Overcoming the challenges women face in Technical and Vocational Training in Côte d’Ivoire Abstract. This study examines through qualitative data Acknowledgements. This report was authored by Ana Lu- collection and analysis the multifaceted challenges encoun- iza Machado and Miriam Muller. The authors gratefully tered by Côte d’Ivoire students in technical and vocational acknowledge contributions from a large team, especially education and training (TVET) across four essential stag- the research team from Africa Consultants who collected es: enrollment, attendance, completion, and entry into the the data, transcribed the interviews and coded the data. We labor market. During enrollment, financial constraints, thank Ezechiel Diallo, Iliana Violeta Colman Valdez, Yves family influence, and the perception of the limited value of Jantzem, Ali Coulibaly, Sophie Cerbelle, Rogelio Granguill- TVET affect student decisions, with bureaucratic complexi- home Ochoa, Eduardo Alonso Malasquez Carbonel, Heba ties further complicating the process. Women, in particular, Elgazzar, Gabriela Inchauste, and Rob Swinkels for their face cultural biases which restrict their access to technical valuable analytical inputs. The team worked under the guid- fields. Attendance is generally impeded by limited geo- ance of Johan Mistiaen. The team benefitted greatly from graphical distribution, inadequate boarding facilities, and excellent peer review comments received from Lou Gonan security concerns, with young women experiencing addi- Karine Kouassi Epse Kouacou and Juan Baron. We thank tional hardships, such as harassment and the need to bal- the technical staff at the Ministère de l’enseignement tech- ance schooling with domestic responsibilities. These factors nique, de la formation professionnelle et de l’apprentissage contribute to emotional distress and stand in the way of (Ministry of Technical Education, Vocational Training and academic achievement and personal well-being. Comple- Apprenticeship) and the staff of who facilitated entry in the tion is negatively influenced by ongoing financial burdens, selected schools for the purpose of data collection. Santosh and early pregnancy and motherhood exacerbating the chal- Kumar Sahoo provided excellent administrative support lenges for young women. Finally, the transition to the labor throughout. This study was funded by the Hewlett Foun- market is hampered by limited job opportunities, gender dation and the Umbrella Facility for Gender Equality. Final- discrimination, and insufficient institutional support for job ly, and most importantly, our deepest gratitude to the key placement, with internships and practical work experienc- informants and to young women who shared their personal es being crucial yet often inadequate. The study highlights stories with us. 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. Table of Contents List of Acronyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Exploring Gender Disparities in Technical and Vocational Training: Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Inequality of opportunity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Inequality in education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 A commitment to equality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Purpose and methodology of this research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 2. Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Completion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Entry into the labor market . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 3. Conclusions and recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 4. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 5. Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 FGD-1: For Young Women in Male-Dominated TVET Fields . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 FGD-2: Guide to Focus Groups for Women Not Selected for TVET Enrolment in the Last 3 Years . . . . . . . . . . . . . . . . . . . . 46 IDI-1: Interview Guide for Women Who Dropped out of TVET Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 IDI-2: Interview Guide for Women Who Have Completed TVET and Are Working or Unemployed (Excluding Women Who Are Only in Education) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Complete set of quotations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 List of Acronyms AGREE World Bank’s Adolescent Girls’ Resilience, Education, and Empowerment initiative BEP Brevet d’Études Professionnel (Certificate of Professional Studies) BEPC Brevet d’Études du Premier Cycle (Certificate of Completion for the First Cycle of Secondary Education) BT Brevet Technique (Technician’s Certificate) BTS Brevet de Technicien Supérieur (Higher Technician’s Certificate) CAP Certificat d’Aptitude Professionnelle (Certificate of Professional Aptitude) CQP Certificat de Qualification Professionnelle (Certificate of Professional Qualification) DEEG Direction de l’égalité et de l’équité entre les femmes et les hommes (Directorate of Gender Equality and Equity) DPS Direction de la Planification et des Statistiques EHCVM Enquête harmonisée sur les Conditions de Vie des Ménages (Harmonized Survey on Household Living Conditions) FGD Focus group discussion KII Key informant interviews METFPA Ministère de l’enseignement technique, de la formation professionnelle et de l’apprentissage (Ministry of Technical Education, Vocational Training and Apprenticeship) NDP Plan national de développement (National Development Plan) PSAEF Plan stratégique pour l’accélération de l’éducation des filles (Strategic Plan for Accelerating Girls’ Education) PSE Plan sectoriel éducation/formation (Education/Training Sector Plan) PSRETFP Plan stratégique pour la réforme de l’enseignement technique et de la professionnelle (Strategic Plan for the Reform of Technical Education and Vocational Training) RGAP World Bank’s Regional Gender Action Plan TVET Technical and Vocational Education and Training UNESCO United Nations Educational, Scientific and Cultural Organization WASH Water, sanitation, and hygiene Exploring Gender Disparities in Technical and Vocational Training: Executive Summary This study explores the gender disparities in Technical and treatment in host families, and the pressures of balancing Vocational Education and Training (TVET) in Côte d’Ivo- household responsibilities with studies. Girls’ attendance ire, identifying the barriers that confront young women and is further complicated by insufficient boarding accommo- the “enablers” that can help overcome them. The research dations. Promising measures to address these problems in- on which the findings are based used a qualitative method- clude investments in equipment, reduced class sizes, and ology, including a desk review and stakeholder mapping, gender-responsive infrastructure (such as separate lavato- followed by individual interviews with key informants, such ries) and improved resource efficiency through transparent as TVET staff members, students, and private sector rep- financial management, regular facility audits, and ongoing resentatives, as well as focus group discussions with young maintenance plans. Security concerns can be mitigated women who participated in TVET and those who applied by providing safer transportation, enforcing disciplinary but were not selected for a program. The findings are struc- measures, and the provision of safe, affordable accommo- tured according to four critical stages of a student’s educa- dations. Financial support through scholarships, grants, tion: enrollment, attendance, completion, and entry into and microloans can reduce students’ need to work while the labor market. This approach provides a comprehensive studying. Flexible scheduling and free childcare services can framework for understanding how the different challenges help women manage household duties alongside their edu- and enablers intersect at each phase of girls’ and women’s cations, while hiring more female staff and highlighting role participation in TVET programs. While some affect both models in male-dominated fields will foster a more support- boys and girls, there is a set of issues that uniquely affect ive institutional culture. girls and young women. Similar to attendance issues, the predominant barriers Enrollment in TVET programs is inhibited mainly by to completion of TVET programs for both boys and girls bureaucratic hurdles, a lack of recognition of the value of are rooted in financial constraints, academic performance TVET, financial constraints, and limited geographical distri- issues, and a lack of boarding facilities. Women’s completion bution. Financial constraints and the influence of family and is further affected by the need to balance household respon- relatives seem to weigh more heavily on girls’ options to pur- sibilities and education, the impact of sexual harassment by sue technical education, and cultural biases discourage them teachers, and pregnancy. Reopening and upgrading board- from enrolling in nontraditional fields. These barriers can ing facilities will provide safe, affordable housing, especially be countered by a simplified enrollment process, with clear for girls and women from distant areas. Ways to combat guidance and support provided to students throughout reg- sexual exploitation and harassment include establishing safe istration. Financial support mechanisms, such as increased reporting mechanisms and enforcing swift disciplinary ac- availability of scholarships, grants, and microloans specifi- tions against perpetrators. Supportive policies for pregnant cally targeted to women in TVET programs, are also vital, as students, such as flexible schedules and remote learning, will are information campaigns to increase women’s enrollment help them complete their TVET education. in nontraditional sectors. Addressing infrastructural chal- Entry into the labor market from TVET education is lenges by improving the geographical distribution of TVET challenging because of insufficient job opportunities and facilities and providing safe, affordable accommodations can limited institutional support, especially for women, who are further support girls’ enrollment. subject to gender disparities and biases. This transition can Consistent attendance in TVET programs is hampered by be facilitated by strengthening partnerships among TVET inadequate resources, poor financial management, secu- institutions, employment sectors, and youth employment rity concerns, and the need for students to balance work agencies to create clear job pathways and effective placement and education. Women face additional challenges, such as programs. Gender-awareness programs and tailored career sexual harassment, a lack of female staff in schools, mis- counseling can boost women’s confidence and challenge norms, while private sector incentives and campaigns high- administrative gender mainstreaming efforts are needed lighting successful women can shift employer biases. Men- across TVET institutions. This includes mainstreaming torship programs and enhanced career services can connect gender equality in staffing, programs, and budgetary pro- students with industry professionals, while entrepreneurship cesses, conducting extensive capacity building on gender training and female mentor networks can provide women mainstreaming, setting up job counseling units within all with better economic opportunities. TVET institutions, and enhancing gender-sensitive human In summary, several issues pose challenges to both boys resource development. For continuous improvement and and girls equally throughout the four stages, including bu- accountability, establishing a robust monitoring and eval- reaucratic hurdles, inadequate resources and infrastructure, uation (M&E) framework to collect administrative data, and limited academic performance. However, some barriers strengthening the collection of sex-disaggregated data, and –while also affecting boys– are more pronounced among introducing participatory gender audit systems are also es- girls: particularly those related to financial constraints, lack- sential. Importantly, several of the ‘solutions’ identified in ing family support, and difficulties related to accessibility the report affect multiple stages of the cycle, namely finan- or missing boarding facilities. In addition to all of these, cial support mechanisms and safety related issues. Another girls also face unique challenges: gender stereotypes, mis- way of prioritizing would be to deliberately address – in a treatment and sexual harassment (by host families, peers first place- those issues that prevent girls who successfully in school, and school staff), pregnancy and motherhood enrolled and attended TVET from completing their educa- as well as household duties. While the intensity of each of tion: sexual harassment, pregnancy, motherhood and unpaid these factors may vary from individual to individual, it is work. noteworthy though that a multitude of constraints in place Addressing those challenges and building on the identi- undermine girls’ ability to successfully enroll, attend and fied enablers will be crucial, as access to TVET has transfor- complete TVET in ways that differ significantly from the mative potential in promoting women’s economic autonomy ways boys are affected. Multi-sector, multi-level efforts need and contributing to the broader goal of gender equity and to be applied simultaneously to address these challenges. economic development in Côte d’Ivoire. This research also shows that, to support women and girls through all four stages of their educations, general 1. Introduction 1. Introduction Despite legal advances in recent years, many challenges per- within TVET institutions is limited. While such reforms sist in Côte d’Ivoire’s technical and vocational education as the 2022 enactment of the TVET Law (No. 2022-795) and training sector. Although school enrollment overall has mark substantial legislative progress, their implementation increased, TVET remains a less popular option for both is uncertain from a practical standpoint. This study seeks men and women, with enrollment rates particularly low to offer a deeper understanding of the institutional context among women. Women and girls in Côte d’Ivoire continue and challenges associated with technical and vocational ed- to be more disadvantaged than men and boys in terms of ucation and training in Côte d’Ivoire by using data from getting access to and completing technical education, with students and local stakeholders. The objective is to provide female representation in technical fields remaining mini- the comprehensive insight essential for developing effective mal, especially in rural areas. Furthermore, women’s par- tools to operationalize the country’s new legal framework for ticipation in educational, leadership, and managerial roles gender equality in TVET. Inequality of opportunity Persistent gender disparities in economic opportunities hin- women), with 14 percent in industry and 26 percent in ag- der women’s full participation in economic activity in Côte riculture. This concentration in specific sectors further limits d’Ivoire. While this gender gap has been halved since 2001, women’s access to the higher-paying jobs typically found in it remains one of the largest in the West African region. Ac- the industrial sector (EHCVM 2021). Importantly, the low- cording to the latest data from the Enquête Harmonisée sur er quality of women’s labor force participation is reflected by le Conditions de Vie des Ménages,1 female participation in a considerable gender gap in wages, with women earning 41 the labor force reached 38.6 percent, compared to 66.9 per- percent less than men (World Economic Forum 2023); 74 cent among men (EHCVM 2021). Female participation is percent of this disparity is unexplained by objective factors, lower in urban areas, where the gender gap is also larger than such as workers’ individual characteristics (Bediakon et al. in rural areas. Participation is especially low among younger 2022). people (ages 15 to 24), although the gaps are smaller. The Large gender differences also exist in access to and own- quality of employment, which is generally poor, is especial- ership of assets and finances. Compared to 64 percent of ly so for women: they have higher rates of part-time work men, just 37.4 percent of women owned accounts with fi- (32.9 percent versus 18.9 percent for men) and higher rates nancial institutions or mobile money service providers in of self-employment (with 7 in 10 employed women versus 2021. In terms of land ownership, 87.5 percent of all land- almost 6 in 10 employed men being working for them- owners were men in 2022. Furthermore, only 2.5 percent of selves). Among working women, 61.2 percent have jobs in women owned land alone, compared to 20 percent of men, the informal sector, compared to 38.8 percent of working and only 8 percent of women held land titles, compared to men. In nonagricultural employment, almost all employed 22 percent of men (EHCVM 2021). These disadvantages women were informal in 2022 (92.6 percent versus 82.1 not only curtail women’s capacity to save, invest, and grow percent of men) (EHCVM 2021). Women disproportion- businesses; they amplify their economic vulnerability and ately work in the service sector (60.2 percent of working restrict their options. 1 Harmonized Survey on Household Living Conditions in Côte d’Ivoire. 8 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire Inequality in education The quality of the workforce in Côte d’Ivoire is limited by stance—a profession requiring specific qualifications—only the low level of educational attainment among the adult 15.5 percent are women. population, especially women (figure 1.1). In 2021, only Still, enrollment in education has been increasing at all 24.5 percent of women had completed primary education, levels for both boys and girls in recent years (figure 1.2). The compared to 41.5 percent of men. This indicates that a large most recent data show a gross enrollment rate in primary portion of the population lacks foundational skills, with school of 97 percent for boys and 92 percent for girls, while over 75 percent of adult women and more than half of adult enrollment in secondary education has reached 57.8 percent men having either no formal education or only a few years for boys and 52.2 percent for girls.2 While girls’ enrollment of primary school. Moreover, only 1.9 percent of women still lags, a reduction of the gender gap is observable. The (versus 5.8 percent of men) hold bachelor’s degrees. Their most recent estimates regarding progression to secondary lack of education relative to men contributes to women’s school even show a slight advantage for girls (92.5 percent, access to work being generally limited to vulnerable types of as compared to 91.5 percent for boys).3 employment. Among secondary education teachers, for in- Figure 1.1. Educational Attainment by Sex (population 25+ that at least completed each cycle) (Percent) 41.2 26.5 24.5 16.4 12.8 7.6 5.8 1.9 Primary Lower secondary Upper secondary Bachelor’s degree Female Male Source: World Bank WDI 2021. 2 Gross enrollment ratio is the ratio of total enrollment, 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 the 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). 9 1. Introduction Figure 1.2. School Enrollment by Level of Education (gross, percentage) Primary 100 90 80 70 School enrollment (% gross) Secondary 60 50 40 30 20 Tertiary 10 0 2014 2015 2016 2017 2018 2019 2020 2021 2022 Female Male 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. With respect to TVET programs, enrollment data from percent of students. Their presence in industry sectors is Côte d’Ivoire highlight the disparity between female and limited to 18.1 percent, with high concentrations in fields male enrollment in technical courses. Women constitute such as bakery and pastry (where they comprise 91 per- only 48 percent of all new applicants and are underrep- cent of students), professional cuisine (80 percent), and resented in public TVET schools, making up just 36.9 commercial management (61.6 percent). Conversely, men percent of students, compared to men’s 62 percent (DPS dominate in construction (91 percent) and automobile me- 2021). Additionally, women account for a mere 10 percent chanics (89.1 percent), while women lead in tertiary sector of enrollment in industrial tracks in both TVET and gener- activities, notably as executive assistants (97.7 percent), in al education (METFPA 2020). Within TVET, they enroll sewing (92.5 percent), and in tourism and hospitality (87.6 predominantly in service sector courses, representing 68.2 percent) (figure 1.3).4 4 Tertiary sector refers to the service sector of the economy. 