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1、Overcoming the challenges women face in Technical and Vocational Trainingin Cte dIvoirePublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedAbstract.This study examines through qualitative data collection and analysis the multifaceted challe

2、nges encoun-tered by Cte dIvoire students in technical and vocational education and training(TVET)across four essential stag-es:enrollment,attendance,completion,and entry into the labor market.During enrollment,financial constraints,family influence,and the perception of the limited value of TVET af

3、fect student decisions,with bureaucratic complexi-ties further complicating the process.Women,in particular,face cultural biases which restrict their access to technical fields.Attendance is generally impeded by limited geo-graphical distribution,inadequate boarding facilities,and security concerns,

4、with young women experiencing addi-tional hardships,such as harassment and the need to bal-ance schooling with domestic responsibilities.These factors contribute to emotional distress and stand in the way of academic achievement and personal well-being.Comple-tion is negatively influenced by ongoing

5、 financial burdens,and early pregnancy and motherhood exacerbating the chal-lenges for young women.Finally,the transition to the labor market is hampered by limited job opportunities,gender discrimination,and insufficient institutional support for job placement,with internships and practical work ex

6、perienc-es being crucial yet often inadequate.The study highlights the need for multi-faceted efforts to address the challenges across stages of the engagement cycle with a particular focus on the additional and specific needs of women and girls.Acknowledgements.This report was authored by Ana Lu-iz

7、a Machado and Miriam Muller.The authors gratefully acknowledge contributions from a large team,especially the research team from Africa Consultants who collected the data,transcribed the interviews and coded the data.We thank Ezechiel Diallo,Iliana Violeta Colman Valdez,Yves Jantzem,Ali Coulibaly,So

8、phie Cerbelle,Rogelio Granguill-home Ochoa,Eduardo Alonso Malasquez Carbonel,Heba Elgazzar,Gabriela Inchauste,and Rob Swinkels for their valuable analytical inputs.The team worked under the guid-ance of Johan Mistiaen.The team benefitted greatly from excellent peer review comments received from Lou

9、Gonan Karine Kouassi Epse Kouacou and Juan Baron.We thank the technical staff at the Ministre de lenseignement tech-nique,de la formation professionnelle et de lapprentissage(Ministry of Technical Education,Vocational Training and Apprenticeship)and the staff of who facilitated entry in the selected

10、 schools for the purpose of data collection.Santosh Kumar Sahoo provided excellent administrative support throughout.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 key informants and to young w

11、omen who shared their personal stories with us.Table of ContentsList of Acronyms .4Exploring Gender Disparities in Technical and Vocational Training:Executive Summary .51.Introduction .7Inequality of opportunity .8Inequality in education .9A commitment to equality.11Purpose and methodology of this r

12、esearch .122.Findings .15Enrollment.18Attendance .24Completion .28Entry into the labor market .323.Conclusions and recommendations .364.References .415.Appendix .44FGD-1:For Young Women in Male-Dominated TVET Fields.45FGD-2:Guide to Focus Groups for Women Not Selected for TVET Enrolment in the Last

13、3 Years .46IDI-1:Interview Guide for Women Who Dropped out of TVET Education.47IDI-2:Interview Guide for Women Who Have Completed TVET and Are Working or Unemployed (Excluding Women Who Are Only in Education).48Complete set of quotations.50List of AcronymsAGREE World Banks Adolescent Girls Resilienc

14、e,Education,and Empowerment initiative BEP Brevet dtudes Professionnel(Certificate of Professional Studies)BEPC Brevet dtudes du Premier Cycle(Certificate of Completion for the First Cycle of Secondary Education)BT Brevet Technique(Technicians Certificate)BTS Brevet de Technicien Suprieur(Higher Tec

15、hnicians Certificate)CAP Certificat dAptitude Professionnelle(Certificate of Professional Aptitude)CQP Certificat de Qualification Professionnelle(Certificate of Professional Qualification)DEEG Direction de lgalit et de lquit entre les femmes et les hommes(Directorate of Gender Equality and Equity)D

16、PS Direction de la Planification et des StatistiquesEHCVM Enqute harmonise sur les Conditions de Vie des Mnages(Harmonized Survey on Household Living Conditions)FGD Focus group discussionKII Key informant interviewsMETFPA Ministre de lenseignement technique,de la formation professionnelle et de lapp

17、rentissage(Ministry of Technical Education,Vocational Training and Apprenticeship)NDP Plan national de dveloppement(National Development Plan)PSAEF Plan stratgique pour lacclration de lducation des filles(Strategic Plan for Accelerating Girls Education)PSE Plan sectoriel ducation/formation(Education

18、/Training Sector Plan)PSRETFP Plan stratgique pour la rforme de lenseignement technique et de la professionnelle(Strategic Plan for the Reform of Technical Education and Vocational Training)RGAP World Banks Regional Gender Action PlanTVET Technical and Vocational Education and Training UNESCO United

19、 Nations Educational,Scientific and Cultural OrganizationWASH Water,sanitation,and hygieneExploring Gender Disparities in Technical and Vocational Training:Executive SummaryThis study explores the gender disparities in Technical and Vocational Education and Training(TVET)in Cte dIvo-ire,identifying

20、the barriers that confront young women and the“enablers”that can help overcome them.The research on which the findings are based used a qualitative method-ology,including a desk review and stakeholder mapping,followed by individual interviews with key informants,such as TVET staff members,students,a

21、nd private sector rep-resentatives,as well as focus group discussions with young women who participated in TVET and those who applied but were not selected for a program.The findings are struc-tured according to four critical stages of a students educa-tion:enrollment,attendance,completion,and entry

22、 into the labor market.This approach provides a comprehensive framework for understanding how the different challenges and enablers intersect at each phase of girls and womens participation in TVET programs.While some affect both boys and girls,there is a set of issues that uniquely affect girls and

23、 young women.Enrollment in TVET programs is inhibited mainly by bureaucratic hurdles,a lack of recognition of the value of TVET,financial constraints,and limited geographical distri-bution.Financial constraints and the influence of family and relatives seem to weigh more heavily on girls options to

24、pur-sue technical education,and cultural biases discourage them from enrolling in nontraditional fields.These barriers can be countered by a simplified enrollment process,with clear guidance and support provided to students throughout reg-istration.Financial support mechanisms,such as increased avai

25、lability of scholarships,grants,and microloans specifi-cally targeted to women in TVET programs,are also vital,as are information campaigns to increase womens enrollment in nontraditional sectors.Addressing infrastructural chal-lenges by improving the geographical distribution of TVET facilities and

26、 providing safe,affordable accommodations can further support girls enrollment.Consistent attendance in TVET programs is hampered by inadequate resources,poor financial management,secu-rity concerns,and the need for students to balance work and education.Women face additional challenges,such as sexu

27、al harassment,a lack of female staff in schools,mis-treatment in host families,and the pressures of balancing household responsibilities with studies.Girls attendance is further complicated by insufficient boarding accommo-dations.Promising measures to address these problems in-clude investments in

28、equipment,reduced class sizes,and gender-responsive infrastructure(such as separate lavato-ries)and improved resource efficiency through transparent financial management,regular facility audits,and ongoing maintenance plans.Security concerns can be mitigated by providing safer transportation,enforci

29、ng disciplinary measures,and the provision of safe,affordable accommo-dations.Financial support through scholarships,grants,and microloans can reduce students need to work while studying.Flexible scheduling and free childcare services can help women manage household duties alongside their edu-cation

30、s,while hiring more female staff and highlighting role models in male-dominated fields will foster a more support-ive institutional culture.Similar to attendance issues,the predominant barriers to completion of TVET programs for both boys and girls are rooted in financial constraints,academic perfor

31、mance issues,and a lack of boarding facilities.Womens completion is further affected by the need to balance household respon-sibilities and education,the impact of sexual harassment by teachers,and pregnancy.Reopening and upgrading board-ing facilities will provide safe,affordable housing,especially

32、 for girls and women from distant areas.Ways to combat sexual exploitation and harassment include establishing safe reporting mechanisms and enforcing swift disciplinary ac-tions against perpetrators.Supportive policies for pregnant students,such as flexible schedules and remote learning,will help t

33、hem complete their TVET education.Entry into the labor market from TVET education is challenging because of insufficient job opportunities and limited institutional support,especially for women,who are subject to gender disparities and biases.This transition can be facilitated by strengthening partn

34、erships among TVET institutions,employment sectors,and youth employment agencies to create clear job pathways and effective placement programs.Gender-awareness programs and tailored career counseling can boost womens confidence and challenge norms,while private sector incentives and campaigns high-l

35、ighting successful women can shift employer biases.Men-torship programs and enhanced career services can connect students with industry professionals,while entrepreneurship training and female mentor networks can provide women with better economic opportunities.In summary,several issues pose challen

36、ges to both boys and girls equally throughout the four stages,including bu-reaucratic hurdles,inadequate resources and infrastructure,and limited academic performance.However,some barriers while also affecting boys are more pronounced among girls:particularly those related to financial constraints,l

37、ack-ing family support,and difficulties related to accessibility or missing boarding facilities.In addition to all of these,girls also face unique challenges:gender stereotypes,mis-treatment and sexual harassment(by host families,peers in school,and school staff),pregnancy and motherhood as well as

38、household duties.While the intensity of each of these factors may vary from individual to individual,it is noteworthy though that a multitude of constraints in place undermine girls ability to successfully enroll,attend and complete TVET in ways that differ significantly from the ways boys are affec

39、ted.Multi-sector,multi-level efforts need to be applied simultaneously to address these challenges.This research also shows that,to support women and girls through all four stages of their educations,general administrative gender mainstreaming efforts are needed across TVET institutions.This include

40、s mainstreaming gender equality in staffing,programs,and budgetary pro-cesses,conducting extensive capacity building on gender mainstreaming,setting up job counseling units within all TVET institutions,and enhancing gender-sensitive human resource development.For continuous improvement and accountab

41、ility,establishing a robust monitoring and eval-uation(M&E)framework to collect administrative data,strengthening the collection of sex-disaggregated data,and introducing participatory gender audit systems are also es-sential.Importantly,several of the solutions identified in the report affect multi

