Educating for Equity: Bridging the Gender Gap in Côte d’Ivoire’s Vocational Training

The World Bank’s study reveals that young women in Côte d’Ivoire face deep-rooted financial, social, and institutional barriers throughout the TVET cycle. Despite challenges like gender bias, harassment, and lack of support, many show resilience and ambition, highlighting the urgent need for targeted reforms.

In Côte d’Ivoire, technical and vocational education and training (TVET) remains a powerful but underutilized tool for women’s empowerment. A recent study by the World Bank, in collaboration with Africa Consultants and supported by the Hewlett Foundation and the Umbrella Facility for Gender Equality, brings new attention to how girls and young women are systematically sidelined in the TVET system. Drawing on fieldwork across five regions, Korhogo, Dabou, Bouaké, Man, and Abengourou, the report uses qualitative interviews and focus groups to explore the barriers women face throughout the TVET cycle: from enrollment and attendance to completion and the transition into the workforce. The study uncovers not just gendered disparities, but the resilience and ambition of women fighting for a place in technical fields long dominated by men.

Barriers Begin at the Starting Line

For many young women, the first obstacle is simply getting through the door. Enrolling in a TVET program is often a logistical and emotional hurdle. Financial limitations loom large, particularly in households that prioritize sons when deciding how to allocate scarce educational resources. Cultural biases further undermine girls’ chances, discouraging them from entering male-dominated fields such as welding, mechanics, or construction. In many communities, technical education is seen as a last resort, something students pursue only if they fail the general academic path. The administrative process for enrolling in TVET is also notoriously complex and lacks proper guidance, especially for students from rural backgrounds.

A significant geographic imbalance in the distribution of TVET schools adds to the problem. Over a third of institutions are located in Abidjan, while vast rural areas remain underserved. This forces students, especially girls, to leave their communities, often relying on host families who may treat them poorly or demand domestic labor in exchange for shelter. The risks of harassment, poor living conditions, and lack of safety can be so daunting that some girls simply give up on the idea of attending school altogether.

School Attendance: A Daily Balancing Act

Even after enrollment, daily attendance is far from assured. Poor infrastructure, outdated learning equipment, and overcrowded classrooms are widespread across public TVET institutions. For girls, however, the challenges are compounded. Sanitation facilities, when available, are often inadequate or unsafe, particularly during menstruation. Security issues such as drug use, theft, or student misconduct further compromise the learning environment.

Girls also face social isolation and harassment within the classroom. The lack of female teaching staff or mentors means they are often alone in confronting biases and inappropriate behavior from both peers and teachers. Outside the classroom, many girls must juggle school with household responsibilities or part-time jobs. Cooking, cleaning, and childcare are commonly expected of them, and this double burden frequently leads to exhaustion, absenteeism, or diminished academic performance. Some students report walking long distances to class without food or water, only to return home to more unpaid labor. The emotional toll is immense, yet many still persevere, fuelled by encouragement from supportive teachers or the drive to break social norms.

When Education Is Cut Short

The struggle to complete TVET education is a story of systemic neglect and gendered hardship. Financial difficulties persist throughout a student’s academic journey, often pushing them toward dropping out. For girls, early pregnancy is one of the leading causes of discontinuation. With few support systems in place, young mothers are either expelled or discouraged from returning. Even in schools that allow them to stay, the social stigma and logistical demands, such as childcare or commuting can make continuing almost impossible.

Sexual harassment by teachers is another severe but often hidden factor. Several students reported being pressured for sexual favors, with threats of grade manipulation or public humiliation if they resisted. These traumatic experiences are made worse by inadequate institutional responses. Rather than protect victims, schools often dismiss their complaints or penalize them further, leaving many girls with no choice but to walk away from their education.

Despite this, the study highlights remarkable examples of young women who managed to finish their programs, often thanks to family encouragement, financial help from part-time work, or flexible school policies for pregnant students. Their stories illustrate the importance of targeted interventions and compassionate leadership within TVET institutions.

A Gendered Labor Market

For those who do graduate, the transition to the job market reveals another layer of inequality. Employment opportunities are limited across the board, but even more so for women, who face entrenched gender biases. Many employers still perceive technical work as a male domain, relegating female graduates to secretarial or administrative positions, regardless of their training. Internships, a crucial link between school and work, are often unpaid and an unaffordable luxury for women who need to earn money immediately.

Nonetheless, some positive trends are emerging. A small but growing number of employers are beginning to prefer hiring women, citing their work ethic and reliability. State-mandated partnerships between TVET schools and youth employment agencies have shown promise, particularly in fields like civil engineering and public services. Mentorship programs and targeted job counseling are helping some young women bridge the gap between training and employment, though such initiatives remain the exception rather than the rule.

Ambitions Beyond the Classroom

What stands out most in the report is the determination of young women to succeed despite the odds. Many express aspirations to become engineers, entrepreneurs, or leaders in their communities. They envision building businesses, employing others, and lifting their families out of poverty. Some dream of moving abroad to find better opportunities, while others want to stay and change perceptions in their own neighborhoods. These ambitions, often shaped by exposure to role models or early practical experience, show that the hunger for change is already there.

But ambition alone cannot dismantle systemic barriers. What’s needed is a coordinated, multisectoral response investment in gender-responsive infrastructure, protection from harassment, financial aid tailored to women’s needs, and robust monitoring systems to ensure accountability. The voices in this report are not just stories; they are evidence, testimony, and a call to action. With the right policies, resources, and commitment, Côte d’Ivoire’s TVET system can evolve from a space of exclusion into a powerful engine of equity and empowerment.