10 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire Figure 1.3. Presence of Women in Different TVET Fields (Percentage, 2020) 97,7 92,5 91 87,6 80 61,6 10,9 9 Executive assistants Sewing Bakery and pastry Tourism and hospitality Professional cuisine Commercial management Automobile mechanics Construction Source: METFPA 2020. Research from other countries further confirms that encourages financial stability and independence through gender policies in TVET can offer important economic increased bank account ownership and savings (Honorati benefits to women and society. TVET increases women’s 2015). In Côte d’Ivoire, the correlation between higher likelihood of engaging in income-generating activities and education and increased returns on education is especially starting their own businesses (Bandiera et al. 2020), includ- pronounced for women. Those with TVET education expe- ing as first-time entrepreneurs (Rosas Raffo et al. 2017). rience a return rate of 124 percent, compared to men’s 93 Additionally, TVET boosts women’s income and business percent (EHCVM 2018), underscoring the transformative profits (Adoho et al. 2014), improves their job prospects, potential of TVET policies in fostering women’s economic even in male-dominated sectors like information technology autonomy and entrepreneurship. (IT; Alvares de Azevedo et al. 2013; Honorati 2015), and A commitment to equality In line with this evidence, Côte d’Ivoire has demonstrated a the ethical treatment of adolescent girls (Order nos. strong commitment to advancing gender equality within the 0112/MENET/CAB and 0111 MENET/CAB). education sector through a series of transformative legal and • 2015: Law No. 2015-635 made school compulsory policy reforms intended to rectify gender imbalances and for all children ages 6 to 16. Its passage coincided with set a foundation for future initiatives. Relevant legislative the inauguration of the “Child-Friendly, Girl-Friendly” changes introduced over the years include the following: initiative’s Steering Committee. • 2009: Order no. 0075/MEN/DELC established a pro- • 2017 and 2019: The establishment of clubs for moth- hibition against physical and degrading punishment ers of girl students and the introduction of a flexible of students. schooling system to accommodate students starting at • 2014: The creation of the Working Group for the Pro- nontraditional ages marked further progress. tection of the Child in the school environment intro- In conjunction with these legislative measures, the gov- duced a code of conduct with a particular emphasis on ernment has instituted several policy frameworks to foster gender equality within the educational sector: 11 1. Introduction • 2016–20: The National Development Plan (NDP) fo- girls’ educational outcomes through scholarships, men- cused on accelerating human capital development and toring programs, and community outreach initiatives. advancing social well-being. This plan includes specific • 2018: The Directorate of Gender Equality and Equity targets for improving educational access and quality. (DEEG) was established to reduce gender disparities • 2016–25: The Strategic Plan for the Reform of Tech- across all educational levels, particularly by monitor- nical Education and Vocational Training (PSRETFP) ing progress and advocating for policies that promote prescribed equal access and opportunities for girls in equal opportunities for girls. industrial fields. Strides have also been made in the advancement of • 2016-25: The Education/Training Sector Plan (PSE) gender equality, specifically within TVET: sought to equip Côte d’Ivoire with high-quality and • 2012: Order No. 2012-383 established the Gender productive human resources through equitable, inclu- Cell of the Ministry of Technical Education and Vo- sive education aligned with labor market needs. cational Training. • 2018: The Strategic Plan for Accelerating Girls’ Edu- • 2022: The Law on the Orientation of Technical and Vo- cation (PSAEF) proposed budgeted actions to promote cational Education and Training mandated the integra- 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 7 TVET should be based (among others) on the principle of gender equality. Article 9 There should be no discrimination for accessing vocational training, based on sex. Article 18 One of the core objectives of the TVET is to integrate the culture of gender and social inclusion in all its strategies. Article 22 The state is responsible for ensuring quality, equity and equality in the system of TVET. Article 25 The access to TVET should be available for all, and in particular for women and different vulnerable groups. Article 30 The state is responsible for reforming the TVET, taking into account gender equity and equality. Prohibits all forms of violence and harassment on the premises of TVET institutions. Committing violence is a subject Article 73 to administrative and disciplinary sanctions. Principles of gender equity and equality are to be followed by TVET staff in performing their professional duties and Article 78 ensuring the functioning of the TVET system. Purpose and methodology of this research This study seeks to identify the challenges young, poor • To recommend actionable, evidence-based interven- women in Côte d’Ivoire encounter in gaining access to, tions that address these barriers and build on the iden- participating in, and completing TVET programs and the tified enablers to enhance women’s participation and enablers that can help them overcome those challenges. The outcomes in TVET programs. study has the following specific objectives: The paper emerging from this research aligns with the • To identify the challenges women and girls face in priorities outlined in the World Bank Group Gender Strategy Côte d’Ivoire’s TVET system, specifically across en- 2024–2030. It contributes to Outcome 2 of Strategic Objec- rollment, attendance, completion, and transition to tive 1 by focusing on enhancing human capital, challenging the labor market. gender-unequal attitudes and gender barriers in skills devel- • To determine existing enablers that facilitate women opment, offering insights to address sexual harassment in the and girls’ success throughout the four phases of the TVET sector, and promoting inclusive education. Moreover, TVET cycle study. its findings can be used toward developing women’s and girls’ 12 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire skills for better jobs, improving the design of technical and • Mapping and identification of key stakeholders: System- vocational training, and unveiling biases among employers atic identification of relevant parties for policy devel- and educators. At the same time, this research supports the opment discussions. promotion of women’s economic participation and opportu- • Qualitative data collection: Collection of qualitative nities, as described in Strategic Objective 2 and its Outcome data through key informant interviews, focus group 3. More and better jobs for women means equal access to discussions, and individual interviews. This approach remunerative and satisfying employment. Providing this ac- provides a nuanced understanding of subjective and cess requires action on multiple fronts, such as developing complex aspects of the institutional context for TVET women’s technical and socio-emotional skills and fostering and the challenges presented to staff and students. their participation in male-dominated sectors through school The selection process for the qualitative data sample was and community programs. executed, in collaboration with the Ministry of Technical Similarly, the World Bank’s Regional Gender Action Education and Vocational Training. To ensure the study Plan (RGAP) for Western and Central Africa 2023–2027 captured diverse perspectives and contexts, a careful sam- emphasizes the importance of closing gender gaps in earn- pling approach was designed. Côte d’Ivoire was divided ings through targeted interventions in skills training and into five macro-regions based on the Regional Directorate education. The emphasis of this paper on identifying inter- of Vocational Training (DRFP) units. The DRFPs were cho- ventions specifically designed for women, both urban and sen using two key criteria: regions with the lowest female rural, recognizes the vital role these efforts play in enhancing representation in the secondary sector (e.g., manufacturing their economic participation. Initiatives like scholarships and and construction) or regions with the highest poverty rates efforts to challenge restrictive societal norms complement the where women were overrepresented. This process identified widening of women’s access to technical and vocational edu- five regions—Korhogo, Dabou, Bouaké, Man, and Aben- cation and foster an environment where they are encouraged gourou. From these, 68 public TVET institutions offering to pursue work in higher-paying, traditionally male-domi- male-dominated courses were shortlisted. Finally, school nated sectors. Together, these efforts align with broader re- visits helped assess feasibility of incorporating those schools gional goals to promote economic empowerment and create into the final selection, leading to data collection from sev- more equitable opportunities in labor markets. Similarly, a en high schools and vocational training centers across the new initiative in the World Bank’s Africa West and Central chosen regions. region – the Adolescent Girls’ Resilience, Education, and Key informant interviews (KIIs) were conducted with Empowerment (AGREE) flagship initiative - also contains various stakeholders to gain insights into the systemic chal- a high level of ambition to support relevant gender policy lenges, promising initiatives, and opportunities for improv- reforms in the education sector with a view to close existing ing gender equality in TVET education in Côte d’Ivoire. gaps, this work hence, will have potential broader reach and The interviewees included the following: inform initiatives beyond the Côte D’Ivoire context. • Central and regional administration officials, who pro- This study explores gender disparities within the TVET vided a complete picture of systemic challenges and system in Côte d’Ivoire using a qualitative research design promising initiatives with the following stages: • TVET principals and staff, who offered insights into • Desk review of relevant national instruments and doc- the specific challenges women face in TVET programs uments: A comprehensive review of legal texts, policy and the institutional measures implemented to pro- guidelines, parliamentary reports, national budgetary mote gender equality allocations, the constitution of Côte d’Ivoire, and • Local elected representatives, who shared knowledge of quantitative data. the local needs and challenges women face • Literature review on gender and TVET: Identification of • Civil society organizations working on women’s rights and effective strategies for closing gender gaps and promot- education, who provided information on existing gaps ing gender equality in the TVET sector. and persistent barriers 13 1. Introduction • Private sector representatives, who highlighted employer suing education, those who have faced barriers to entry, and expectations regarding skills and initiatives to promote those who have completed their programs and are at differ- diversity and gender equality and how to align educa- ent stages of their careers or educations (see table 1.2 for the tional programs with labor market needs sample distribution). The focus group discussions (FGDs) and individual in- The ethical guidelines for these discussions and inter- terviews (IDIs) conducted with various groups of female views included assurances of confidentiality, the obtaining of students sought to gather perspectives on the challenges signed consent forms, and the use of private spaces to con- encountered by women in TVET and ways in which they duct the interviews.5 Specific data collection tools (provid- might be addressed in Côte d’Ivoire. They were designed to ed in the appendix to this report) were developed for each capture a comprehensive view of the experiences of women sample group and used by the interviewers during fieldwork. in TVET programs, including those who are actively pur- Table 1.2. Sample Distribution Sample group Total Women ages 18–24 who are currently pursuing education in TVET traditionally male-dominated FGD-1 11 fields of studies Women ages 18–24 who wished to pursue TVET education but were not selected for enrollment FGD-2 1 in the previous three years TOTAL FGDs 12 Women ages 18–24 who pursued TVET education but dropped out after being enrolled in the IDI-1 9 previous three years IDI-2 Women who have completed TVET and are currently working, including as interns 6 IDI-3 Women who have completed TVET and are not currently working or studying 10 TOTAL IDIs 25 KII-1 Central administration and regional management 3 Directors and principals of training high schools, members of the administration and teachers of KII-2 20 the establishment KII-3 Civil society, local elected officials in charge of education 4 KII-4 Private Sector 4 TOTAL KIIs 32 Note: FGD = focus group discussion; IDI = individual interview; KII = key informant interview. This report presents the findings from the study outlined lives, as well as the institutional context and challenges— above. By collecting data directly from students and from insights essential for evaluating the effectiveness and inclu- local stakeholders who are intimately familiar with the real- siveness of current TVET programs and developing more ities of policy implementation, the research offers valuable effective educational policies. insights into the subjective and complex aspects of students’ 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 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 Health in Côte d’Ivoire 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. 14 2. Findings 2. Findings The research findings presented in this section highlight the en more strongly. This approach provides a comprehensive various factors that influence the experiences of women and understanding of the barriers and supports that shape the girls as students in TVET institutions in Côte d’Ivoire. They course of students’ educations, with particular attention to are broken down into four main stages of the student expe- gender-specific dynamics. It is important to acknowledge, rience: enrollment, attendance, completion, and entry into however, that these stages are interconnected. Some chal- the labor market (figure 2.1). The discussion at each stage lenges may span stages, affecting students’ experiences in sheds light on the general issues affecting all students, as complex ways. well as those challenges and enablers that affect young wom- Figure 2.1. Framework for Analyzing Student Experiences in TVET Enrollment Attendance Completion Entry to the labor market Encompasses the period Refers to the student's Concerns the student's Involves transition from when the student ability to attend and ability to graduate from education to employ- considers, applies for, participate regularly in the program. Challenges ment, including job and gains admission to educational activities. at this stage cause searching, securing TVET programs. students to drop out. employment, and integrating into the work force. Key findings across the four stages are summarized in figure particularly for students from rural areas and women 2.2 and below: and girls. For young women, concerns about harass- • Enrollment: Financial limitations, family influence, ment, lack of female staff, mistreatment in host fam- limited geographical distribution and the lack of rec- ilies and the balancing of household responsibilities ognition of the value of TVET as a fallback option all with school commitments seem more pronounced.6 impede student enrollment. The bureaucratic processes The hostile environment created by these factors often involved in enrollment and registration are difficult leads to emotional stress and affects academic perfor- to navigate. Women additionally have to contend mance and overall well-being. Despite these challenges, with cultural biases and strong family influence that encouragement from teachers and family support help discourage them from pursuing technical fields fur- motivate girls to attend classes regularly. Additionally, ther limiting their opportunities. Conversely, family the resilience and intrinsic motivation of the young financial support and social encouragement can help women themselves spur them to persist. motivate girls to pursue TVET education, and the per- • Completion: Financial stress, academic difficulties ception of TVET’s practical benefits and the availabili- and compromised quality of TVET institutions (due ty of institutional scholarships serve as strong enablers to resource constraints, limited ability of learners to for enrollment. attend classes regularly and outdated equipment) in- • Attendance: Geographical distribution constraints, fluence student completion rates. Financial constraints poor financial management, inadequate boarding fa- not only affect enrollment but continue to burden cilities, security concerns and the need to balance work students throughout their education, often leading to and education affect student attendance. Long distanc- high dropout rates. The heavy involvement in unpaid es to schools, coupled with a lack of reliable board- household work, early pregnancies and societal stig- ing options, can severely hinder regular attendance, ma, the impact of sexual harassment by teachers, and 6 Since 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 harassment, gender-based violence, and so on; and, second, on confirmations from key informants that women are disproportionately exposed to and affected by these issues. 16 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire pregnancy particularly affect the ability of young wom- Collaboration with youth employment agencies, how- en to complete their educations. Nevertheless, many ever, and positive perceptions from some employers students, especially young women, show remarkable regarding women’s work ethic facilitate young women’s resilience and determination to overcome these obsta- entry into the labor market. Additionally, mentorship cles and succeed in their studies. Family, financial and and career guidance programs help young women nav- institutional support, including flexible school policies igate the job market more effectively. for pregnant students, are crucial to enabling young Figures 2.2 and 2.3 provide a visual overview of the main women to complete their educations. challenges students encounter as they pursue technical ed- • Entry to the labor market: Limited employment op- ucation and vocational training in Côte d’Ivoire. Figure 2.2 portunities and lack of institutional support for job distinguishes among issues that affect all students, regardless placement are common challenges faced by graduates. of gender (boxed in grey); issues that affect all, but likely Gender disparities in job opportunities biases by em- affect girls to a greater extent (yellow); and issues that affect ployers further hinder young women’s transition into girls more (red). These distinctions are merely indicative, the labor market. Internships and practical work ex- however, since the groupings are based on subjective assess- perience provide paths to employment, but the avail- ment of the interviewees and also because no male students ability of these opportunities are often inadequate. were interviewed for this study. Figure 2.2. Overview of Challenges Faced by Students in TVET Challenges influencing students’ experiences in TVET institutions Enrollment Attendance Completion Entry into the labor market Security concerns (theft, Exclusion due to inadequate Lack of institutional support Bureaucratic hurdles drugs, student misconduct) academic performance and job placement Inadequate institutional Insufficient employment Lack of recognition of TVET Lack of boarding facilities resources and infrastructure opportunities and internships Gender disparities in job Financial constraints opportunities Family’s and relatives’ Infrastructure and accessibility influence over personal choices issues, distance to schools Persistence of gender Hardship, mistreatment while living with host family stereotypes discouraging girls from male-dominated occupations Lack of female staff Psychological impact Gender imbalance and feelings of isolation of gender stereotypes Balancing education and household responsibilities Sexual harassment by teachers and inadequate Grey: issues facing all institutional responses students independent of their gender. Pregnancy and motherhood Yellow: issues affecting all, but likely affecting girls to a more significant extent. Sexual exploitation due to Red: issues affecting girls financial constraints to a more important degree. 17 2. Findings Figure 2.3 provides an overview of the factors that were effective transitions into the labor market. In this figure, identified as enablers for girls’ enrollment and attendance individual-level factors are marked in grey, family- and con- in and completion of TVET education and for their more text-related factors in green, and institutional factors in blue. Figure 2.3. Enablers of Women’s Success in TVET Facilitators of young women’s success in enrolling, attending, and comnpleting TVET Enrollment Attendance Completion Entry into the labor market Desire for respect Collaboration with youth Ability to finance own education throught work and recognition employment agencies Perception of practical State and private sector Resilence and intrinsic motivation benefits involment Belief that traditionally Mentorship and career Family support/encouragement female-dominated fields guidance are oversaturated Preference to hire women Practical experience emerging among some and role models employers Encouragement from family and social networks Financial support from family members TVET staff encouragement Grey : individual factors. Green : family or context Institutional financial Institutional support to -related factors. suport pregnant students/young mothers Blue : institutional factors. The discussion of each of the four stages presented below Throughout the discussion, the findings are illuminated summarizes, in turn, the findings of the study regarding, by quotes drawn from the key informant interviews, focus first, the general challenges affecting youths’ TVET expe- group discussions, and individual interviews conducted in riences; second, the challenges relevant for young women; the qualitative data collection stage of the research. and third, the enablers of young women’s success in TVET. Enrollment This section examines the factors influencing enrollment in program and the process of doing so. To provide context, TVET programs in Côte d’Ivoire. This first stage of the stu- box 2.1 offers an overview of the TVET structure and ad- dent experience involves the initial decision to join a TVET missions process. 18 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire Box 2.1. TVET Structure and Admissions Process TVET in Côte d’Ivoire targets youth ages 15 to 27. Students enrolling in upper secondary school at grade 11 can choose to enroll in TVET facilities. 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/centers leading to the BT (Brevet de Technicien), BEP (Brevet d’étude 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 degree, known as CAP (Certificat d’Aptitude 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 vocational training in Centres de Perfectionnement aux Métiers (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 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 which 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 system 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 admission 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 learners 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 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 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 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. 