Improving Haiti's Education System using Distance Education: Minimizing Transactional Distance

Contents

Chapter II: Literature Review1

Purpose Of The Study1

Current Scenario2

Major Stakeholders In Haiti's Education System5

General Population5

The Government5

The Private Sector6

Overview Of Haiti's Education System7

Transactional Distance8

Distance Education8

Improvements At K-12 Level9

Impact Of Transactional Distance On K-12 Students10

Relevance Of Distance Education To Haiti11

History Of Education In Haiti12

Major Educational Reforms14

Vital Issues In Haiti's Education System15

Strategies & Systems In Distance Learning Programs16

Current Distance Learning Programs In Haiti17

Major Instructional Practices At K-12 Schools18

Online Instruction18

Mode Of Exchange20

Hurdles In An Effective Transfer Between Instructor & Learner20

Reducing Transactional Distance For Improvements21

Future Prospects Of K-12 Education In Haiti23

References24

CHAPTER II: LITERATURE REVIEW

In this study, we attempt to explore the avenues of improving Haiti's K-12 educational system by adequately introducing distance education in the country. As a country, Haiti has witnessed drastic changes over the past few decades. The educational system of the country is not ideal and has suffered heavily due to the prevalence of political, economic and social instability in the region. We would highlight the basic elements of distance education, their relevance to Haiti and how the K-12 education standard can be enhanced by reducing the transactional distance in the education sector.

Purpose of the Study

The purpose of the present qualitative case study is to explore and understand how, if in any way, transitional distance between teacher and student was addressed, in the development of the first digital content delivered via Distance Education for K-12 schools in Haiti. A close analysis of the present Haitian education system reveals that less attention has been paid to the Haitian children who manage to complete their primary and secondary education (Lunde, 2008). The present system of education only offers limited opportunities at the intermediate level. Presently, the access to K-12 education only exists for the privileged class in Haiti. Only a limited number of school children manage to acquire a decent level of education. Avenues for vocational training are also limited. Sadly, in order to acquire decent employment, people often have to rely on their personal contacts.

Due to the economic issues in the country, families with low income and without proper access to insurance, credit and welfare benefits become prone to a lack of quality education and unemployment. In order to counter the potential risks, social risk management of Haiti would entail enrolling the maximum number of K-12 children in schools (Luzincourt & Gulbrandson, 2010). It has also been observed that most households themselves limit the number of children they send to schools. A common Haitian household often comprises of one or two children enrolled in schools while the remaining children seek employment offer help with family's agricultural activities and chores (Wilkinson & Thomas, 1991). Many children are forced to migrate to areas where they would get employment easily. In such a manner, households tend to diversify their income as well as the risks that might arise.

The rural population of Haiti is quite vulnerable to economic issues; primarily due to their dependence on the family's agricultural harvests. In recent times, Haiti has been affected by ...