Effets des crises sur l’enseignement-apprentissage dans les écoles publiques en Haïti

Abstract

This article analyzes the impact of socio-political and economic crises, as well as natural events, on teaching and learning in Haiti’s public schools, focusing primarily on the city of Jérémie between 2014 and 2024. The country’s context is defined by a succession of events and upheavals—including hurricanes, earthquakes, teacher strikes, socio-political protests, and economic hardship—that further severely undermine the public education system. The study aims to reveal how these events, which have evolved into recurring crises, influence educational continuity, academic performance, and the resilience dynamics of educational stakeholders. The analysis employs a qualitative, inductive methodological approach, combining semi-structured interviews, field observations, focus groups, and document analysis. This approach incorporates the perspectives of students, teachers, school principals, parents, and officials from the Grand’Anse Departmental Directorate of Education (DDE). The analysis reveals chronic disruption to the school calendar, declining academic performance, rising dropout rates, and significant psychosocial impacts on both learners and teachers. However, it also highlights local forms of resilience rooted in community solidarity, catch-up classes, and initiatives led by educational stakeholders to maintain at least a minimum level of educational continuity. In this context, the article contributes to the discourse on education during crises and underscores the need for more inclusive and resilient public policies to guarantee the right to quality education in Haiti.