(1) He is against selfishness because it’s a poison that nourishes  Haiti’s underdevelopment.

(1) Li kont egoyis paske se yon pwazon ki nouri soudevlopman Ayiti.

(2) Entrepreneurship (orientating youths to think of becoming entrepreneurs while in school (from elementary, middle school, and continue to the secondary level), and for this idea to be part of the school  program or the curriculum in Haiti.

(2) Antreprenarya (oryante jèn yo pou panse vin antreprenè pandan yo lekòl (de nivo elemantè, mwayen rive nivo segondè), e pou ide sa a fè pati pwogram oubyen korikilòm lekòl Ayiti.

In the same line of idea, we are encouraging all schools in Haiti to think about that, and how they can implant some trades in public and private schools so that students can start practicing them.

Nan menm liy ide a, n ap ankouraje tout lekòl Ayiti panse sou sa, e kòman yo ka enplante kèk metye nan lekòl piblik e prive, dekwa pou elèv ka kòmanse pratike yo.

(3) Education. A thorough reform is needed to be done in the archaic education system in Haiti. There is a necessity for a practical education. It would be important for Haiti to look at the school programs in the French overseas territories such as: Martinique, Guadeloupe, French Guyana, and in (the) Seychelles (archipelago), the school curriculum of (the province of)  Quebec in Canada). A special group of Haitian teachers can plan to go to these places and observe how they teach at diffferent levels, and different subjects. They can make videos (as samples) that can be used in training seminars for teachers in Haiti. A whole database can be developed with such autiovisual resources to help teachers in Haiti once they would be free online. That way, a practical and modern curriculum can be adapted for Haiti (from thefondamental level to the end of the secondary level).

(3) Edikasyon. Yon refòm total merite fèt nan sistèm edikasyon akayik an Ayiti a. Gen nesesite pou yon edikasyon pratik. Li ta enpòtan pou Ayiti gade pwogram lekòl teritwa doutremè Lafrans yo tèlke: Matinik, Gwadloup, Giyàn Fransèz, e nan (achipèl) Seychèl, pwogram lekòl (pwovens)  Kebèk(Kanada). Yon gwoup anseyen an patikilye ka planifye ale kote sa yo pou obsève kijan y ap anseye nan diferan nivo, e diferan matyè. Yo ka fè videyo (kòm echantiyon) ki ka itilize nan seyans ou seminè oryantasyon pou anseyan ki Ayiti. Tout yon bank done kapab devlope avèk yon tèl resous odyovizyèl  pou ede anseyan an Ayiti, yon fwa yo ta gratis ti cheri an liy (sou entènèt la). Nan sans sa  a, yon korikilòm modèn e pratik kapab adapte pou Ayiti (soti nivo fondamantal pou rive fen nivo segondè).

(4) Electricity (in all ways it can be used in Haiti).

(4) Elektrisite (nan tout fason li ka itilize an Ayiti).

(5) Health. Programs, and health insurance for everyone. Each commune (municipality) needs a well-occupied hospital center.

(5) Sante. pwogram, e asirans sante pou tout moun. Chak komin bezwen yon sant ospitalye byen ekipe.

(6) Security (for everyone so that people can function normally in their activities, without any fear).

(6) Sekirite (pou tout moun dekwa pou moun ka fonksyone nòmalman nan aktive yo, san oken krent).

(7) Roads (good roads to help decentralizing Haiti rapidly for its development, for the development of the communes and the circulation of local and international tourism throughout the country).

(7) Wout (bon wout pou ede desantralize Ayiti rapidman pou devlopman l, pou devlopman komin yo, e pou sikilasyon touris lokal e entènasyonal atravè peyi a).

(8) He believes in what a person has already done, but not in what individual is planning to do. The future belongs to God, not to us, and as the saying goes, “Don’t count your chicken before they hatch”.

