Key Influences

When Haiti was known as St. Domingue, the French colony, there was not much of a public school foundation put into place. Instead, the privileged, upper class sent their children abroad to France for educaiton. Due to this, Haitians came to favor French cultural traditions, and education based on French models. In addition to these models, the French language was considered superior to the local Creole. However, most couldn't speak French, and even in the cities it was taught as a foreign language, even though it was considered the official language of the nation. 

In 1860, Haitian President Geffrard signed the Concordat with the Vatican. Because of this, Catholic missionaries flooded in to Haiti to open Catholic schools. Eventually, these Catholic schools became the most prestigious institutions in the nation. However, the educational divide still remained as the elite continued to send their children abroad. The local Haitian schools could not compete with the appeal of the established European institutions and the exposure to another culture. 

The U.S. occupation of Haiti influenced changes in the education system as well. The U.S. supported initiatives concerning vocational and agricultural training. However, the Haitians mistrusted the U.S. intentions, as they were imposing their ideas on Haitian governance and society in ways to prepare Haitian citizens that would benefit U.S. industrialists.

Under these intiatives, the institution Service Technique d'Agriculture was created. Because U.S. funding was reallocated to Service Technique, the traditional Haitian public school system suffered. Many Haitians resisted these vocational initiatives, as the curriculum differed from the general education curriculum that was being taught to the elite urban citizens. Therefore, Haitians viewed vocational education as a roce that was deepening the social divide. Additionally, these initiatives perpetuated Haitian reliance on U.S. aid for the development of the educational system. 

There is a heavy reliance on private schools in Haiti, but it has been said that the "private school system is an abominal failure." In 2000, it was reported that private school enrollment was 75% of primary education, and 82% of secondary education. (Atasay & Delavan, 2012). Even in the public schools principals were requiring parents to deliver financial contributions. The private school system in Haiti illustrates the poor quality of an education system if the government is excluded from the equation. 

NGOs have also played a significant role in shaping the education system. Many would argue, however, whether that role has had a positive or negative influence. Organizations such as USAID and Cai, Inc., have helped build infrastructures to allow Haitians to be more trusting of their government and heighten the expectations of the government's role in ensuring citizens' welfare. However, current and past transgressions have had devastating consequences on human rights and the local economy in Haiti. It has even been said that because of Haiti's state of arrested development, NGOs profit by creating dependency and not creating sustainable solutions.