世界银行-克服科特迪瓦妇女在技术和职业培训中面临的挑战（英）

Overcoming the challenges women face in Technical and Vocational Trainingin Côte d’IvoirePublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedAbstract. This study examines through qualitative data collection and analysis the multifaceted challenges encoun-tered by Côte d’Ivoire students in technical and vocational education and training (TVET) across four essential stag-es: enrollment, attendance, completion, and entry into the labor market. During enrollment, financial constraints, family influence, and the perception of the limited value of TVET affect student decisions, with bureaucratic complexi-ties further complicating the process. Women, in particular, face cultural biases which restrict their access to technical fields. Attendance is generally impeded by limited geo-graphical distribution, inadequate boarding facilities, and security concerns, with young women experiencing addi-tional hardships, such as harassment and the need to bal-ance schooling with domestic responsibilities. These factors contribute to emotional distress and stand in the way of academic achievement and personal well-being. Comple-tion is negatively influenced by ongoing financial burdens, and early pregnancy and motherhood exacerbating the chal-lenges for young women. Finally, the transition to the labor market is hampered by limited job opportunities, gender discrimination, and insufficient institutional support for job placement, with internships and practical work experienc-es being crucial yet often inadequate. The study highlights the need for multi-faceted efforts to address the challenges across stages of the engagement cycle with a particular focus on the additional and specific needs of women and girls.Acknowledgements. This report was authored by Ana Lu-iza Machado and Miriam Muller. The authors gratefully acknowledge contributions from a large team, especially the research team from Africa Consultants who collected the data, transcribed the interviews and coded the data. We thank Ezechiel Diallo, Iliana Violeta Colman Valdez, Yves Jantzem, Ali Coulibaly, Sophie Cerbelle, Rogelio Granguill-home Ochoa, Eduardo Alonso Malasquez Carbonel, Heba Elgazzar, Gabriela Inchauste, and Rob Swinkels for their valuable analytical inputs. The team worked under the guid-ance of Johan Mistiaen. The team benefitted greatly from excellent peer review comments received from Lou Gonan Karine Kouassi Epse Kouacou and Juan Baron. We thank the technical staff at the Ministère de l’enseignement tech-nique, de la formation professionnelle et de l’apprentissage (Ministry of Technical Education, Vocational Training and Apprenticeship) and the staff of who facilitated entry in the selected schools for the purpose of data collection. Santosh Kumar Sahoo provided excellent administrative support throughout. This study was funded by the Hewlett Foun-dation and the Umbrella Facility for Gender Equality. Final-ly, and most important