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Collège Mixte Le Bon Berger is a private school in Montrouis, Haiti, rebuilt after the 2010 earthquake damaged its two earlier buildings. Architecture for Humanity’s first phase delivered a two-story block with eight classrooms, designed for natural ventilation and featuring colorful roof trusses and locally fabricated metal screens. Later work added classrooms and administrative space and rebuilt the bathrooms. The available records describe the project through a 2015 retrospective; they do not establish the school’s present-day condition or operation.
What was the Collège Mixte Le Bon Berger reconstruction project?
Collège Mixte Le Bon Berger is a private school in Montrouis, on Haiti’s west coast. Following the January 2010 earthquake, the school’s two existing buildings were demolished because of structural instability associated with poor construction and earthquake damage. Architecture for Humanity then completed the first phase of a reconstruction project: a rectangular, two-story building containing eight classrooms.
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The project responded to a practical need for school space, but its documented design also addressed heat, airflow, sun exposure, construction skills, water and sanitation. Those elements matter when considering the project as more than a replacement building. The sources describe a school developed in phases, with design features and construction practices tied to the site and the people building and using it.
Architectural Record’s project coverage describes the first phase and its design. The project page at Architecture in Development provides further historical site details. These are accounts of the project and its period, not verification of current conditions.
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Why did the school need to be rebuilt?
The reconstruction followed the demolition of two school buildings considered structurally unsound after the earthquake. The available project account links that instability both to earthquake damage and to poor construction. The new building was therefore a replacement for lost school facilities, not simply a cosmetic renovation.
The project also took place in a setting where access and basic infrastructure presented constraints. The project page describes a site a few hundred feet from the beach, with a narrow, unsurfaced road connecting it to the main road. It notes a water pump on the property but says potable water was not available. It also records a five-meter grade change between the entrance and the rear latrines. These details help explain why circulation, water and sanitation appear in accounts of the wider project, but they should be read as historical descriptions rather than as a report on the site today.
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Scan for outdated or missing drivers - takes under a minuteDriver Scan →Repair Windows errors before they cause bigger problemsFix Now →The school’s purpose was significant to its community. In a 2012 year-in-review report published by GlobalGiving in January 2013, headmaster Wilson d’Or said: “Among our students, some may become lawyers, other doctors or architects to help this country, and the first step is this school.” The quotation conveys the school’s educational aspiration; it is not an outcome measure of the reconstruction.
What did the first phase build?
Phase one delivered a rectangular, two-story classroom building with eight classrooms. That is the clearest, consistently reported description of the initial construction. Students Rebuild’s retrospective dates the first-phase opening to February 2012.
The first phase was funded through Students Rebuild and the Stiller Foundation, according to the project page. The project identifies Darren Gill and Burtland Granvil as designers and lists Architecture for Humanity, the Stiller Foundation and Students Rebuild as partners. These roles and funding relationships are project-record details; they should not be confused with a statement that any one partner alone designed, funded or built the entire school.
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How did the design address heat, shade and airflow?
The documented design combined natural ventilation with roof overhang and window shading. Architectural Record describes steel trusses extending beyond the exterior walls to support a corrugated-metal roof. The trusses were painted in multiple colors. The extended roof structure and shading are design features reported in the project coverage, while the sources do not provide measured indoor temperatures or post-occupancy performance data.
Students Rebuild’s retrospective describes the school’s sun shading, and its account of the later phase notes that window shading was intended to limit hot sun while still allowing breezes through. That pairing is important: shading was not described as a reason to seal off the classrooms, but as part of a design that sought to admit air while reducing direct solar exposure.
The project page describes east-to-west air movement at the site. That observation is relevant context for the ventilation approach, but the available sources do not establish the building’s airflow rates, comfort levels in different seasons, or energy savings. It is more accurate to say the school was designed to support natural ventilation than to claim that its performance was independently proven.
For a painting-focused reader, the trusses are the clearest documented color detail: the structural steel was painted in multiple colors. The available accounts do not name the colors, the paint specification, the manufacturer, the coating system or a maintenance schedule. The building is therefore a useful example of color being applied to a visible structural element, but not a basis for recommending a particular exterior coating or claiming a specific durability result.
What role did local metalworkers and builders play?
The project included decorative screens at doors and windows, fabricated by local metalworkers. A 2012 announcement says local subcontractors designed and built interpretive screens from recycled metal. That description points to local craft as part of the building’s visible character, rather than treating screens as generic fixtures selected off the shelf.
