Anis Zunúzí Baha'i School

  • P Project/Program

I Inactive

Key Information

Anis Zunúzí Baha'i School had a K-12 program that offered excellent academics, arts, music, and a youth empowerment program to connect students to, and restore their pride in, their cultural identity. Anis Zunúzí Baha’i School was chartered to serve the poorest of Haiti’s children and has, over the course of 35 years, grown into a full K-12 institution. Children were guaranteed clean water and a daily meal (often their only one). The school’s curriculum includes both academics (language, science, computing, debate, art, and music) and moral leadership. Together, these complementary programs provide students with an education that supports their intellectual and character development and the material and spiritual prosperity of their families and communities. Because of all these factors, about 95% of Zunuzi students pass their state exams compared to the national average of 22%.

The Mona Foundation has partnered with the Zunuzi School for over 20 years, supporting its Board’s development plans and providing funds for student scholarships, teacher training, curriculum development, operations, and capital improvements. In 2019, following a two-year organization and academic self-assessment, and in light of the very difficult circumstances in Haiti, the school Board decided they need a fresh look at their approach and scope. In consultation with several organizations, and with assistance from the Bahá’í International Development Organization, they formed an international board to oversee the progress of the Anis Zunuzi and Georges Marcellus schools and map out their next stage of development. This is an interim step intended to raise capacity at the local level such that responsibilities can be transitioned to an all Haitian Board in the near future. During this important effort, the Anis Zunuzi and Georges Marcellus schools have paused financial support from external sources. We applaud the school Board’s commitment to institutional development and to providing quality education to the children of Haiti. At their request, Mona has put all financial support to these schools on hold as of January 1, 2020. We will consider future funding proposals if and when the school Board deems this is needed and timely.


Lead Implementing Organization(s)

Location(s)

Latin America & Caribbean

Haiti

Activity URL

Not applicable or unknown

Government Affiliation

Non-governmental program

Years

1980 - 2020

Partner(s)

Bahá’í International Development Organization

Ministry Affiliation

Unknown

Funder(s)

Not applicable or unknown

COVID-19 Response

Unknown

Areas of Work Back to Top

Education areas

Attainment

  • Primary completion
  • Primary enrollment
  • Primary to secondary transition
  • Secondary completion

Other skills

  • Social and emotional learning

Quality

  • School violence
  • Teacher training

Cross-cutting areas

  • Economic/livelihoods (including savings/financial inclusion, etc.)
  • Nutrition
  • WASH (water, sanitation and hygiene)

Program participants

Target Audience(s)

Boys in school, Girls in school

Age

Not applicable or unknown

School Enrolment Status

All in school

School Level

  • Lower primary
  • Upper primary
  • Lower secondary
  • Upper secondary
  • Tertiary

Other populations reached

  • Teachers - female
  • Teachers - male

Participants include

Not applicable or unknown

Program Approaches Back to Top

Educational Technology

  • Digital skills/literacy (including coding)

Food/nutrition

  • School feeding

Life skills education

  • Social and emotional learning (SEL) skills building

School-related gender-based violence

  • Safe and welcoming schools

Teaching

  • Teaching materials (e.g. lesson plans, curricula)

Tutoring/strengthening academic skills

  • Literacy - in the classroom

Water and sanitation

  • Improved water access

Program Goals Back to Top

Education goals

  • Increased school completion (general)
  • Increased school enrolment (general)

Cross-cutting goals

  • Improved nutrition
  • Increased employment/job-related skills
  • Reduced poverty/increase household well-being
  • Reduced school-related gender-based violence (SRGBV)