42、ple stages of the cycle,namely finan-cial support mechanisms and safety related issues.Another way of prioritizing would be to deliberately address in a first place-those issues that prevent girls who successfully enrolled and attended TVET from completing their educa-tion:sexual harassment,pregnanc

43、y,motherhood and unpaid work.Addressing those challenges and building on the identi-fied enablers will be crucial,as access to TVET has transfor-mative potential in promoting womens economic autonomy and contributing to the broader goal of gender equity and economic development in Cte dIvoire.1.Intr

44、oduction1.Introduction8Despite legal advances in recent years,many challenges per-sist in Cte dIvoires technical and vocational education and training sector.Although school enrollment overall has increased,TVET remains a less popular option for both men and women,with enrollment rates particularly

45、low among women.Women and girls in Cte dIvoire continue to be more disadvantaged than men and boys in terms of getting access to and completing technical education,with female representation in technical fields remaining mini-mal,especially in rural areas.Furthermore,womens par-ticipation in educati

46、onal,leadership,and managerial roles 1 Harmonized Survey on Household Living Conditions in Cte dIvoire.within TVET institutions is limited.While such reforms as the 2022 enactment of the TVET Law(No.2022-795)mark substantial legislative progress,their implementation is uncertain from a practical sta

47、ndpoint.This study seeks to offer a deeper understanding of the institutional context and challenges associated with technical and vocational ed-ucation and training in Cte dIvoire by using data from students and local stakeholders.The objective is to provide the comprehensive insight essential for

48、developing effective tools to operationalize the countrys new legal framework for gender equality in TVET.Inequality of opportunityPersistent gender disparities in economic opportunities hin-der womens full participation in economic activity in Cte dIvoire.While this gender gap has been halved since

49、 2001,it remains one of the largest in the West African region.Ac-cording to the latest data from the Enqute Harmonise sur le Conditions de Vie des Mnages,1 female participation in the labor force reached 38.6 percent,compared to 66.9 per-cent among men(EHCVM 2021).Female participation is lower in u

50、rban areas,where the gender gap is also larger than in rural areas.Participation is especially low among younger people(ages 15 to 24),although the gaps are smaller.The quality of employment,which is generally poor,is especial-ly so for women:they have higher rates of part-time work(32.9 percent ver

51、sus 18.9 percent for men)and higher rates of self-employment(with 7 in 10 employed women versus almost 6 in 10 employed men being working for them-selves).Among working women,61.2 percent have jobs in the informal sector,compared to 38.8 percent of working men.In nonagricultural employment,almost al

52、l employed women were informal in 2022(92.6 percent versus 82.1 percent of men)(EHCVM 2021).Women disproportion-ately work in the service sector(60.2 percent of working women),with 14 percent in industry and 26 percent in ag-riculture.This concentration in specific sectors further limits womens acce

53、ss to the higher-paying jobs typically found in the industrial sector(EHCVM 2021).Importantly,the low-er quality of womens labor force participation is reflected by a considerable gender gap in wages,with women earning 41 percent less than men(World Economic Forum 2023);74 percent of this disparity

54、is unexplained by objective factors,such as workers individual characteristics(Bediakon et al.2022).Large gender differences also exist in access to and own-ership of assets and finances.Compared to 64 percent of men,just 37.4 percent of women owned accounts with fi-nancial institutions or mobile mo

55、ney service providers in 2021.In terms of land ownership,87.5 percent of all land-owners were men in 2022.Furthermore,only 2.5 percent of women owned land alone,compared to 20 percent of men,and only 8 percent of women held land titles,compared to 22 percent of men(EHCVM 2021).These disadvantages no

56、t only curtail womens capacity to save,invest,and grow businesses;they amplify their economic vulnerability and restrict their options.9Overcoming the challenges women face in Technical and Vocational Training in Cote DIvoireInequality in education2 Gross enrollment ratio is the ratio of total enrol

57、lment,regardless of age,to the population of the age group that officially corresponds to the level of education shown.3 Progression to secondary school refers to the number of new entrants to the first grade of secondary school in a given year as a percentage of the number of students enrolled in t

58、he final grade of primary school in the previous year(minus the number of repeaters from the last grade of primary education in the given year).The quality of the workforce in Cte dIvoire is limited by the low level of educational attainment among the adult population,especially women(figure 1.1).In

59、 2021,only 24.5 percent of women had completed primary education,compared to 41.5 percent of men.This indicates that a large portion of the population lacks foundational skills,with over 75 percent of adult women and more than half of adult men having either no formal education or only a few years o

60、f primary school.Moreover,only 1.9 percent of women(versus 5.8 percent of men)hold bachelors degrees.Their lack of education relative to men contributes to womens access to work being generally limited to vulnerable types of employment.Among secondary education teachers,for in-stancea profession req

61、uiring specific qualificationsonly 15.5 percent are women.Still,enrollment in education has been increasing at all levels for both boys and girls in recent years(figure 1.2).The most recent data show a gross enrollment rate in primary school of 97 percent for boys and 92 percent for girls,while enro

62、llment in secondary education has reached 57.8 percent for boys and 52.2 percent for girls.2 While girls enrollment still lags,a reduction of the gender gap is observable.The most recent estimates regarding progression to secondary school even show a slight advantage for girls(92.5 percent,as compar

63、ed to 91.5 percent for boys).3Figure 1.1.Educational Attainment by Sex(population 25+that at least completed each cycle)(Percent)PrimaryLower secondary26.516.41.95.87.612.841.224.5Upper secondaryBachelors degreeMaleFemaleSource:World Bank WDI 2021.1.Introduction10Figure 1.2.School Enrollment by Leve

64、l of Education(gross,percentage)100908070605040302010020142015201620172018201920202021PrimarySecondaryTertiary2022MaleFemaleSchool enrollment(%gross)Source:World Bank WDI 2021.Note:The 2018 data point was missing for tertiary enrollment,so the value was imputed as the average of 2017 and 2018 values

65、.4 Tertiary sector refers to the service sector of the economy.With respect to TVET programs,enrollment data from Cte dIvoire highlight the disparity between female and male enrollment in technical courses.Women constitute only 48 percent of all new applicants and are underrep-resented in public TVE

66、T schools,making up just 36.9 percent of students,compared to mens 62 percent(DPS 2021).Additionally,women account for a mere 10 percent of enrollment in industrial tracks in both TVET and gener-al education(METFPA 2020).Within TVET,they enroll predominantly in service sector courses,representing 68

67、.2 percent of students.Their presence in industry sectors is limited to 18.1 percent,with high concentrations in fields such as bakery and pastry(where they comprise 91 per-cent of students),professional cuisine(80 percent),and commercial management(61.6 percent).Conversely,men dominate in construct

68、ion(91 percent)and automobile me-chanics(89.1 percent),while women lead in tertiary sector activities,notably as executive assistants(97.7 percent),in sewing(92.5 percent),and in tourism and hospitality(87.6 percent)(figure 1.3).411Overcoming the challenges women face in Technical and Vocational Tra

69、ining in Cote DIvoireFigure 1.3.Presence of Women in Different TVET Fields(Percentage,2020)97,792,59187,68061,610,99ExecutiveassistantsSewingBakeryand pastryTourism andhospitalityCommercialmanagementProfessionalcuisineAutomobilemechanicsConstructionSource:METFPA 2020.Research from other countries fu

70、rther confirms that gender policies in TVET can offer important economic benefits to women and society.TVET increases womens likelihood of engaging in income-generating activities and starting their own businesses(Bandiera et al.2020),includ-ing as first-time entrepreneurs(Rosas Raffo et al.2017).Ad

71、ditionally,TVET boosts womens income and business profits(Adoho et al.2014),improves their job prospects,even in male-dominated sectors like information technology(IT;Alvares de Azevedo et al.2013;Honorati 2015),and encourages financial stability and independence through increased bank account owner

72、ship and savings(Honorati 2015).In Cte dIvoire,the correlation between higher education and increased returns on education is especially pronounced for women.Those with TVET education expe-rience a return rate of 124 percent,compared to mens 93 percent(EHCVM 2018),underscoring the transformative pot

73、ential of TVET policies in fostering womens economic autonomy and entrepreneurship.A commitment to equalityIn line with this evidence,Cte dIvoire has demonstrated a strong commitment to advancing gender equality within the education sector through a series of transformative legal and policy reforms

74、intended to rectify gender imbalances and set a foundation for future initiatives.Relevant legislative changes introduced over the years include the following:2009:Order no.0075/MEN/DELC established a pro-hibition against physical and degrading punishment of students.2014:The creation of the Working

75、 Group for the Pro-tection of the Child in the school environment intro-duced a code of conduct with a particular emphasis on the ethical treatment of adolescent girls(Order nos.0112/MENET/CAB and 0111 MENET/CAB).2015:Law No.2015-635 made school compulsory for all children ages 6 to 16.Its passage c

76、oincided with the inauguration of the“Child-Friendly,Girl-Friendly”initiatives Steering Committee.2017 and 2019:The establishment of clubs for moth-ers of girl students and the introduction of a flexible schooling system to accommodate students starting at nontraditional ages marked further progress

77、.In conjunction with these legislative measures,the gov-ernment has instituted several policy frameworks to foster gender equality within the educational sector:1.Introduction12 201620:The National Development Plan(NDP)fo-cused on accelerating human capital development and advancing social well-bein

78、g.This plan includes specific targets for improving educational access and quality.201625:The Strategic Plan for the Reform of Tech-nical Education and Vocational Training(PSRETFP)prescribed equal access and opportunities for girls in industrial fields.2016-25:The Education/Training Sector Plan(PSE)

79、sought to equip Cte dIvoire with high-quality and productive human resources through equitable,inclu-sive education aligned with labor market needs.2018:The Strategic Plan for Accelerating Girls Edu-cation(PSAEF)proposed budgeted actions to promote girls educational outcomes through scholarships,men