19 2. Findings The experiences of general TVET students are influenced by both challenges and positive support. Financial barriers “Sending an extract and a photocopy of greatly affect students’ ability to enroll and persist in TVET my parents’ identity cards . . . was exhaust- programs. Many rely on their families for financial support, ing, and doing the nationality paperwork and education can become inaccessible when resources are was also tiring.” (Young woman current- scarce. The perception of TVET as inferior to general edu- cation also reduces morale and commitment, while the lack ly enrolled in TVET in a traditionally of formal guidance in navigating the bureaucratic process male-dominated field) makes the process cumbersome and discouraging. On the other hand, family support, the influence of relatives, prac- Financial barriers: The cost of education can be prohib- tical experiences, and the perception of TVET’s practical itive to students wishing to enroll in TVET programs, and benefits provide important motivators for students to pursue many rely for financial support on family members, who and succeed in vocational education. may lack the necessary resources. General challenges affecting youths’ “I received help from my big brother, who enrollment in TVET helped me pay my registration fees.” (Young woman currently enrolled in TVET in a Perception of TVET as a fallback option: TVET is fre- quently viewed as inferior to general education. Students traditionally male-dominated field) often turn to TVET after not succeeding on tradition- al academic paths, which may diminish their morale and Challenges particularly relevant for young self-esteem, and the feeling that they are settling for a less women’s enrollment in TVET prestigious option can deter them from fully committing to their vocational education. In some cases, however, students As noted in the introduction, administrative data highlight grow to appreciate the practical nature of TVET. a significant gender disparity in TVET participation in Côte d’Ivoire, with fewer women enrolling in technical courses “I found out about this opportunity when than men. The qualitative data indicate that the substantial I received my BEPC [Brevet d’Études du deterrents to women’s enrollment include financial barriers Premier Cycle] results. I didn’t pass, so the and cultural biases, with some families prioritizing boys’ ed- ucation, discouraging girls from pursuing male-dominated director suggested I aim for vocational high fields, and imposing expectations for domestic life limited schools and technical schools. That gave me by traditional gender roles. The psychological impact of the courage to try, and I ended up liking it these stereotypes affects girls’ confidence and career choic- and stayed.” (Young woman currently en- es. Infrastructure and accessibility issues also pose barriers, rolled in TVET) 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. Navigating bureaucratic processes: The registration On the positive side, girls are also motivated to pursue process for TVET programs is often cumbersome, and TVET education by supportive factors, such as family fi- formal guidance is lacking. Gathering multiple documents nancial assistance, social encouragement, and institutional and managing logistical hurdles can be exhausting and dis- scholarships, while the desire for respect and better career couraging, creating an administrative burden that can deter prospects drives many to challenge gender norms. Role prospective students from enrolling. models and success stories of women in male-dominated fields are also inspiring to others to follow similar paths. 20 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire Infrastructure and accessibility issues: The geographical costs of TVET education, coupled with limited access to distribution of TVET facilities makes enrollment difficult finance and assets, pose a disproportionate financial chal- for many students. Of these facilities, 31 percent are located lenge for many women, particularly those from low-income in Abidjan (DPS 2021), which hosts only 22 percent of the households (ILO 2020). country’s population. The differential implies that students from other regions must travel or relocate to take advantage “When families are struggling financial- of these educational opportunities—a necessity that dispro- ly, they prefer to educate the boys over the portionately affects women, who are often subject to greater mobility restrictions, safety concerns, and cultural expecta- girls.” (Young woman who pursued TVET tions that limit their ability to travel or live away from home. but dropped out) Additionally, the lack of proximity to TVET institutions means women must secure safe and affordable accommoda- “I think we need to make sure that the tion, which is not always possible. This finding is consistent scholarship rate for young girls can be the with those of the International Labour Organization, which same, whether it is at the CAP [Certificat has also found that the limited availability of TVET schools, d’Aptitude Professionnelle] or the BT [Bre- especially in rural and remote areas, poses a significant barrier vet de Technicien].” (Local key informant) to women’s enrollment (ILO 2020). Social bias and gender stereotyping: Traditional gender “There was no BT [Brevet de Technicien] roles and stereotypes continue to discourage girls from pursu- in Korhogo. It was in Man, Daokouro... ing vocational education in male-dominated fields. This bias To go—since I don’t know anyone if I is reinforced by family members, peers, and society at large. leave—I’m going to have [to have] a house. So, when I thought about all this, I said, “Many parents were initially reluctant for I’m going to have to forget the training, I’m their daughters to take up a profession called going to look after myself in the [job] mar- a man’s profession. When the girl wanted to ket” (Young woman who completed TVET do painting or electrical work, their parents education and is currently unemployed or in let her know that it’s a man’s job, so you informal employment) have to do sewing or hairdressing.” (Local key informant) Financial barriers exacerbated by cultural biases: Stu- dents’ ability to enroll in TVET programs depends on their “People saw me and told me that’s not wom- families’ ability to pay for them. Women are at a particular en’s work, that I wouldn’t be able to do it. disadvantage because some families prioritize boys’ educa- My older brother told me not to come after tion; when financial constraints arise, girls are more likely him anymore, but I wanted to show that than their brothers to be pulled out of school or denied I can surpass that.” (Young woman cur- further education. The current disparity in scholarship rates for different levels of training further increases the likeli- rently enrolled in TVET in a traditionally hood that they will not pursue higher levels of vocational male-dominated field) education. These financial barriers prevent many capable young women from even considering TVET programs. This “They say that women, normally, women do finding is consistent with the international literature, which not have their place in school. A woman’s suggests that, on a global scale, the high direct and indirect place is in the kitchen, in one way or an- 21 2. Findings other.” (Young woman who applied but was tual and institutional influences. Because the participants not selected for TVET) in this study did not include male students, these enablers cannot be distinctly categorized by gender. The findings are, rather, based on subjective assessments and references from Psychological impact of gender stereotypes: The in- key informants, which highlight the enablers disproportion- ternalization of these stereotypes affects girls’ confidence ately applicable to women as a result of gender roles and and their choices in vocational education. The fear of being societal expectations. judged or not taken seriously in the workplace, particularly Family financial and logistical support: Many stu- in traditionally male-dominated fields, deters many from dents rely heavily on parents, uncles, aunts, and other family pursuing certain careers, sometimes diminishing their long- members to cover educational expenses, including tuition, term aspirations and self-worth. transportation, and supplies. Some parents are even will- ing to take on debt to finance their children’s educations. “Well . . . women don’t have, don’t have con- Students also mentioned receiving small but significant fidence in themselves, they don’t have con- financial contributions from various sources, such as part- ners, neighbors, and sometimes even acquaintances. Parents fidence in themselves. They tell themselves and family members often handle, as well, the logistics and that if it’s African culture that does that. financial aspects of registration, helping to mitigate the But women tend to say that it is the man bureaucratic and financial barriers mentioned among the who must go to work. The woman has her challenges described above. Chores such as gathering neces- place in the home.” (Local key informant) sary documents and paying fees, for example, are frequently managed by family members, allowing students to concen- Other barriers: Although not explicitly mentioned by trate on preparation for their studies. the research participants in this study, other important bar- riers to women’s enrollment that are highlighted in the liter- “My dad paid for everything; he came here ature likely apply to Côte d’Ivoire. The International Labour to enroll me in school.” (Young woman cur- Organization, for instance, indicates that, globally, women rently enrolled in TVET in a traditionally and girls often perform poorly on entrance exams because male-dominated field) they lack essential knowledge and skills, such as math and digital literacy (ILO 2020). Limited access to good quali- “My dad had no money, but he took [out] ty education and preparation resources exacerbates this is- credit to register me to take this test to come sue. This is likely to apply as well in Côte d’Ivoire, where women’s primary education attainment rates stand at 24.5 here. He didn’t have enough money. He percent versus men’s 41.2 percent, and lower secondary [took out] more credit to take this exam, to education attainment rates are even more disparate, with register me. It was a little difficult.” (Young women at 12.8 percent and men at 26.5 percent. These woman currently enrolled in TVET in a disparities suggest women may be less prepared than men traditionally male-dominated field) for entrance exams, thereby limiting their opportunities to enroll in TVET programs. Encouragement of family and social networks: The role of family and social networks in encouraging participa- Enablers of young women’s enrollment in TVET tion in education was frequently mentioned, confirming the positive influence of supportive societal and familial expec- The enablers contributing to young women’s enrollment in tations. Many participants highlighted the encouragement TVET programs stem from a multitude of factors, including of family members to pursue TVET courses. Such support individual motivations, family support, and broader contex- 22 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire helps counteract societal expectations and biases and can “The young people of the village are getting significantly boost a girl’s confidence and determination into it a little. They take their example from to succeed in a nontraditional field. The choice of field of me.” (Young woman currently enrolled in study is also influenced for many students by family mem- bers, especially parents and uncles. Such advice can, in fact, TVET in a traditionally male-dominated sometimes override personal choice, with students selecting field) courses based on their relatives’ decisions rather than their own interests. While this can limit personal agency, it also “There is a female student . . . the teacher provides a strong support system that encourages students started to explain to us what she was like to pursue vocational education. and, after her training, how she became, so I said I, too, will become like her.” (Young “Dad suggested it to me, and since it’s dad woman who completed TVET education . . . I preferred to follow what he said.” and is currently unemployed or in informal (Young woman currently enrolled in TVET employment) in a traditionally male-dominated field) Perception of practical benefits: Despite the stigma fe- “My uncle encouraged me. He said, ‘You male students may encounter, many are attracted to TVET have to come and do this boys’ work. If for its practical benefits, such as increasing their prospects you do that, you’re going to be loved by a for employment and the potential to start a business. These lot of people.’ So, I liked it, too.” (Young benefits can offer a more immediate and tangible return on woman who completed TVET education education than general academic tracks, making TVET an appealing option for those looking for direct pathways to and is currently unemployed or in informal economic stability. employment) “Often, when I’m on the road, I see metal Practical experience and role models: Exposure to constructions and small containers. When practical experiences and to role models within the family and the community can be pivotal to students’ choices. This you finish doing that [course learning how to practical exposure helps counter the negative perceptions build those] as a girl, you’re not going to be of TVET and highlights its tangible benefits. Additionally, idle; you can work for yourself, start your own providing role models and examples of successful women business, and make a little corner to get by.” in traditionally male-dominated fields can inspire girls to (Young woman currently enrolled in TVET pursue similar paths. The data highlight a “contagion effect,” in a traditionally male-dominated field) whereby seeing women succeed motivates others to follow in their footsteps, creating a positive cycle of influence. Institutional financial support: Financial incentives, such as scholarships, are vital to motivating girls to pur- “My uncle used to do the same job. He al- sue technical and vocational education. Some girls received ways gave us advice and said this job, if significantly higher scholarships than boys in their schools. you’ve done it, you’ll never lose.” (Young The provision of scholarships specifically for girls with good woman who completed TVET education academic performance appears to be a particularly import- and is currently unemployed or in informal ant motivator. employment) Desire for respect and recognition: The desire for re- spect and recognition drives many young women to chal- 23 2. Findings lenge gender norms and excel in their chosen fields. They Expectation of oversaturation of female fields: The believe that succeeding in male-dominated professions will belief that traditionally female-dominated fields are over- earn them greater respect both professionally and socially. saturated and offer limited job opportunities influences Women who ultimately enroll in TVET express determi- girls to pursue nontraditional fields where they perceive nation to overcome the challenges they face. This determi- better employment prospects. This strategic choice is driv- nation is often fueled by the desire to set an example for en by the desire for tangible job opportunities and career other girls. advancement. “We want to be among the best girls, so that “I did mechanical welding because you see tomorrow we can tell our child to do it like that there are so many of us women [in tra- this, etc. So, as a girl, you have to transform ditionally female jobs]. It’s a little easy to yourself, like becoming a boy, [and] others hire women because they know there are will respect you, too.” (Young woman cur- enough boys [in male-dominated jobs].” rently enrolled in TVET in a traditionally (Young woman currently enrolled in a tra- male-dominated field) ditionally male-dominated field) Attendance This section examines the factors influencing attendance in General challenges affecting youths’ TVET programs in Côte d’Ivoire. Attendance refers to the attendance in TVET student’s ability to attend and participate consistently in their classes and educational activities. Challenges to atten- This section examines the factors influencing attendance in dance can be both short-term and persistent, affecting the TVET programs in Côte d’Ivoire. Attendance refers to the student experience and performance. While they adversely student’s ability to consistently participate in their classes affect students, these challenges do not appear in the data and educational activities. While challenges affecting at- as primary reasons for dropping out. tendance may arise, they are often related to irregular par- TVET institutions themselves face significant challenges ticipation, which can disrupt the student’s experience and that affect student attendance and engagement. Inadequate performance. These challenges are not directly cited as pri- funding and resources result in insufficient and outdated mary reasons for dropping out but may lead to disengage- equipment, overcrowded classrooms, and a scarcity of qualified ment, which, over time, contributes to completion issues. teachers, all of which hinder learning and lead to higher absen- Inadequate institutional resources and infrastructure: teeism. The learning environment is further degraded by poor The quality of TVET institutions is often compromised by financial management and administrative conflicts that cause inadequate funding and resource constraints, with direct resource shortages. Security issues, such as drug use and theft, effects on students’ motivation to attend classes regularly. disrupt the educational setting, making regular attendance dif- Disincentives to attend include insufficient and outdated ficult. Many students who must finance their own educations equipment, which limits practical learning experiences and through work struggle to balance their job commitments with makes the training less effective and less engaging. Addi- school, often missing classes as a result. Furthermore, long dis- tionally, overcrowded classrooms and a scarcity of qualified tances between home and school, compounded by inadequate teachers deprive students of the individual attention they transportation, cause students to arrive late or miss classes en- need, while poor financial management, including equip- tirely. These factors collectively affect the overall experience and ment sales, and internal conflicts within the administration success of students in TVET programs. make the learning environment less appealing. 24 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire Security and misconduct problems: Drug use, theft, financial control and exploitation creating severe emotion- and student misconduct severely disrupt the learning en- al stress. The fear of harassment or assault in these living vironment, making it less conducive to regular attendance. situations adds to the women’s anxiety and makes it hard Inadequate security measures, including understaffing and for them to focus on their studies. Harassment by peers, in insufficient surveillance, lead to frequent thefts and other the form of persistent advances and inappropriate messages, security breaches, which affect students’ ability to engage in creates a hostile learning environment. Gender imbalance educational activities. 