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The same announcement describes local contractor training and on-site construction oversight as part of the initiative’s approach. Students Rebuild later characterized the school as a showcase for training and oversight of local builders. These are documented project practices, not independent evidence about how well the training was retained, whether workers’ livelihoods changed over time, or whether the construction has continued to perform as intended.
That distinction is useful when evaluating post-disaster construction. A project can document local participation and training without supplying long-term measurements of structural condition or economic impact. In Le Bon Berger’s case, the sources support the narrower claim: local subcontractors and metalworkers contributed to the work, and training and oversight were part of the approach described at the time.
What changed in the later phases?
The reconstruction was phased. According to Students Rebuild’s 2015 retrospective, the second phase took place in September 2013 and added classrooms, an administrative building and rebuilt bathrooms. The later work therefore expanded both teaching capacity and school support spaces beyond the initial eight-classroom block.
The retrospective also describes water and sanitation measures in the bathrooms. Rainwater harvesting supplied water for handwashing, and the bathrooms incorporated a bagasse compost system. GiveLove trained school staff in the composting procedure, according to that account. These are project-era details; the retrospective does not establish whether the systems remain in use or how they performed over the long term.
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Phasing allowed the school to be reconstructed in stages rather than treating the first building as the entire project. It also means that accounts of “the school” may refer to different scopes: the eight-classroom first phase, later additions, or the broader school initiative. Keeping those scopes separate avoids attributing every later facility to the original construction phase.
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How should the reported student travel distances be understood?
The sources give two different descriptions, and they should not be combined into a single figure. Architecture in Development’s project page says students traveled up to 15 kilometers to school each day. Architectural Record reports that students walked up to nine miles round trip.
These figures may describe distance differently: one says “each day” without specifying whether it means one-way or total travel, while the other explicitly describes a round trip on foot. The available records do not resolve the discrepancy or provide a common measurement method. Attribute each distance to its source rather than treating them as interchangeable or averaging them.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.What do the budget and fundraising figures cover?
Architectural Record reported a project budget of $306,000 in 2012. Separately, an Architecture for Humanity announcement reported that Students Rebuild fundraising had reached $650,000 for reconstruction across the Haiti School Initiative’s five schools. The larger figure is not the budget for Collège Mixte Le Bon Berger alone.
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1Scan for outdated or missing drivers - takes under a minute2Clear out junk files and repair common Windows errors3Fix the driver behind crashes, sound loss and screen glitchesThe figures refer to different scopes and should not be compared as if they were competing estimates for one building. The $306,000 figure is reported as the school project’s budget; the $650,000 figure is an initiative-wide fundraising total for five schools. Neither figure, by itself, establishes final expenditure, later phase costs, or the present value of the work.
What is known about the project’s long-term results?
The available sources document the reconstruction’s stated design features, phases, partners and project-era construction practices. They do not provide an independently published statistic measuring Collège Mixte Le Bon Berger’s long-term educational results, structural performance, indoor comfort or continuing occupancy.
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That limit does not erase the value of the historical record. It does set a boundary on what can responsibly be claimed: the school opened its first phase in February 2012 according to Students Rebuild, and a retrospective records a second phase in September 2013. The records supplied here do not verify whether the school is operating today or what condition its buildings are in.
For comparisons with other post-disaster schools, Le Bon Berger offers documented points of comparison rather than a published evaluation score: the response to earthquake-related structural problems; passive ventilation and shading; local labor and craft; water and sanitation provisions; and delivery in phases. Those criteria describe what the records allow a reader to examine, not a formal assessment of which project performed best.
Frequently Asked Questions
Who designed Collège Mixte Le Bon Berger?
The project page names Darren Gill and Burtland Granvil as designers. It also identifies Architecture for Humanity, the Stiller Foundation and Students Rebuild as project partners.
When did the rebuilt school open?
Students Rebuild’s retrospective dates the opening of the first phase to February 2012. A later phase is described as taking place in September 2013.
Was the $650,000 figure the budget for this school?
No. Architecture for Humanity reported that the $650,000 fundraising figure covered reconstruction across the Haiti School Initiative’s five schools. Architectural Record separately reported a $306,000 budget for Le Bon Berger in 2012.
What did the headmaster say about the school’s purpose?
In a GlobalGiving year-in-review report, headmaster Wilson d’Or said the school was a first step toward students becoming professionals who could help Haiti. The remark describes the school’s aspiration, not a measured educational result.
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