80、-toring programs,and community outreach initiatives.2018:The Directorate of Gender Equality and Equity(DEEG)was established to reduce gender disparities across all educational levels,particularly by monitor-ing progress and advocating for policies that promote equal opportunities for girls.Strides h

81、ave also been made in the advancement of gender equality,specifically within TVET:2012:Order No.2012-383 established the Gender Cell of the Ministry of Technical Education and Vo-cational Training.2022:The Law on the Orientation of Technical and Vo-cational Education and Training mandated the integr

82、a-tion of gender equality principles in TVET(table 1.1).Table 1.1.Relevant Gender Directives in the Law on the Orientation of TVET of 2022 Article 7TVET should be based(among others)on the principle of gender equality.Article 9There should be no discrimination for accessing vocational training,based

83、 on sex.Article 18One of the core objectives of the TVET is to integrate the culture of gender and social inclusion in all its strategies.Article 22The state is responsible for ensuring quality,equity and equality in the system of TVET.Article 25The access to TVET should be available for all,and in

84、particular for women and different vulnerable groups.Article 30The state is responsible for reforming the TVET,taking into account gender equity and equality.Article 73Prohibits all forms of violence and harassment on the premises of TVET institutions.Committing violence is a subject to administrati

85、ve and disciplinary sanctions.Article 78Principles of gender equity and equality are to be followed by TVET staff in performing their professional duties and ensuring the functioning of the TVET system.Purpose and methodology of this researchThis study seeks to identify the challenges young,poor wom

86、en in Cte dIvoire encounter in gaining access to,participating in,and completing TVET programs and the enablers that can help them overcome those challenges.The study has the following specific objectives:To identify the challenges women and girls face in Cte dIvoires TVET system,specifically across

87、 en-rollment,attendance,completion,and transition to the labor market.To determine existing enablers that facilitate women and girls success throughout the four phases of the TVET cycle study.To recommend actionable,evidence-based interven-tions that address these barriers and build on the iden-tifi

88、ed enablers to enhance womens participation and outcomes in TVET programs.The paper emerging from this research aligns with the priorities outlined in the World Bank Group Gender Strategy 20242030.It contributes to Outcome 2 of Strategic Objec-tive 1 by focusing on enhancing human capital,challengin

89、g gender-unequal attitudes and gender barriers in skills devel-opment,offering insights to address sexual harassment in the TVET sector,and promoting inclusive education.Moreover,its findings can be used toward developing womens and girls 13Overcoming the challenges women face in Technical and Vocat

90、ional Training in Cote DIvoireskills for better jobs,improving the design of technical and vocational training,and unveiling biases among employers and educators.At the same time,this research supports the promotion of womens economic participation and opportu-nities,as described in Strategic Object

91、ive 2 and its Outcome 3.More and better jobs for women means equal access to remunerative and satisfying employment.Providing this ac-cess requires action on multiple fronts,such as developing womens technical and socio-emotional skills and fostering their participation in male-dominated sectors thr

92、ough school and community programs.Similarly,the World Banks Regional Gender Action Plan(RGAP)for Western and Central Africa 20232027 emphasizes the importance of closing gender gaps in earn-ings through targeted interventions in skills training and education.The emphasis of this paper on identifyin

93、g inter-ventions specifically designed for women,both urban and rural,recognizes the vital role these efforts play in enhancing their economic participation.Initiatives like scholarships and efforts to challenge restrictive societal norms complement the widening of womens access to technical and voc

94、ational edu-cation and foster an environment where they are encouraged to pursue work in higher-paying,traditionally male-domi-nated sectors.Together,these efforts align with broader re-gional goals to promote economic empowerment and create more equitable opportunities in labor markets.Similarly,a

95、new initiative in the World Banks Africa West and Central region the Adolescent Girls Resilience,Education,and Empowerment(AGREE)flagship initiative-also contains a high level of ambition to support relevant gender policy reforms in the education sector with a view to close existing gaps,this work h

96、ence,will have potential broader reach and inform initiatives beyond the Cte DIvoire context.This study explores gender disparities within the TVET system in Cte dIvoire using a qualitative research design with the following stages:Desk review of relevant national instruments and doc-uments:A compre

97、hensive review of legal texts,policy guidelines,parliamentary reports,national budgetary allocations,the constitution of Cte dIvoire,and quantitative data.Literature review on gender and TVET:Identification of effective strategies for closing gender gaps and promot-ing gender equality in the TVET se

98、ctor.Mapping and identification of key stakeholders:System-atic identification of relevant parties for policy devel-opment discussions.Qualitative data collection:Collection of qualitative data through key informant interviews,focus group discussions,and individual interviews.This approach provides

99、a nuanced understanding of subjective and complex aspects of the institutional context for TVET and the challenges presented to staff and students.The selection process for the qualitative data sample was executed,in collaboration with the Ministry of Technical Education and Vocational Training.To e

100、nsure the study captured diverse perspectives and contexts,a careful sam-pling approach was designed.Cte dIvoire was divided into five macro-regions based on the Regional Directorate of Vocational Training(DRFP)units.The DRFPs were cho-sen using two key criteria:regions with the lowest female repres

101、entation in the secondary sector(e.g.,manufacturing and construction)or regions with the highest poverty rates where women were overrepresented.This process identified five regionsKorhogo,Dabou,Bouak,Man,and Aben-gourou.From these,68 public TVET institutions offering male-dominated courses were shor

102、tlisted.Finally,school visits helped assess feasibility of incorporating those schools into the final selection,leading to data collection from sev-en high schools and vocational training centers across the chosen regions.Key informant interviews(KIIs)were conducted with various stakeholders to gain

103、 insights into the systemic chal-lenges,promising initiatives,and opportunities for improv-ing gender equality in TVET education in Cte dIvoire.The interviewees included the following:Central and regional administration officials,who pro-vided a complete picture of systemic challenges and promising

104、initiatives TVET principals and staff,who offered insights into the specific challenges women face in TVET programs and the institutional measures implemented to pro-mote gender equality Local elected representatives,who shared knowledge of the local needs and challenges women face Civil society org

105、anizations working on womens rights and education,who provided information on existing gaps and persistent barriers1.Introduction14 Private sector representatives,who highlighted employer expectations regarding skills and initiatives to promote diversity and gender equality and how to align educa-ti

106、onal programs with labor market needsThe focus group discussions(FGDs)and individual in-terviews(IDIs)conducted with various groups of female students sought to gather perspectives on the challenges encountered by women in TVET and ways in which they might be addressed in Cte dIvoire.They were desig

107、ned to capture a comprehensive view of the experiences of women in TVET programs,including those who are actively pur-5 The research protocols were informed by ethical guidelines included in the Belmont Report(National Institute of Health 1978);Putting Women First:Ethical and Safety Recommendations

108、for Research on Domestic Violence against Women(World Health Organization 2001);and Researching Violence against Women:A Practical Guide for Researchers and Activists(Ellsberg and Heise 2005).The team also followed the guidelines established by the National Ethics Committee on Life Science and Healt

109、h in Cte dIvoire and the relevant local laws,including the laws on statistics and on data protection.The study was approved by an international ethical review board before research was initiated;see HML IRB.suing education,those who have faced barriers to entry,and those who have completed their pro

110、grams and are at differ-ent stages of their careers or educations(see table 1.2 for the sample distribution).The ethical guidelines for these discussions and inter-views included assurances of confidentiality,the obtaining of signed consent forms,and the use of private spaces to con-duct the intervi

111、ews.5 Specific data collection tools(provid-ed in the appendix to this report)were developed for each sample group and used by the interviewers during fieldwork.Table 1.2.Sample DistributionSample groupTotalFGD-1Women ages 1824 who are currently pursuing education in TVET traditionally male-dominate

112、d fields of studies 11FGD-2Women ages 1824 who wished to pursue TVET education but were not selected for enrollment in the previous three years 1TOTAL FGDs12IDI-1Women ages 1824 who pursued TVET education but dropped out after being enrolled in the previous three years 9IDI-2Women who have completed

113、 TVET and are currently working,including as interns 6IDI-3Women who have completed TVET and are not currently working or studying10TOTAL IDIs25KII-1Central administration and regional management3KII-2Directors and principals of training high schools,members of the administration and teachers of the

114、 establishment20KII-3Civil society,local elected officials in charge of education4KII-4Private Sector4TOTAL KIIs32Note:FGD=focus group discussion;IDI=individual interview;KII=key informant interview.This report presents the findings from the study outlined above.By collecting data directly from stud

115、ents and from local stakeholders who are intimately familiar with the real-ities of policy implementation,the research offers valuable insights into the subjective and complex aspects of students lives,as well as the institutional context and challengesinsights essential for evaluating the effective

116、ness and inclu-siveness of current TVET programs and developing more effective educational policies.2.Findings 2.Findings 16The research findings presented in this section highlight the various factors that influence the experiences of women and girls as students in TVET institutions in Cte dIvoire.