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- “We experienced thefts, especially at our elec- els and support. tronics workshop. We had screens there that Moreover, balancing education with household responsi- were taken away.” (Local key informant) bilities and work causes further stress and academic disrup- tion for young women, while inadequate water, sanitation, Financial constraints for students: Many students fi- and hygiene (WASH) facilities impose additional burdens, nance their own educations through various forms of work. especially during menstruation; both lead to absenteeism. While this demonstrates resilience and resourcefulness, bal- Hardships, mistreatment, and abuse while living with ancing work and study can be highly challenging. The need a host family: Many young women experience hardships, to work to fund their education often forces students to miss mistreatment, and harassment while living with host fami- classes or arrive late, affecting their overall attendance and lies. In some cases, host families withhold food, resources, or academic performance. other forms of support from the student until they receive the money promised by the student’s family. This practice places students in a precarious financial and emotional sit- “I previously worked as a servant in a fam- uation, as their ability to access basic needs is delayed until ily for three years. I saved up before starting payment arrives. While the money itself has not yet been the training. But during the training, it received, the expectation of payment creates a dynamic in wasn’t easy because the money I saved wasn’t which students may be pressured into performing labor or that much.” (Young woman who completed enduring harsh conditions until their families send funds. TVET education and is currently unem- This financial and emotional strain severely affects their ployed or in informal employment) academic performance and well-being. Additionally, the environment is often hostile when family members are un- welcoming, compounding the student’s challenges. Distance from school: Long distances between home and school, combined with inadequate transportation, make reg- ular attendance challenging. Many students must walk long “My dad says if that’s it, you’re going to tell distances, which is both exhausting and discouraging. The me your price and then . . . I’ll pay at the time and effort required to travel can lead to tardiness and end of the month, and then the man [father absenteeism, particularly when coupled with housing issues. of the host family], as long as my dad hasn’t sent the money, he won’t give me the money Challenges particularly relevant for young . . . His wife, however, she sells, she makes women’s attendance in TVET placali, you make her placali, her attiéké, Significant challenges affect the regular and continuous at- you make her fish, everything, everything . tendance, and thereby their overall academic success and . . But if you haven’t paid, she won’t serve well-being of young women in TVET programs. Many are you. If you want, you have to be hungry, mistreated and harassed while living with host families, with you’re going to want to die, she won’t serve 25 2. Findings you . . . I had to stay there for a year, I said I shouldn’t stay in the yard. That’s what I can’t . . . it even affects my grades here, happened. (Young woman who completed I don’t sleep, I don’t rest . . . The daugh- TVET education and is currently unem- ter, that’s what she says her dad does. If she ployed or in informal employment) told her . . . dad that she doesn’t want to see strangers in the house, [her dad would “I was harassed in my first year by a guy in say] that no, he can’t keep me there.” (Young BTS [Brevet de technicien Supérieur], sec- woman currently enrolled in TVET in a ond year. He made advances on me, which traditionally male-dominated field) I didn’t accept. At night at 11 p.m., he sent me messages as if I were a prostitute.” (Young woman currently enrolled in TVET Living with relatives or acquaintances can also expose young women to unsafe situations, including the potential in a traditionally male-dominated field) for sexual harassment or assault. The fear of being alone with male members of the household can create an environment Participant A: I’ve noticed that sometimes of constant anxiety and stress that affects their ability to when I ask for help in class, some of the boys focus on their studies. think I’m hitting on them or that I want to Harassment by peers and teachers: Harassment of get closer to them. It’s like, no, I just need young women in TVET programs also comes from their help with this problem. And then they start peers and teachers. Persistent advances, inappropriate mes- acting weird or overly nice, and it makes me sages, and physical threats create a hostile learning envi- uncomfortable. ronment, severely detracting from their sense of safety and belonging. Participant D: Yeah, and when you’re not interested in them, they sometimes get a bit Participant: At first, it wasn’t the first time hostile or just dismissive. It’s like they can’t it happened. When it happened, I called my handle the fact that we’re there to learn uncle and told him what was going on. He and not to be their potential girlfriends or told me to leave, and if it happened again, something. to come and tell them. When it happened again, I called him, but he said I can’t (Young women currently enrolled in TVET leave the courtyard like that. If I leave, it in traditionally male-dominated fields) would cause a conflict between them. But if I stayed, it wasn’t good for me either. Gender imbalance and feelings of isolation: The gen- der imbalance within TVET programs creates feelings of Moderator: How was it not good for you? isolation and discomfort for female students. Females in a predominantly male setting often feel out of place and Participant: It wasn’t good because often struggle to integrate, and the lack of a supportive and in- everyone was out of the yard, and when I clusive atmosphere stands in the way of their educational left school, I was alone with him. You never success. Female students often face skepticism and lower know; he could assault me at any time, so I expectations from their male peers and even from instruc- told him I can’t stay there. I called . . . my tors, who may push them into the background. dad’s little brother, who said if it’s like that, 26 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire “(…) here, there are only boys, four girls “Like you come to school, and there is a child in the room. We saw each other as weird at home. I wake up at 5 a.m.; at 5 a.m. I’m among the boys. We weren’t used to it.” awake, I want to take my notebook to study (Young woman who completed TVET ed- a bit at 5 a.m., but I’m forced to do the ucation and is currently unemployed or in child’s things so that he can eat, and then informal employment) [I] come to school. Often, when I come, it’s until 5 p.m. that I leave. So, I have to keep “Some boys say, ‘That’s not a woman’s job; something for the child and for the one who women can’t lift a lot; it’s for us boys.’ When watches the child, too, I can’t leave her like she’s in a group with four, five, six boys and that. In any case, it’s not easy. Often I’m at she’s the only girl, they tend to put her in the school, even [then] I think about the child, background.” (Local key informant) [whether] he cries, or, I don’t know…” (Young woman currently enrolled in TVET Lack of female staff. Women comprise only 17.7 in a traditionally male-dominated field) percent of all TVET educational staff. This proportion is consistent across regions, with minor variations between Infrastructure (WASH facility–related) issues: While public (18.7 percent) and private (16.9 percent) TVET the specific data provided comes from a 2018 report on institutions. Women’s representation in various other roles secondary schools in Côte d’Ivoire, it highlights the broad- within these institutions—administrative, managerial, or er challenges in the education system regarding access to support—remains notably lower than that of their male WASH facilities. The report showed that 5.6 percent of counterparts. Specifically, women constitute 33.4 percent secondary school students had no access to a water point, of administrative staff, 32 percent of managerial staff in both 11.7 percent had no latrines, and 35.7 percent lacked hand- private and public TVET, and only 25 percent of support washing facilities. These figures, while based on secondary staff in public TVET. This lack of representation not only education, likely reflect similar deficiencies in many TVET affects the learning environment but limits the availability institutions. Where such facilities exist, maintenance is often of role models for female students. lacking, which contributes to absenteeism, with girls miss- ing up to five days of school per month during menstruation “Yes, that’s what I’m telling you, the teach- (METFPA 2020). ers who teach purely the profession are only men. All workshop teachers are men. There Enablers of young women’s attendance in are no women among us. We only have TVET men.” (Local key informant) Various factors are crucial in encouraging young women’s participation and attendance in TVET programs. Institu- Balancing education, household responsibilities, and tional support, particularly from teachers and principals, work: Female students often have to balance their studies helps challenge traditional gender norms and builds confi- with work or entrepreneurial activities to support themselves dence. Personal resilience and strong motivation also drive financially. This balancing act also involves household re- many women to pursue and succeed in male-dominated sponsibilities, such as cooking, cleaning, and taking care of fields. Finally, family support, both financial and emotional, siblings or other family members. plays a significant role in helping young women continue their education despite the challenges they face. 27 2. Findings Encouragement by teachers and principals: Insti- Resilience and intrinsic motivation: Women in TVET tutional support from school authorities is an import- programs exhibit strong aspirations and motivation to suc- ant motivator for girls to continue pursuing traditionally ceed, often driven by deep personal interests and passion for male-dominated fields. Positive reinforcement from edu- their chosen fields. Despite societal expectations and gender cators helps dismantle gender stereotypes and instills con- biases, their intrinsic determination helps them overcome fidence in female students. Some school principals and obstacles and excel. teachers, for example, help female students to overcome so- cietal barriers and self-doubt by encouraging them to engage “Often, we see men, this great type of men, in fields dominated by men. on television, speaking in public. We see these people, and we are proud. Why not “What motivated me, when we went to me? Tomorrow, I can be on TV, such a school, the principal came to talk with us. person. She got there. It’s a bit like that.” He said here, there’s no need to say that this (Young woman currently enrolled in TVET is a boy’s job, this is a woman’s job . . . With in a traditionally male-dominated field) all that, it motivated me to do my job.” (Young woman who completed TVET ed- Family support (encouragement and financial): Sup- ucation and is currently unemployed or in port from family members is crucial to helping students informal employment) persist in their education. This support ranges from financial assistance to moral encouragement and logistical help. Completion This section examines the factors influencing the comple- their academic performance and mental health, leading tion of TVET programs in Côte d’Ivoire. This stage is con- some to drop out. cerned with the student’s ability to persist in and finish their educational programs successfully. The challenges to com- “There are people who can’t even eat, and pletion can be short-term or ongoing and appear as primary that’s just it . . . I know a young man, it’s reasons for discontinuities in educational trajectories. Finan- cial barriers are a major issue, with many students struggling good, he wasn’t there every day, but he finds a to afford basic necessities, such as food and housing, which bit of food with me. You see, there are people, may lead to their dropping out. Additionally, academic chal- even because of everything, they dropped out. lenges, including heavy emphasis on theoretical knowledge They left because of what? Because of lack of and strict performance criteria, often cause students to feel means, food, house, housing. It’s not because overwhelmed and excluded from the system. they didn’t have the grades to go to higher classes, but because of the means, they left.” General challenges affecting youths’ (Young woman currently enrolled in TVET completion of TVET in a traditionally male-dominated field) Financial barriers: A recurring theme among students in continuing their educations is the financial difficulties that Academic challenges and exclusion resulting from ac- confront them. Many students struggle to afford such ba- ademic performance: Students may struggle to cope with sic necessities as food and housing. The financial stress and the academic demands of TVET programs, particularly pressure to manage limited resources often adversely affect when they have difficulty understanding the material or fail 28 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire exams repeatedly. The heavy emphasis in these programs Challenges particularly relevant for young on theoretical knowledge with limited practical application women’s completion of TVET can be both overwhelming and discouraging, leading some students to consider dropping out. Moreover, requirements The closure or inadequate operation of boarding schools has to meet strict academic performance criteria often result in forced many students to find and pay for private housing, discontinuities in education among students who do not often leading to financial strain and high dropout rates for achieve satisfactory grades. While alternative educational young women. Financial hardships and lack of proper ac- opportunities are available, such as l’École de la Deuxième commodation can push some into exploitative transactional Chance (the Second Chance School Program), the effective- relationships to meet basic needs. Pregnancy also disrupts ness of such programs in reducing dropout rates is unclear.7 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 “In my first year, I wanted to drop out, I harassment by teachers, including grade manipulation and couldn’t understand people in class. There public shaming, creates a hostile learning environment, is a teacher here, he tires me so I couldn’t further contributing to dropouts. Inadequate institutional understand . . . the mechanics courses. responses exacerbate these situations, leaving many young However, we have exams in six months, we women feeling unsupported. take subjects. In French, math, a total of Family and institutional support are key to enabling thirty-eight subjects, the subjects we take young women to overcome gender-specific challenges, such as pregnancy, and continue their educations. Encourage- in the exam, that counts as seven, so often ment from family members and flexible school policies for we have difficulty studying all these sub- pregnant students are important enablers. Additionally, at- jects. What’s the point of putting it in the taining financial resilience through savings and part-time program to overload our brains? Now we jobs helps students manage educational expenses, ensuring don’t do practicals, it’s only theory, so [they] they can persist in peak moments of financial stress. should review that for us.” (Young woman Lack of boarding schools: For some students, particu- currently enrolled in TVET in a tradition- larly those coming a long way for school, boarding schools provide an environment conducive to learning. The closure ally male-dominated field) or inadequate operation of boarding facilities poses a signif- icant challenge for students, especially girls. Those who end “When the child does not achieve this up residing with extended family members or friends due [grade] average, he or she is naturally ex- to financial constraints often find their living arrangements cluded from the system. But what we do is less than ideal for promoting their academic performance that we often try to refer these children to and overall well-being. The alternative is for students to find other types of training that are organized and afford their own housing, which is often too expensive. by the ministry. There is the Second Chance The financial strain causes many to drop out of school in School Program, all those who are ejected their first year. from the system can come back to train . . . through the second chance school.” (Local “One of the strong recommendations we key informant) want to make is that the boarding school reopen, not only for all the trainees but 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 than 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. 29 2. Findings particularly for the young girls. You can pregnancy and motherhood make it extremely challenging imagine these young girls who arrive from for them to continue their education. Moreover, the societal pressure on them to conform to traditional roles compounds everywhere, some come from Korhogo, from the difficulty of balancing school and family life. Local data Abidjan, from Bouaké, everywhere. Some- indicate that, on average, 28.3 percent of women abandon times when they arrive here, if they don’t their vocational training due to pregnancy, with a huge dis- have a tutor, they are forced to find accom- parity between women in private versus public institutions modation that is often not decent and to take (53.5 percent and 3.1 percent, respectively; DPS 2021). Ear- care of themselves, which is not easy. Whereas ly pregnancy accounts for 16.8 percent of women dropouts, with a boarding school, the administration with a higher prevalence of 26.7 percent in private TVET and a lesser 6.7 percent in public TVET (DPS 2021). would have more possibility to follow them, to supervise them, to guide them. It’s a big challenge.” (Local key informant) “The other, she [a female student] got preg- nant last year, so she postponed her schooling. “When we came here, we said there is no She’s going to be a second-year next year.” boarding school here, it’s now, it’s coming, (Young woman currently enrolled in TVET we’ve just changed, it’s a training center. in a traditionally male-dominated field) And then they did this vocational high school, so separate vocational high school, as “Well, I have a child. And I had a child in they say boarding school. Here, there is no fourth grade, so I had to drop out of school.” place to live so it was difficult for us because (Young woman who completed TVET of that . . ..” (Young women in training in education) traditionally male-dominated fields) “When a woman, according to them, gets pregnant, they have another image; there Sexual exploitation as a result of financial constraints: were others who were talking, there was gos- Financial hardship and lack of proper accommodation may sip. They treated you badly, thought badly compel some female students to resort to transactional rela- tionships to obtain food or other necessities. This economic of you, they said dirty things to you in my necessity can lead to exploitative circumstances, even if it case.” (Young woman in training in tradi- does not involve sexual activities. tionally male-dominated fields) “In the neighborhoods, they can be pushed Additionally, the stigma and social repercussions of preg- into the oldest profession in the world to get nancy can lead to emotional distress and isolation, further by because the boarding school is not func- hindering women’s ability to continue their studies. Sexual harassment by teachers: Some female students tional far from their parents.” (Local key may drop out of TVET in part because of sexual harassment informant) by teachers. This may include coercion and retaliation tac- tics through deliberate exclusion from the classroom, ma- Pregnancy: Becoming pregnant usually disrupts edu- nipulation of grades, and public shaming, creating a hostile cational trajectories, often forcing young women to choose learning environment. Victims of such harassment face se- between continuing their studies and meeting societal and vere consequences, including disrupted education, demor- familial expectations. The responsibilities and demands of alization, and long-term psychological stress. 30 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire when they encounter gender-specific challenges, such as “Well, some teachers made advances toward pregnancy. A participant shared her experience of becoming me. I refused. So, it became weird, weird . pregnant at age 19. Her parents initially struggled to accept her pregnancy, but her father’s encouragement and empha- . . And it’s shameful, so to hurt you, they sis on determination was instrumental to her perseverance. play with your grades. They think that if Institutional flexibility and support, especially for pregnant they mess with your grades, you’ll give in.” students, can also make a difference for women. Schools (Young woman who abandoned TVET that accommodate the unique needs of pregnant students education) help them continue their education without interruption. “When you refuse his advances, it’s threats.” “It was difficult for my parents to accept the (Young woman in training in traditionally case . . . I said to want is to be able . . . My male-dominated fields) mom came with me. So we proceeded with the registration as I was pregnant. They in- Inadequate institutional responses: When they at- formed her that it ‘depends on her behavior tempt to report instances of sexual harassment, students and courage. If she’s brave, we can deal with frequently encounter dismissive and punitive responses from school administrations. Instead of receiving support, it’ . . . My mother decided to have me stay they may be blamed or threatened with academic penal- at the boarding school. Well, there were dif- ties, such as failing grades, punitive assignments, or even ficulties there; they couldn’t accept because expulsion. This distressing lack of institutional support and they thought I would have a bad image on empathy leads many to feel that dropping out is their only the other girls. So they said no . . . So I had viable option. to stay with my tutor when I came to take lessons; the distance was very far, it was very “I went to see [the dean]: “Ah sir, I want far, but I coped with it, that’s courage . . . I to talk to you.” I started to explain, and followed my classes normally until I was due then the second one came in . . . He said, to give birth . . . teachers, members of the ad- ‘What are you doing in my office? Get out.” ministration, they were always there for me; . . . So, he told me, ‘If you leave the school, they encouraged me to work . . . They always you leave with your files.’ So I said, ‘But motivated me to work . . . I gave thanks, I I didn’t do anything.’ So, I left, and then was able to continue . . . I had good [grade] I went home . . . And then I went home, averages to the point where people congrat- and after that, I had some other issues, and ulated me . . . They have congratulated me I didn’t come back.” (Young woman who so far.” (Young woman in training in tradi- abandoned TVET education) tionally male-dominated fields) Self-financing of education. In the face of financial Enablers of young women’s completion of TVET constraints, the ability of many students to finance their own educations through various forms of work is a signifi- Family and institutional support and encouragement: cant enabler. This self-reliance showcases the determination Family support is especially important for young women and adaptability that enable the students to continue their 31 2. Findings educations despite economic hardships. Many students take school. While balancing work and study can be demanding, on part-time jobs or entrepreneurial ventures to help cover the income generated from these efforts provides the neces- tuition, transportation, and other indirect costs related to sary resources to continue in TVET. Entry into the labor market This section examines the factors influencing entry into the Insufficient employment opportunities and intern- labor market for TVET graduates in Côte d’Ivoire. This final ships: The scarcity of meaningful internships and clear path- stage involves the transition from education to employment. ways to permanent employment is a critical issue for TVET It includes searching for and securing a job and the initial graduates. Internships are provided, but, without strong phase of integrating into the workforce. linkages between the TVET institutions and industries, they The transition from education to employment for TVET rarely translate into job offers. The lack of job opportunities students in Côte d’Ivoire is both fraught with challenges leads many graduates to abandon their fields of study and and facilitated by various support mechanisms. A scarcity take up unrelated jobs to make ends meet. This represents of meaningful internships and clear pathways to permanent not only a loss of potential for the individuals but a waste of employment highlights the need for robust job placement the resources that were invested in their education. programs and stronger linkages between TVET institutions and industries to ensure graduates can make smooth tran- “We really need to be able to follow the stu- sitions into the workforce. Additionally, financial insuffi- dents, lead them to different companies and ciencies hinder youths’ ability to sustain themselves through unpaid internships, to start businesses, or to purchase nec- even those who refuse because currently we essary work materials. are giving them internships. And after the On the positive side, collaboration between TVET insti- internships, after the internships? What do tutions and youth employment agencies supports the place- the students do?” (Young woman who com- ment of graduates in companies. State mandates for private pleted TVET education) sector involvement and employment opportunities in such sectors as the military and civil engineering further facilitate “Now, with the degree, I wanted to move integration into the labor market. forward. But since there were no means until now, the diploma is in the house. I General challenges affecting youth entry into left it in the house [and am] selling [for a the labor market living].” (Young woman who completed TVET education) TVET graduates face challenges entering the job market due to limited internships and job opportunities. Inadequate support from institutions and financial barriers exacerbate Institutional support and job placement: Students the situation. Stronger links between TVET institutions and repeatedly expressed the need for better job placement and industries are needed to improve these transitions. ongoing institutional support after completing their train- ing. The absence of clear pathways to employment and lack of follow-up from educational institutions are major sources “We did the training, we got the diploma, of frustration. TVET institutions clearly need to develop they were also supposed to help us move for- stronger partnerships with industries to facilitate the transi- ward . . . Without the means, too, nothing tion from education to employment. can be done.” (Young woman who complet- Financial barriers and lack of resources: The lack of ed TVET education) capital to sustain themselves through unpaid internships, 32 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire start a business, or purchase necessary materials for work who work there, they work in the office, prevents many TVET graduates from effectively putting secretarial work, [doing] the little things their skills and education to use. there.” (Young woman who completed TVET education) “I had to stop my internship because it was unpaid, and I couldn’t afford transportation and food.” (Young woman who completed TVET education) Enablers of young women’s entry into the labor market Participants have observed some shifts in employer atti- Challenges particularly relevant for young tudes, with a preference for hiring women driven by their perceived work ethic and incentives for employing them. women’s entry into the labor market Additionally, supportive policies that ensure immediate hir- The transition of young women in Côte d’Ivoire from ing and internships for qualified young women following TVET education to employment is impeded by persistent graduation, as well as mentorship and career guidance, can gender disparities in job opportunities, with systemic bias- significantly aid their entry into the labor market. es favoring male candidates and societal norms restricting Collaboration with youth employment agencies: women to traditional roles, such as clerical workers. These One enabler of labor market entry is collaboration between barriers necessitate improved career counseling and training TVET institutions and youth employment agencies, which for women in job search skills. play a vital role in placing graduates in companies. Gender disparities in job opportunities: Gender dis- parities often impede young women seeking employment af- “But, the youth employment agency, because ter TVET training. They find it harder to “sell themselves” in when they finish, in collaboration with the the labor market, indicating a need for better career counsel- youth employment agency, eh, they place ing and training in job search skills tailored to them. System- ic biases favor male candidates, leading to their being more our learners in companies.” (Local Key readily hired than women; participants noted that men are Informant) often called faster after applying for jobs. Women’s opportu- nities are further limited by societal norms that often restrict State and private sector involvement: The state can them to certain roles, such as office or secretarial workers. facilitate young people’s integration into the workforce by mandating the private sector to absorb TVET graduates, in- “I don’t think that all of us are facing the cluding young women. Various sectors, such as the military, same challenge . . . because the boys, when police, and civil engineering, can also provide employment opportunities. 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, “The state can have them absorbed by the compared to the women.” (Young woman private sector. Today, the state is asking the who completed TVET education) private sector to take on young people. The state can give, says to the private sector, “For example, in their cement corner, they those. Take.” (Local key informant) say women don’t work there. The women 33 2. Findings Positive perceptions and encouragement by employ- have to recruit between a young girl and a ers: Perceptions about the ease of job acquisition for women boy, people often prefer to take young ladies are mixed. Some participants noted that women might be when they have the required profile, often preferred in certain cases, particularly due to their work eth- ic. There were also mentions of potential incentives offered they are the ones who are chosen.” (Local to employers for hiring women, although details about these key informant) incentives remain unclear. Nonetheless, these positive per- ceptions suggest a shift in some employer attitudes. Mentorship and career guidance: Career counseling and training in job search skills, particularly for women, “The job opportunity is great because a job can help graduates navigate the job market more effective- called a man’s job carried out by a woman, ly. Knowing how to “sell themselves” is essential for young women entering competitive fields. we will not hesitate to take the girl because . . . these girls are more hard working than men.” (Local key informant) “When you’re looking for work, you have to have a flair. You have the diploma, but you “With all the incentives that there are of- have to know how to sell yourself.” (Local ten in terms of job openings, when people key informant) Box 2.2. TVET Aspirations and Future Understanding the future aspirations of women in TVET programs is essential for developing strategies that support their professional and 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 conditions for them. “My life plans... it’s to build a big, pretty house for my parents with at least seven bedrooms .” (Young woman currently enrolled in TVET in a traditionally male-dominated field) Independence, leadership, and entrepreneurial dreams: Many women in TVET programs aspire to achieve independence and take on leadership roles by starting and managing their own businesses, ranging from hair salons to electrical companies and clothing stores. They hope to break gender stereotypes and prove that women can be successful entrepreneurs and leaders. “I want to start my business... I’m going to start a big hair salon.” (Young woman currently enrolled in TVET in a traditionally male-dominated field) “My dream is to build a business . . . Work is not only a boy’s work, it’s a woman’s job, too.” (Young woman currently enrolled in TVET in a traditionally male-dominated field) “I want to work for myself . . . they only need to know that women can also do this work to make their own corner, too.” (Young woman who completed TVET education) 34 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire Career and professional goals: Students express a strong desire to pursue higher education and professional careers, such as obtaining BTSs [Brevet de Technicien Supérieur], joining the navy, or becoming engineers and businesswomen. “After the BT [Brevet de Technicien], I am going to do a BTS [Brevet de Technicien Supérieur]... I want to be a marine machine engineer and also be a businesswoman.” (Young woman currently enrolled in TVET in a traditionally male- dominated field) International ambitions: Some study participants wished to seek better opportunities abroad, particularly in countries like Canada and the United States. 35 3. Conclusions and recommendations Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire This report delves into the factors influencing the experi- Enrollment. The barriers identified can be effectively ences of students, particularly young women, in technical countered by family support, awareness campaigns, financial and vocational education and training programs in Côte support mechanisms, and gender-responsive policies, such d’Ivoire. Its objective is to provide insights into gender-relat- as affirmative action measures. Addressing infrastructural ed barriers that prevent girls from entering, attending, and challenges by improving the geographical distribution of completing TVET and making transitions into the labor TVET facilities and providing safe, affordable accommoda- market on the same footing as their male counterparts and tions can further support girls’ enrollment. to identify enablers that help overcome such barriers. The To address issues related to attendance, it is essential lessons learned and recommendations generated from this to ensure the safety of students and provide financial sup- research are expected to inform the translation of the gender port to reduce the need for students to work while study- equality principles in the 2022 TVET Law (Law No. 2022- ing. Encouraging family and institutional support can also 795) into concrete policy measures and interventions. By help students, particularly young women, maintain regular addressing these key areas, stakeholders can work toward attendance. ensuring TVET programs in Côte d’Ivoire not only equip Completion rates can be improved by ensuring finan- students with the necessary skills but provide them with the cial resilience through scholarships and part-time work, support they need to succeed, from enrollment to successful providing academic support, addressing the specific needs entry into the labor market. This comprehensive support of pregnant students and young mothers, and instituting will enhance the personal and professional growth of young policies that create a safe learning environment free from women and contribute to the broader goal of gender equity harassment. and economic development in Côte d’Ivoire. Entry into the labor market from TVET education can The recommendations outlined below are based on the be facilitated by collaboration between TVET institutions literature review conducted for the study and the challenges and youth employment agencies, involvement of the state and enablers identified from the data gathered. They are and the private sector, and supportive policies. Implement- organized into the stages at which specific issues and barriers ing job placement programs, providing financial support may arise: enrollment, attendance, completion, and entry for internships and entrepreneurial ventures, and promoting into the labor market. gender-awareness training can enhance the employability of In summary, several issues pose challenges to both boys TVET graduates. Also important for improving labor mar- and girls equally throughout the four stages, those include ket outcomes are encouraging mentorship and career guid- bureaucratic hurdles, inadequate resources and infrastruc- ance and highlighting positive shifts in employer attitudes ture as well as limited academic performance. However, toward hiring women. some barriers – while also affecting boys – are more pro- Finally, to provide further support to students through nounced among girls: particularly those related to financial all four of these stages, general administrative gender main- constraints, lacking family support and difficulties related streaming efforts are needed across TVET institutions. to accessibility or missing boarding facilities. In addition to This includes mainstreaming gender equality in staffing, all of these, girls also face unique challenges: gender stereo- programs, and budgetary processes, conducting extensive types, mistreatment and sexual harassment (by host families, capacity building on gender mainstreaming, setting up job peers in school and school staff), pregnancy and mother- counseling units within all TVET institutions, and enhanc- hood as well as household duties. While the intensity of ing gender-sensitive human resource development. For each of these factors may vary from individual to individual, continuous improvement and accountability, establishing it is noteworthy though that a multitude of constraints in a robust monitoring and evaluation (M&E) framework to place undermine girls’ ability to successfully enroll, attend collect administrative data, strengthening the collection of and complete TVET in ways that differ significantly from sex-disaggregated data, and introducing participatory gen- the ways boys are affected. Multi-sector, multi-level efforts der audit systems are also essential. are needed to be applied simultaneously to address these. 37 3. Conclusions and recommendations Table 3.1 provides a summary of the issues and recommendations in detail. While these reflect the multitude of issues and challenges raised, it will also be important to note that several of the ‘solutions’ identified affect multiple stages of the cycle, namely financial 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 education: sexual harassment, pregnancy, motherhood and unpaid work. Table 3.1. Recommendations for addressing gender gaps in TVET Stage Issue identified Recommendation Enhance financial support mechanisms by increasing the availability of scholarships, grants, and microloans specifically Financial constraints: Financial constraints have a targeted to women in TVET programs (Ajayi & Koussoubé, 2024). significant impact on women’s ability to enroll in TVET These financial support mechanisms should cover tuition, programs, with families often prioritizing boys’ education. transportation, and necessary materials for education and Greater financial support can help mitigate this barrier. internships. Additionally, equalize scholarship rates across different levels of vocational training to encourage more female enrollment in higher levels of technical education. Improve the geographical distribution of TVET facilities by Infrastructure and accessibility issues: The geographical establishing more institutions in rural and remote areas. Address distribution of TVET facilities limits access for women due transportation issues and explore mobile TVET strategies to reach to mobility restrictions and safety concerns. Improving rural areas. Financial assistance, such as vouchers to attend either accessibility can mitigate these barriers. public or private TVET schools, presents options for schooling that could address the distance barrier (Hicks et al., 2011). Develop enrollment strategies and training offerings for sectors ENROLLMENT traditionally dominated by men. Develop strategies, such as Disincentives for women to enroll in nontraditional information campaigns, affirmative action programs, and quotas, to sectors: Gender disparities and societal biases discourage increase women’s enrollment in nontraditional sectors. Implement women from enrolling in sectors traditionally dominated by communication campaigns to shift social norms around gender- men, such as mechanics and construction. appropriate occupations. Enhance exposure of adolescent girls to male-dominated sectors to avoid path dependence in female- concentrated fields at a young age (WB, 2020; 2021a). Implement awareness campaigns and mentorship programs to Lack of awareness and community engagement: challenge gender stereotypes and encourage more women to enter Continued lack of awareness among parents, communities, technical fields. Conduct community outreach to change traditional and young girls themselves about the value and perceptions about gender roles in technical and vocational opportunities in vocational training for females limit education. Provide sector-specific information on financial returns enrollment in TVET. during program applications to increase the chances of women’s selection of male-dominated trades (Gassier et al., 2022). Hurdles in navigating the bureaucratic processes Simplify and streamline the enrollment process, providing clear involved in enrollment and registration: The registration guidance and support to students throughout registration. This can process for TVET programs is often cumbersome and lacks be achieved by developing enrollment guides that provide clear, formal guidance. Students face significant challenges, such detailed step-by-step instructions and offering support services as gathering multiple documents and managing logistical such as help desks or dedicated teams to assist with enrollment hurdles. queries. Update equipment and reduce class sizes. Set up gender-responsive infrastructure facilities within all TVET institutions (WASH facilities, Inadequate equipment, staffing, and resources to separate lavatories). Implement a facility and environmental audit enable high-quality training: Inadequate resources of TVET premises, identifying a list of high-priority maintenance and infrastructure in TVET institutions reduce student requirements and developing an effective ongoing maintenance attendance and engagement. plan with actions, targets, areas of responsibility, and timelines. ATTENDANCE Ensure the availability of qualified teachers to provide enhanced attention and enhance the learning experience. Implement comprehensive gender-awareness training for instructors and employers to challenge and overcome preconceptions about the abilities of women and girls in Gender-based biases: The societal biases present within nontraditional fields. This training should focus on recognizing and TVET institutions diminish women’s confidence and deter mitigating biases, creating supportive environments, and promoting their participation in nontraditional fields. equitable treatment. This can help address the gender imbalance and feelings of isolation that discourage female students from attending classes regularly. 38 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire Stage Issue identified Recommendation Poor administrative and management practices: Poor Implement transparent financial management practices to ensure financial management exacerbates attendance issues by that funds and resources are used effectively to support students degrading the learning environment and discouraging and improve the learning environment. regular attendance. Security concerns: Security concerns, such as drug use Improve security by issuing disciplinary measures in cases of and theft, disrupt the educational setting and make regular student misconduct. attendance difficult. Need to work while in school: Many students balance Increase the availability of scholarships, grants, and microloans to work and study to finance their educations, affecting their support students financially, reducing the need for them to work attendance and academic performance. while studying (Adoho et al., 2014; Dunbar et al., 2014). Lack of transportation: Long distances between home and school, coupled with inadequate transportation, hinder Establish more safe, affordable transportation options for students. regular attendance. Ensure TVET institutions are accessible and provide safe, affordable, and gender-responsive accommodation for female students and Lack of housing options and mistreatment by host teachers. Establish better oversight and support mechanisms for ATTENDANCE families: Financial control and exploitation by host families students living with host families. Provide alternative safe housing create severe stress and affect academic performance. options for students who are abused or mistreated by their host families. Provide flexible scheduling options and support services, such as childcare, to help female students manage their household responsibilities alongside their educations. Provide free-of-charge Household responsibilities: Balancing education with childcare services in some instances to enable women to attend household responsibilities and work causes stress, TVET courses. Examples include the Colombia model of home- academic disruption, and absenteeism. based childcare, hogares comunitarios; the Argentina Proyecto Joven, financed by the Inter-American Development Bank; the Uruguay community-based model; and the SERVOL program in Trinidad and Tobago. Hiring more female instructors and highlighting successful women in male-dominated fields can inspire and guide female students. Recruit more female instructors and provide role models within TVET institutions, as developing role model interventions at the Lack of female staff representation and inclusive secondary or postsecondary level is particularly crucial (WB, 2021a). learning environments: Role models and family support Provide better support infrastructure to women students and staff. significantly influence women’s decision to pursue and Highlight successful women in traditionally male-dominated fields succeed in TVET. to motivate others to pursue similar paths (Bray-Collins et al. 2022). Foster a supportive institutional culture where educators actively encourage and motivate female students to pursue their educations and overcome societal barriers. Academic challenges: Many students struggle with the Revise the curriculum to include more practical, hands-on learning heavy emphasis on theoretical knowledge and strict experiences. Provide additional academic support through tutoring, performance criteria, leading to feelings of discouragement mentoring, and flexible learning schedules to accommodate and exclusion. different learning styles. Lack of boarding facilities: The closure or inadequate Reopen and improve boarding facilities to provide safe, affordable, operation of boarding schools forces students to find and and supportive living environments for students, particularly young afford private housing, leading to financial strain and high COMPLETION women from distant areas. dropout rates. Implement strict policies and support systems to combat sexual exploitation and harassment. This includes appointing qualified Sexual exploitation and harassment: Financial constraints staff, such as psychologists and social workers, to manage cases of gender-based violence, providing safe reporting mechanisms, and and lack of proper accommodation can lead female students into exploitative transactional relationships, while ensuring swift disciplinary actions against perpetrators. Train school administrators and staff to respond appropriately and supportively sexual harassment by teachers creates a hostile learning to reports of harassment and other student issues. Establish clear environment. protocols for handling such cases to ensure students feel safe and supported. Establish measures to prevent and criminalize all forms of gender-based violence in educational institutions. 