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研究生： 潘景明
Jems Stevenson Pompee
論文名稱： 美洲開發銀行在海地與其基礎教育協同合作之研究
IDB Involvement in Basic Education in Haiti: A Case Study on Its Effectiveness and Propositions to Achieve Quality Education
指導教授： 吳文傑
Wu, Jack
學位類別： 碩士
Master
系所名稱： 商學院 - 國際經營管理英語碩士學位學程(IMBA)
International MBA Program College of Commerce(IMBA)
論文出版年： 2014
畢業學年度： 102
語文別： 英文
論文頁數： 86
中文關鍵詞： 基礎教育 、基礎教育 、有效性 、永續性
外文關鍵詞： Quality Education, Basic Education, Effectiveness, Sustainability
相關次數： 點閱：60  下載：12 
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    • 美洲開發銀行在海地與其基礎教育協同合作之研究

    This paper presents the findings of my researches on the matter of building “Quality education” in Haiti. The study aims to identify whether or not the efforts made to build quality education in the country after the January 2010 earthquake has achieved the results expected and consequently to propose alternative ways to achieve the goals targeted.
    In this sense, the paper hypothesizes that “Even with the support of the Inter-American Development Bank (IDB) which was selected as main partner to help in rebuilding the sector after January 2010, the actions implemented in the sector by the Government of Haiti (GOH) lack of effectiveness in building quality education.
    To evaluate the quality of the results achieved in the sector, the study uses a gap analysis by comparing the state of the sector before and after the earthquake. This analysis is based on a mixt of empirical data and qualitative data that were collected both through online sources and through interviews with stakeholders deeply involved in education in Haiti.
    The analysis has proven that performances are poor and that they have suffered from the same problems that have hindered the effectiveness of the interventions implemented in the sector even before the earthquake. In this sense, to rebuild the education sector as one major pillar to launch the country’s development process, the paper proposes building on a public-private partnership in education that should help to achieve quality education through the revamp of the following tree pillars: “quality teacher”, “quality tools” and “quality environment”.

    Chapter 1 Introduction and Conceptual Framework 1
    1.1. Why This New Study in Important for the Sector? 2
    1.2. What New Contribution This Study Will Bring to the Existing Literature on the Matter? 2
    1.3. What Is Quality Education? 3
    1.4. Criteria to Assess Quality Education 3
    1.5. Limitations of the Study 3
    1.6. Scope of the Study 4
    1.7. General Overview on the Education Sector 4
    1.7.1. Structure of the Education System in Haiti 5
    1.7.2. Partnership in the Sector 6
    1.7.3. Partners Overall Contribution in the Sector 6
    1.7.4. Overall Performance in the Sector 7
    1.7.5. Observation and Main Hypothesis of the Paper 8
    1.7.6. Research Methodology 8
    1.7.7. Conceptual Framework 10
    1.7.8. Organization of the Paper 11
    Chapter 2 Review of the Literature about Education in Haiti 12
    2.1. Library of the U.S. Congress: Country Profile, May 2006 12
    2.2. Study by Henriette Lunde 13
    2.3. Attempts at Reforming Haiti’s Education System: The Challenges of Mending the Tapestry, 1979-2004 14
    2.4. Education in Wake of Natural Disaster_Vallas Report II Haiti 15
    2.5. The Haitian Diaspora & Education reform in Haiti: Challenges & Recommendations 17
    Chapter 3 Challenges for the GOH and the IDB in the Sector 20
    3.1. Challenges in Building Partnership with Haiti in General 20
    3.2. Challenges for the IDB 22
    3.3. Challenges for the Education Sector 22
    Chapter 4 Education in Haiti A Priority for the GOH and IDB 25
    4.1. General Overview of the Partnership between the IDB and the LAC Countries 25
    4.2.1. IDB’s Overall Involvement in Haiti 25
    4.2.2. IDB’s Commitment in the Education Sector in Haiti 28
    4.2. Education a Sector of Priority for the GOH 30
    4.2.1. Education at the Early Age of the State of Haiti 31
    4.2.2. Current Focus on Education in Haiti 31
    Chapter 5 Situation of Education in Haiti before January 2010 Earthquake 34
    5.1. Situation of the Sector before January 12 Earthquake 34
    5.2. Assessment of the reforms in the sector of education before January 2010 36
    5.2.1. The Bernard Reform 36
    5.2.2. The National Plan on Education and Training (NPET) of 1997 38
    5.2.3. The Presidential Commission for Education in Haiti of 2008 38
    Chapter 6 Situation of Education in Haiti: Context Post-Earthquake 39
    6.1. Haiti: Overall Dynamism in the Context Post-Earthquake 39
    6.1.1. Dynamic IDB and the GOH in Education 39
    6.1.2. Redefinition of the Partnership with the IDB 40
    6.1.3. The Operational Plan of 2010-2015 40
    6.1.4. Project HA-L1049: Support for Haiti's Reconfiguration of the Education Sector 41
    6.2. Assessment of the Results under the New Dynamism in the Sector 42
    6.2.1. Assessment of “Quality Teacher” 43
    6.2.2. Assessment of “Quality Tools” 45
    6.2.3. Assessment of “Quality Environment” 46
    Chapter 7 Conclusion and Propositions to Achieve Quality Education in Haiti 53
    7.1. Quality Teachers 54
    7.2. Quality Tools 59
    7.3. Quality Environment 60
    Reference 65
    Appendix 69

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