Towards Modernisation for a Less Advanced Country Passage to a Modern State
Quetya Aubin and Jacques Wheps Castil
Quisqueya University, Research Team on Climate Change (ERC2), Port-au-Prince Haiti
Haiti-Antilles Pole, Haiti Science and Society (HaSci-So)
Team of Scientific Partners for Research Communication (E-PSci-CoRe)
Executive summary
On 18 December 2025, the Haitian authorities issued a decree appointing the members of the Council of Higher Education and Scientific Research (CESRS), marking a decisive turning point for the regulation and modernization of the Haitian university system. This article explores the essential role of higher education and scientific research in the socio-political and economic development of Haiti, building on local and international analyses. It highlights how structured reform can enhance the country's scientific visibility, promote its transition from Less Advanced Countries (LDCs) to a modern state, and include these areas in the focus of international cooperation. Welcoming this state decision and congratulating the seven appointed members, this work highlights the need for science-society and science-policy interfaces for equitable partnerships, based on the recommendations of UNESCO, OECD and UFA. The analysis reveals that Haiti invests only 0.08% of GDP in R&D, with 24 active laboratories and 883 scientific publications (1900-2017), requiring a 1% increase in GDP and institutional reforms to align the country with SDGs 4 and 9.
Key words: Higher education, Scientific research, Sustainable development, Scientific diplomacy, Science-policy interface, Academic regulation
Abstract
On December 18, 2025, Haitian authorities issued a decree supplementing the members of the Council for Higher Education and Scientific Research (CESRS), marketing a decisive tuning point for the regulation and modernization of the Haitian university system. This article explores the essential role of higher education and scientific research in Haiti It highlights how structured reform can strengthen the country By welcoming this government decision and consolidating the seven added members, this work underscores the need for science-society and science-policy interfaces for equitable partnerships, inspired by the recommendations of UNESCO, the OECD, and the AUF (Agence Universitaire de la Francophonie). The analysis findings that Haiti investments only 0.08% of its GDP in R&D, with 24 active laboratories and 883 scientific publications (1900-2017), needing an increase to 1% of GDP and institutional reforms to align the country with SDGs 4 and 9.
Keywords: Higher education, Scientific research, Sustainable development, Science diplomacy, Science policy interface, Academic regulation
1. Introduction
1.1. Background: Higher education and research as levers for development
Higher education and scientific research are fundamental pillars of sustainable development, particularly in developing countries. As UNESCO states (2021, p. 15): « Countries investing in science and technology see accelerated economic growth and a reduction in inequality. » In Least Developed Countries (LDCs), these sectors are crucial to generate innovations tailored to local challenges, such as climate resilience, food security and access to health care. The OECD (2021, p. 42) points out that « The expansion of higher education in developing countries reduces inequalities by training local specialists to design contextualised solutions. »
At the global level, R&D investments are correlated with economic prosperity. OECD countries spend 2.47% of their GDP on R&D on average, fostering innovation and competitiveness (OECD, 2021). In contrast, LDCs invest less than 0.5 per cent, limiting their ability to participate in the knowledge-based economy. The UN 2030 Agenda, via the Sustainable Development Goal 9.5, calls for « strengthening scientific research, improving the technological capacities of industrial sectors in all countries, particularly in developing countries » (UNESCO, 2021, p. 25).
1.2. The particular case of Haiti: A system in search of transformation
Haiti, ranked among the LDCs with a GDP per capita of less than $1,500 and a youth unemployment rate of over 50%, faces structural challenges exacerbated by political and environmental crises (World Bank, 2023). The Haitian university system, although dynamic with more than 200 institutions of higher education (IES), suffers from a lack of a good frame of reference, a lack of regulation, chronic underfunding and weak integration into public policies. According to Emmanuel et al. (2020, p. 12), the state of research reveals « chronic underfunding, with less than 0.1% of GDP allocated to R&D, and a weak organisation of research units, with only 24 laboratories active in the main universities (EUH, UniQ, INUKA), covering key topics such as water, environment and health. »
Moreover, Haitian scientific production remains limited: between 1900 and 2017, only 883 articles were published, mostly in international co-publication, reflecting dependence on external collaborations (Emmanuel et al., 2020). Aubin (2025, p. 1) describes this situation as « persistent colonial science »where « the Haitian scientific field remains embryonic and largely dependent on external dynamics. » This scientific marginalization hinders the country's international visibility and limits its access to cooperation networks.
