TVET Infrastructure and Specialized Courses
TVET Infrastructure and Specialized Courses
Business Model Description
Build or acquire educational infrastructure to provide Technical and Vocational Education and Training (TVET). The TVET centers offer tailor-made courses for skills that are in demand locally by selected industries. These include hospital management, healthcare, foundry work, ICT, renewable energy professions, and particularly engineering and construction in large cities. The centers generate revenue through enrolment fees and may enter into agreements with local companies for apprenticeship contracts and staff training to ensure that the training provided is aligned with the industry needs. Private firms can benefit from tax credit for the provision of apprenticeship training, with a nationally determined amount per student.
Expected Impact
Offer professional skills, leading to better-paying jobs, and reduce skill mismatches in the labor market, particularly in high-demand sectors, benefiting businesses and contributing to economic growth.
How is this information gathered?
Investment opportunities with potential to contribute to sustainable development are based on country-level SDG Investor Maps.
Disclaimer
UNDP, the Private Finance for the SDGs, and their affiliates (collectively “UNDP”) do not seek or solicit investment for programmes, projects, or opportunities described on this site (collectively “Programmes”) or any other Programmes, and nothing on this page should constitute a solicitation for investment. The actors listed on this site are not partners of UNDP, and their inclusion should not be construed as an endorsement or recommendation by UNDP for any relationship or investment.
The descriptions on this page are provided for informational purposes only. Only companies and enterprises that appear under the case study tab have been validated and vetted through UNDP programmes such as the Growth Stage Impact Ventures (GSIV), Business Call to Action (BCtA), or through other UN agencies. Even then, under no circumstances should their appearance on this website be construed as an endorsement for any relationship or investment. UNDP assumes no liability for investment losses directly or indirectly resulting from recommendations made, implied, or inferred by its research. Likewise, UNDP assumes no claim to investment gains directly or indirectly resulting from trading profits, investment management, or advisory fees obtained by following investment recommendations made, implied, or inferred by its research.
Investment involves risk, and all investments should be made with the supervision of a professional investment manager or advisor. The materials on the website are not an offer to sell or a solicitation of an offer to buy any investment, security, or commodity, nor shall any security be offered or sold to any person, in any jurisdiction in which such offer would be unlawful under the securities laws of such jurisdiction.
Country & Regions
- Côte d'Ivoire: Zanzan
- Côte d'Ivoire: Vallée du Bandama
- Côte d'Ivoire: Woroba
- Côte d'Ivoire: District Autonome d'Abidjan
- Côte d'Ivoire: Bas-Sassandra
- Côte d'Ivoire: Savanes
Sector Classification
Education
Development need
The primary school enrolment rate in Côte d'Ivoire was 94.4% in 2023, but the completion rate was just 57.9% for lower secondary education (2022). The combined share of vulnerable jobs and unemployed people ranges between 70% and 90%. In addition, Covid-19 has exacerbated regional inequalities with the spread in results widening considerably between rural regions (e.g. Zanzan) and Abidjan (4, 5, 13, 14)
Policy priority
Improving access to education is among the five pillars of the National Development Plan (2021-2025), reaffirmed in the National Youth Policy, which ensures equitable and non-discriminatory access to education. In addition, the Education and Training Sector Plan aims to improve education offer quality and diversity, and increase spending on education, with 1.4 billion USD allocated between 2017 and 2020 (1, 2, 11).
Gender inequalities and marginalization issues
Overall, girls and women have a lower schooling rate. The gender gap is particularly pronounced for secondary education (28% of girls and 35% of boys) but persists for technical and vocational training, with a gender parity index of 1.4 in 2023 (against 0.9 in 2021) (2, 10).
Investment opportunities introduction
Côte d'Ivoire's government has announced substantial allocations under the Education and Training Sector Plan, committing to increase the education budget to USD 2 billion in 2023. In addition, private investors such as I&P offer seed funding for new companies which demonstrates the attractiveness of the sector and the availability of financing (6, 7).
