Will Studying in Creole Help Haiti Develop Economically? How?

Will Studying in Creole Help Haiti Develop Economically? How?

Before sharing my approach, I want to stress that my advocacy for education in Creole is rooted in a genuine concern and hope for Haiti's future, not in any political or personal agenda. I have no Creole-related business, school, or materials to sell. My commitment is fueled by a positive vision as a Haitian citizen eager to contribute to our country's progress, based on my belief in its potential.

I do not wish to be perceived as an adversary. I am not opposing any group involved in business, politics, or the educational system in any government sector or ministry. I ask for your understanding of my viewpoint and apologize in advance if I unintentionally offend anyone.

Wilsonn Telimo Lwi,

Poet, social communicator, bachelor of law, and master of public service

Wilsonn Telimo Lwi

Introduction:

My approach emphasizes that using Creole as the primary language of instruction in Haitian schools can significantly drive economic development. When students learn in a language they fully understand, their success rates in school increase. This improvement leads to a reduction in juvenile delinquency and encourages local investment. Sustainable development relies on leveraging local resources, and language is Haiti's most valuable asset for translating education into economic growth. For me, this translates into several key points:

- Increased school completion rates among Haitians lead to more students entering university.

- More university graduates mean more individuals are equipped to start their own businesses.

- An increase in businesses generates more job opportunities.

- More jobs contribute to a decline in juvenile delinquency.

- A reduction in delinquency results in less violence.

- With peace and literacy, individuals can research and educate themselves.

When people can conduct their own research, they become aware of important issues such as environmental protection, family and community management, health, patriotism, and responsible voting. This awareness helps to reduce illiteracy and enhances how the world perceives Haiti. Implementing a Creole education system doesn't prevent the teaching of foreign languages like French, Spanish, and English; these can still be offered as subjects in schools.

Education in Creole will facilitate the mastery of foundational skills for Haitians. When students decide to study abroad, they will only need to focus on learning a foreign language instead of struggling to write in an unfamiliar language. This approach promotes both domestic advancement and competitive global participation.

Training in the mother tongue is a powerful tool for addressing Haiti's deep-rooted crises—economic, social, and security-related—because education in a familiar language lays the groundwork for all other aspects of national development. I urge the Council of Ministers to pass a resolution making Creole the administrative language for all government offices and to ensure that French, English, and Spanish are taught as school subjects.

I call upon the Haitian Government, especially the Ministry of National Education, to create and publish diploma program structures in Creole and to make course materials available for free on the government website. I recommend that the Haitian parliament amend Article Five of the Constitution to designate Creole as the language of administration and instruction in Haitian schools at all levels, while allowing other languages to serve as alternatives.

Background:

According to Article 5 of the Haitian Constitution, all Haitians are united by a common language: Creole. Both Creole and French are recognized as the official languages of Haiti. However, despite this constitutional recognition, French remains the primary language of instruction and administration across all government ministries, which tends to exclude the majority of the population. Only a small number of language teachers are proficient in French and are able to provide explanations in their classes.

Article 2 of the Universal Declaration of Human Rights (United Nations, 1948) affirms that all languages are equal before the law. Additionally, Articles 18 and 19 of this declaration address the importance of freedom of thought, expression, and religion. From these legal principles, we can advocate for the right of individuals to learn in the language they understand best and to communicate comfortably in the language they prefer, which is essential for practical understanding and personal growth.

The French education system allows only 10% of students to pass the baccalaureate exam when considering student progression from the first year to the final year, according to Haiti's Minister of National Education, Maniga (2022). Furthermore, of the 10% who pass the final year, only 3% gain access to university. The minister has expressed concern that the French education system is detrimental to children's development.

Minister Augustin (2025) states that if 120,000 children take the baccalaureate exam and 50,000 pass, this should be celebrated, as it indicates that less than 41% of children who take the baccalaureate do not succeed each year.

According to Minister Augustin, out of more than one million children who enter the education system—which he refers to as the student cohort—only 188,000 reach grade 9. This means that only 18.8% of a generation of students make it to grade 9, and not all of them pass. He questions what happens to the remaining 81.2% of children who do not reach grade 9 and who are responsible for their welfare. Where do they go?