On December 18, 2025, in a historical act published in Special Monitor No.72 of December 30, 2025, the Presidential Council of Transition of Haiti appointed the members of the Council of Higher Education and Scientific Research (CESRS). This decision, taken on the report of the Minister of National Education and Vocational Training, Augustin Antoine, and signed by the Councillor-President Laurent Saint-Cyr and the Prime Minister Alix Didier Fils-Aimé, responds to the provisions of the Decrees of 11 March 2020 on the organization of higher education and the National Agency for Higher Education and Scientific Research (ANESRS) (Republic of Haiti, 2020, p. 2). The appointed members: Dr Emmanuel dit Herold Toussaint (President, chosen by the executive power), Dr Jean Fenol Metellus (Vice-President, appointed by the CORPUHA), Dr Jacques Abraham (High Commissioner), Dr Jean Judson Joseph (Secretary General, chosen by the executive power), Dr Evens Emmanuel (designated by the scientific associations), Dr Ketty Balthazard-Accou (designated by the employers' associations) and Dr Serge Philippe Pierre (elected by the executive power), embody a variety of expertise aimed at regulating and modernizing the sector.
This article examines the following questions: 1. How can the regulation and modernization of the Haitian university system impact the socio-political-economic system and enhance the scientific visibility of the country?
2. What mechanisms will allow Haiti to move from LDCs to a modern state through higher education and research?
3. How can these areas be integrated into international cooperation, building on scientific diplomacy and equitable partnerships? The aim is to analyse the role of CESRS in this transformation, drawing on the recommendations of UNESCO, OECD and AUF, and to propose ways to strengthen the science-society and science-policy interfaces.
2. Brief Review of Literature
2.1. Higher education and research in LDCs: Theoretical framework
International literature emphasizes the transformative role of higher education and research in LDCs. UNESCO, in a report « Science Report 2021 »states that « developing countries investing in science see accelerated economic growth » (UNESCO, 2021, p. 15). The OECD (2021, p. 18) advocates « fair partnerships to avoid asymmetries and foster mutually beneficial collaboration. » These partnerships, rooted in scientific diplomacy, provide LDCs with access to international financing and networks.
UNESCO (2025a, p. 8) recommends that « developing countries strengthen their institutions for equitable international collaboration« , while AUF (2023, p. 12) proposes that « universities become innovation hubs to influence public decisions » via robust science-policy interfaces. These interfaces, according to Aubin (2025, p. 2), are essential for « democratizing knowledge and anchoring science in public debate. »
2.2. The Haitian context: An embryonic scientific field
In Haiti, research on higher education reveals structural weaknesses. Emmanuel et al. (2020, p. 12) identify three major challenges: (1) « chronic underfunding, with less than 0.1% of GDP allocated to R&D » (2) « a weak organization of research units, with only 24 active laboratories » (3) « lack of integration into public policies. » These laboratories, in key areas such as water (7 labs), the environment (6), and health (5), could nevertheless inform strategies against natural disasters, which cost 2% of GDP annually (Emmanuel et al., 2020, p. 25).
Aubin (2025, p. 1) describes the situation as « persistent colonial science« citing Gilles (1998): « The absence of an effective ombudsman State perpetuates scientific underdevelopment. » Dubique et al. (2020, p. 12), cited by Aubin, highlight three obstacles: (1) « The absence of the legal framework defining the functioning of the teaching and research profession » ; (2) « lack of qualified human resources » ; (3) « The absence of a structure leading a scientific movement. » The Haitian scientific diaspora, rich in skills, could fill these gaps, but its integration remains marginal (Dubique et al., 2020).
3. Methodology
3.1. Methodological approach
This study takes a mixed approach, combining literature analysis and benchmarking, to examine the role of CESRS in modernizing the Haitian university system. The documentary approach is based on a systematic review of Haitian legislation (Decrees of 11 March 2020, Decree of 18 December 2025), international reports (UNESCO Science Report 2021, OECD 2021) and local studies (Emmanuel et al., 2020; Aubin, 2025). The comparative analysis assesses Haitian indicators (investment in R&D, scientific production, number of laboratories) against the averages of Latin America and OECD, as well as the targets of SDGs 4 and 9.