(8) Li kwè nan sa yon moun fè deja, men pa nan sa endividi a konte fè. Demen apateni a Bondye, pa a nou menm, e kòm dikton an di, «Pa konte ze nan vant poul».

(9) He believes in competition (not in the sense of destroying what others have done or are doing) but rather to produce what’s better, and to avoid or discourage mediocrity from taking over.

(9) Li kwè nan konpetisyon (pa nan sans pou detwi sa lòt fè oubyen ap fè) men pito pou pwodui sa ki pi bon, e pou evite oubyen dekouraje medyokrite taye banda.

(10) He believes in civic works (how to educate, and encourage all youths to participate in civic works to help their community, their commune, country), and how this is going to help them also to develop leadership early on. (See article “Civic duty should have been mandatory for all young people in Haiti”).

(10) Li kwè nan  travay sivik (kijan pou edike, e ankouraje tout jèn pou patisipe nan travay sivik pou ede kominote, komin, peyi yo), e kijan sa pral ede yo tou pou devlope lidèchip depi byen bonè. (Wè atik «Travay sivik ta dwe obligatwa pou tout jèn an Ayiti»).

(11) He believes in individual works (to learn to meet challenges), and for each person to show their potential (for example, working in school, taking exams… because it’s not all the time that we can count on people or work with others) and at the same time, working in team but with people who share the same working spirit, and without mediocrity.

(11) Li kwè nan travay endividyèl (pou aprann leve defi), e pou chak moun montre potansyèl li (pa egzanp, travay lekòl, pran egzamen… paske se pa tout tan nou kapab konte sou moun oubyen travay ak lòt moun) e an menm tan, travay an ekip men ak moun ki pataje menm espri travay, e san medyokrite.

(12) He believes in working to the maximum (to reach an objective) without talking a lot, and without wasting time criticizing others (for what that has not been done a long time). In Haiti, for instance politicians and individuals would talk more, spend more time criticizing others instead of learning to create or to meet challenges, try to do what has not been done since “x time”, instead of complaining all the time).

(12) Li kwè nan travay o maksimòm (pou atenn yon objektif) san pale anpil, e san pèdi tan kritike lòt (pou sa ki pa t fèt depi lontan). An Ayiti, pa egzanp politisyen ak moun ta pale plis, pase plis tan ap kritike lòt olye yo aprann  kreye oubyen leve defi, eseye fè sa ki pa t fèt depi «x tan», olye pou ap plenyen tout tan).

(13) He believes in a free education for all little Haitians till the end of secondary school. If that dream can become reality, it will certainly help a great deal in Haiti’s development. Public schools should be able to lend students books and   other schools materials  (at the beginning of the academic year in September, and that students would return them in June (when school is about to be closed). We can’t talk about Haiti’s development when most Haitians can’t read and write and when there are no free and mandatory schools for all children (from a certain age).

(13) Li kwè nan yon edikasyon gratis pou tout ti Ayisyen jiska fen lekòl segondè. Si rèv sa a ta tounen reyalite, sa ta ede anpil nan devlopman Ayiti. Lekòl piblik yo ta dwe an mezi pou yo prete elèv (ki an difikilte ekonomik) liv e lòt materyèl lekòl (lè ane eskolè a kòmanse an septanm, epi pou elèv ta remèt yo an jen (lè lekòl ap fèmen). Nou pa ka pale de devlopman Ayiti lè pifò Ayisyen pa konn li ak ekri, e lè pa gen lekòl gratis e obligatwa pou tout timoun (apati yon sèten laj).

(14) He believes in a practical education where students can help themselves with what they learn in school. They can help their country in return, and their local commune). Schools should have trades, and laboratories accessible to students to do experiments. Friday can be used as a particular day to do many activities such as: visiting other regions of Haiti (to compare and contrast them), visiting historical, touristic places… and even go to the Dominican Republic with students to compare the two countries (and make students conscious of what is necessary to do in Haiti).