Key bottlenecks introduction
There is a positive correlation between unemployment and education in Côte d'Ivoire. The employment rate of technical school graduates was just 34% in 2022. This shows that the education offer does not correspond to the needs of the labour market, such that investment in education requires careful consideration of demographics and market dynamics (4, 8, 10).
Formal Education
Development need
Côte d'Ivoire faces a skill mismatch of 75.87% and a pervasive under-skilling issue (59.19%). Despite youth unemployment standing at 5.8%, the majority of jobs are vulnerable and 35.5% of the employed workers are poor. In addition, the demand for formal education is increasing rapidly, as 38.2% of the population is below 15 years old (4, 9).
Policy priority
The government aims to increase the number of schools to accommodate new young populations. In 2023, the Special Support Program for the Integration of Young People in the Northern Regions offered training to 1,753 young in northern regions. The number of technical and vocational training schools, for instance, has increased from 433 in 2011/12 to 747 in 2017/18 (3, 10).
Gender inequalities and marginalization issues
Tertiary education appears to be egalitarian (49% women) but very gendered depending on the subject. Girls represent only 8% and 18% of the cohorts for agricultural and industrial training. 43% of public education resources are monopolized by the richest top 10% while rural children are more likely to be outside the school system (70% of the total) (2, 11).
Investment opportunities introduction
The private sector accounts for over 75% of the total number of schools. The demand for educational services is high growing, as the Ivorian government estimates that there will be almost 15 million school-age children in Côte d'Ivoire by 2025 (2, 11).
Key bottlenecks introduction
Access to finance remains a crucial challenge for investment in private education as private banks may be require collaterals or offer higher rates. Concessional agreements with the state can be negotiated, but public support is fluctuating and the private sector reports long payment times and non-payment issues (90 billion FCFA in 2024 (USD 149 million)) (3, 16).
Pipeline Opportunity
TVET Infrastructure and Specialized Courses
Build or acquire educational infrastructure to provide Technical and Vocational Education and Training (TVET). The TVET centers offer tailor-made courses for skills that are in demand locally by selected industries. These include hospital management, healthcare, foundry work, ICT, renewable energy professions, and particularly engineering and construction in large cities. The centers generate revenue through enrolment fees and may enter into agreements with local companies for apprenticeship contracts and staff training to ensure that the training provided is aligned with the industry needs. Private firms can benefit from tax credit for the provision of apprenticeship training, with a nationally determined amount per student.
Business Case
Market Size and Environment
In 2019, there were 2.3 million youth not in education, employment or training
There were over 2 million youth not in education, employment or training in Cote d'Ivoire while over 75% of those arriving on the labor market every year end up in precarious informal jobs, demonstrating the potential for technical and vocational education and training (TVET). Only 117,000 students were enrolled in TVET in 2023, but the number of learners per 100,000 inhabitants has increased by 10.5% between 2021 and 2023 (from 456 to 504) (10, 53).
Indicative Return
15% - 20%
In Côte d'Ivoire, an investment of about USD 3 million in TVET institutions can yield 20% gross profit margin as indicated by select examples in the Sub-Saharan Africa, including peer countries in the Economic Community of West African States (ECOWAS) region (40).
Investment Timeframe
Medium Term (5–10 years)
In Côte d'Ivoire, investment projects in vocational schools are expected to require three to five years for the implementation, potentially including land acquisition, construction, licensing, and accreditation, therefore yielding positive return in the medium term (40, 52).
Ticket Size
USD 1 million - USD 10 million
Market Risks & Scale Obstacles
Market - Highly Regulated
Market - High Level of Competition
Capital - Requires Subsidy
Impact Case
Sustainable Development Need
The gross enrolment rate in higher education increased from 8.2% in 2015 to 15.6% in 2021, and a target of 19.9% for 2023. However, significant disparities remain between regions as enrolment rates are lower in northern regions, leading to unequal educational and economic opportunities (10, 20).