39 3. Conclusions and recommendations Stage Issue identified Recommendation Develop and implement policies that support pregnant students, such as providing flexible schedules, offering remote learning Pregnancy: Pregnancy significantly disrupts educational options, and creating a supportive environment that encourages trajectories, with many young women dropping out due to them to continue their education (Schomer and Hammond 2020). societal stigma and the demands of motherhood. COMPLETION Similarly, facilitate the reentry of out-of-school married girls or girls with children into the education system (Ajayi & Koussoubé, 2024). Limited ability to pay for educational expenses Provide financial literacy training to help students manage their throughout their studies: Costs are a problem throughout finances effectively and encourage savings as a strategy for financial the entire study cycle. For successful students one critical resilience. In Tanzania, funding and support during apprenticeships factor mentioned was that they managed to save money boosted completion rates for women to 86%, compared to 20% for from scholarships or part-time jobs, helping them cover self-supported participants (WB 2021a). educational expenses during times of scarcity. Foster stronger partnerships between TVET institutions and the employment sector to ensure clear pathways to employment. Develop robust job placement programs that facilitate the transition from education to the workforce (Bray-Collins et al., 2022) for either Inadequate job placement: The scarcity of meaningful self or wage employment (Adoho et al., 2014). TVET institutions internships and clear pathways to permanent employment could provide continuous career services and support, including hinders TVET graduates’ transition into the workforce. job placement assistance, resume writing workshops, interview preparation, and planning to increase job search efficiency and effectiveness (WB, 2020). Follow up regularly with graduates to track their employment status and offer additional support if needed. Implement gender-awareness programs and provide career Gender disparities and societal biases: The restriction counseling tailored specifically to women. These programs should of women to certain roles affects their ability to secure focus on building confidence, teaching job search skills, and employment in nontraditional fields. challenging societal norms about gender-appropriate occupations. Insufficient collaboration with youth employment Foster stronger partnerships between TVET institutions and youth agencies: Lack of collaboration between TVET institutions employment agencies to enhance job placement rates. These and youth employment agencies hampers the placement of agencies could work closely with schools to match graduates with graduates in suitable jobs. suitable job opportunities. ENTRY IN THE LABOR MARKET Encourage private sector involvement through incentives such Lack of engagement with the private sector: Greater as tax breaks for companies that hire TVET graduates. Highlight involvement is needed from the private sector to provide successful stories of women in nontraditional fields and promote significant employment opportunities for TVET graduates. employer incentives for hiring women. Campaigns to showcase Despite some positive shifts in employer attitudes toward women's work ethic and capabilities in various fields can help shift hiring women, more substantial efforts are required to societal norms and employer biases. Assess work-seekers' skills build on these changes and ensure equal opportunities for and communicate the assessment results to both work-seekers and women in the labor market. firms to avoid information frictions and increase employment rates (Carranza et al., 2020) Establish mentorship programs that connect students with industry Inadequate mentorship and career guidance: Many young professionals who can provide guidance, support, and networking women lack access to adequate mentorship and career opportunities. These mentorship programs could also boost guidance programs. The absence of structured support business performance (WB, 2021a). Matching female entrepreneurs systems and networking opportunities makes it difficult for with male mentors could be particularly helpful (WeXchange & IADB, them to market themselves effectively and secure suitable 2020). Enhance career counseling services to help students market employment. themselves effectively. Complement technical training with entrepreneurship support to provide women with more options for economic stability and growth. Develop entrepreneurship training programs that equip women with the skills and resources they need to start Barriers to female entrepreneurship: Many women aspire and manage their own businesses. Provide access to networks to start their own businesses but face numerous barriers, of female entrepreneurs and mentors to support aspiring including limited access to entrepreneurship training businesswomen (Bray-Collins et al. 2022). 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Why Husbands Matter: Review of Spousal Influence on Women En- 43 5. Appendix Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire The following section provides the detailed instruments used sional journeys, as well as insights from key stakeholders to conduct the study, including focus group discussions involved in TVET education in Côte d’Ivoire. (FGDs) and individual interviews (IDIs). These instruments For a detailed breakdown of the sample groups and in- were designed to gather perspectives from diverse groups of struments used in the study, please refer to Table 1.2 in women at different stages of their educational and profes- Section 6 of the report. Below, you will find the specific discussion and interview guides for each sample group. FGD-1: For Young Women in Male-Dominated TVET Fields Thank you for agreeing to participate in this study. Through • Is it difficult to reach your TVET school due to dis- this study, we would like to understand the challenges that tance or transport issues? young men and women face, not only in accessing and com- • How do you manage to support yourself financially? pleting their education, but also in obtaining employment • Could you describe your daily routine? How do you rec- after graduation. Today, we want to hear from you and learn oncile your day-to-day tasks with your TVET studies? from your experience as a student in a TVET (Technical Ed- 4. What do you think of the fields of study usually cho- ucation and Vocational Training) school. Our ultimate goal sen by girls? is to identify opportunities to make the TVET system more 5. Have you ever considered studying a field that is usu- inclusive and effective. Your experiences and ideas will help us ally chosen by girls? What encouraged or discouraged come up with ways to improve these programs for everyone. you from doing so? 1. Let’s start by getting to know each other a little better. 6. Have you ever thought about interrupting your stud- Could you please tell us which TVET stream you are ies? What led you to think about it or discouraged you enrolled in, your level of study and something fun or from doing it? unique to you? 7. Now let’s talk about the experiences of the men and 2. Now, let’s talk about your journey to becoming a women in your school. TVET student in your field. What made you choose • Are there more boys or girls in your classes? How this path? Explore: many girls and how many boys? • Can you tell us how you decided what you wanted • We discussed some of the challenges you face as to study? TVET students. Do these challenges affect boys and • What made you choose this particular TVET school? girls differently? If so, how? Why a public/private school? What do you think of • Have you ever felt treated differently because you’re the training modules, the duration of the training? a girl in a male-dominated field, either in school or • How did you find out about this opportunity? outside of school? Can you share what happened and • How was the preparation and registration for this how it affected you? course? 8. Let’s imagine the future... • Were there any difficulties during this process? Who • What are your dreams/plans after completing your or what helped you overcome them? studies in TVET? What will your life be like? Ex- • How did your family and friends react to your deci- plore professional and personal goals sion? Were they supportive or critical? • What needs to happen for you to make this dream/ 3. Let’s discuss your experiences as students in a project come true? Explore factors at the individual, male-dominated field. What obstacles did you face in family, and structural level. your studies? Explore challenges related to transporta- • Are you worried that there are obstacles that could tion, attendance, housing, financial hardship, routine, prevent you from achieving your dreams/projects? and support: 9. You mentioned some current and potential future chal- • Is it difficult to keep up with the classes? lenges. Now let’s discuss possible solutions and strategies. 45 5. Appendix • If you could change one thing in the TVET system, 10. Is there anything else you’d like to share before we what would you change? wrap up? • What are your recommendations and tips to mo- Thank you for sharing your experiences and thoughts today. tivate girls to join and succeed in their studies in Your ideas will help us work towards improving TVET educa- TVET streams? tion for all women in Côte d’Ivoire, especially those who wish • If a young girl asked you for advice on how to join and to pursue male-dominated fields. If you would like to share succeed in TVET studies, what would you tell her? more or have any questions, you can contact us at [Contact Information]. We appreciate your time and participation. FGD-2: Guide to Focus Groups for Women Not Selected for TVET Enrolment in the Last 3 Years Thank you for agreeing to participate in this study. Through • Are you currently working? Where? this study, we would like to understand the challenges that • Have you tried to find other training opportunities? young men and women face, not only in accessing and com- • How do you manage to support yourself financially? pleting their education, but also in obtaining employment • What does your daily routine look like now? after graduation. Today, we want to hear from you and 5. Now, let’s imagine the future... learn from your experience as women interested in techni- • What are your dreams/plans for the future? What cal education. Our ultimate goal is to identify opportunities will your life be like? Survey for both professional to make the TVET (Technical Education and Vocational and personal levels. Training) system more inclusive and effective. Your experi- • What needs to happen to make this dream/project a ences and ideas will help us come up with ways to improve reality? Explore the factors at the individual, family these programs for everyone. and structural levels. 1. Let’s start by getting to know each other a little better. • Are there any obstacles that you think might prevent Could you please tell us your age, what you are cur- you from achieving your dreams? rently doing and something fun or unique about you? 6. You mentioned a few challenges that you are currently 2. Can you share your experience in your attempts to facing or may face in the future. Now let’s discuss the become a TVET student? What led you to consider it? potential solutions and strategies to overcome them. • Can you tell us how you decided what you wanted • If you could change one thing in the TVET system, to study? what would you change? • What made you choose this particular TVET school? • What could encourage more girls to join and succeed Why a public/private school? in TVET studies? • How did you hear about this opportunity? • What advice would you give to girls trying to join • What was it like to prepare and try to enroll in a TVET stream? this course? 7. Is there anything else you’d like to share before we • Were there any difficult steps during this process? wrap up? What or who helped you through these difficulties? Thank you for sharing your experiences and thoughts to- • What did your family and friends say about your day. Your ideas will help us work to make TVET education decision? Were they supportive or not? more accessible to all women in Côte d’Ivoire. If you would 3. If applicable: Have you ever thought about studying like to share more or have any questions, you can contact something usually chosen by boys? What encouraged us at [Contact Information]. We appreciate your time and or discouraged you? participation. 4. Let’s talk about what’s next, after I haven’t been admit- ted to TVET. What difficulties have you encountered since then? Explore as problems arise: 46 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire IDI-1: Interview Guide for Women Who Dropped out of TVET Education Thank you for agreeing to participate in this interview. This 3. Let’s reflect on your time as a TVET student. study aims to understand the challenges young men and • What was your daily routine like and how did you women face in accessing and completing education and reconcile it with your studies? transitioning from education to employment. We are par- • How did your expectations at the time of your ap- ticularly interested in your personal journey in Technical plication compare to the reality of the program once and Vocational Education and Training (TVET), including you started? any interruptions to your studies and subsequent experi- • Are there any aspects of the course, academic or prac- ences. Your ideas are valuable in helping us identify ways tical, that you found challenging? Explain. to improve the inclusiveness and effectiveness of the TVET • Additional questions may be asked: system. We respect your privacy and assure you that all in- • Have you encountered any difficulties with transport formation shared will be treated confidentially. or accessibility? 1. Let’s get to know each other first. • How did you manage your finances during your • Could you tell us what course you were taking, what studies? year you were in when you interrupted your train- • What helped you or helped you overcome these dif- ing, and how old you were at that time? ficulties and how? • Tell us about your family history. Who are your fam- • You’ve taken a course with more students than fe- ily members and what do they do for a living? male students. Have there been any particular cases • Can you describe your living conditions while you where this gender imbalance has affected you? were in the TVET programme? Were you staying with • How do you think the experiences and challenges your family, independently or in another setting? you’ve faced have been compared to those of your 2. Let’s take a look at your journey from the moment male counterparts? you considered a TVET programme to your actual 4. Now let’s talk about why you left the TVET program. enrollment. a) Can you describe the process and circumstances • How did you find out about the TVET programme that led to your departure? and what sparked your initial interest? Additional questions may be asked : • Describe the steps you took after you decided to en- 1. What were the main factors that motivated your roll in a TVET programme. decision to leave? • Follow-up questions may include: 2. Have you sought help or support to overcome these 1. What research or preparation was required? difficulties? Which? 2. How did the application process go? Did you have 3. What administrative steps did you take when you to fill out specific forms, take tests or interviews? left the program? 3. How did you prepare for the registration process? 4. How did your family/friends/partner react to your • Did you encounter any obstacles or requirements decision to leave the TVET programme? Can you that made your application difficult? How did you provide specific examples of support or resources overcome these challenges? that would have made a significant difference in • Are there any people, resources, or information that your ability to complete the program? have been particularly helpful to you? Can you give 5. What have you done/have you done since leaving the examples of how this support has been given to you? TVET programme? • What were the factors that led you to choose your a) What challenges, if any, have you faced or are field of study and the TVET school you attended? currently facing after leaving school? • How did your family, friends or partner react to b) Do you think that the skills you learned during your decision to enroll in a TVET programme? Did your TVET training helped you in any way after they support them or did they have concerns? leaving TVET? What for? 47 5. Appendix 6. For women who have returned to school after dropping 8. Are there any obstacles that you think might prevent out: Could you describe the process and circumstances you from achieving your dreams? that led to your return to school? Additional questions • You shared some of the challenges you faced during may be asked: and after your studies in TVET. Now let’s discuss po- • What were the main factors that motivated your tential solutions and strategies to address these issues. decision to return to school? • Reflecting on your experiences, what do you think • Have you encountered any difficulties or obstacles in might encourage more young women to return to your efforts to re-enroll? school after leaving for a while? • Have you sought solutions or help to overcome the • What do you think could encourage more difficulties you have encountered? young women to enroll in and succeed in TVET • What administrative steps did you have to take to programmes? re-enroll in the program? • What other changes would you suggest for the TVET • How did your family/friends/partner react to your system? decision to re-enroll in TVET? 9. Is there anything else you’d like to share before we 7. Let’s talk about the future... wrap up? • What are your dreams for your future? Probe profes- Thank you for taking the time to share your story with us. sional and personal goals. Your contribution is crucial to our work to improve TVET • What needs to happen for you to make this dream for women in Côte d’Ivoire. If you have any further ideas or come true? Probe the factors at the individual, fam- questions, please do not hesitate to contact us at: [Contact ily, and structural levels. Information]. Thank you for your participation. IDI-2: Interview Guide for Women Who Have Completed TVET and Are Working or Unemployed (Excluding Women Who Are Only in Education) Thank you for agreeing to participate in this interview. This c) Can you describe your living conditions when you study aims to understand the challenges faced by women were enrolled in TVET and how it has changed after completing their TVET studies. We want to know since you graduated? more about your transition from training to working life, 2. Let’s find out what your background has been since your current employment situation, and how your TVET you considered your actual enrolment in TVET. training has influenced your work and life choices. Your a) How did you find out about TVET and what views will help us identify solutions to improve the TVET sparked your initial interest? system and support women in the labor market. We respect b) Describe the steps/processes you followed after your privacy and assure you that all information shared will you decided to enroll in TVET. Additional ques- be treated confidentially. tions may be asked: 1. Let’s get to know each other first. • What research or preparation was required? a) Could you tell us what training you have com- • How did the application process go? Did you pleted, when you graduated, and at what age you have to fill out specific forms, take tests, or graduated? interviews? b) Can you tell us about your family history? Who • How did you prepare for the registration process? are your family members and what do they do c) Did you encounter any obstacles or requirements for a living? that made your application difficult? How did you overcome these challenges? 48 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire d) Are there any people, resources, or information i) What factors have influenced your professional that have been particularly helpful to you? Can situation? you give examples of how this support has been 5. 