The Educational System Of Haiti And The United States

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Education, according to Dictionnary.com is “the process of receiving or giving systematic instruction, especially at a school or university”. However, education is taught differently everywhere. The educational system of each country is created based on their own cultures, traditions, and historical background. Each county, perhaps, have their own way to teach and manage their educational systems. Unlike some countries. “The US has most diversified education system in the world, with public and private schools at all levels flourishing alongside each other” (Hampshire, 2006) Even though the U.S. display some similarities such as a diverse population of students in classes and a great emphasize on education and education and academic success, they however differ dramatically in teaching methods, student aids, teacher evaluation system, and resources. Though not so far apart on the map, the education system in Haiti and the educational system in the United states are extremely opposite when it comes to organization, technology, and finance.
The difference between the structure of the educational system in Haiti and the United States are the following ones: Schools in Haiti are divided in four levels: Primary, Secondary, Vocational and Technical, and University. On the other hand, United States’ structure has the following levels; Kindergarten, Elementary school, Middle school, High school, College and University. Schools in Haiti have a different educational system than the United States. Students remain in the same classroom for the whole day. In contrast, in the United States students go to different classrooms during the day. In Haiti there are a few things that are quite different; in Haiti during break time schools do not pr...

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...ance that can’t provide the basic needs of the students and even the professors need some times; on the contrary of the U.S that satisfy both their students and their professors.

References
Bahira, s. (2014). the Manual for Measuring ICT Access and Use by Households and Individual. Switzerland, Geneva: Place des Nations.
Gholson, R. S., D 'Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2010). Better to be frustrate than bored: The incidence, persistence, and impact of learners’ cognitive affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies, 68(4), 223-241.
Dupuy, A. (1989). Haiti in the world economy: class, race, and underdevelopment since 1700 (No. 4). Westview Pr.
Laurence, L (1967). Politics in Education. New York, NY: The Center for Applied Research in Education.

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