josias Joseph).
---. Kèk pwen enpòtan pou oryante moun sou maryaj, yon enstitisyon Bondye kreye : Some important points to orient people on ‘mariage’, an institution founded by God).
---. Kèk tèm nan Sezon sechrès Ayiti pou disètasyon : Some themes in Sezon sechrès Ayiti for essays. [Woman ayisyen : Haitian novel].
---. Koudèy sou Edikasyon Siperyè Ayiti: yon lòt etap apre nivo segondè.
---. Kreyol Without Toil : an introductory course to Haitian Creole.
---. Kreyol Without Toil : an introductory course to Haitian Creole.
---. Materyèl pedagojik pou lekòl Ayiti : Teaching materials for schools in Haiti.
---. My country is Haiti : Peyi m rele Ayiti.
---. Network of Haitian Students: Haiti–Diaspora | Rezo Etidyan Ayisyen: Ayiti–Dyaspora.
---. New words and idioms entering Haitian Creole : Mo nouvo ak espresyon ki antre nan kreyòl.
---. Online Educational Resources for Haitian Teachers, Students, Schools in Haiti and in Diaspora [Resous Edikasyonèl an Liy pou Anseyan Ayisyen, Elèv, Lekòl an Ayiti e nan Dyaspora]. Summary in : Rezime an: Deutsch • Español • Français • Kreyòl • Papiamento.
---. Open your eyes, Haitians ! : Ouvè je w, Ayisyen ! 
---. Orientation Training for Haitian students coming to the United States.
---. Orientation training for students and teachers : Seyans fòmasyon pou etidyan, pwofesè.
nòt nan inivèsite an Ayiti.
---. Orientation training on library and its importance for youth to do educational and community activities : Seyans oryantasyon sou bibliyotèk, e enpòtans li pou lajenès fè yon seri aktive edikatif e kominotè.
---. Orientation training to help young Haitians see better : Seyans oryantasyon pou ede jèn ayisyen Ayiti wè klè.
---. Pasaj Yves Estenvil Boston nan kad yon misyon edikatif e kiltirèl | Yves Estenvil’s visit in Boston: an educative and cultural mission.
---. Premye etap avèk yon òdinatè. (First step with computers, manual). Eastern Digital Resources.
---. Questioning Haitian Culture to learn more about it : Kesyonnen kilti ayisyen pou aprann plis de li.
 ---. Rasanble Konsyantize Chanje.
---. Reflection on February 7, 2019 : 33 years after the fall of the Duvalier’s Regime | Refleksyon sou 7 Fevriye 2019 : 33 ane apre Rejim Duvalier a tonbe.
---. Research & Publications (summary).
---. Retard dans l'enseignement des langues étrangères en Haïti : Ritardo dell’insegnamento delle lingue straniere nelle scuole di Haïti.
---. Retorik an kreyòl Ayisyen, tèks: Rat konnen, chat konnen, barik mantèg la sou siveyans.
---. Sa nou ka fè pou Ayiti jodi, pa ranvwaye l pou demen : What you can do for Haiti today, don’t put off for tomorrow).
---. Selfishness, a virus destroying the Haitian Community : Egoyis, yon viris k ap detwi kominote ayisyen.
---. Seminar on biography, autobiography, and memoir : Seyans oryantasyon sou Biyografi, Otobiyografi, Memwa.
---. Seminar on marriage : Seminè sou maryaj
---. Seminar on translation to help Haitian students in Haiti and Diaspora : Seminè sou tradiksyon pou ede etidyan ayisyen Ayiti e diaspora.
---. Seyans oryantasyon pou motive Ayisyen (Formation Training to motivate Haitians).
---. Sezon sechrès Ayiti (novel, woman, novela) • Questions on the 10 (ten) chapters : Kesyon sou 10 chapit yo : Preguntes sobre los 10 (diez) capítulos.
---. Sezon sechrès Ayiti (novel, woman, novela), questions on the ten chapters [Kesyon sou 10 (dis) chapit yo : Preguntas sobre los 10 (diez) capítulos… Teaching materials in Haitian Creole, English and Spanish & for Haitian Bilingual Programs].].
---. Sezon sechrès Ayiti. (2nd. ed.). JEBCA Editions.  224 p. [English summary : Resumé en anglais]. [© The author’s copyright : © Dwa otè a]. [© Lexical data (for hyper base software for dictionaries): © Done leksikal (pou lojisyèl ipèbaz pou diksyonè)]. [In Papiamentu language, Temporada di sekura na Haiti. [First original Creole version was published in 1994: Soup to Nuts Publishers, Cambridge, MA. 1994. 128 p. [The novel has been translated to English by the author (Emmanuel W. Védrine). [Text in pdf format : Tèks an fòma pdf]. VEDCREP: Boston (edition, 2013, 163 p. [“In Sezon sechrès Ayiti, the author presents a Haiti the way it exists through the eyes of characters. Sezon sechrès Ayiti is a historical novel written in the Haitian language and one that is written in a simple language, presented in a historical, political and economic context: what happened in Haiti, what happened recently, and what continues to happen. The philosophy and psychology of the people are about the same: they all would like to see a beautiful Haiti, one where everyone can work together. They are victims of the drought, of the crimes going on in the country and o abuses done to them. They are leaving Haiti for same causes though they like the country but the situation forces them to leave. Despite of all the crimes and abuses committed to them, they don't ask for anything wrong to happen to the criminals, but they would like them give up all that is evil, they would like them to change so that there can be a real change in the country.
---. Teaching materials for schools in Haiti: Materyèl pedagojik pou lekòl Ayiti.
---. Teaching materials for schools in Haiti : Materyèl pedagojik pou lekòl Ayiti.
---. Ten gifts for all Haitians : Dis kado pou tout Ayisyen.
---. The situation of deaf and mute people in Haiti, an interview with Marky Norde : Sitiyasyon moun soud e myè an Ayiti, yon entèvyou ak Marky Norde. [with versions in • English • Français • Español • Deutsch].

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Koutwazi : Courtesy
E. W. Védrine Creole Project, Inc. (1992)
Boston, Massachusetts. USA

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