117、They are broken down into four main stages of the student expe-rience:enrollment,attendance,completion,and entry into the labor market(figure 2.1).The discussion at each stage sheds light on the general issues affecting all students,as well as those challenges and enablers that affect young wom-6 Si

118、nce only female students were interviewed for this study,the claim that certain issues apply“more”to women is based not on a comparison between male and female students but,first,on the fact that women generally are more affected than men by issues associated with gender roles,such as care,sexual ha

119、rassment,gender-based violence,and so on;and,second,on confirmations from key informants that women are disproportionately exposed to and affected by these issues.en more strongly.This approach provides a comprehensive understanding of the barriers and supports that shape the course of students educ

120、ations,with particular attention to gender-specific dynamics.It is important to acknowledge,however,that these stages are interconnected.Some chal-lenges may span stages,affecting students experiences in complex ways.Figure 2.1.Framework for Analyzing Student Experiences in TVETEncompasses the perio

121、d when the student considers,applies for,and gains admission to TVET programs.Refers to the students ability to attend and participate regularly in educational activities.Concerns the students ability to graduate from the program.Challenges at this stage cause students to drop out.Involves transitio

122、n from education to employ-ment,including job searching,securing employment,and integrating into the work force.EnrollmentAttendanceCompletionEntry to the labor marketKey findings across the four stages are summarized in figure 2.2 and below:Enrollment:Financial limitations,family influence,limited

123、geographical distribution and the lack of rec-ognition of the value of TVET as a fallback option all impede student enrollment.The bureaucratic processes involved in enrollment and registration are difficult to navigate.Women additionally have to contend with cultural biases and strong family influe

124、nce that discourage them from pursuing technical fields fur-ther limiting their opportunities.Conversely,family financial support and social encouragement can help motivate girls to pursue TVET education,and the per-ception of TVETs practical benefits and the availabili-ty of institutional scholarsh

125、ips serve as strong enablers for enrollment.Attendance:Geographical distribution constraints,poor financial management,inadequate boarding fa-cilities,security concerns and the need to balance work and education affect student attendance.Long distanc-es to schools,coupled with a lack of reliable boa

126、rd-ing options,can severely hinder regular attendance,particularly for students from rural areas and women and girls.For young women,concerns about harass-ment,lack of female staff,mistreatment in host fam-ilies and the balancing of household responsibilities with school commitments seem more pronou

127、nced.6 The hostile environment created by these factors often leads to emotional stress and affects academic perfor-mance and overall well-being.Despite these challenges,encouragement from teachers and family support help motivate girls to attend classes regularly.Additionally,the resilience and int

128、rinsic motivation of the young women themselves spur them to persist.Completion:Financial stress,academic difficulties and compromised quality of TVET institutions(due to resource constraints,limited ability of learners to attend classes regularly and outdated equipment)in-fluence student completion

129、 rates.Financial constraints not only affect enrollment but continue to burden students throughout their education,often leading to high dropout rates.The heavy involvement in unpaid household work,early pregnancies and societal stig-ma,the impact of sexual harassment by teachers,and 17Overcoming th

130、e challenges women face in Technical and Vocational Training in Cote DIvoirepregnancy particularly affect the ability of young wom-en to complete their educations.Nevertheless,many students,especially young women,show remarkable resilience and determination to overcome these obsta-cles and succeed i

131、n their studies.Family,financial and institutional support,including flexible school policies for pregnant students,are crucial to enabling young women to complete their educations.Entry to the labor market:Limited employment op-portunities and lack of institutional support for job placement are com

132、mon challenges faced by graduates.Gender disparities in job opportunities biases by em-ployers further hinder young womens transition into the labor market.Internships and practical work ex-perience provide paths to employment,but the avail-ability of these opportunities are often inadequate.Collabo

133、ration with youth employment agencies,how-ever,and positive perceptions from some employers regarding womens work ethic facilitate young womens entry into the labor market.Additionally,mentorship and career guidance programs help young women nav-igate the job market more effectively.Figures 2.2 and

134、2.3 provide a visual overview of the main challenges students encounter as they pursue technical ed-ucation and vocational training in Cte dIvoire.Figure 2.2 distinguishes among issues that affect all students,regardless of gender(boxed in grey);issues that affect all,but likely affect girls to a gr

135、eater extent(yellow);and issues that affect girls more(red).These distinctions are merely indicative,however,since the groupings are based on subjective assess-ment of the interviewees and also because no male students were interviewed for this study.Figure 2.2.Overview of Challenges Faced by Studen

136、ts in TVET Challenges influencing students experiences in TVET institutionsEnrollmentAttendanceCompletionEntry into the labor marketExclusion due to inadequateacademic performanceLack of recognition of TVETPregnancy and motherhoodBureaucratic hurdlesFinancial constraintsLack of institutional support

137、and job placementInsufficient employmentopportunities and internshipsFamilys and relativesinfluence over personal choicesSexual harassment by teachers and inadequate institutional responsesPersistence of gender stereotypes discouraging girls from male-dominated occupationsPsychological impact of gen

138、der stereotypesGender disparities in jobopportunitiesInadequate institutional resources and infrastructureInfrastructure and accessibilityissues,distance to schoolsHardship,mistreatment while living with host familyLack of female staffGender imbalance and feelings of isolationBalancing education and

139、 household responsibilitiesSecurity concerns(theft,drugs,student misconduct)Lack of boarding facilitiesSexual exploitation due tofinancial constraintsGrey:issues facing allstudents independent oftheir gender.Yellow:issues affectingall,but likely affecting girls toa more significant extent.Red:issues

140、 affecting girlsto a more important degree.2.Findings 18Figure 2.3 provides an overview of the factors that were identified as enablers for girls enrollment and attendance in and completion of TVET education and for their more effective transitions into the labor market.In this figure,individual-lev

141、el factors are marked in grey,family-and con-text-related factors in green,and institutional factors in blue.Figure 2.3.Enablers of Womens Success in TVETFacilitators of young womens success in enrolling,attending,and comnpleting TVETEnrollmentAttendanceCompletionEntry into the labor marketDesire fo

142、r respectand recognitionPerception of practicalbenefitsBelief that traditionally female-dominated fieldsare oversaturatedFinancial support from family membersCollaboration with youthemployment agenciesPreference to hire womenemerging among some employersState and private sectorinvolmentPractical exp

143、erience and role modelsEncouragement from familyand social networksInstitutional financialsuportInstitutional support topregnant students/youngmothersMentorship and careerguidanceAbility to finance own education throught workResilence and intrinsic motivationFamily support/encouragementTVET staff en

144、couragementGrey:individual factors.Green:family or context-related factors.Blue:institutional factors.The discussion of each of the four stages presented below summarizes,in turn,the findings of the study regarding,first,the general challenges affecting youths TVET expe-riences;second,the challenges

145、 relevant for young women;and third,the enablers of young womens success in TVET.Throughout the discussion,the findings are illuminated by quotes drawn from the key informant interviews,focus group discussions,and individual interviews conducted in the qualitative data collection stage of the resear

146、ch.EnrollmentThis section examines the factors influencing enrollment in TVET programs in Cte dIvoire.This first stage of the stu-dent experience involves the initial decision to join a TVET program and the process of doing so.To provide context,box 2.1 offers an overview of the TVET structure and a

147、d-missions process.19Overcoming the challenges women face in Technical and Vocational Training in Cote DIvoireBox 2.1.TVET Structure and Admissions ProcessTVET in Cte dIvoire targets youth ages 15 to 27.Students enrolling in upper secondary school at grade 11 can choose to enroll in TVET facilities.

148、Students having completed the BEPC(end of lower secondary school diploma)have the option of pursuing technical studies in technical upper secondary schools leading to a technical baccalaureate(B,G1,G2,E,F1,F2,F3,F4 and F7),or they can choose to pursue vocational training in vocational high schools/c

149、enters leading to the BT(Brevet de Technicien),BEP(Brevet dtude professionnelle),or BP(Brevet Professionnel).They also have the option to pursue technical and professional streams earlier on at the end of the second year of the lower secondary school.Students can opt to pursue a first vocational deg

150、ree,known as CAP(Certificat dAptitude Professionnelle)that lasts 2 to 3 years,or get a CQP(Certificat de Qualification Professionnelle)which is a proof that they possess a given qualification.Students having completed the CAP and who have 3 years of professional experience can further pursue their v

151、ocational training in Centres de Perfectionnement aux Mtiers(CPMs)or in Centres de Formation Professionnelle(CFPs)and obtain a BP or BEP after 2 years.Access to all forms of TVET is low and unevenly distributed throughout the country with a high concentration of schools and centers in the autonomous

152、 district of Abidjan.The national system for developing technical and professional skills remains weak in relation to potential demand.This demand is projected at 1.1 million young people by 2026,according to the Education-Training Sector Plan.However,the current system,with 142,741 learners(49%of w

153、hich are female)in 2023 under the METFPA covers barely 13%of this potential demand.Public supply comprises 67 public facilities,including 3 technical high schools and 64 vocational training centers.Since 2020,each region of the country has had at least one vocational training facility.However,the sy

154、stem only receives the equivalent of 6.2%of secondary school-age learners.With more than 657 private facilities,private sector accounts for 91%of technical and vocational training supply,nonetheless the quality of private facilities and training is considered poor.Admissions process:The common admis

155、sion process in public TVET schools and centers includes orientation and entrance exams.TVET is free for learners who are admitted through theses ways.However,some learners who do not meet the age criterion or who are not available to take the daytime classes may apply for the night school.Those lea

156、rners must pay for their tuition fees.This ensures broad accessibility to technical education and vocational training by accommodating a diverse range of learners through several modalities.Because of the low level of public supply of TVET,the ministry places some learners in private TVET facilities

157、 and subsidize the tuition fees for every learner it sends them.Learners who are not admitted in public facilities can choose private institutions where they have to pay for the entire tuition fees.Registration process:Once admitted,students follow these steps:Initial reception:Students are welcomed

158、 by an education inspector who collects necessary information and directs them to educators.Documentation:Students provide identification documents and pay ancillary fees Class allocation:After paying fees,students present their receipts for verification and receive their class timetables.Inclusive

159、admissions:According to key informants,technical schools conduct awareness campaigns to inform the public about educational opportunities,particularly targeting children who have dropped out of school,ensuring they can continue their educations.2.Findings 20The experiences of general TVET students a

160、re influenced by both challenges and positive support.Financial barriers greatly affect students ability to enroll and persist in TVET programs.Many rely on their families for financial support,and education can become inaccessible when resources are scarce.The perception of TVET as inferior to gene

161、ral edu-cation also reduces morale and commitment,while the lack of formal guidance in navigating the bureaucratic process makes the process cumbersome and discouraging.On the other hand,family support,the influence of relatives,prac-tical experiences,and the perception of TVETs practical benefits p

162、rovide important motivators for students to pursue and succeed in vocational education.General challenges affecting youths enrollment in TVETPerception of TVET as a fallback option:TVET is fre-quently viewed as inferior to general education.Students often turn to TVET after not succeeding on traditi

163、on-al academic paths,which may diminish their morale and self-esteem,and the feeling that they are settling for a less prestigious option can deter them from fully committing to their vocational education.In some cases,however,students grow to appreciate the practical nature of TVET.“I found out abo