The completion rate for lower secondary education was just 57.4% in 2022. This translates into lower average revenues, as in Côte d'Ivoire each additional year of education is associated with a 10.6% increase in revenues annually (13, 20).
There is a skill mismatch rate of 75.87% in Côte d'Ivoire, with under-skilling being a prominent issue (59.19%), even for graduates. This particularly affect graduates with BTS (technical diplomas), Bachelor's, and Master's degrees, as well as individuals employed without formal contracts. Private actors report difficulties in finding skilled labor in masonry and ironwork (15, 48).
Gender & Marginalisation
Only 2.8% of the poorest students were enrolled in higher education compared to 16.7% of the wealthiest in 2015. Educational inequalities are highly correlated with economic inequalities, limiting social mobility and opportunities for young people from lower-income families (20).
Geographical disparities remain prevalent. For instance, 81% of high school graduates from the Autonomous District of Abidjan pursued higher education, against only 51% of graduates from other districts (20).
Public universities in Côte d'Ivoire are concentrated in a few cities: Abidjan, Korhogo, Daloa, and Bouaké, with a recent addition in Man. Individuals born in these cities have higher enrolment rates compared to those born in localities without public universities (20).
Expected Development Outcome
Increasing the range and diversity of education on offer can help improve school enrolment and access to better-paid jobs (20).
The opening of technical and vocational training centers allows young people who have left the school system to access professional training, thus improving inclusion (21).
Providing vocational training aligned with the needs of local industries helps reduce the gap between labor supply and demand, as well as skill mismatches (21).
Gender & Marginalisation
A denser educational offering in rural and semi-urban regions would specifically target students from lower-income and rural families, providing them with greater access to education. Short qualifying programs can serve as a pathway out of poverty and a means to access stable employment (20).
A denser educational offering in rural and semi-urban regions would help address geographical imbalances, providing students from lower-income and rural families with greater access to education. Opening new training centers facilitates access to education by reducing transportation costs and the need to relocate to distant cities.
Expanding private education would increase available options by establishing institutions in areas not currently served by the public education network.
Primary SDGs addressed
4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.5.1 Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6.1 Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
The number of learners per 100,000 inhabitants was 504 in 2023, and the participation rate of youth and adults in formal and non-formal education over the last 12 months was 2.9% in 2021 (10, 46).
The gender parity index for TVET enrolment was 1.4 in favour of males in 2023 (10).
The youth literacy rate (15-24 years) was 51% in 2021 (10).
The 2023 report of the National Development Plan (2021-2025) indicates a target of 510 learners per 100,000 inhabitants for 2023 while the Education and Training Sector Plan reports a target of 828 for 2025 (10).
The objective, outlined in the 2023 annual report of the National Development Plan, is a value of 1 (10).
The Ivorian government aims to ensure that, by 2030, all young people and a significant proportion of adults, both men and women, can read, write, and perform basic arithmetic (11).
8.6.1 Proportion of youth (aged 15–24 years) not in education, employment or training
In 2022, the proportion of youth (aged 16–24 years) not in education, employment or training was 18.7% overall, 24.6% for females (against 38.4 in 2019) and 12.8% for males (17, 32).
The government is seeking to reduce the proportion of young people neither in employment nor in training. In 2024, the government set up a program to train and offer internships to 1,470,984 young people, more than a third of the total number of affected youth (51).
Secondary SDGs addressed
Directly impacted stakeholders
People
Gender inequality and/or marginalization
Planet
Corporates
Public sector
Indirectly impacted stakeholders
People
Gender inequality and/or marginalization
Corporates
Public sector
Outcome Risks
A rapid increase in the number of trained professionals in certain fields could saturate the job market, especially if the expansion in vocational and technical training programs does not closely align with labor market needs (15).
While apprenticeship agreements with local companies can provide valuable training, there is a risk that companies may exploit apprentices as cheap labor without offering long-term employment or fair wages after the apprenticeship ends (51).