3.2. Materials and data sources
Primary data come from official Haitian documents (Special Monitor No. 72, December 30, 2025; Special Monitor No. 11, 30 June 2020) and reports by Emmanuel et al. (2020) on the IES members of CORPUHA. Secondary data include UNESCO databases (Science Report 2021, 2022), OECD (2011, 2021) and UFA (2023). The key indicators analysed are:
- Investment in R&D (% of GDP): Haiti (0.08%), Latin America (0.65%), OECD (2.47%), Target SDG (1.0%);
- Scientific production (1900-2017): 883 publications ;
- Number of active laboratories: 24 (distributed by domain);
- GDP per capita: < $1,500 (World Bank, 2023);
- Youth unemployment rate: > 50%;
4. Results and Discussions
4.1. Quantitative Status: An Underdeveloped System
Table 1 shows a considerable gap between Haiti and regional/international averages. With 0.08% of GDP allocated to R&D, Haiti is well below the SDG 9.5 target (1.0%) and the Latin America average (0.65%). This budget underperformance results in limited scientific output: 883 items between 1900 and 2017, about 7.5 items per year, compared with thousands annually in OECD countries. The 24 active laboratories, although covering priority areas, are insufficient to meet the needs of a country of 11 million inhabitants. Emmanuel et al. (2020, p. 45) recommend « increase funding and policies, allocating a percentage of GDP to research and creating a national agency », a recommendation embodied in the appointment of the CESRS.
Table 1: Comparison of Higher Education and Research Indicators
Figure 1: Evolution of Haitian scientific production (1900-2017)
(Source: Emmanuel et al., 2020)
Figure 1 provides the evolution of Haitian international scientific publications listed in the Web of Science by Emmanuel et al. (2020) for the period 1900 to 2017. It is imperative to contastrate the effort deployed by researchers between 2000 and 2020.
The central research themes of the 24 laboratories announced in the state of research in the members of Corpuha (Emmanuel et al. 2020) are shown in Figure 2.
Figure 3 compares investment in R&D (% of GDP) between Haiti and some international institutions.
Figure 2: Distribution of the 24 laboratories active in the Haitian ESAs by field. (Source: Emmanuel et al., 2020)
Figure 3: International comparison of R&D investment (% of GDP) between Haiti and some international institutions
(Sources: Emmanuel et al., 2020; UNESCO, 2021; OECD, 2021)
4.2. Impact of regulation: The role of CESRS
The appointment of CESRS on 18 December 2025 establishes a governance framework to regulate higher education and research. According to the Decree of 11 March 2020 (Republic of Haiti, 2020, p. 10), ANESRS has the mandate of »evaluate, regulate and monitor » IES, »establishing basic and applied scientific research »and « ensure coherence of development plans. » CESRS, composed of seven members representing the executive, scientific, employers' and university associations, oversees these missions.
This regulation can transform the socio-political-economic system into:
- Forming a critical elite : Regulated universities will train graduates who can challenge corruption and instability. Gilles (1998), cited by Aubin (2025), note: « The creation of a scientific field requires an ombudsman state »The CESRS embodies this mediation.
- Generating data for policies « evidence-based » Water and environmental laboratories can inform disaster strategies, reducing economic costs.
- Enhancing international visibility Accreditation of ESAs will attract foreign partnerships and funding. UNESCO (2021, p. 25) states: « LDCs with high scientific visibility attract more foreign investment. »
5. Conclusion
The appointment of CESRS on December 18, 2025 marks a new era for Haiti. By regulating and modernising higher education and research, the state can transform the socio-political-economic system, boost scientific visibility and accelerate the transition from LDCs to a modern state.
By prioritizing science-society and science-policy interfaces, and anchoring these areas in international cooperation, Haiti can emerge as a regional leader in innovation. The future depends on substantial investments and fair partnerships.
We recommend that CESRS:
- Develop a National Scientific Research Development Plan (PNDRS 2026-2035) aligned with the SDGs, with numerical targets (1.0% GDP in R&D, 1,000 publications/year, 50 active laboratories).
- Create a National Research Fund (NRF) of USD 15 million/year, financed by 0.5% of the national budget and contributions from the diaspora/international donors.
- Organize a Haiti-Caribbean Summit on Science and Innovation (2026) to attract UNESCO, OECD and AUF.
- Launch a National Open Science Platform (PNOS) to publish 100% of Haitian open access research by 2030.
Haiti's future depends on significant investments in higher education and research, equitable partnerships anchored in scientific diplomacy, and a collective will to transform science into a lever of progress. The appointment of the CESRS is not an end, but a beginning.
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