(14) Li kwè nan yon edikasyon pratik kote elèv kapab ede tèt yo ak sa yo aprann lekòl. Yo kapab ede peyi yo an retou, e kòmin kote yo soti). Lekòl yo dwe gen metye, e laboratwa pou bay elèv yo aksè pou esperimantasyon. Jou vandredi kapab itilize kòm jou patikilye pou fè anpil aktivite tankou: vizite lòt rejyon Ayiti (pou konpare yo ak lòt), vizite lye istorik, touristik… e menm ale an Repiblik Dominikèn avèk elèv yo pou konpare de peyi yo (e fè elèv yo pran konsyans kisa ki nesesè pou fè Ayiti).

(15) Reforestation activities (planting trees), making nurseries for reforestation, and for agriculture must be among these activities. Reference article: “Agriculture the first target for Haiti's development”. Boston Haitian Reporter, July 2004) : “Agrikilti ta dwe premye sib nan devlopman Ayiti” (jen 2004); “Le reboisement d’Haïti, un défi politique et environmental” (What’s really needed to be done to reforest Haiti? :  Kisa k dwe fèt reyèlman pou rebwaze Ayiti?); Estrateji pou rebwaze Ayiti (Strategies to reforest Haiti : Stratégies pour reboiser Haiti).

(15) Aktivite rebwazman (plante pyebwa), fè pepinyè pou rebwazman, e pou agrikilti dwe pami aktivite sa yo. Atik referans: “Agriculture the first target for Haiti's development”, Boston Haitian Reporter, July 2004) : «Agrikilti ta dwe premye sib nan devlopman Ayiti» (jen 2004); «Le reboisement d’Haïti, un défi politique et environmental» (What’s really needed to be done to reforest Haiti? :  Kisa k dwe fèt reyèlman pou rebwaze Ayiti?); Estrateji pou rebwaze Ayiti (Strategies to reforest Haiti : Stratégies pour reboiser Haiti).

Kijan yon plant fèt (How a plants is made : Formation d'une plante); Dyalòg sou rebwazman an Ayiti (Dialog on reforestation in Haiti : Dialogue sur le reboisement en Haïti); Kèk plant kreyòl ak non yo an laten (Some Creole plants and their names in Latin : Quelques plantes créoles et leurs noms en latin); Ayiti, yon peyi ravaje nou dwe sispann detwi. Bon Nouvèl #352. 1999 (Haiti and the destruction of nature : Haïti et la destruction de l'environnement); Ann pale de bwa ak fri Ayiti! (Ref. Materyèl Edikatif pou Bileng Ayisyen, pp. 160-180, Let's talk about trees and fruits in Haiti! : Parlons de bois et fruits en Haïti); Sezon sechrès Ayiti (pesants’ novel) Season of drought in Haiti.

Kijan yon plant fèt (How a plants is made : Formation d'une plante); Dyalòg sou rebwazman an Ayiti (Dialog on reforestation in Haiti : Dialogue sur le reboisement en Haïti); Kèk plant kreyòl ak non yo an laten (Some Creole plants and their names in Latin : Quelques plantes créoles et leurs noms en latin); Ayiti, yon peyi ravaje nou dwe sispann detwi. Bon Nouvèl #352. 1999 (Haiti and the destruction of nature : Haïti et la destruction de l'environnement); Ann pale de bwa ak fri Ayiti! (Ref. Materyèl Edikatif pou Bileng Ayisyen, pp. 160-180, Let's talk about trees and fruits in Haiti! : Parlons de bois et fruits en Haïti); Sezon sechrès Ayiti (pesants’ novel) Season of drought in Haiti.

(16) He likes working with discipline (responsibility, and commitment in doing some works is important, and it reflects one’s character) in all that we are doing and with transparence.

(16) Li renmen travay ak disiplin (responsablite, e angajman nan fè kèk travay enpòtan, e sa reflete karaktè yon moun) nan tout sa n ap fè e avèk transparans.