Constructing or expanding educational infrastructure, particularly in large cities, can exacerbate pressures over space, driving up rent prices and worsening access to affordable housing.
The establishment of large, well-funded TVET centers could overshadow smaller, community-based training programs or public institutions. This may reduce the viability of these smaller institutions and have a negative impact on their students' employability.
There is a risk that specialized TVET programs may produce graduates in fields for which there is insufficient local demand, leading to migration to major urban centers ('brain drain').
Impact Risks
If the schools are concentrated in Abidjan, or if tuition fees are too high, the societal gains from additional TVET institutions would be lower.
If the newly created schools fail to obtain credibility, their diplomas might hold less value compared to existing and public institutions, which would limit the impact of these schools.
If the expectations of employers and local market dynamics are misunderstood or not adequately taken into account, the specialized programs may fail to meet the actual needs of the job market.
Impact Classification
What
The opening of new vocational training centers offering skills training at affordable rates.
Who
Young people, particularly women and those who have left the education system or are unemployed would benefit from greater opportunities.
Risk
Training programs may not align with the actual needs of the job market, which could lead to low returns to education, market saturation, and skill shortage for firms.
Contribution
Private education complements and replaces public schools and TVET, forming 60% of the market. They could be better positioned than the public sector as private groups may be directly connected to industry needs (3, 37).
How Much
Private TVET contributes to the government's objective of reaching 20% of TVET enrolment by 2025, against just 5% in 2022 (43).
Impact Thesis
Offer professional skills, leading to better-paying jobs, and reduce skill mismatches in the labor market, particularly in high-demand sectors, benefiting businesses and contributing to economic growth.
Enabling Environment
Policy Environment
The Vocational Training Development Fund (Fonds de Développement de la Formation Professionnelle or FDFP) has a strategic plan for 2023-2027, aiming to make it the leader in skill development in Côte d'Ivoire. It provides substantial financial support for training initiatives (47).
The Education and Training Sector Plan (PSE) 2016-2025 in Côte d'Ivoire is a comprehensive initiative aimed at transforming the education system by improving access, quality, and management of education at all levels (17).
National Development Plan (2021-2025): aims to equip citizens with skills and knowledge to drive economic growth. To achieve this, two main initiatives have been launched, including the implementation of 11 structural reforms and a renovation of the vocational training system, with the adoption of a new regulatory framework (1).
The National Youth Policy (PNJ) 2021-2025: founded on four guiding principles: human rights (ensuring the fundamental rights of all young people); equity (addressing the needs of marginalized youth); gender equality; and sustainability (11).
The Strategic Reform Plan for Technical Education and Vocational Training (2016-2025) aims to improve accessibility, quality, and governance of vocational training. It plans to enhance partnerships between training institutions and businesses, and develop a certification framework to ensure skills meet market demands (30).
Financial Environment
Financial incentives: Impacts funds such as the Education Impact Fund provide funding to small and medium-sized Ivorian businesses and start-up operating in the education sector, with seed financing (10,000 - 60,000 euros, USD 11,000-65,000) and growth financing (60,000-200,000 euros, USD 65,000-216,000) (23).
Fiscal incentives: The 2022 fiscal annex in Côte d'Ivoire increases the existing tax credit of 500,000 CFA Francs (USD 825) per apprentice per year to 750,000 CFA Francs (USD 1238) for individuals with disabilities. Article 111 ter of the General Tax Code provides for a tax credit for companies that take on students for an internship of up to six months (34, 35).
Other incentives: In 2024, Côte d'Ivoire received euro 132.2 million (USD 143 million) from the World Bank’s IDA to implement Phase 3 of the Youth Employment and Skills Development Project (PEJEDEC), aimed at improving labor market outcomes and strengthening TVET to create jobs for young people (33).
