School Dropout in Secondary Education Through an Analysis of Public and Education Policies and Governance in Three Public Schools of the South Department of Haiti

The thesis explores links between education policy, public policy, governance and school dropout in three public secondary schools in the South department. It asks how education policies are applied to counter dropout. The method is qualitative, interpretive and descriptive: a document analysis of ten texts, five laws and five policy documents, and individual interviews with 24 participants chosen by purposive sampling. They were a departmental director and deputy, four inspectors, three school directors, three study supervisors, three general supervisors, six teachers and three parents.

The author finds that very little progress has been made. The steering of the education system through its governance and the application of laws and policies is described as fertile ground for failure, abandonment and dropout. Some initiatives, such as the Annual Action Plan, decentralization, the municipalization of education and partnership, are under way but face difficulties, while support for school directors and teachers does not exist. Efforts by directors, teachers and parents cannot counter dropout effectively.