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Haiti - Secondary Education

Education Encyclopedia - StateUniversity.comGlobal Education ReferenceHaiti - History Background, Constitutional Legal Foundations, Educational System—overview, Preprimary Primary Education, Secondary Education

SECONDARY EDUCATION

The traditional secondary cycle either at the secondary public school or at a private college provides six years of study in a track that features the classics or one that emphasizes the sciences with several subject combinations possible. Subjects available in secondary school are French grammar, French literature, Haitian literature, English, Spanish, Latin, Greek, algebra, geometry, human biology, chemistry, physics, zoology, botany, world history, Haitian history, world geography, and Haitian geography. An additional year after the first part of the baccalauréat gives instruction in philosophy. This seventh year of study ends with part two of the baccalauréat.

The lycées and collèges of the provinces are as good as those in the capital city, but there are too few secondary schools. In 1998-1999, only 635 institutions, both public and private, all located in urban areas, were open around the country. Of these, 107 were public, and the other 528 were private. To be sure, the needs are not as pressing as they are on the primary level. Out of 100 children who began primary school, only 25 went to secondary school. Less than three reached the year before the baccalauréat. Only one (out of 100) ever achieved the second part of the baccalauréat. With all levels, classes, and types of schools taken into account, the chance of survival in the Haitian system of education is a little less than 1 percent. Other alarming statistics put the number of graduates at 26 out of 1,000 and the attrition rate at 87.5 percent.

It is interesting to observe that whatever the rate of success at the baccalauréat, some schools (private, parochial) always register between 80 and 95 percent success with their candidates. Of these, more than 50 percent are girls. The reason for this success is clear: the system was designed by and for these schools. In addition, they have the resources, the faculty, and the virtues necessary to lead their students to success.


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