Regulatory Environment
Law No. 2015-635 modifying Law No. 95-696 (1995) made schooling compulsory between the ages of 6 and 16 (article 2-1) including for specific needs children. A mechanism for reintegrating children aged nine to sixteen years who are outside the system is established) (20).
Law No. 2022-795 "guiding technical and vocational teaching and training" provides guidance on TVET. It ensures gratuity in public establishments, non-discrimination (Art 8 and 9), and establishes TVET as a right (Art. 10) (28).
Decree 0061/PM/CAB of January 23, 2023 creates the Interministerial Committee on Youth Policies, Training, Professional Integration, and Civic Service, called ""CI-Jeunesse"", outlining its responsibilities, organization, and operation (11).
Decree No. 2023-667 outlines the regulations surrounding the certificate of professional qualification, which aims to bridge the gap between skills and the labor market's needs (27).
Decree No. 2019-118 establishes a framework for promoting and organizing apprenticeship as a means of professional training, specifying the roles of various stakeholders and aiming to improve youth employability. Chapter IV clarifies the role of the school (29).
Order No. 007 MENETFP/CAB/DEEP of May 3rd, 2019, determines the conditions for granting approvals to private TVET schools (31).
Marketplace Participants
Private Sector
Education Impact Fund, Eranove, Chamber of Commerce and Industry of Côte d'Ivoire, Comoé Capital, I&P, Yarani, Confédération Générale des Entreprises de Côte d’Ivoire (CGECI), Supagro, Ivoire Beauty Academy, Eranove Group.
Government
Ministry of National Education, Technical Education, and Vocational Training, Ministry of Employment and Social Protection, Ministry of Youth Promotion and Employment, Centre de Promotion des Investissements en Côte d’Ivoire (CEPICI).
Multilaterals
World Bank, United Nations Educational, Scientific and Cultural Organization (UNESCO), United Nations International Children's Emergency Fund (UNICEF), African Development Bank (AfDB), United Nations Development Programme (UNDP), International Labor Organization (ILO).
Non-Profit
Swisscontact, Education Development Center, CARE International, Global Partnership.
Target Locations
Côte d'Ivoire: Zanzan
Côte d'Ivoire: Vallée du Bandama
Côte d'Ivoire: Woroba
Côte d'Ivoire: District Autonome d'Abidjan
Côte d'Ivoire: Bas-Sassandra
Côte d'Ivoire: Savanes
References
- (1) Gouvernement de la Côte d'Ivoire. 2021. Plan National de Développement PND 2021-2025. https://dcf.ci/dcf.ci/wp-content/uploads/2021/09/PND-2021-2025_Tome-1_Diagnostic-strate%CC%81gique.pdf
- (2) Ministere de l'éducation nationale, de l'enseignement technique et de la formation professionnelle. 2017. Plan sectoriel education/Formation 2016-2025. https://planipolis.iiep.unesco.org/sites/default/files/ressources/cote_divoire_plan_sectoriel_de_leducation.pdf
- (3) Oxford Business Group. 2022. How Côte d’Ivoire is improving education system. https://oxfordbusinessgroup.com/reports/cote-divoire/2022-report/economy/adapting-to-the-times-sector-policy-prioritises-vocational-and-technical-training
- (4) ILO. 2023. National study of the labour market in Côte d'Ivoire. https://publications.iom.int/system/files/pdf/pub2023-003-el-natl-study-labour-market.pdf
- (5) UNICEF. 2023. Côte d'Ivoire. Unpacking Factors Influencing School Performance. https://www.unicef.org/innocenti/media/2936/file/UNICEF-DMS-Cote-dIvoire-Unpacking-Factors-Influencing-School-Performance-11.09.2023.pdf
- (6) Abidjan.net. 2023. 1236106570775 Milliards de francs CFA : Budget du Ministère de l'Education Nationale et de l'Alphabétisation Côte d' Ivoire 2024. https://news.abidjan.net/chiffres-cles/3-societe/3736-le-budget-du-ministere-de-leducation-nationale
- (7) Investisseurs et partenaires. [undated]. Education Impact Fund. https://www.ietp.com/fr/content/education-impact-fund-0
- (8) IFC. 2020. Créer des marchés en Côte d'Ivoire. https://www.ifc.org/content/dam/ifc/doc/mgrt/cpsd-cote-d-ivoire-fr.pdf
- (9) Ministry of Planning and Development. 2022. Recensement général de la population et de l’habitat 2021 - Résultats globaux définitifs. https://www.caidp.ci/uploads/7113b93cc641ba78c591e9f79a4e729c.pdf
- (10) Ministère de l'Economie, du Plan et du Développement. 2023. Plan National de Développement 2021-2025. Rapport Annuel 2023.
