克服科特迪瓦技术及职业培训中女性面临挑战

Overcomingthe challengeswomen facein Technicaland VocationalTrainingin Côted’Ivoire Abstract. This study examines through qualitative datacollection and analysis the multifaceted challenges encoun-tered by Côte d’Ivoire students in technical and vocationaleducation and training (TVET) across four essential stag-es: enrollment, attendance, completion, and entry into thelabor market. During enrollment, financial constraints,family influence, and the perception of the limited value ofTVET affect student decisions, with bureaucratic complexi-ties further complicating the process. Women, in particular,face cultural biases which restrict their access to technicalfields. Attendance is generally impeded by limited geo-graphical distribution, inadequate boarding facilities, andsecurity concerns, with young women experiencing addi-tional hardships, such as harassment and the need to bal-ance schooling with domestic responsibilities. These factorscontribute to emotional distress and stand in the way ofacademic achievement and personal well-being. Comple-tion is negatively influenced by ongoing financial burdens,and early pregnancy and motherhood exacerbating the chal-lenges for young women. Finally, the transition to the labormarket is hampered by limited job opportunities, genderdiscrimination, and insufficient institutional support for jobplacement, with internships and practical work experienc-es being crucial yet often inadequate. The study highlightsthe need for multi-faceted efforts to address the challengesacross stages of the engagement cycle with a particular focuson the additional and specific needs of women and girls. Acknowledgements. This report was authored by Ana Lu-iza Machado and Miriam Muller. The authors gratefullyacknowledge contributions from a large team, especiallythe research team from Africa Consultants who collectedthe data, transcribed the interviews and coded the data. Wethank Ezechiel Diallo, Iliana Violeta Colman Valdez, YvesJantzem, Ali Coulibaly, Sophie Cerbelle, Rogelio Granguill-home Ochoa, Eduardo Alonso Malasquez Carbonel, HebaElgazzar, Gabriela Inchauste, and Rob Swinkels for theirvaluable analytical inputs. The team worked under the guid-ance of Johan Mistiaen. The team benefitted greatly fromexcellent peer review comments received from Lou GonanKarine Kouassi Epse Kouacou and Juan Baron. We thankthe technical staff at the Ministère de l’enseignement tech-nique, de la formation professionnelle et de l’apprentissage(Ministry of Technical Education, Vocational Training andApprenticeship) and the staff of who facilitated entry in theselected schools for the purpose of data collection. SantoshKumar Sahoo provided excellent administrative supportthroughout. This study was funded by the Hewlett Foun-dation and the Umbrella Facility for Gender Equality. Final-ly, and most importantly, our deepest gratitude to the keyinformants and to young women who shared their personalstories with us. Table of Contents List of Acronyms4Exploring Gender Disparities in Technicaland Vocational Training: Executive Summary51Introduction7Inequality of opportunity8Inequality in education9A commitment to equality11Purpose and methodology of this research122Findings15Enrollment18Attendance24Completion28Entry into the labor market323Conclusions and recommendations364References415Appendix44FGD-1: For Young Women in Male-DominatedTVET Fields45FGD-2: Guide to Focus Groups for Women Not Selected for TVET Enrolment in the Last 3 Years46IDI-1: Interview Guide for Women Who Droppedout of TVET Education47IDI-2: Interview Guide for Women Who Have Completed TVET and Are Working or Unemployed(Excluding Women Who Are Only in Education)48Complete set of quotations50 List of Acronyms AGREEWorld Bank’s Adolescent Girls’ Resilience, Education, and Empowerment initiativeBEPBrevet d’Études Professionnel (Certificate of Professional Studies)BEPCBrevet d’Études du Premier Cycle (Certificate of Completion for the First Cycle of Secondary Education)BTBrevet Technique (Technician’s Certificate)BTSBrevet de Technicien Supérieur (Higher Technician’s Certificate)CAPCertificat d’Aptitude Professionnelle (Certificate of Professional Aptitude)CQPCertificat de Qualification Professionnelle (Certificate of Professional Qualification)DEEGDirection de l’égalité et de l’équité entre les femmes et les hommes (Directorate of Gender Equality and Equity)DPSDirection de la Planification et des StatistiquesEHCVMEnquête harmonisée sur les Conditions de Vie des Ménages (Harmonized Survey on Household Living Conditions)FGDFocus group discussionKIIKey informant interviewsMETFPAMinistère de l’enseignement technique, de la formation professionnelle et de l’apprentissage (Ministry of TechnicalEducation, Vocational Training and Apprenticeship)NDPPlan national de développement (National Development Plan)PSAEFPlan stratégique pour l’accélération de l’éducation des filles (Strategic Plan for Accelerating Girls’ Education)PSEPlan sectoriel éducation/formati