Exploring the Purpose of Agricultural Technical Schools in Haiti

Abstract

Haiti is a country which suffers from food insecurity, therefore, agricultural production and productivity are important to ensure availability of food for the Haitian population. Dissemination of best agricultural practices amongst farmers is crucial, and extension agents bring the scientific discoveries into the rural communities. In Haiti, extension activities are primarily conducted by graduates from agricultural TVETs. However, little is known about the current situation of Haitian TVET within the agricultural system. This study is a basic qualitative research which used constructivism, and backwards design as theoretical framework to explore the purpose of TVET within the Haitian agricultural system. Individual interviews to schools’ directors and teachers, and focus groups conducted with students revealed that respondents thought that TVET helped in students’ social mobility by (a) providing training to disadvantaged youth, (b) helping them get financial independence sooner, (c) provide a path towards higher education, or (d) entrepreneurship; it also allows them to build necessary (e) networking and (f) a reputation for their future. On the other hand, agricultural TVET in Haiti had an important role in improving local communities by (a) ensuring rural development and (b) reducing rural outmigration and poverty. Finally, TVET was also crucial within the agricultural extension system because graduates were responsible for (a) providing technical assistance to farmers, (b) improving production practices, (c) helping protect the environment, and (d) training farmers. Keywords: Haiti; technical school; training

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“…Based on our theoretical lens, we began the study seeking to understand the phenomena based on the lived experiences of the people most familiar with agricultural TVET in Haiti. This study was conducted in conjunction with additional research on TVET in Haiti (see Calixte et al, 2019a;2019b;and 2019c).…”

“…This was deemed appropriate since part of the research team could read and write French and Haitian Creole and part of the team could not. The same process was used in the related research (Calixte et al, 2019a;2019b;and 2019c).…”

“…Related work by the same research team has recently begun describing agricultural TVET in Haiti. Calixte et al (2019a) found that agricultural TVET schools improved the social mobility of students, improved local communities, and enhanced extension activities. We also studied the curricular balance of theory and practical skills and found that the schools desired a balance of theory and practice, but many barriers prevented this from happening (Calixte et al, 2019b).…”

Employer expectations for graduates from Haiti’s agricultural universities

“…According to Mouzakitis (2010), improvements of vocational education and training should be based on needs assessment research. Research has been ongoing about the state of Haiti's multiple agricultural institutions including Technical and Vocational Education and Training (TVET), Agricultural Universities and Extension Services from the perspective of faculty, farmers, and students (Albert et al, 2017;Calixte et al, 2019a. ;Calixte et al, 2019b; however, the employer's perspective has not been fully explored.…”