- (11) République de Côte d'Ivoire. 2021. Politique Nationale de la Jeunesse (PNJ). https://mutualisation.ccmefp-uemoa.org/system/files/cotedivoire_pnj_2021-2025.pdf
- (12) Team France Export. 2023. Le Marché de l'éducation numérique et formation professionnelle en Côte-d'Ivoire. https://www.teamfrance-export.fr/fiche-marche/retail-services-et-culture/education-numerique-et-formation-professionnelle/CI
- (13) SDG Transformation Center. 2024. Sustainable Development Report - SDG 4. https://dashboards.sdgindex.org/profiles/cote-d-ivoire
- (14) ADEANET. 2022. Cinq leçons tirées des réponses face à la COVID-19 dans l’éducation en Afrique. https://www.adeanet.org/fr/blogs/cinq-lecons-tirees-reponses-face-covid-19-education-afrique
- (15) Kouakou, K. C. and A. R. Yapo. 2019. Mesures et déterminants de l’inadéquation compétences-emploi en Côte d’Ivoire. https://ideas.repec.org/p/avg/wpaper/fr10483.html
- (16) KOACI. 2024. Côte d'Ivoire : Les fondateurs d'établissements privés réclament 90 milliards FCFA d'impayés à l'Etat, grosse menace sur les examens de fin d'année. https://www.koaci.com/article/2024/05/16/cote-divoire/societe/cote-divoire-les-fondateurs-detablissements-prives-reclament-90-milliards-fcfa-dimpayes-a-letat-grosse-menace-sur-les-examens-de-fin-dannee_177997.html
- (17) Global Partnership. 2017. PLAN SECTORIEL EDUCATION/FORMATION 2016 – 2025https://www.globalpartnership.org/sites/default/files/plan_sectoriel_de_leducation_-_cote_divoire.pdf
- (18) Invest for Jobs. 2023. Coup d’envoi pour une Académie de formation en Côte d’Ivoire. https://invest-for-jobs.com/fr/nouvelles/coup-denvoi-pour-une-acad%C3%A9mie-de-formation-en-c%C3%B4te-divoire
- (19) Consultation. 2024. UNDP SDG Investor Map project team consultation with a development partner(Ivorian entrepreneur) in March 2024.
- (20) World Bank. 2017. L’enseignement supérieur en Côte d’Ivoire. https://documents1.worldbank.org/curated/en/321141530267814055/pdf/Equity-Access-and-Enrollment-in-Higher-Education.pdf
- (21) Invest for Jobs. 2024. Stimuler la croissance économique par l'éducation. https://invest-for-jobs.com/fr/projets/forprode#:~:text=L%27%C3%A9ducation%20et%20la%20formation,perspectives%20d%27emploi%20aux%20jeunes.