164、ut this opportunity when I received my BEPC Brevet dtudes du Premier Cycle results.I didnt pass,so the director suggested I aim for vocational high schools and technical schools.That gave me the courage to try,and I ended up liking it and stayed.”(Young woman currently en-rolled in TVET)Navigating b

165、ureaucratic processes:The registration process for TVET programs is often cumbersome,and formal guidance is lacking.Gathering multiple documents and managing logistical hurdles can be exhausting and dis-couraging,creating an administrative burden that can deter prospective students from enrolling.“S

166、ending an extract and a photocopy of my parents identity cards.was exhaust-ing,and doing the nationality paperwork was also tiring.”(Young woman current-ly enrolled in TVET in a traditionally male-dominated field)Financial barriers:The cost of education can be prohib-itive to students wishing to enr

167、oll in TVET programs,and many rely for financial support on family members,who may lack the necessary resources.“I received help from my big brother,who helped me pay my registration fees.”(Young woman currently enrolled in TVET in a traditionally male-dominated field)Challenges particularly relevan

168、t for young womens enrollment in TVETAs noted in the introduction,administrative data highlight a significant gender disparity in TVET participation in Cte dIvoire,with fewer women enrolling in technical courses than men.The qualitative data indicate that the substantial deterrents to womens enrollm

169、ent include financial barriers and cultural biases,with some families prioritizing boys ed-ucation,discouraging girls from pursuing male-dominated fields,and imposing expectations for domestic life limited by traditional gender roles.The psychological impact of these stereotypes affects girls confid

170、ence and career choic-es.Infrastructure and accessibility issues also pose barriers,particularly for women,who often have greater mobility restrictions,safety concerns,and cultural expectations that limit their ability to travel or live away from home.On the positive side,girls are also motivated to

171、 pursue TVET education by supportive factors,such as family fi-nancial assistance,social encouragement,and institutional scholarships,while the desire for respect and better career prospects drives many to challenge gender norms.Role models and success stories of women in male-dominated fields are a

172、lso inspiring to others to follow similar paths.21Overcoming the challenges women face in Technical and Vocational Training in Cote DIvoireInfrastructure and accessibility issues:The geographical distribution of TVET facilities makes enrollment difficult for many students.Of these facilities,31 perc

173、ent are located in Abidjan(DPS 2021),which hosts only 22 percent of the countrys population.The differential implies that students from other regions must travel or relocate to take advantage of these educational opportunitiesa necessity that dispro-portionately affects women,who are often subject t

174、o greater mobility restrictions,safety concerns,and cultural expecta-tions that limit their ability to travel or live away from home.Additionally,the lack of proximity to TVET institutions means women must secure safe and affordable accommoda-tion,which is not always possible.This finding is consist

175、ent with those of the International Labour Organization,which has also found that the limited availability of TVET schools,especially in rural and remote areas,poses a significant barrier to womens enrollment(ILO 2020).“There was no BT Brevet de Technicien in Korhogo.It was in Man,Daokouro.To gosinc

176、e I dont know anyone if I leaveIm going to have to have a house.So,when I thought about all this,I said,Im going to have to forget the training,Im going to look after myself in the job mar-ket”(Young woman who completed TVET education and is currently unemployed or in informal employment)Financial b

177、arriers exacerbated by cultural biases:Stu-dents ability to enroll in TVET programs depends on their families ability to pay for them.Women are at a particular disadvantage because some families prioritize boys educa-tion;when financial constraints arise,girls are more likely than their brothers to

178、be pulled out of school or denied further education.The current disparity in scholarship rates for different levels of training further increases the likeli-hood that they will not pursue higher levels of vocational education.These financial barriers prevent many capable young women from even consid

179、ering TVET programs.This finding is consistent with the international literature,which suggests that,on a global scale,the high direct and indirect costs of TVET education,coupled with limited access to finance and assets,pose a disproportionate financial chal-lenge for many women,particularly those

180、 from low-income households(ILO 2020).“When families are struggling financial-ly,they prefer to educate the boys over the girls.”(Young woman who pursued TVET but dropped out)“I think we need to make sure that the scholarship rate for young girls can be the same,whether it is at the CAP Certificat d

181、Aptitude Professionnelle or the BT Bre-vet de Technicien.”(Local key informant)Social bias and gender stereotyping:Traditional gender roles and stereotypes continue to discourage girls from pursu-ing vocational education in male-dominated fields.This bias is reinforced by family members,peers,and so

182、ciety at large.“Many parents were initially reluctant for their daughters to take up a profession called a mans profession.When the girl wanted to do painting or electrical work,their parents let her know that its a mans job,so you have to do sewing or hairdressing.”(Local key informant)“People saw

183、me and told me thats not wom-ens work,that I wouldnt be able to do it.My older brother told me not to come after him anymore,but I wanted to show that I can surpass that.”(Young woman cur-rently enrolled in TVET in a traditionally male-dominated field)“They say that women,normally,women do not have

184、their place in school.A womans place is in the kitchen,in one way or an-2.Findings 22other.”(Young woman who applied but was not selected for TVET)Psychological impact of gender stereotypes:The in-ternalization of these stereotypes affects girls confidence and their choices in vocational education.T

185、he fear of being judged or not taken seriously in the workplace,particularly in traditionally male-dominated fields,deters many from pursuing certain careers,sometimes diminishing their long-term aspirations and self-worth.“Well.women dont have,dont have con-fidence in themselves,they dont have con-

186、fidence in themselves.They tell themselves that if its African culture that does that.But women tend to say that it is the man who must go to work.The woman has her place in the home.”(Local key informant)Other barriers:Although not explicitly mentioned by the research participants in this study,oth

187、er important bar-riers to womens enrollment that are highlighted in the liter-ature likely apply to Cte dIvoire.The International Labour Organization,for instance,indicates that,globally,women and girls often perform poorly on entrance exams because they lack essential knowledge and skills,such as m

188、ath and digital literacy(ILO 2020).Limited access to good quali-ty education and preparation resources exacerbates this is-sue.This is likely to apply as well in Cte dIvoire,where womens primary education attainment rates stand at 24.5 percent versus mens 41.2 percent,and lower secondary education a

189、ttainment rates are even more disparate,with women at 12.8 percent and men at 26.5 percent.These disparities suggest women may be less prepared than men for entrance exams,thereby limiting their opportunities to enroll in TVET programs.Enablers of young womens enrollment in TVETThe enablers contribu

190、ting to young womens enrollment in TVET programs stem from a multitude of factors,including individual motivations,family support,and broader contex-tual and institutional influences.Because the participants in this study did not include male students,these enablers cannot be distinctly categorized

191、by gender.The findings are,rather,based on subjective assessments and references from key informants,which highlight the enablers disproportion-ately applicable to women as a result of gender roles and societal expectations.Family financial and logistical support:Many stu-dents rely heavily on paren

192、ts,uncles,aunts,and other family members to cover educational expenses,including tuition,transportation,and supplies.Some parents are even will-ing to take on debt to finance their childrens educations.Students also mentioned receiving small but significant financial contributions from various sourc

193、es,such as part-ners,neighbors,and sometimes even acquaintances.Parents and family members often handle,as well,the logistics and financial aspects of registration,helping to mitigate the bureaucratic and financial barriers mentioned among the challenges described above.Chores such as gathering nece

194、s-sary documents and paying fees,for example,are frequently managed by family members,allowing students to concen-trate on preparation for their studies.“My dad paid for everything;he came here to enroll me in school.”(Young woman cur-rently enrolled in TVET in a traditionally male-dominated field)“

195、My dad had no money,but he took out credit to register me to take this test to come here.He didnt have enough money.He took out more credit to take this exam,to register me.It was a little difficult.”(Young woman currently enrolled in TVET in a traditionally male-dominated field)Encouragement of fam

196、ily and social networks:The role of family and social networks in encouraging participa-tion in education was frequently mentioned,confirming the positive influence of supportive societal and familial expec-tations.Many participants highlighted the encouragement of family members to pursue TVET cour

197、ses.Such support 23Overcoming the challenges women face in Technical and Vocational Training in Cote DIvoirehelps counteract societal expectations and biases and can significantly boost a girls confidence and determination to succeed in a nontraditional field.The choice of field of study is also inf

198、luenced for many students by family mem-bers,especially parents and uncles.Such advice can,in fact,sometimes override personal choice,with students selecting courses based on their relatives decisions rather than their own interests.While this can limit personal agency,it also provides a strong supp

199、ort system that encourages students to pursue vocational education.“Dad suggested it to me,and since its dad.I preferred to follow what he said.”(Young woman currently enrolled in TVET in a traditionally male-dominated field)“My uncle encouraged me.He said,You have to come and do this boys work.If y

200、ou do that,youre going to be loved by a lot of people.So,I liked it,too.”(Young woman who completed TVET education and is currently unemployed or in informal employment)Practical experience and role models:Exposure to practical experiences and to role models within the family and the community can b

201、e pivotal to students choices.This practical exposure helps counter the negative perceptions of TVET and highlights its tangible benefits.Additionally,providing role models and examples of successful women in traditionally male-dominated fields can inspire girls to pursue similar paths.The data high

202、light a“contagion effect,”whereby seeing women succeed motivates others to follow in their footsteps,creating a positive cycle of influence.“My uncle used to do the same job.He al-ways gave us advice and said this job,if youve done it,youll never lose.”(Young woman who completed TVET education and i

203、s currently unemployed or in informal employment)“The young people of the village are getting into it a little.They take their example from me.”(Young woman currently enrolled in TVET in a traditionally male-dominated field)“There is a female student.the teacher started to explain to us what she was

204、 like and,after her training,how she became,so I said I,too,will become like her.”(Young woman who completed TVET education and is currently unemployed or in informal employment)Perception of practical benefits:Despite the stigma fe-male students may encounter,many are attracted to TVET for its prac

205、tical benefits,such as increasing their prospects for employment and the potential to start a business.These benefits can offer a more immediate and tangible return on education than general academic tracks,making TVET an appealing option for those looking for direct pathways to economic stability.“