Additionally, the minister notes that from the same cohort of one million children in the education system, only 120,000 reach the baccalaureate, which amounts to 12% of each million-child cohort. Minister Augustin highlights that the challenges faced by schools in Haiti arise from multiple factors. Beyond the language barrier, he believes that the children are mentally and emotionally affected; parents are overwhelmed, traumatized, and struggling to provide basic needs; and, as a result, children lack opportunities for leisure, leading to feelings of despair and disempowerment.

Partner Organizations:

ITIAHaiti is a literary, socio-educational, and cultural organization created on July 12, 2008, and operates virtually.

ITIAHaiti signifie : INNOVATION DU TERROIR PAR LES ITIAHISTES POUR L'AVANCEMENT D'HAÏTI.

ITIAHaiti's VISION is: To see young people find jobs and support to develop their talents.

ITIAHaiti's MISSION is: To encourage young people to strengthen their civism and leadership through art and entrepreneurship.

ITIAHaiti's OBJECTIVES are:

• To promote inclusion, social cohesion, and conflict management through art in different communities;

• To teach Creole, promote a culture that paints, translates, and reflects the beauty of Haiti;

• To restore confidence in young people through seminars on autonomy, and provide advice to mentor their talents.

Contextualization:

Economy is defined as the effective management of the material wealth of a household or a state. Economics refers to the set of human activities, such as production, distribution, consumption, and exchange, related to the wealth of goods and services within a society. It is also the science that studies these mechanisms.

When I was in law school, my legal economics teacher explained that economics is essentially the management of resources, with human resources—the people involved—being the foremost resource in any project.

During my time at seminars on entrepreneurship with an organization called Volunteering for the Development of Haiti, the trainer emphasized that the most crucial element for starting any project is a solid idea.

Since completing these courses, I have focused on building relationships and a network of people to establish a clientele for when I start my own business. I've come to understand that with people and their ideas, all forms of wealth become possible.

To effectively utilize human resources in any economic project, it is essential for individuals to express their ideas clearly. If they cannot communicate in the language of instruction, their creativity and contributions will not benefit the economy.

Illustration:

I have been studying social communication for two years, and I hold a degree in the field. During my studies, I learned that effective communication requires a transmitter and a recipient. The transmitter is the person who speaks, while the recipient is the one listening or receiving the information. Both individuals act as interlocutors when the exchange co-occurs. 

For interlocutors to communicate effectively, they utilize a channel to convey the message. This channel can be any form of language, a series of codes, numbers, signs, symbols, or materials, such as a microphone, radio, telephone, or computer. 

If the channel used to convey the message is disturbed or filled with noise, communication will suffer because the interlocutors cannot provide effective feedback or responses. Therefore, it is recommended that people communicating use the same channel for clarity.

In human communication, we come across a philosophical notion known as NLP: Neuro-Linguistic Programming, which focuses on personal development. According to this concept, before a word is spoken, it takes the shape of a person's thoughts, behaviors, style, values, beliefs, and perspective—essentially, their cultural background (both verbal and non-verbal).

As a poet, I strongly feel that reciting in Creole differs from reciting in French. Not only do I spend more time memorizing a French text, but when I recite it, audiences tend to focus more on the text's beauty rather than its depth. In contrast, when I recite a Creole piece, I can become emotionally moved, altering my vocal tone and facial expressions without needing to rehearse. The words resonate deeply with me, allowing me to connect with the audience through their silence and feedback.

I share these experiences to illustrate how transformation is achieved through communication grounded in understanding. 

Hence, Transformation = Communication + Understanding.

Research Question:

In 2022, I surveyed 2,210 participants through ITIAHaiti, a literary, socio-educational, and cultural organization. The survey contained 10 questions, including the following:

1. Can the Haitian education system be reformed? If so, how?

2. Would higher graduation rates lead to more career opportunities? How?

3. Do you believe that education in Creole can increase high school graduation rates? Why?

4. How does learning in your native language differ from learning in a foreign language?

5. Is it essential to reform Haiti's education system to include Creole? Why?

6. Are there any obstacles preventing Creole from being taught in Haitian schools? What are they?

7. What challenges exist in teaching Creole in Haitian schools?

8. What impact could teaching in Creole have on conflicts and violence in Haiti?

9. Who is best positioned to make long-term decisions regarding education in Creole in Haiti?

The 10th question was:

Will studying in Creole help Haiti develop economically? How?