- (22) Jeune Afrique. 2019. Business schools africaines : pourquoi les fonds d’investissement s’y intéressent. https://www.jeuneafrique.com/emploi-formation/771700/business-schools-africaines-pourquoi-les-fonds-dinvestissement-sy-interessent/
- (23) Investisseurs et partenaires. [undated]. Education Impact Fund. https://www.ietp.com/fr/content/education-impact-fund-0
- (24) Investisseurs et Partenaires. 2024. Yarani. https://www.ietp.com/fr/country/c%C3%B4te-divoire
- (25) Investisseurs et partenaires. [undated]. Centre des Métiers Michèle Yakice. https://www.ietp.com/fr/entreprises/eifp-michele-yakice
- (26) République de Côte d'Ivoire. 2015. Loi N° 2015-635 du 17 septembre 2015 portant modification de la Loi N° 95-696 du 7 septembre 1995 relative à l'enseignement. https://www.travaildesenfants.org/sites/default/files/pdf_documents_fondateurs/LOI%20N%C2%B0%202015-365%20DU%2017%20SEPTEMBRE%202015%20PORTANT%20MODIFICATION%20DE%20LA%20LOI%20N%C2%B0%2095-696.pdf
- (27) Présidence de la République de Côte d'Ivoire. 2023. Décret No. 2023-667 du 12 juillet 2023 relatif au certificat de qualification professionnelle. https://mutualisation.ccmefp-uemoa.org/system/files/decret_ndeg2023-667_relatif_au_certificat_de_qualification_professionnelle.pdf
- (28) République de Côte d'Ivoire. 2022. Loi N° 2022-795 du 13 octobre 2022 d'orientation de l'enseignement et la formation techniques et professionnels. https://mutualisation.ccmefp-uemoa.org/system/files/civ_loi_2022-795_du_13_10_2022_dorientation_de_leftp.pdf
- (29) Présidence de la République. 2019. Décret N° 2019-118 du 06 février 2019 relatif à la formation professionnelle par apprentissage. https://pefop.iiep.unesco.org/en/system/files/resources/pef000398_cote_divoire_decret_ndeg2019-118_fp_par_lapprentissage_fev_2019.pdf
- (30) République de Côte d'Ivoire. 2016. Reforme de l'enseignement technique et de la formation professionnelle 2016 - 2025. https://pefop.iiep.unesco.org/fr/system/files/resources/Pef00098_Plan_Strategique_Reforme_ETFP_2016_RCI.pdf
- (31) Présidence de la République de Côte d'Ivoire. 2019. Arrêté n° 007 MENETFP/CAB/DEEP du 03 mai 2019 déterminant les conditions d’octroi d’agréments aux établissements scolaires privés d’Enseignement Général, Technique et de Formation professionnelle. http://metfpa-deep.ci/uploads/medias/46590795a85d6128e50057284c08b577.pdf
- (32) World Bank. 2024. Share of youth not in education, employment or training (% of youth population). https://genderdata.worldbank.org/en/indicator/sl-uem-neet-zs?gender=male
- (33) World Bank. 2024. Cote d'Ivoire Youth Employment and Skills Development Project - Phase 3. https://projects.banquemondiale.org/fr/projects-operations/procurement-detail/OP00296235
- (34) Abidjan.Net. 2022. Côte d'Ivoire: extension du crédit d'impôt relatif à l'emploi et à la formation. https://news.abidjan.net/articles/702694/cote-divoire-extension-du-credit-dimpot-relatif-a-lemploi-et-a-la-formation
- (35) Présidence de la République de Côte d'Ivoire. 2022. Annexe fiscale à la Loi de Finances n° 2021-889 du 21 décembre 2021 portant budget de l'Etat pour l'année 2022. https://cgeci.com/wp-content/uploads/2022/01/Annexe-fiscale-2022.pdf
- (36) Investisseurs et partenaires. [undated]. Supagro. https://www.ietp.com/fr/entreprises/supagro
- (37) Education International. 2023. Technical and Vocational Education and Training in Cote d’Ivoire: problematic privatization and a framework to be redefined. https://www.ei-ie.org/en/item/23002:technical-and-vocational-education-and-training-in-cote-divoire-problematic-privatization-and-a-framework-to-be-redefined-by-eric-lavigne
- (38) Zamblé, T. G. B. and C. K. N’guessan. 2019. De la privatisation à la marchandisation de l’éducation en Côte d’Ivoire. https://journals.openedition.org/ries/9180
- (39) UNESCO. 2024. Profils nationaux d'EFTP - Côte d'Ivoire. https://unevoc.unesco.org/home/Profils+nationaux+d%60EFTP+dynamiques/country=CIV
- (40) Caerus Capital. 2017. The Business of Education in Africa. https://www.idpfoundation.org/wp-content/uploads/2017/05/Business-of-Education-in-Africa-Report.pdf
- (41) CSFEF. 2019. La privatisation de l’école en Côte d’Ivoire. https://www.csfef.org/la-privatisation-de-lecole-en-cote-divoire/#:~:text=La%20principale%20difficult%C3%A9%20%C3%A0%20laquelle,par%20les%20parents%20d%27%C3%A9l%C3%A8ves.
