Teacher training and educational equity
analysis of territorial and institutional inequalities in the Haitian New Secondary School (2010–2024)
Keywords:
Formação continuada de professores, Justiça educacional, Haiti, Diretrizesde ensinoAbstract
This study examines the reform of secondary education in Haiti (2010–2024), with emphasis on educational quality and disparities in access to continuing teacher professional development. It adopts a mixed-methods approach, combining a survey with 300 educators, semi-structured interviews, classroom observations, and document analysis. The findings indicate that professional development opportunities are predominantly concentrated in urban areas and within the private sector, whereas teachers in rural regions and public schools face structural constraints, including limited resources and technological barriers. The study concludes that, although such policies contribute to teacher professionalization, they tend to reproduce existing inequalities, underscoring the need for integrated, equity-oriented national strategies.
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