The results showed that 89% of participants answered yes, 2% were unsure, and 9% disagreed. Many participants emphasized the importance of teaching moral values and patriotism to aid the country's development. They argued that financial success and citizens' contributions to development through business and investment, using their mother tongue, are crucial for engaging farmers and youth. Furthermore, they believe that if only non-Creole speakers participate in decision-making processes, it could hinder Haiti's economic development.

According to participants, when Haitians communicate in their mother tongue during essential decisions, all barriers will be eliminated, making tasks easier to manage. Producing educational materials in Creole can promote national culture and heritage, featuring local figures like Langlichat, Papa Pyère, Jesifra, Tonton Bicha, Desirab, and Maurice Sixto, instead of relying on foreign characters.

To preserve Haiti's cultural wealth, the history of Voodoo could be taught in schools, and books could be published, fostering a greater readership and benefiting the economy. Additionally, tourism could be enhanced by enabling tourists to hear Creole speakers convey Haiti's true history through its monuments, especially if they are renovated.

Returning to traditions rooted in the Creole language can pique tourist interest in Haitian culture. Our culture and language are intertwined, as shown in storytelling (e.g., tim tim and bwa sèch): "Marilina is a beautiful woman; her mouth is flopbop (Piman Bouk!); the most beautiful woman lives in the woods (Kajou!)." This cultural richness can help boost tourism and, in turn, contribute to Haiti's economy.

Though transitioning to an education system in Creole will require time and resources, local initiatives such as radio, churches, and community organizations can initiate grassroots campaigns. These could involve direct engagement with the population to explain the value of Creole, its economic benefits through creativity, and its significance in children's education.

International partnerships:

Creating commercial relationships locally and globally is crucial for sustainable development, defined as a philanthropic approach to economic growth and social progress. Haiti, with significant potential, cannot fully develop without strong international partnerships, a necessity for advancement. Currently, power and wealth in Haiti are concentrated among six corrupt oligarch families, hindering progress by prioritizing their own interests over broader opportunities. President Clinton highlighted this issue in a 2022 dialogue I documented.

National development is linked to international partnerships. For Haiti to thrive, it must overcome the influence of corrupt foreign oligarchs who exploit the local economy for personal gain, leaving the nation impoverished. The goal is to foster a local entrepreneurial class committed to reinvesting in Haiti, creating an environment where local businesses can prosper, ethical practices prevail, and economic benefits reach the Haitian people.

In summary, Haiti's sustainable development depends on establishing strong commercial relationships and shifting power dynamics from corrupt oligarchs to a more inclusive economic model. This is essential for unlocking Haiti's potential and ensuring equitable and beneficial development for all citizens.

Produce PEOPLE

I reiterate: For our culture to progress, originality is essential. The originality I refer to is not solely cultural but also encompasses everything the nation can produce, particularly PEOPLE, our citizens, which is our current focus: Can studying in Creole aid Haiti's economic development? How?

In my view, it's clear that if French is a language that excludes those who don't speak it, people will miss out on the economic and financial opportunities tied to language proficiency. This implies: if you don't speak, write, or read French, you cannot benefit from the sciences it offers. Although French is termed the intellectual, engineering, scientific, and technological language, it is also the language of the colonizers who enslaved us.

1. All educational programs are in French, yet people only speak Creole in classes. Why is this the case?

2. Should we ensure people learn French so they can speak it when they leave the country?

3. Does Creole lack sufficient vocabulary to translate professional manuals?

4. Why is our country educating its own citizens?

5. Are we beginning to realize how much intellectual potential we waste by forcing the majority to learn in a language they neither understand, write, read, nor speak?

6. Suppose the United States can deny foreigners access to trade training solely because they don't speak English. Why should we teach Haitians in a foreign language they don't speak, write, understand, or use to communicate in their own country?

And if I'm not mistaken, we've all come across a quote by Michel de Montaigne that says: It is better to have a well-formed mind than a full one. I wonder, instead of having a population with less than 3% attending university due to an educational system conducted in a foreign language, and the common goal of those finishing school being to go abroad, wouldn't it be more beneficial if the population were educated in their native language, enabling the majority to complete their education and realize that the best place for success is their own country?