206、Often,when Im on the road,I see metal constructions and small containers.When you finish doing that course learning how to build those as a girl,youre not going to be idle;you can work for yourself,start your own business,and make a little corner to get by.”(Young woman currently enrolled in TVET in

207、 a traditionally male-dominated field)Institutional financial support:Financial incentives,such as scholarships,are vital to motivating girls to pur-sue technical and vocational education.Some girls received significantly higher scholarships than boys in their schools.The provision of scholarships s

208、pecifically for girls with good academic performance appears to be a particularly import-ant motivator.Desire for respect and recognition:The desire for re-spect and recognition drives many young women to chal-2.Findings 24lenge gender norms and excel in their chosen fields.They believe that succeed

209、ing in male-dominated professions will earn them greater respect both professionally and socially.Women who ultimately enroll in TVET express determi-nation to overcome the challenges they face.This determi-nation is often fueled by the desire to set an example for other girls.“We want to be among t

210、he best girls,so that tomorrow we can tell our child to do it like this,etc.So,as a girl,you have to transform yourself,like becoming a boy,and others will respect you,too.”(Young woman cur-rently enrolled in TVET in a traditionally male-dominated field)Expectation of oversaturation of female fields

211、:The belief that traditionally female-dominated fields are over-saturated and offer limited job opportunities influences girls to pursue nontraditional fields where they perceive better employment prospects.This strategic choice is driv-en by the desire for tangible job opportunities and career adva

212、ncement.“I did mechanical welding because you see that there are so many of us women in tra-ditionally female jobs.Its a little easy to hire women because they know there are enough boys in male-dominated jobs.”(Young woman currently enrolled in a tra-ditionally male-dominated field)AttendanceThis s

213、ection examines the factors influencing attendance in TVET programs in Cte dIvoire.Attendance refers to the students ability to attend and participate consistently in their classes and educational activities.Challenges to atten-dance can be both short-term and persistent,affecting the student experi

214、ence and performance.While they adversely affect students,these challenges do not appear in the data as primary reasons for dropping out.TVET institutions themselves face significant challenges that affect student attendance and engagement.Inadequate funding and resources result in insufficient and

215、outdated equipment,overcrowded classrooms,and a scarcity of qualified teachers,all of which hinder learning and lead to higher absen-teeism.The learning environment is further degraded by poor financial management and administrative conflicts that cause resource shortages.Security issues,such as dru

216、g use and theft,disrupt the educational setting,making regular attendance dif-ficult.Many students who must finance their own educations through work struggle to balance their job commitments with school,often missing classes as a result.Furthermore,long dis-tances between home and school,compounded

217、 by inadequate transportation,cause students to arrive late or miss classes en-tirely.These factors collectively affect the overall experience and success of students in TVET programs.General challenges affecting youths attendance in TVET This section examines the factors influencing attendance in T

218、VET programs in Cte dIvoire.Attendance refers to the students ability to consistently participate in their classes and educational activities.While challenges affecting at-tendance may arise,they are often related to irregular par-ticipation,which can disrupt the students experience and performance.

219、These challenges are not directly cited as pri-mary reasons for dropping out but may lead to disengage-ment,which,over time,contributes to completion issues.Inadequate institutional resources and infrastructure:The quality of TVET institutions is often compromised by inadequate funding and resource

220、constraints,with direct effects on students motivation to attend classes regularly.Disincentives to attend include insufficient and outdated equipment,which limits practical learning experiences and makes the training less effective and less engaging.Addi-tionally,overcrowded classrooms and a scarci

221、ty of qualified teachers deprive students of the individual attention they need,while poor financial management,including equip-ment sales,and internal conflicts within the administration make the learning environment less appealing.25Overcoming the challenges women face in Technical and Vocational

222、Training in Cote DIvoireSecurity and misconduct problems:Drug use,theft,and student misconduct severely disrupt the learning en-vironment,making it less conducive to regular attendance.Inadequate security measures,including understaffing and insufficient surveillance,lead to frequent thefts and othe

223、r security breaches,which affect students ability to engage in educational activities.“We experienced thefts,especially at our elec-tronics workshop.We had screens there that were taken away.”(Local key informant)Financial constraints for students:Many students fi-nance their own educations through

224、various forms of work.While this demonstrates resilience and resourcefulness,bal-ancing work and study can be highly challenging.The need to work to fund their education often forces students to miss classes or arrive late,affecting their overall attendance and academic performance.“I previously wor

225、ked as a servant in a fam-ily for three years.I saved up before starting the training.But during the training,it wasnt easy because the money I saved wasnt that much.”(Young woman who completed TVET education and is currently unem-ployed or in informal employment)Distance from school:Long distances

226、between home and school,combined with inadequate transportation,make reg-ular attendance challenging.Many students must walk long distances,which is both exhausting and discouraging.The time and effort required to travel can lead to tardiness and absenteeism,particularly when coupled with housing is

227、sues.Challenges particularly relevant for young womens attendance in TVETSignificant challenges affect the regular and continuous at-tendance,and thereby their overall academic success and well-being of young women in TVET programs.Many are mistreated and harassed while living with host families,wit

228、h financial control and exploitation creating severe emotion-al stress.The fear of harassment or assault in these living situations adds to the womens anxiety and makes it hard for them to focus on their studies.Harassment by peers,in the form of persistent advances and inappropriate messages,create

229、s a hostile learning environment.Gender imbalance within TVET programs causes female students to feel iso-lated and subject to skepticism from peers and instructors,while the absence of female staff deprives them of role mod-els and support.Moreover,balancing education with household responsi-biliti

230、es and work causes further stress and academic disrup-tion for young women,while inadequate water,sanitation,and hygiene(WASH)facilities impose additional burdens,especially during menstruation;both lead to absenteeism.Hardships,mistreatment,and abuse while living with a host family:Many young women

231、 experience hardships,mistreatment,and harassment while living with host fami-lies.In some cases,host families withhold food,resources,or other forms of support from the student until they receive the money promised by the students family.This practice places students in a precarious financial and e

232、motional sit-uation,as their ability to access basic needs is delayed until payment arrives.While the money itself has not yet been received,the expectation of payment creates a dynamic in which students may be pressured into performing labor or enduring harsh conditions until their families send fu

233、nds.This financial and emotional strain severely affects their academic performance and well-being.Additionally,the environment is often hostile when family members are un-welcoming,compounding the students challenges.“My dad says if thats it,youre going to tell me your price and then.Ill pay at the

234、 end of the month,and then the man father of the host family,as long as my dad hasnt sent the money,he wont give me the money.His wife,however,she sells,she makes placali,you make her placali,her attik,you make her fish,everything,everything.But if you havent paid,she wont serve you.If you want,you

235、have to be hungry,youre going to want to die,she wont serve 2.Findings 26you.I had to stay there for a year,I said I cant.it even affects my grades here,I dont sleep,I dont rest.The daugh-ter,thats what she says her dad does.If she told her.dad that she doesnt want to see strangers in the house,her

236、dad would say that no,he cant keep me there.”(Young woman currently enrolled in TVET in a traditionally male-dominated field)Living with relatives or acquaintances can also expose young women to unsafe situations,including the potential for sexual harassment or assault.The fear of being alone with m

237、ale members of the household can create an environment of constant anxiety and stress that affects their ability to focus on their studies.Harassment by peers and teachers:Harassment of young women in TVET programs also comes from their peers and teachers.Persistent advances,inappropriate mes-sages,

238、and physical threats create a hostile learning envi-ronment,severely detracting from their sense of safety and belonging.Participant:At first,it wasnt the first time it happened.When it happened,I called my uncle and told him what was going on.He told me to leave,and if it happened again,to come and

239、 tell them.When it happened again,I called him,but he said I cant leave the courtyard like that.If I leave,it would cause a conflict between them.But if I stayed,it wasnt good for me either.Moderator:How was it not good for you?Participant:It wasnt good because often everyone was out of the yard,and

240、 when I left school,I was alone with him.You never know;he could assault me at any time,so I told him I cant stay there.I called.my dads little brother,who said if its like that,I shouldnt stay in the yard.Thats what happened.(Young woman who completed TVET education and is currently unem-ployed or

241、in informal employment)“I was harassed in my first year by a guy in BTS Brevet de technicien Suprieur,sec-ond year.He made advances on me,which I didnt accept.At night at 11 p.m.,he sent me messages as if I were a prostitute.”(Young woman currently enrolled in TVET in a traditionally male-dominated

242、field)Participant A:Ive noticed that sometimes when I ask for help in class,some of the boys think Im hitting on them or that I want to get closer to them.Its like,no,I just need help with this problem.And then they start acting weird or overly nice,and it makes me uncomfortable.Participant D:Yeah,a

243、nd when youre not interested in them,they sometimes get a bit hostile or just dismissive.Its like they cant handle the fact that were there to learn and not to be their potential girlfriends or something.(Young women currently enrolled in TVET in traditionally male-dominated fields)Gender imbalance

244、and feelings of isolation:The gen-der imbalance within TVET programs creates feelings of isolation and discomfort for female students.Females in a predominantly male setting often feel out of place and struggle to integrate,and the lack of a supportive and in-clusive atmosphere stands in the way of

245、their educational success.Female students often face skepticism and lower expectations from their male peers and even from instruc-tors,who may push them into the background.27Overcoming the challenges women face in Technical and Vocational Training in Cote DIvoire“()here,there are only boys,four gi

246、rls in the room.We saw each other as weird among the boys.We werent used to it.”(Young woman who completed TVET ed-ucation and is currently unemployed or in informal employment)“Some boys say,Thats not a womans job;women cant lift a lot;its for us boys.When shes in a group with four,five,six boys an

247、d shes the only girl,they tend to put her in the background.”(Local key informant)Lack of female staff.Women comprise only 17.7 percent of all TVET educational staff.This proportion is consistent across regions,with minor variations between public(18.7 percent)and private(16.9 percent)TVET instituti

248、ons.Womens representation in various other roles within these institutionsadministrative,managerial,or supportremains notably lower than that of their male counterparts.Specifically,women constitute 33.4 percent of administrative staff,32 percent of managerial staff in both private and public TVET,a

