Well, Mr. Martin, let's take the example of education. I think we have to decide first, and then maintain the decision for at least a decade, that we will change the situation and that kids in Haiti from ages six to eleven or twelve will be in school.
We can build a beautiful plan, and we have done that for other countries. The net result after two, three, or five years should be evaluated this way: how many kids can we bring to schools, on a yearly basis, who were not in school? How many schools can we build? How many teachers do we need? Is it 300, 3,000, 30,000? And can we have a plan, with the Haitians of course, to be sure that after eight or ten years we will have substantially changed the situation as we described it? We have to have a plan and be able to measure results. We have to evaluate what we do. And we also have to be sure that the money we said we would spend in education is spent in Haiti in the building of schools, in the training of teachers, and in bringing the kids to the schools.
I have a little experience in international cooperation. I've been in charge of multilateral institutions for 10 years. The most difficult thing is to be sure that at least two-thirds of the money that we say we will spend on education really goes into that country, in the form of concrete action, to help change the situation that needs to be changed.