- (42) Cour d'Appel d'Abidjan. 2019. Audience du Jeudi 10 Janvier 2019. https://cndj.ci/stream/decisions/93e35f8fc87fc54330ced3b5b9041ae87c8a2394-018-2019.pdf
- (43) Gouvernement de Côte d'Ivoire. 2022. Enseignement technique et formation professionnelle : une voie d’avenir pour une insertion professionnelle réussie. https://www.gouv.ci/_actualite-article.php?recordID=14060#:~:text=offre%20de%20formations.-,Faire%20de%20l%27enseignement%20technique%20et%20de%20la%20formation%20professionnelle,pr%C3%A8s%20de%2020%25%20en%202025.
- (44) Investisseurs et partenaires. [undated]. Ivoire Beauty Academy. https://www.ietp.com/fr/entreprises/ivoire-beauty-academy
- (45) INS. 2022. Recensement général de la population et de l'habitat, 2021. https://www.ins.ci/RGP2021/RGPH2021-RESULTATS%20GLOBAUX_VF.pdf#
- (46) UNECA. [undated]. Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. https://ecastats.uneca.org/data/BrowseSDGbyindicators.aspx?subthemeid=483
- (47) L'intelligent Abidjan. 2024. Fonds de développement de la formation professionnelle- Le secrétaire général dévoile le plan stratégie 2023-2027. https://www.lintelligentdabidjan.info/news/fonds-de-developpement-de-la-formation-professionnelle-le-secretaire-general-devoile-le-plan-strategie-2023-2027/#:~:text=Le%20Fdfp%20est%20fier%20d,%C3%A0%20des%20opportunit%C3%A9s%20d%27emploi.
- (48) Consultation. 2024. UNDP SDG Investor Map project team consultation with private companies in December 2023.
- (49) Consultation. 2024. UNDP SDG Investor Map project team consultation with a development partner (international organization), march 2024.
- (50) CSFEF. 2019. La privatisation de l’école en Côte d’Ivoire. https://www.csfef.org/la-privatisation-de-lecole-en-cote-divoire/#:~:text=La%20principale%20difficult%C3%A9%20%C3%A0%20laquelle,par%20les%20parents%20d%27%C3%A9l%C3%A8ves.
- (51) Cour d'Appel d'Abidjan. 2019. Audience du Jeudi 10 Janvier 2019. https://cndj.ci/stream/decisions/93e35f8fc87fc54330ced3b5b9041ae87c8a2394-018-2019.pdf
- (52) Centre de Promotion des Investissements en Côte d'Ivoire (CEPICI). 2024. Invest in Sud-Comoé-Forum d'affaires : Catalogue des projets d'investissement.
- (53) APA News. 2024. Côte d’Ivoire : environ 100 000 emplois formels générés par an. https://fr.apanews.net/cote-divoire/cote-divoire-environ-100-000-emplois-formels-generes-par-an/#:~:text=%C2%AB%20Au%20nombre%20de%20ces%20jeunes,a%2Dt%2Dil%20poursuivi.