Politiques éducatives et transversalité de leurs effets sur les apprenants en Haïti

Abstract

This article examines the transversal effects of macro-educational policies on learners’ trajectories in Haiti, within a context shaped by institutional anomie, fragile central governance and deteriorating school infrastructure. The central research question asks: through which organizational and technological mechanisms do these policies produce cognitive, psychosocial and sociopolitical effects on learners, and to what extent can adaptive governance secure these effects? The inquiry deploys a convergent parallel mixed-methods design: a critical analysis of the PDEF 2020-2030, a standardized questionnaire administered to 120 teachers and school principals, and semi-structured interviews with 15 field actors across three departments (Ouest, Artibonite, Sud) between January and June 2024. Findings reveal a structural decoupling: 63% of surveyed schools lack stable electricity access and 58% of teachers received no official digital training in the past five years. Nevertheless, school retention remains positively correlated with the praxeological translation of central directives into locally grounded equity instruments. Institutional legitimacy of Haitian Creole as a medium of instruction produces measurable effects on retention ((Δ = +12 pp; χ² = 4, 87; p = 0,027). Theoretically, the study conceptualizes a cybernetic resilience paradigm articulating polycentric governance, decentralized digital planning and epistemic justice.