249、nd only 25 percent of support staff in public TVET.This lack of representation not only affects the learning environment but limits the availability of role models for female students.“Yes,thats what Im telling you,the teach-ers who teach purely the profession are only men.All workshop teachers are

250、men.There are no women among us.We only have men.”(Local key informant)Balancing education,household responsibilities,and work:Female students often have to balance their studies with work or entrepreneurial activities to support themselves financially.This balancing act also involves household re-s

251、ponsibilities,such as cooking,cleaning,and taking care of siblings or other family members.“Like you come to school,and there is a child at home.I wake up at 5 a.m.;at 5 a.m.Im awake,I want to take my notebook to study a bit at 5 a.m.,but Im forced to do the childs things so that he can eat,and then

252、 I come to school.Often,when I come,its until 5 p.m.that I leave.So,I have to keep something for the child and for the one who watches the child,too,I cant leave her like that.In any case,its not easy.Often Im at school,even then I think about the child,whether he cries,or,I dont know”(Young woman c

253、urrently enrolled in TVET in a traditionally male-dominated field)Infrastructure(WASH facilityrelated)issues:While the specific data provided comes from a 2018 report on secondary schools in Cte dIvoire,it highlights the broad-er challenges in the education system regarding access to WASH facilities

254、.The report showed that 5.6 percent of secondary school students had no access to a water point,11.7 percent had no latrines,and 35.7 percent lacked hand-washing facilities.These figures,while based on secondary education,likely reflect similar deficiencies in many TVET institutions.Where such facil

255、ities exist,maintenance is often lacking,which contributes to absenteeism,with girls miss-ing up to five days of school per month during menstruation(METFPA 2020).Enablers of young womens attendance in TVETVarious factors are crucial in encouraging young womens participation and attendance in TVET p

256、rograms.Institu-tional support,particularly from teachers and principals,helps challenge traditional gender norms and builds confi-dence.Personal resilience and strong motivation also drive many women to pursue and succeed in male-dominated fields.Finally,family support,both financial and emotional,

257、plays a significant role in helping young women continue their education despite the challenges they face.2.Findings 28Encouragement by teachers and principals:Insti-tutional support from school authorities is an import-ant motivator for girls to continue pursuing traditionally male-dominated fields

258、.Positive reinforcement from edu-cators helps dismantle gender stereotypes and instills con-fidence in female students.Some school principals and teachers,for example,help female students to overcome so-cietal barriers and self-doubt by encouraging them to engage in fields dominated by men.“What mot

259、ivated me,when we went to school,the principal came to talk with us.He said here,theres no need to say that this is a boys job,this is a womans job.With all that,it motivated me to do my job.”(Young woman who completed TVET ed-ucation and is currently unemployed or in informal employment)Resilience

260、and intrinsic motivation:Women in TVET programs exhibit strong aspirations and motivation to suc-ceed,often driven by deep personal interests and passion for their chosen fields.Despite societal expectations and gender biases,their intrinsic determination helps them overcome obstacles and excel.“Oft

261、en,we see men,this great type of men,on television,speaking in public.We see these people,and we are proud.Why not me?Tomorrow,I can be on TV,such a person.She got there.Its a bit like that.”(Young woman currently enrolled in TVET in a traditionally male-dominated field)Family support(encouragement

262、and financial):Sup-port from family members is crucial to helping students persist in their education.This support ranges from financial assistance to moral encouragement and logistical help.CompletionThis section examines the factors influencing the comple-tion of TVET programs in Cte dIvoire.This

263、stage is con-cerned with the students ability to persist in and finish their educational programs successfully.The challenges to com-pletion can be short-term or ongoing and appear as primary reasons for discontinuities in educational trajectories.Finan-cial barriers are a major issue,with many stud

264、ents struggling to afford basic necessities,such as food and housing,which may lead to their dropping out.Additionally,academic chal-lenges,including heavy emphasis on theoretical knowledge and strict performance criteria,often cause students to feel overwhelmed and excluded from the system.General

265、challenges affecting youths completion of TVET Financial barriers:A recurring theme among students in continuing their educations is the financial difficulties that confront them.Many students struggle to afford such ba-sic necessities as food and housing.The financial stress and pressure to manage

266、limited resources often adversely affect their academic performance and mental health,leading some to drop out.“There are people who cant even eat,and thats just it.I know a young man,its good,he wasnt there every day,but he finds a bit of food with me.You see,there are people,even because of everyt

267、hing,they dropped out.They left because of what?Because of lack of means,food,house,housing.Its not because they didnt have the grades to go to higher classes,but because of the means,they left.”(Young woman currently enrolled in TVET in a traditionally male-dominated field)Academic challenges and e

268、xclusion resulting from ac-ademic performance:Students may struggle to cope with the academic demands of TVET programs,particularly when they have difficulty understanding the material or fail 29Overcoming the challenges women face in Technical and Vocational Training in Cote DIvoireexams repeatedly

269、.The heavy emphasis in these programs on theoretical knowledge with limited practical application can be both overwhelming and discouraging,leading some students to consider dropping out.Moreover,requirements to meet strict academic performance criteria often result in discontinuities in education a

270、mong students who do not achieve satisfactory grades.While alternative educational opportunities are available,such as lcole de la Deuxime Chance(the Second Chance School Program),the effective-ness of such programs in reducing dropout rates is unclear.7“In my first year,I wanted to drop out,I could

271、nt understand people in class.There is a teacher here,he tires me so I couldnt understand.the mechanics courses.However,we have exams in six months,we take subjects.In French,math,a total of thirty-eight subjects,the subjects we take in the exam,that counts as seven,so often we have difficulty study

272、ing all these sub-jects.Whats the point of putting it in the program to overload our brains?Now we dont do practicals,its only theory,so they should review that for us.”(Young woman currently enrolled in TVET in a tradition-ally male-dominated field)“When the child does not achieve this grade averag

273、e,he or she is naturally ex-cluded from the system.But what we do is that we often try to refer these children to other types of training that are organized by the ministry.There is the Second Chance School Program,all those who are ejected from the system can come back to train.through the second c

274、hance school.”(Local key informant)7 It is worth noting that,although educational gender disparities locally suggest women may be less prepared for entrance exams,once admitted,they often excel in their training,demonstrating higher pass rates in professional exams at the end of their TVET courses t

275、han men.In 2020/21,the admission rate for women in professional exams was 68.8 percent,compared to 62.4 percent for men.This indicates that,despite initial barriers to entry,women tend to outperform men in their vocational training outcomes.Challenges particularly relevant for young womens completio

276、n of TVETThe closure or inadequate operation of boarding schools has forced many students to find and pay for private housing,often leading to financial strain and high dropout rates for young women.Financial hardships and lack of proper ac-commodation can push some into exploitative transactional r

277、elationships to meet basic needs.Pregnancy also disrupts educational trajectories,with 28.3 percent of women aban-doning training when they become pregnant and facing so-cietal stigma and isolation(DPS 2021).Additionally,sexual harassment by teachers,including grade manipulation and public shaming,c

278、reates a hostile learning environment,further contributing to dropouts.Inadequate institutional responses exacerbate these situations,leaving many young women feeling unsupported.Family and institutional support are key to enabling young women to overcome gender-specific challenges,such as pregnancy

279、,and continue their educations.Encourage-ment from family members and flexible school policies for pregnant students are important enablers.Additionally,at-taining financial resilience through savings and part-time jobs helps students manage educational expenses,ensuring they can persist in peak mom

280、ents of financial stress.Lack of boarding schools:For some students,particu-larly those coming a long way for school,boarding schools provide an environment conducive to learning.The closure or inadequate operation of boarding facilities poses a signif-icant challenge for students,especially girls.T

281、hose who end up residing with extended family members or friends due to financial constraints often find their living arrangements less than ideal for promoting their academic performance and overall well-being.The alternative is for students to find and afford their own housing,which is often too e

282、xpensive.The financial strain causes many to drop out of school in their first year.“One of the strong recommendations we want to make is that the boarding school reopen,not only for all the trainees but 2.Findings 30particularly for the young girls.You can imagine these young girls who arrive from

283、everywhere,some come from Korhogo,from Abidjan,from Bouak,everywhere.Some-times when they arrive here,if they dont have a tutor,they are forced to find accom-modation that is often not decent and to take care of themselves,which is not easy.Whereas with a boarding school,the administration would hav

284、e more possibility to follow them,to supervise them,to guide them.Its a big challenge.”(Local key informant)“When we came here,we said there is no boarding school here,its now,its coming,weve just changed,its a training center.And then they did this vocational high school,so separate vocational high

285、 school,as they say boarding school.Here,there is no place to live so it was difficult for us because of that.”(Young women in training in traditionally male-dominated fields)Sexual exploitation as a result of financial constraints:Financial hardship and lack of proper accommodation may compel some

286、female students to resort to transactional rela-tionships to obtain food or other necessities.This economic necessity can lead to exploitative circumstances,even if it does not involve sexual activities.“In the neighborhoods,they can be pushed into the oldest profession in the world to get by becaus

287、e the boarding school is not func-tional far from their parents.”(Local key informant)Pregnancy:Becoming pregnant usually disrupts edu-cational trajectories,often forcing young women to choose between continuing their studies and meeting societal and familial expectations.The responsibilities and de

288、mands of pregnancy and motherhood make it extremely challenging for them to continue their education.Moreover,the societal pressure on them to conform to traditional roles compounds the difficulty of balancing school and family life.Local data indicate that,on average,28.3 percent of women abandon t

289、heir vocational training due to pregnancy,with a huge dis-parity between women in private versus public institutions(53.5 percent and 3.1 percent,respectively;DPS 2021).Ear-ly pregnancy accounts for 16.8 percent of women dropouts,with a higher prevalence of 26.7 percent in private TVET and a lesser

290、6.7 percent in public TVET(DPS 2021).“The other,she a female student got preg-nant last year,so she postponed her schooling.Shes going to be a second-year next year.”(Young woman currently enrolled in TVET in a traditionally male-dominated field)“Well,I have a child.And I had a child in fourth grade