I experienced this as well. I always thought that having a wealth of knowledge meant I could thrive anywhere, but I never realized: Spread out pee does not create foam; stones rolling from side to side gather no silt. This reality leads most of us to generate nothing after preparing to adapt to any foreign country; a fact that trains us for France, Canada, and the United States; even young talents at home, who could innovate for national development; when recognized for their intelligence, we still say: your place is not here, and the State even send these children abroad through international organizations. Do you see the issue?

Someone often tells me: Telimo, if you were in Haiti, you'd go mad, because this country is not for you; you're too intelligent to stay here. My former classmates say this at every level, classical, professional, and university. Do you see the complexity and discord French education creates?

Remember that our language reflects our soul in our speech, songs, and even dreams. How can you say Haiti doesn't have a language issue when we've been in a system for 221 years that has muddled our minds, demoralized us, made us forget our origins, history, beliefs, heritage, religion, and even ignore our soul, which is our mother tongue, our culture, our community, our traditions, and our tales filled with traditional lessons?

How can someone claim that Haiti doesn't have a language problem when so many Haitians aspire to speak Spanish, French, English, and Portuguese but struggle to write in Creole, the language they speak best?

Don't you think this reflects a deeper issue if the true potential within them could have been nurtured through education?

Many also go so far as to change their skin color, ignore their natural hair, and alter their noses and bodies in an attempt to resemble speakers of these other languages. We've reached a point where the only thing Haitians seem reluctant to embrace is being HAITIAN, and yet we still question if our language is our essence. Most Haitians find themselves unable to progress, stuck in life, and abandoning their dreams simply because they can't master French. Therefore, I propose creating educational materials in Creole to prevent French from remaining an obstacle. I believe that teaching in Creole will enhance the spread of scientific knowledge among all Haitians.

To achieve this, I suggest:

1. A government resolution mandating that all State offices use Creole as the administrative language, as stipulated in Article 5 of the Constitution, through a council of ministers.

2. Initiating a Creole education program in schools starting from kindergarten and adding a new class each year;

3. Ensuring the Haitian Creole Academists become digitally literate so they can stop promoting Creole in foreign languages, enabling them to create digital resources to teach the language's alphabet better.

4. Educating intellectuals who can't write or read their most fluent language, especially teachers, authors, and artists, through paid seminars, to encourage the distribution of educational materials;

5. Providing monolingual Creole dictionaries, school textbooks for each grade, and free professional programs on the State website urgently, as the nation is in peril, and we don't have the luxury of time for business education right now.

Resume

According to our ITIAHaiti survey, educating children in their mother tongue leads to better learning outcomes and fewer deficits than using a foreign language. Language proficiency is essential for thinking, speaking, and creativity. Our research shows that using mother tongues boosts innovation, economic growth, national cohesion, and creates a more inclusive society. Investing in mother tongue education can promote local products, and when developed academically, can attract foreigners to provide services in Haiti without requiring Haitians to learn foreign languages.

Contrast:

Conversely, multilingualism is vital for societal development and international cohesion. Educating Haitian children in their native language enhances cognitive growth and cultural identity, while bilingual societies demonstrate resilience and adaptability. Multilingualism facilitates market integration and global economic participation, improving business opportunities and international relations. It encourages creative problem-solving and intercultural understanding, fostering interracial communication.

Neglecting native languages can lead to economic instability and social conflict, especially for marginalized minority groups. In Haiti, where French proficiency is crucial for employability, disparities in access to quality French education perpetuate poverty and social unrest. Aside from Haitian Creole, promoting bilingual or multilingual education systems can help maintain cultural identity while equipping individuals with skills for the global economy—and international exchanges.

Conclusion:

Advancing education in the mother tongue can enhance human capital and drive sustainable economic growth. Children who learn in their native language can acquire a second language more rapidly and achieve higher academic success, especially in primary education. While the mother tongue can foster national unity and economic development in Haiti, foreign language acquisition is also essential for global trade. Investing in both can create a more resilient society and support economic progress.

Will Studying in Creole Help Haiti Develop Economically? How?