5) For those who worked after graduation: given to you? a) Can you describe the specific difficulties you en- e) What were the factors that led you to choose your countered in the process of finding a technical field of study and the TVET school you attended? job? f ) What was the reaction of your family, friends, or b) Can you describe the specific difficulties you have partners to your decision to enroll in TVET? Did encountered in the workplace? they support you? c) Regarding the challenges of finding and succeed- 3. Let’s reflect on your time as a TVET student. ing in a technical job, do you think that men and a) What was your daily routine and how did you women face the same challenges? reconcile it with your studies? d) What are the strategies or support systems that b) How do you relate your expectations at the time have helped you the most to develop your career of your registration to TVET to reality once you after TVET? have started the courses? 6. Let’s talk about the future... c) Are there any aspects of the course, academic or a) What are your plans for your future? Probe pro- practical, that you have struggled with? Explain. fessional and personal goals. Additional questions may be asked: b) What needs to happen in order for you to carry • Have you encountered any difficulties with out this project? Probe factors at the individual, transportation or accessibility? family, and structural levels. • How did you manage your finances during your c) Are there any obstacles that you think could pre- studies? vent you from carrying out your projects? d) What has helped you or who has helped you over- 7. You shared some of the challenges you faced during come these difficulties and how? and after your TVET studies. Now let’s discuss po- e) Have you taken a course where there were more tential solutions and strategies to address these issues. students than female students? Have there been a) Reflecting on your experiences, are there any par- any particular cases where this gender imbalance ticular areas of the TVET program that you think has affected you? need to be improved to better support graduates f ) How do you think the experiences and challenges in their transition to the world of work? you have faced can be compared to those of your b) What do you think could encourage more young male counterparts? women to enroll and succeed in TVET programs? 4. 4) Now let’s talk about your life after graduation. c) What other changes would you suggest for the a) Have you received any further training or educa- TVET system? tion after completing your TVET training? If so, 8. Is there anything else you’d like to share before we what motivated you to keep learning? wrap up? (b) For those who are working or have worked since Thank you for taking the time to share your experience with graduation: us. Your contribution to this work is crucial for the improve- i) Can you describe the jobs you have had since ment of technical education and training and vocational graduating? training for women in Côte d’Ivoire. If you have any further ii) To what extent were these jobs relevant to your ideas or questions, please do not hesitate to contact us at: TVET training? [Contact Information]. Thank you for your participation. iii) How did you get this job(s)? (c) For those who are working or have worked since graduation: 49 5. Appendix Complete set of quotations Report French original (NOTE: BACKTRANSLATION Quotation in English  section  TO HELP FIND ORIGINAL QUOTE)  « Moi j’ai connu cette opportunité lors du résultat de BEPC, “I found out about this opportunity when I received my BEPC je suis parti prendre le résultat, ça n’a pas marché, donc [Brevet d’Études du Premier Cycle] results. I didn’t pass, so le directeur dit de viser les lycées professionnels et écoles the director suggested I aim for vocational high schools and 2.1.1  techniques, que de tenter notre chance pour voir, qu’on ne sait technical schools. That gave me the courage to try, and I ended jamais et puis ça m’a donné le courage, je suis venu et puis ça up liking it and stayed.” (Young woman currently enrolled in m’a plu aussi et puis je suis resté. » (Jeune femme actuellement TVET)  inscrite dans un programme d’EFTP)  « Mais la difficulté qui m’a fatigué un peu, bon : On dit d’envoyer “Sending an extract and a photocopy of my parents’ identity extrait, photocopie des cartes d’identité des parents, puisque cards... was exhausting, and doing the nationality paperwork moi je n’étais pas là, j’étais à Abidjan, donc ici ça m’a fatigué un   peu. Et puis de faire la nationalité, tout ça, ça m’a fatigué. Mais was also tiring.” (Young woman currently enrolled in TVET in a quand j’ai fini de faire tout ça, là, ce n’était pas trop compliqué. » traditionally male-dominated field) (Jeune femme actuellement inscrite dans une filière traditionnellement masculine)  « Maintenant, troisième année. Là, par la grâce de Dieu, j’ai “I received help from my big brother, who helped me pay my reçu l’aide de mon grand frère et il m’a aidée à payer mes frais   registration fees.” (Young woman currently enrolled in TVET in a d’inscription et je suis allée passer le concours par la grâce de traditionally male-dominated field)  Dieu, ça marchait. » (Jeune femme actuellement inscrite dans une filière traditionnellement masculine)  « Non, quand on a fini le B.T., là, (00 :43 :00) il n’y avait pas de “There was no BT [Brevet de Technicien] in Korhogo. It was in B.T. à Korhogo . C’était en Man, Daokouro avec les autres villes, Man, Daokouro... To go—since I don’t know anyone if I leave— là. Maintenant, moi, pour me déplacer, pour aller, puisque je ne I’m going to have [to have] a house. So, when I thought about connais personne, si je m’en vais, là, je vais avoir une maison 2.1.2  all this, I said, I’m going to have to forget the training, I’m going comment. Donc, quand j’ai pensé à tout ça, là, j’ai dit, je vais to look after myself in the [job] market” (Young woman who laisser la formation, je vais me chercher au marché. Donc, je completed TVET education and is currently unemployed or in suis allé vendre au marché. » (Jeune femme ayant achevé une informal employment)  formation en ETFP et actuellement au chômage ou dans un emploi informel)  “When families are struggling financially, they prefer to «Lorsque les familles ont des difficultés financières, elles   educate the boys over the girls.” (Young woman who pursued préfèrent éduquer les garçons plutôt que les filles. (Jeune TVET but dropped out) femme ayant suivi l’EFTP mais l’ayant abandonné)  “I think we need to make sure that the scholarship rate for « Je pense qu’il faut peut-être faire en sorte que le taux de young girls can be the same, whether it is at the CAP [Certificat   bourses des jeunes filles puisse être le même, qu’on soit au d’Aptitude Professionnelle] or the BT [Brevet de Technicien].” niveau du CAP, du diplôme CAP au BT. » (Informateur clé local)  (Local key informant)  “Many parents were initially reluctant for their daughters to « La différence est faite matérialisé d’abord au niveau des take up a profession called a man’s profession. When the girl parents nombreux sont des parents qui au départ étaient wanted to do painting or electrical work, their parents let retissant pour que leurs filles embrassent un métier dit un her know that it’s a man’s job, so you have to do sewing or métier d’homme parce que pour eux ce métier-là n’est fait hairdressing.” (Local key informant)  et n’est destiner que pour les hommes. Donc quand la fille a voulu fait la peinture ou l’électricité bâtiment leurs parents leur   ont fait savoir que c’est un métier d’homme toi tu vas faire la coiffure ou la couture c’est destiné aux femmes.» (Informateur clé local)    “People saw me and told me that’s not women’s work, that « Donc, quand je partais là-bas, les gens me voyaient. Ils me I wouldn’t be able to do it. My older brother told me not to disent non, ça ce n’est pas le travail des femmes que tu ne vas come after him anymore, but I wanted to show that I can pas pouvoir faire, tu ne vas pas pouvoir faire. Donc ça fait que surpass that.” (Young woman currently enrolled in TVET in a les gens mettaient leurs bouches sur moi, mon grand frère m’a traditionally male-dominated field)  dit de ne plus venir derrière lui. J’ai dit que je peux. Comme il a dit, je ne peux pas faire mécanique. Je vais lui montrer que moi je peux dépasser ça même. Donc j’ai fait électro mécanique. » (Jeune femme actuellement inscrite dans un domaine traditionnellement dominé par les hommes)    “They say that women, normally, women do not have their « Ils disent que la femme, normalement, la femme n’a pas sa place in school. A woman’s place is in the kitchen, in one way place à l’école. La femme, sa place est à la cuisine d’une manière or another.” (Young woman who applied but was not selected ou d’une autre. » (Jeune femme qui a postulé mais n’a pas été for TVET)  sélectionnée pour l’EFTP)  50 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire Report French original (NOTE: BACKTRANSLATION Quotation in English  section  TO HELP FIND ORIGINAL QUOTE)  “Well… women don’t have, don’t have confidence in Bon...les femmes n’ont pas, n’ont pas confiance en elles, elles themselves, they don’t have confidence in themselves. They tell n’ont pas confiance en elles. Elles se disent que si c’est la culture   themselves that if it’s African culture that does that. But women africaine qui fait. Mais les femmes ont tendance à dire que c’est tend to say that it is the man who must go to work. The woman l’homme qui doit aller travailler. La femme a sa place dans le has her place in the home.” (Local key informant)  foyer. (Informateur clé local)  “My dad paid for everything; he came here to enroll me « Mon papa a payé tout, il était venu ici pour venir m’inscrire 2.1.3  in school.” (Young woman currently enrolled in TVET in a à l’école. »  (Jeune femme actuellement inscrite dans un traditionally male-dominated field)   domaine traditionnellement dominé par les hommes)  « Mon père n’avait pas d’argent, mais il a pris crédit pour aller “My dad had no money, but he took [out] credit to register me m’inscrire pour passer ce concours pour venir ici. Il n’avait pas to take this test to come here. He didn’t have enough money. He assez d’argent. Il a plus de crédit pour aller passer son concours,   [took out] more credit to take this exam, to register me. It was pour m’inscrire. C’était un peu difficile. » (Jeune femme a little difficult.” (Young woman currently enrolled in TVET in a actuellement inscrite dans un domaine traditionnellement traditionally male-dominated field)   dominé par les hommes)  « Bon, papa m’a proposé et puis c’est papa, ce sont ses moyens, “Dad suggested it to me, and since it’s dad... I preferred to donc j’ai préféré suivre ce que papa a dit. »    follow what he said.” (Young woman currently enrolled in TVET in a traditionally male-dominated field)   (Jeune femme actuellement inscrite dans un domaine traditionnellement dominé par les hommes)  «Il y a mon tonton qui faisait même travail-là. Ils nous donnaient “My uncle used to do the same job. He always gave us advice toujours conseil, il dit ce métier si tu as fait tu ne vas jamais and said this job, if you’ve done it, you’ll never lose.” (Young perdre dedans»    woman who completed TVET education and is currently unemployed or in informal employment)  (Jeune femme ayant achevé une formation en ETFP et actuellement au chômage ou dans un emploi informel)   “The young people of the village are getting into it a little. They « Même les jeunes du village, en tout cas quand ils s’approchent take their example from me.” (Young woman currently enrolled de moi, on cause. En tout cas, je les explique. Et en tout cas, in TVET in a traditionally male-dominated field)  c’est intéressant. Donnez-vous, donnez-vous dans ça. Les jeunes du village sont en train de rentrer dedans un peu. Ils prennent exemple sur moi. » (Jeune femme actuellement inscrite dans un domaine traditionnellement dominé par les hommes)    « Le prof a commencé à nous expliquer comment elle était et “There is a female student... the teacher started to explain to us après sa formation, comment elle est devenue donc j’ai dit moi what she was like and, after her training, how she became, so I aussi je vais devenir comme elle. Chaque jour quand je me lève said I, too, will become like her.” (Young woman who completed je me dis-moi aussi je vais devenir comme celle-là, celle qui est TVET education and is currently unemployed or in informal partie à l’école. Chaque jour quand je prends la route de l’école, employment)  je me dis aujourd’hui on doit faire telle chose, je dois être parmi les premiers. » (Jeune femme ayant achevé une formation en   ETFP et actuellement au chômage ou dans un emploi informel) « Souvent en partant sur la route je vois les constructions “Often, when I’m on the road, I see metal constructions and métalliques, en fer, en fait les petits conteneurs. Et puis souvent, small containers. When you finish doing that [course learning une fois que tu finis de faire ça, tant qu’une fille là tu ne vas pas how to build those] that as a girl, you’re not going to be idle;   chômer ; tu peux travailler, toi- même, tu peux créer ta propre you can work for yourself, start your own business, and make entreprise, tu peux faire un petit coin pour te débrouiller là- a little corner to get by.” (Young woman currently enrolled in bas. » (Jeune femme actuellement inscrite dans un domaine TVET in a traditionally male-dominated field)  traditionnellement dominé par les hommes) « Donc, maintenant nous, on a rassemblé parmi les meilleures “We want to be among the best girls, so that tomorrow we filles quoi celles qui font construction métallique. Là demain, can tell our child to do it like this, etc. So, as a girl, you have on peut dire à notre enfant, c’est comme cela on fait, fait ça.   to transform yourself, like becoming a boy, [and] others will Donc en tant qu’une fille là il faut te transformer pour être respect you, too.” (Young woman currently enrolled in TVET in a genre comme un garçon, d’autre vont te respecter aussi. » traditionally male-dominated field)  (Jeune femme actuellement inscrite dans un domaine traditionnellement dominé par les hommes)  51 5. Appendix Report French original (NOTE: BACKTRANSLATION Quotation in English  section  TO HELP FIND ORIGINAL QUOTE)  « Bon moi j’ai fait la mécano soudure au lieu de métier de femme parce que tu vois que nous les femmes, nous sommes “I did mechanical welding because you see that there are so tellement nombreuses. C’est un peu facile d’embaucher les many of us women [in traditionally female jobs]. It’s a little femmes parce qu’ils savent qu’il y a assez de garçons. S’il   easy to hire women because they know there are enough boys y a quelques filles pour encourager la fille, on l’embauche [in male-dominated jobs].” (Young woman currently enrolled in facilement pour l’encourager. » (Jeune femme actuellement a traditionally male-dominated field)  inscrite dans un domaine traditionnellement dominé par les hommes)  “We experienced thefts, especially at our electronics workshop. « On a connu des vols, notamment au niveau de notre atelier 2.2.1  We had screens there that were taken away.” (Local key d’électronique. On avait des écrans didactiques là-bas qui ont informant)  été emportés.» (Informateur clé local)  « J’ai travaillé avant en tant que qu’une servante dans une famille pendant trois ans, j’ai économisé avant de commencer “I previously worked as a servant in a family for three years. I la formation. Mais au cours de la formation, franchement, saved up before starting the training. But during the training, ça n’a pas été facile parce que l’argent que j’ai économisé, ce   it wasn’t easy because the money I saved wasn’t that much.” n’était pas aussi beaucoup. Et la formation coûte aussi un peu (Young woman who completed TVET education and is currently cher il faut payer le matériel et tout, donc ce n’était pas facile. unemployed or in informal employment)  Mais bon j’ai fait avec. » (Jeune femme ayant achevé un cycle d’enseignement et de formation techniques et professionnels et actuellement au chômage ou dans un emploi informel)  « Mon papa dit si c’est cela tu vas me dire ton prix et puis je vais payer chaque fin du mois et puis le monsieur tant que mon “My dad says if that’s it, you’re going to tell me your price papa n’a pas envoyé l’argent, il ne va pas me donner l’argent. and then… I’ll pay at the end of the month, and then the man C’est que je vais mourir de faim. Sa femme pourtant elle vend, [father of the host family], as long as my dad hasn’t sent the elle fait placali, tu vas faire son placali, son attiéké, tu as fait son money, he won’t give me the money… His wife, however, she poisson, tout, tout tout. Mais si tu n’as pas payé, elle ne va pas te sells, she makes placali, you make her placali, her attiéké, servir. Si tu veux, il faut avoir faim tu vas avoir envie de mourir, you make her fish, everything, everything… But if you haven’t elle ne va pas te servir c’est comme ça, je devais rester là-bas paid, she won’t serve you. If you want, you have to be hungry, 2.2.2  un an moi j’ai dit que je ne peux pas. Franchement, je ne peux you’re going to want to die, she won’t serve you… I had to stay pas ça, ça agit même sur mes notes ici, je ne dors pas, je ne me there for a year, I said I can’t… it even affects my grades here, repose pas. Sa fille aussi, franchement c’est là que j’ai vu que I don’t sleep, I don’t rest… The daughter, that’s what she says vivre chez les gens ce n’est pas du jeu. La fille là c’est ce qu’elle her dad does. If she told her… dad that she doesn’t want to see dit que son papa fait, si elle a dit à son papa qu’elle ne veut strangers in the house, [her dad would say] that no, he can’t pas voir d’étrangers dans la maison et son papa a dit que non keep me there.” (Young woman currently enrolled in TVET in a lui peut pas me garder là-bas. » (Jeune femme actuellement traditionally male-dominated field)  inscrite dans un domaine traditionnellement dominé par les hommes)  « Au début, parce que ce n’était pas la première fois, au début quand cela s’est passé, j’ai appelé mon oncle en question, je Participant: At first, it wasn’t the first time it happened. When it lui ai dit voilà ce qui se passe ici, il m’a dit moi de laisser, s’il happened, I called my uncle and told him what was going on. reprend encore, de venir leur dire, j’ai dit ok, j’ai compris. Donc He told me to leave, and if it happened again, to come and tell quand il a repris, je l’ai appelé, il dit non moi je ne peux pas them. When it happened again, I called him, but he said I can’t quitter la cour comme ça, si je quitte comme ça, ça va devenir leave the courtyard like that. If I leave, it would cause a conflict palabres entre eux, pourtant si je reste là-bas aussi, ce n’est pas between them. But if I stayed, it wasn’t good for me either.  bon pour moi aussi.   Moderator: How was it not good for you?  KKK : Comment ce n’est pas bon pour toi ?     Participant: It wasn’t good because often everyone was out SEE: Ce n’est pas bon parce que souvent même tout le monde of the yard, and when I left school, I was alone with him. You est sorti de la cour, quand je quitte l’école, je suis seul avec lui. never know; he could assault me at any time, so I told him I On ne sait jamais, il peut aller m’agresser à tout moment, donc can’t stay there. I called . . . my dad’s little brother, who said if je lui ai dit que je ne peux pas rester là-bas. Et puis j’ai appelé it’s like that, I shouldn’t stay in the yard. That’s what happened. son grand frère, le petit frère de mon papa, il a dit si c’est comme (Young woman who completed TVET education and is currently ça, ne faut pas je vais rester dans la cour là-bas. Que ce n’est unemployed or in informal employment)  pas à cause de ça je suis partie.  C’est dans ça je suis partie. » (Jeune femme ayant achevé un cycle EFTP et actuellement au chômage ou dans un emploi informel)  52 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire Report French original (NOTE: BACKTRANSLATION Quotation in English  section  TO HELP FIND ORIGINAL QUOTE)  “I was harassed in my first year by a guy in BTS [Brevet de technicien Supérieur], second year. He made advances on me, « Concernant les stagiaires jeunes, moi j’ai été victime de ça which I didn’t accept. At night at 11 p.m., he sent me messages cette année, ma première année quand je suis venue. Le gars il as if I were a prostitute.” (Young woman currently enrolled in est en BTS, deuxième année, il m’a harcelé donc il me dit non, il TVET in a traditionally male-dominated field)  veut de moi puisqu’il m’a fait ses avances. Je ne lui ai rien dit, je ne sais pas ce qu’il pensait. Un jour il m’appelle la nuit à 23 h, il m’envoie les messages comme si prostituée puisque je n’ai pas accepté ses avances » (Jeune femme actuellement inscrite dans un domaine traditionnellement dominé par les hommes)    Participant A :    «J’ai remarqué que parfois, quand je demande de l’aide en 7  Participant A: I’ve noticed that sometimes when I ask for help classe, certains garçons pensent que je leur fais des avances ou in class, some of the boys think I’m hitting on them or that I que je veux me rapprocher d’eux. C’est comme, non, j’ai juste want to get closer to them. It’s like, no, I just need help with this besoin d’aide pour ce problème. Et ensuite, ils commencent problem. And then they start acting weird or overly nice, and it à agir bizarrement ou à être trop gentils, et ça me met mal à makes me uncomfortable.  l’aise.»  Participant D: Yeah, and when you’re not interested in them, Participant D :  they sometimes get a bit hostile or just dismissive. It’s like they can’t handle the fact that we’re there to learn and not to be «Ouais, et quand tu n’es pas intéressée, ils deviennent parfois un their potential girlfriends or something.   peu hostiles ou juste méprisants. C’est comme s’ils ne pouvaient pas gérer le fait qu’on est là pour apprendre et non pas pour être (Young women currently enrolled in TVET in traditionally male- leurs potentielles petites amies ou autre chose.»  dominated fields)  “(…) here, there are only boys, four girls in the room. We saw « Puisqu’on est habitués en général. En général, il y avait each other as weird among the boys. We weren’t used to it.” plusieurs filles, garçons, femmes. Mais ici, on vient, il y a garçons (Young woman who completed TVET education and is currently seulement, les filles, dans la salle, 4 filles. On se voyait bizarres unemployed or in informal employment)   parmi les garçons. En tout cas, on n’était pas habitués. » (Jeune femme ayant achevé un cycle de l’EFTP et actuellement au   chômage ou dans un emploi informel)    “Some boys say, ‘That’s not a woman’s job; women can’t lift « Il y a aussi le côté de marginalisation des petits garçons voilà a lot; it’s for us boys.’ When she’s in a group with four, five, ce n’est pas péjoratif, ça ne s’est pas travail de femme ça, femme six boys and she’s the only girl, they tend to put her in the peut pas soulever tel ou tel, ça c’est pour nous les garçons. Et background.” (Local key informant)   quand elle se trouve dans un groupe de quatre à six garçons et qu’elle est la seule fille parmi les garçons, ils ont tendance à vouloir la mettre en arrière-plan parce qu’en se disant que ça c’est travail d’homme. » (Informateur clé local)  “Yes, that’s what I’m telling you, the teachers who teach purely « Les enseignants qui enseignent purement la profession, là, the profession are only men. All workshop teachers are men. c’est que des hommes. Voilà. Tout ceux les professeurs d’atelier   There are no women among us. We only have men.” (Local key sont des hommes. Il n’y a pas de femmes parmi nous. On n’a que informant) des hommes. » (Informateur clé local)  “Like you come to school, and there is a child at home. I wake Genre tu viens à l’école et il y a enfant à la maison. Je me réveille up at 5 a.m.; at 5 a.m. I’m awake, I want to take my notebook à 05h, à 05h je suis réveillée je veux prendre mon cahier pour to study a bit at 5 a.m., but I’m forced to do the child’s things étudier un peu à 05h, mais je suis obligée de faire les trucs de so that he can eat, and then [I] come to school. Often, when I l’enfant pour qu’il puisse manger puis venir à l’école. Souvent, come, it’s until 5 p.m. that I leave. So, I have to keep something quand je viens, c’est jusqu’à 17 h que je pars. Donc, il faut que for the child and for the one who watches the child, too, I can’t je garde quelque chose à l’enfant et à celle qui surveille l’enfant leave her like that. In any case, it’s not easy. Often I’m at school, aussi je peux pas la laisser ainsi. En tout cas c’est pas facile. even [then] I think about the child, [whether] he cries, or, I Souvent je suis à l’école même je pense à l’enfant si il pleure ou don’t know…” (Young woman currently enrolled in TVET in a bien je sais pas. En tout cas, c’est pas facile.   traditionally male-dominated field)  « Ce qui m’a motivé même, quand on est allé à l’école, le “What motivated me, when we went to school, the principal directeur est allé à l’école, il est allé parler avec nous. Il a dit ici came to talk with us. He said here, there’s no need to say là, ce n’est pas la peine de dire que ça c’est travail de garçon, ça that this is a boy’s job, this is a woman’s job… With all that, it c’est travail de femme, donc je ne veux pas faire ça, comme c’est 2.2.3  motivated me to do my job.” (Young woman who completed travail de garçon je ne veux pas faire ça donc avec tout ça, ça TVET education and is currently unemployed or in informal me motivait de faire mon métier » (Jeune femme ayant achevé employment)   un cycle EFTP et actuellement au chômage ou dans un emploi informel)  53 5. Appendix Report French original (NOTE: BACKTRANSLATION Quotation in English  section  TO HELP FIND ORIGINAL QUOTE)  « Par la manière que non. Souvent, on dit. Les hommes, ce grand “Often, we see men, this great type of men, on television, type d’hommes, on les montre à la télévision. Prendre la parole speaking in public. We see these people, and we are proud. dans le public. On voit Ces personnes-là, nous sommes fières,   Why not me? Tomorrow, I can be on TV, such a person. She got pourquoi pas moi? Demain, et je peux être à la télé, c’est telle there. It’s a bit like that.” (Young woman currently enrolled in personne. Elle est arrivé là-bas. C’est un peu ça. » (Jeune femme TVET in a traditionally male-dominated field)    actuellement inscrite dans un domaine traditionnellement dominé par les hommes)  « Ça seulement, ça arrive. Je pensais que ça, sûrement, c›est la même chose parce qu›il y a les gens même qui sont ici, même “There are people who can’t even eat, and that’s just it . . . I là. Je connais un jeune, bon je ne dis pas tous les jours, mais know a young man, it’s good, he wasn’t there every day, but c›est avec moi qu›il trouve un peu de nourriture. Tu vois, il y a he finds a bit of food with me. You see, there are people, even des gens, même à cause de nourriture, ils ont abandonné, ils because of everything, they dropped out. They left because of 2.3.1  sont partis à cause de manque de moyens, nourriture, maison, what? Because of lack of means, food, house, housing. It’s not logement, ils ont abandonné. Ce n›est pas parce qu›ils n›ont because they didn’t have the grades to go to higher classes, pas eu les moyennes pour aller en classe supérieure, mais à but because of the means, they left.” (Young woman currently cause des moyens, ils sont partis. » (Jeune femme actuellement enrolled in TVET in a traditionally male-dominated field)  inscrite dans un domaine traditionnellement dominé par les hommes  “In my first year, I wanted to drop out, I couldn’t understand « Moi, ce qui a changé, c’est qu’ici, on nous fatigue pour rien. people in class. There is a teacher here, he tires me so I couldn’t On a en fait 18 matières… Pourtant on compose dans huit understand . . . the mechanics courses. However, we have matières. En français, maths, total fait sept huit matières. En fait, exams in six months, we take subjects. In French, math, a on peut dire les matières qu’on fait, ce qu’on les matières qu’on total of thirty-eight subjects, the subjects we take in the exam, fait ici, ce qu’on enlève, quand on va composer ça vaut sept, that counts as seven, so often we have difficulty studying all comme ça ils vont enlever, donc ça sert à quoi de mettre dans le these subjects. What’s the point of putting it in the program programme pour surcharger notre cerveau.   to overload our brains? Now we don’t do practicals, it’s only theory, so [they] should review that for us.” (Young woman Les matières EDHC et CMC, éducation, quelque chose que on currently enrolled in TVET in a traditionally male-dominated appelait avant nous on appelle ça éducation civique et morale. field)  On fait ça ici aussi CMC c’est comme histoire, Legia, c’est comme droit comme ça, c’est comme droit. Il y a les matières. On   dit hydraulique. On fait en première année, on ne fait pas en deuxième année. Si on ne fait pas en deuxième année, pourquoi on fait ça en première année ? Ils peuvent attendre la troisième   année, on va faire certaines matières. Ici, il y a certaines matières on ne fait pas donc si on pouvait nous réduire un peu les matières. » (Jeune femme actuellement inscrite dans un domaine traditionnellement dominé par les hommes, Grand-   Lahou)  “When the child does not achieve this [grade] average, he or  « Quand l’enfant n’arrive pas à avoir cette moyenne, she is naturally excluded from the system. But what we do naturellement il est exclu du système. Mais ce que nous faisons, is that we often try to refer these children to other types of c’est que on essaie souvent d’orienter ces enfants-là vers training that are organized by the ministry. There is the Second d’autres types de formations qui sont organisées, notamment Chance School Program, all those who are ejected from the par notre ministère. Également en ce qui concerne notre system can come back to train... through the second chance ministère, nos programmes écoles de la deuxième chance. Tous school.” (Local key informant)   ceux aujourd’hui qui sont rejetés par le système peuvent revenir se former dans nos structures à travers l’école de la deuxième chance pour se donner une seconde chance. » (Informateur clé local)  « Vraiment, l’une des fortes recommandations que nous “One of the strong recommendations we want to make is that voulons faire, c’est que cet internat rouvre non seulement pour the boarding school reopen, not only for all the trainees but l’ensemble des stagiaires, mais particulièrement pour les jeunes particularly for the young girls. You can imagine these young filles. Parce que vous imaginez ces jeunes filles qui arrivent girls who arrive from everywhere, some come from Korhogo, de partout. Il y en a qui arrivent de Korhogo, d’Abidjan, de from Abidjan, from Bouaké, everywhere. Sometimes when they Bonouaké, d’Abengourou et de partout en Côte d’Ivoire. Quand 2.3.2  arrive here, if they don’t have a tutor, they are forced to find elles arrivent ici, elles sont obligées de, si elles n’ont pas un accommodation that is often not decent and to take care of tuteur, de trouver un logement qui n’est souvent pas décent et themselves, which is not easy. Whereas with a boarding school, de se prendre soi-même en charge. Donc ce n’est pas facile pour the administration would have more possibility to follow them, les jeunes filles, alors qu’avec l’internat, l’administration aurait to supervise them, to guide them. It’s a big challenge.” (Local eu beaucoup plus de possibilités de les suivre et les encadrer, key informant)   de les conseiller, de les orienter. Voilà, donc ça c’est un des gros défis. » (Informateur clé local)  54 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire Report French original (NOTE: BACKTRANSLATION Quotation in English  section  TO HELP FIND ORIGINAL QUOTE)  “When we came here, we said there is no boarding school here, «Quand on est venu ici, on dit Il n’y a pas internat ici, c’est it’s now, it’s coming, we’ve just changed, it’s a training center. maintenant, ça vient, on vient de changer, c’est un centre de And then they did this vocational high school, so separate formation. Et puis ils ont fait ça Lycée professionnel, donc vocational high school, as they say boarding school. Here, there lycée professionnel à part, comme on dit internat. Ici, il n’y 11  is no place to live so it was difficult for us because of that…” a pas de toit, donc c’était difficile pour nous à cause de ça.» (Young women in training in traditionally male-dominated (Jeune femme actuellement inscrite dans un domaine fields)  traditionnellement dominé par les hommes       “In the neighborhoods, they can be pushed into the oldest profession in the world to get by because the boarding school is « Nous, ce que nous déplorons, c’est que quand nos jeunes filles not functional far from their parents.” (Local key informant)  arrivent, elles soient livrées à elles-mêmes dans les quartiers. Elles peuvent être poussées vers le plus vieux métier du monde 12    pour pouvoir s’en sortir parce que loin des parents, l’internat   n’étant pas fonctionnel, elles pouvaient être confrontées à des difficultés. » (Informateur clé local à Man)     « L’année passée, nous étions trois filles. Cette année, nous “The other, she [a female student] got pregnant last year, so sommes deux. L’autre, elle est tombée enceinte l’année passée, she postponed her schooling. She’s going to be a second-year   donc elle a fait report de scolarité. Elle va faire deuxième année, next year.” (Young woman currently enrolled in TVET in a l’année prochaine. » (Jeune femme actuellement inscrite dans traditionally male-dominated field)  un domaine traditionnellement dominé par les hommes)  « Bon, moi. J’ai un enfant. Et j’ai eu un enfant en classe de “Well, I have a child. And I had a child in fourth grade, so I had quatrième donc j’ai dû abandonner l’école. Mais mon souhait to drop out of school.” (Young woman who completed TVET ce n’était pas vraiment de laisser, c’est parce que les moyens   education)  n’y étaient pas. Les conditions n’étaient pas ça. » (Jeune femme   actuellement inscrite dans un domaine traditionnellement dominé par les hommes)  « C’est au début, parce que quand une femme, d’après eux une “When a woman, according to them, gets pregnant, they have femme tombe enceinte, les filles tombent enceintes. Ils ont une another image; there were others who were talking, there was autre image, il y a d’autres qui parlaient, il y avait des ragots. Ils   gossip. They treated you badly, thought badly of you, they said te traitaient mal, te considéraient mal, ils te lançaient des sales dirty things to you in my case.” (Young woman in training in propos selon mon cas. » (Jeune femme actuellement inscrite traditionally male-dominated fields)  dans un domaine traditionnellement dominé par les hommes)  “Well, some teachers made advances toward me. I refused. So, it became weird, weird... And it’s shameful, so to hurt you, they « J’ai eu certaines difficultés avec d’autres profs… Il y a d’autres play with your grades. They think that if they mess with your qui m’ont dragué, j’ai refusé. Donc là, c’est devenu bizarre, grades, you’ll give in.” (Young woman who abandoned TVET bizarre… En fait, vouloir une personne et puis ne pas avoir la education)  personne, ça, ça fait mal et puis c’est honteux. Donc là, pour te faire du mal, s’il joue dans ta moyenne. Il se dit quoi ? quand   il va jouer dans ta main, tu vas céder. Pourtant, c’est pas ça. »   (Jeune femme ayant achevé une formation en ETFP, Man)        « Quand tu refuses à ses avances, ce sont les menaces. “When you refuse his advances, it’s threats.” (Young woman in Maintenant, toi, tu es comme ci, tu es comme ça. Au fait, ça training in traditionally male-dominated fields)   me fait bizarre. » (Jeune femme actuellement inscrite dans un domaine traditionnellement dominé par les hommes)    « Je suis parti le voir à monsieur [le décan], je veux vous voir. En même temps, le deuxième est rentré, ça c’était quelques “I went to see [the dean]: “Ah sir, I want to talk to you.” I started jours après. En même temps, le deuxième est rentré. Il dit, toi to explain, and then the second one came in . . . He said, ‘What tu fais quoi dans mon bureau? Sors!... Donc moi, je suis sorti are you doing in my office? Get out.” . . . So, he told me, ‘If you du premier. L’éducateur dit vient prendre, j’ai dit monsieur moi   leave the school, you leave with your files.’ So I said, ‘But I didn’t je n’ai rien fait donc je ne peux pas prendre. Quand il m’a dit si do anything.’ So, I left, and then I went home . . . And then I went tu sors de l’école, tu sors avec tes dossiers. Donc moi j’ai dit ah home, and after that, I had some other issues, and I didn’t come mais moi je n’ai rien fait donc je sortais. Puis je suis partie à la back.” (Young woman who abandoned TVET education)  maison… et puis il y a eu certains deux trois trucs là et puis je ne suis plus revenue. » (Jeune femme ayant abandonné l’EFTP)  55 5. Appendix Report French original (NOTE: BACKTRANSLATION Quotation in English  section  TO HELP FIND ORIGINAL QUOTE)  « C’était difficile pour mes parents d’accepter le cas. Mais j’ai dit une parole à mon père qui l’a marqué, j’ai dit vouloir, c’est “It was difficult for my parents to accept the case . . . I said to pouvoir. Donc de venir avec ma mère pour m’accompagner want is to be able . . . My mom came with me. So we proceeded dans le lycée. Donc nous sommes venus quand nous sommes with the registration as I was pregnant. They informed her arrivés. Bon, la distance, de chez ma tutrice et de l’école, that it ‘depends on her behavior and courage. If she’s brave, c’était très éloigné de l’école, donc ma mère a décidé pour we can deal with it’ . . . My mother decided to have me stay at qu’on me…. Si je pouvais rester à l’internat. Bon, il y a eu des the boarding school. Well, there were difficulties there; they difficultés là, ils n’ont pas pu accepter parce qu’ils ont pensé couldn’t accept because they thought I would have a bad que j’aurais une mauvaise image des autres filles. Donc ils ont image on the other girls. So they said no . . . So I had to stay dit que non, ce n’était pas trop logique. Donc j’étais obligée de with my tutor when I came to take lessons; the distance was rester chez ma tutrice en venant prendre les cours, la distance 2.3.3  very far, it was very far, but I coped with it, that’s courage . . . était très loin, c›était très loin, mais je faisais avec, c›est le I followed my classes normally until I was due to give birth . . courage. J›ai suivi mes cours normalement jusqu›à arriver . teachers, members of the administration, they were always à terme de l›accouchement. Au niveau des professeurs, les there for me; they encouraged me to work . . . They always membres de l›administration, Ils étaient toujours là pour moi, ils motivated me to work . . . I gave thanks, I was able to continue m’encourageaient à travailler. Ils m›encourageaient sincèrement . . . I had good [grade] averages to the point where people dire à travailler, de ne pas me laisser abattre par cette situation, congratulated me . . . They have congratulated me so far.” de prendre courage pour travailler. Moi j’ai fait grâce, j’ai pu (Young woman in training in traditionally male-dominated continuer. J’ai eu des bonnes moyennes jusqu›au point où on fields)  me félicite, qu›on me félicite. Ils m›ont félicité. » (Jeune femme actuellement inscrite dans un domaine traditionnellement dominé par les hommes)  « C’est l’État, puisque c’est eux qui nous ont donné la formation. “We did the training, we got the diploma, they were also On a fait la formation, on a eu le diplôme, ils devaient nous aider supposed to help us move forward… Without the means, too, 2.4.1  aussi à avancer, puisqu’on n’a pas les moyens. Sans les moyens nothing can be done.” (Young woman who completed TVET aussi, on ne peut rien faire. » (Jeune femme ayant achevé une education)  formation en ETFP)  “We really need to be able to follow the students, lead them « Bon, quand je pense qu’après la formation, il faut vraiment que to different companies and even those who refuse because l’on puisse suivre les élèves, les conduire dans les différentes currently we are giving them internships. And after the entreprises et même ceux qui refusent parce qu’actuellement internships, after the internships? What do the students do?” on leur donne des stages. Et après les stages, après les stages? (Young woman who completed TVET education)  Qu’est-ce que les élèves font? » (Jeune femme ayant achevé une formation en ETFP)        “Now, with the degree, I wanted to move forward. But since « Maintenant, avec le diplôme, je voulais avancer. Mais comme there were no means until now, the diploma is in the house. il n’y avait pas de moyens jusqu’à présent, le diplôme est dans I left it in the house [and am] selling [for a living].” (Young la maison. J’ai laissé dans la maison, je vends. » (Jeune femme woman who completed TVET education)  ayant achevé une formation en ETFP)  « Toujours compliqué parce qu’après la formation, je suis allée en stage, mais par manque de moyens, je n’ai pas pu continuer “I had to stop my internship because it was unpaid, and I le stage. Je n’ai pas pu continuer le stage, j’ai arrêté parce que   couldn’t afford transportation and food.” (Young woman who mon stage n’était pas rémunéré donc c’était difficile. Le moyen completed TVET education)  de transport, la nourriture, tout ça a été compliqué. » (Jeune femme ayant achevé une formation en ETFP)  “I don’t think that all of us are facing the same challenge… « Moi je ne pense pas que nous tous on est confronté au même because the boys when they go to file their applications I find défi parce que le travail parce que les garçons quand ils s’en that [they] call the boys fast, fast, compared to the women, vont déposer dossier moi je trouve qu’on appelle les garçons the boys win work fast, fast, compared to the women.” (Young vite, vite, par rapport aux femmes, les garçons gagnent travail woman who completed TVET education)  vite, vite, par rapport aux femmes. » (Jeune femme ayant achevé une formation en ETFP)        “For example, in their cement corner, they say women don’t « Je ne sais pas, par exemple dans leur coin de ciment-là, on work there. The women who work there, they work in the office, dit femme ne travaille pas là-bas. Les femmes qui travaillent secretarial work, [doing] the little things there.” (Young woman là-bas, elles travaillent dans bureau., secrétariat, les petits trucs who completed TVET education)  là, maintenant dans leur coin de poubelle aussi, on dit femme ne travaille pas là-bas, si ce n’est pas. Si ce n’est pas ceux qui   ramassent poubelles sur la route-là, femme ne travaille pas là- bas. » (Jeune femme ayant achevé une formation en ETFP) “But, the youth employment agency, because when they finish, « Mais euh, l’Agence emploi jeunes parce que quand ils finissent   in collaboration with the youth employment agency, eh, they en collaboration avec l’Agence Emploi Jeunes, ils placent Nos place our learners in companies.” (Local Key Informant)  apprenant dans des sociétés. » (Informateur clé local)  56 Overcoming the challenges women face in Technical and Vocational Training in Cote D’Ivoire Report French original (NOTE: BACKTRANSLATION Quotation in English  section  TO HELP FIND ORIGINAL QUOTE)  “The state can have them absorbed by the private sector. « L’État peut les faire absorber par les privés. Aujourd’hui, l’État Today, the state is asking the private sector to take on young demande au privé de prendre les jeunes. L’état peut donner dit   people. The state can give, says to the private sector, those. au privé cela prenez les. C’est que toutes les jeunes filles qui Take.” (Local key informant)  sortent là, on a. » (Informateur clé local)  « Oui, elle [l’opportunité d’emploi] est grande parce qu’un “The job opportunity is great because a job called a man’s job métier dit de l’homme exercé par une femme on n’hésitera pas carried out by a woman, we will not hesitate to take the girl   aujourd’hui à prendre la fille… ces filles-là sont plus bosseuse because… these girls are more hard-working than men.” (Local que les hommes et les maitres artisans se sentent plus à l’aise a key informant)  travaillé avec ses filles là. » (Informateur clé local)  “With all the incentives that there are often in terms of job « Même souvent au niveau des débouchés, lorsque les gens openings, when people have to recruit between a young girl doivent recruter entre une jeune fille et un garçon. Souvent, les   and a boy, people often prefer to take young ladies when they gens préfèrent prendre les jeunes dames, car elles ont vraiment have the required profile, often they are the ones who are le profil requis, le profil demandé. C’est souvent elles qui sont chosen.” (Local key informant)  choisies, hein. » (Informateur clé local)  “When you’re looking for work, you have to have a flair. You « Quand on cherche du travail, là il faut avoir le flair. Vous avez   have the diploma, but you have to know how to sell yourself.”  les diplômes, mais il faut savoir se vendre. » (Informateur clé (Local key informant)  local)  57 5. Appendix 58