INTL 190 - Haiti in a Transnational Context

Teaching Profession in Terms of Perception, Training and Support

The other difference between education in Haiti and Chile that stands out is regard to the teaching profession in terms of perception, training and support. In Haiti, teachers are mainly trained at the ecole normale superieure of the state of University of Haiti (Jean-Pierre, 2020). In Haiti, teachers enroll for a three years training program which includes a concentration on the subjects of their choice as well as training in the teaching strategies. In Haiti, there are about six teachers colleges in the country and a significant number of teachers in Haiti make less than 500 gourdes per month (Atasay & Delavan, 2012). The exchange rate is roughly 20 gourdes per US$1. Similarly, in Haiti, 90 percent of the teachers are not ready for their task. It is important to understand that in Haiti, teaching is not an attractive profession and it is a profession that is by all accounts the least appreciated. Those who choose to pursue teaching in Haiti do it because of necessity. Wearing away among teaching is extremely high in Haiti. Similarly, the teaching colleges are also very few in Haiti and the instructions given in the available teachers colleges are not similar.

As for Chile on the other hand, the resource allocation in teaching colleges is above the OECD average (Parry, 1997). Similarly, while the teachers training in Haiti takes three years, it takes five years in Chile to fully train a teacher and get them ready to teach students. Also, Unlike in Haiti where teaching is considered among the least appreciated professions by all accounts, In Chile, the teaching profession is considered highly valuable by the society and many teachers argue that they would consider teaching if they had an opportunity to choose their careers again. There is significant support for teachers in Chile including clear standards, comprehensive evaluations that are intended to enhance improvement and the professional development opportunities (Gregorutti et al., 2016). This is contrary to Haiti where 90 percent of the teachers despite going through the training programs are not ready for their tasks. Overall, it is safe to assert that the teaching profession in Haiti, a significant component of the education sector is not appreciated and most of those who take on the career often do it due to necessity. In Chile on the other hand, the teaching profession is highly valued by the society and most importantly, highly supported by the government promoting the overall education sector and system.

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