291、,so I had to drop out of school.”(Young woman who completed TVET education)“When a woman,according to them,gets pregnant,they have another image;there were others who were talking,there was gos-sip.They treated you badly,thought badly of you,they said dirty things to you in my case.”(Young woman in

292、training in tradi-tionally male-dominated fields)Additionally,the stigma and social repercussions of preg-nancy can lead to emotional distress and isolation,further hindering womens ability to continue their studies.Sexual harassment by teachers:Some female students may drop out of TVET in part beca

293、use of sexual harassment by teachers.This may include coercion and retaliation tac-tics through deliberate exclusion from the classroom,ma-nipulation of grades,and public shaming,creating a hostile learning environment.Victims of such harassment face se-vere consequences,including disrupted educatio

294、n,demor-alization,and long-term psychological stress.31Overcoming the challenges women face in Technical and Vocational Training in Cote DIvoire“Well,some teachers made advances toward me.I refused.So,it became weird,weird.And its shameful,so to hurt you,they play with your grades.They think that if

295、 they mess with your grades,youll give in.”(Young woman who abandoned TVET education)“When you refuse his advances,its threats.”(Young woman in training in traditionally male-dominated fields)Inadequate institutional responses:When they at-tempt to report instances of sexual harassment,students freq

296、uently encounter dismissive and punitive responses from school administrations.Instead of receiving support,they may be blamed or threatened with academic penal-ties,such as failing grades,punitive assignments,or even expulsion.This distressing lack of institutional support and empathy leads many to

297、 feel that dropping out is their only viable option.“I went to see the dean:“Ah sir,I want to talk to you.”I started to explain,and then the second one came in.He said,What are you doing in my office?Get out.”.So,he told me,If you leave the school,you leave with your files.So I said,But I didnt do a

298、nything.So,I left,and then I went home.And then I went home,and after that,I had some other issues,and I didnt come back.”(Young woman who abandoned TVET education)Enablers of young womens completion of TVETFamily and institutional support and encouragement:Family support is especially important for

299、 young women when they encounter gender-specific challenges,such as pregnancy.A participant shared her experience of becoming pregnant at age 19.Her parents initially struggled to accept her pregnancy,but her fathers encouragement and empha-sis on determination was instrumental to her perseverance.I

300、nstitutional flexibility and support,especially for pregnant students,can also make a difference for women.Schools that accommodate the unique needs of pregnant students help them continue their education without interruption.“It was difficult for my parents to accept the case.I said to want is to b

301、e able.My mom came with me.So we proceeded with the registration as I was pregnant.They in-formed her that it depends on her behavior and courage.If shes brave,we can deal with it.My mother decided to have me stay at the boarding school.Well,there were dif-ficulties there;they couldnt accept because

302、 they thought I would have a bad image on the other girls.So they said no.So I had to stay with my tutor when I came to take lessons;the distance was very far,it was very far,but I coped with it,thats courage.I followed my classes normally until I was due to give birth.teachers,members of the ad-min

303、istration,they were always there for me;they encouraged me to work.They always motivated me to work.I gave thanks,I was able to continue.I had good grade averages to the point where people congrat-ulated me.They have congratulated me so far.”(Young woman in training in tradi-tionally male-dominated

304、fields)Self-financing of education.In the face of financial constraints,the ability of many students to finance their own educations through various forms of work is a signifi-cant enabler.This self-reliance showcases the determination and adaptability that enable the students to continue their 2.Fi

305、ndings 32educations despite economic hardships.Many students take on part-time jobs or entrepreneurial ventures to help cover tuition,transportation,and other indirect costs related to school.While balancing work and study can be demanding,the income generated from these efforts provides the neces-s

306、ary resources to continue in TVET.Entry into the labor marketThis section examines the factors influencing entry into the labor market for TVET graduates in Cte dIvoire.This final stage involves the transition from education to employment.It includes searching for and securing a job and the initial

307、phase of integrating into the workforce.The transition from education to employment for TVET students in Cte dIvoire is both fraught with challenges and facilitated by various support mechanisms.A scarcity of meaningful internships and clear pathways to permanent employment highlights the need for r

308、obust job placement programs and stronger linkages between TVET institutions and industries to ensure graduates can make smooth tran-sitions into the workforce.Additionally,financial insuffi-ciencies hinder youths ability to sustain themselves through unpaid internships,to start businesses,or to pur

309、chase nec-essary work materials.On the positive side,collaboration between TVET insti-tutions and youth employment agencies supports the place-ment of graduates in companies.State mandates for private sector involvement and employment opportunities in such sectors as the military and civil engineeri

310、ng further facilitate integration into the labor market.General challenges affecting youth entry into the labor market TVET graduates face challenges entering the job market due to limited internships and job opportunities.Inadequate support from institutions and financial barriers exacerbate the si

311、tuation.Stronger links between TVET institutions and industries are needed to improve these transitions.“We did the training,we got the diploma,they were also supposed to help us move for-ward.Without the means,too,nothing can be done.”(Young woman who complet-ed TVET education)Insufficient employme

312、nt opportunities and intern-ships:The scarcity of meaningful internships and clear path-ways to permanent employment is a critical issue for TVET graduates.Internships are provided,but,without strong linkages between the TVET institutions and industries,they rarely translate into job offers.The lack

313、 of job opportunities leads many graduates to abandon their fields of study and take up unrelated jobs to make ends meet.This represents not only a loss of potential for the individuals but a waste of the resources that were invested in their education.“We really need to be able to follow the stu-de

314、nts,lead them to different companies and even those who refuse because currently we are giving them internships.And after the internships,after the internships?What do the students do?”(Young woman who com-pleted TVET education)“Now,with the degree,I wanted to move forward.But since there were no me

315、ans until now,the diploma is in the house.I left it in the house and am selling for a living.”(Young woman who completed TVET education)Institutional support and job placement:Students repeatedly expressed the need for better job placement and ongoing institutional support after completing their tra

316、in-ing.The absence of clear pathways to employment and lack of follow-up from educational institutions are major sources of frustration.TVET institutions clearly need to develop stronger partnerships with industries to facilitate the transi-tion from education to employment.Financial barriers and la

317、ck of resources:The lack of capital to sustain themselves through unpaid internships,33Overcoming the challenges women face in Technical and Vocational Training in Cote DIvoirestart a business,or purchase necessary materials for work prevents many TVET graduates from effectively putting their skills

318、 and education to use.“I had to stop my internship because it was unpaid,and I couldnt afford transportation and food.”(Young woman who completed TVET education)Challenges particularly relevant for young womens entry into the labor marketThe transition of young women in Cte dIvoire from TVET educati

319、on to employment is impeded by persistent gender disparities in job opportunities,with systemic bias-es favoring male candidates and societal norms restricting women to traditional roles,such as clerical workers.These barriers necessitate improved career counseling and training for women in job sear

320、ch skills.Gender disparities in job opportunities:Gender dis-parities often impede young women seeking employment af-ter TVET training.They find it harder to“sell themselves”in the labor market,indicating a need for better career counsel-ing and training in job search skills tailored to them.System-

321、ic biases favor male candidates,leading to their being more readily hired than women;participants noted that men are often called faster after applying for jobs.Womens opportu-nities are further limited by societal norms that often restrict them to certain roles,such as office or secretarial workers

322、.“I dont think that all of us are facing the same challenge.because the boys,when they go to file their applications,I find that they call the boys fast,fast,compared to the women,the boys win work fast,fast,compared to the women.”(Young woman who completed TVET education)“For example,in their cemen

323、t corner,they say women dont work there.The women who work there,they work in the office,secretarial work,doing the little things there.”(Young woman who completed TVET education)Enablers of young womens entry into the labor marketParticipants have observed some shifts in employer atti-tudes,with a

324、preference for hiring women driven by their perceived work ethic and incentives for employing them.Additionally,supportive policies that ensure immediate hir-ing and internships for qualified young women following graduation,as well as mentorship and career guidance,can significantly aid their entry

325、 into the labor market.Collaboration with youth employment agencies:One enabler of labor market entry is collaboration between TVET institutions and youth employment agencies,which play a vital role in placing graduates in companies.“But,the youth employment agency,because when they finish,in collab

326、oration with the youth employment agency,eh,they place our learners in companies.”(Local Key Informant)State and private sector involvement:The state can facilitate young peoples integration into the workforce by mandating the private sector to absorb TVET graduates,in-cluding young women.Various se

327、ctors,such as the military,police,and civil engineering,can also provide employment opportunities.“The state can have them absorbed by the private sector.Today,the state is asking the private sector to take on young people.The state can give,says to the private sector,those.Take.”(Local key informan

328、t)2.Findings 34Positive perceptions and encouragement by employ-ers:Perceptions about the ease of job acquisition for women are mixed.Some participants noted that women might be preferred in certain cases,particularly due to their work eth-ic.There were also mentions of potential incentives offered

329、to employers for hiring women,although details about these incentives remain unclear.Nonetheless,these positive per-ceptions suggest a shift in some employer attitudes.“The job opportunity is great because a job called a mans job carried out by a woman,we will not hesitate to take the girl because.t

330、hese girls are more hard working than men.”(Local key informant)“With all the incentives that there are of-ten in terms of job openings,when people have to recruit between a young girl and a boy,people often prefer to take young ladies when they have the required profile,often they are the ones who

331、are chosen.”(Local key informant)Mentorship and career guidance:Career counseling and training in job search skills,particularly for women,can help graduates navigate the job market more effective-ly.Knowing how to“sell themselves”is essential for young women entering competitive fields.“When youre

332、looking for work,you have to have a flair.You have the diploma,but you have to know how to sell yourself.”(Local key informant)Box 2.2.TVET Aspirations and FutureUnderstanding the future aspirations of women in TVET programs is essential for developing strategies that support their professional and

333、personal growth.This research provided insights into the goals and ambitions of these women,highlighting their desire for independence,leadership,and professional success.Addressing the aspirations noted below can better align TVET programs with the needs and dreams of their students.Support for family:Many respondents aspired to lift their families out of poverty and provide better living conditi