ÉDUCATION

The government of Côte d'Ivoire has set itself the goal of ensuring universal quality schooling, particularly for girls and in remote areas of the country, in the national education sector. To achieve this objective, the Ivorian government has undertaken major reforms, including Law No. 2015 635 of 17 September 2015 on compulsory basic education policy (PSO). 
Between 2011 and 2019, 33,698 new classrooms were built for pre-school and primary education. This increase in educational provision has had a positive impact on enrolments between 2016 and 2020. The gross pre-school enrolment rate reached 10.5% in 2019, compared with 9% in 2016. At primary level, the Gross Enrolment Rate (GER) reached 100.30%, while the Net Enrolment Rate (NER) stood at 91.49%, giving a Gross Admission Rate (GAR) of 82.15% in 2020.
However, there are weaknesses at several levels.

For the primary education sub-sector, despite the developments described above, the results in the administrative regions reveal that the situation regarding access remains worrying. Twenty-two (22) administrative regions have around 20% of school-age children who have not had access to school. In terms of gender, girls' access to school is even more acute, as 28.1% of 6-year-old girls did not have access to CP1, compared with 25.6% of boys in 2018. The lowest net enrolment rate is observed in the northern regions (41.2%) and especially in rural areas (52.6%). In addition, the two main challenges are the quality of education (70% of children leaving the second year of primary school do not reach the sufficient threshold in reading and 80% in arithmetic. The second challenge is the large number of children outside the school system, around 10% of the school-age population. 

This situation is the result of academic failure, leading to frequent repetition and dropout. The drop-out rate varied from 4.70% in 2015 to 5.61% in 2020. Thousands of children suffer violence at home, and children spend part of their lives without any knowledge, even when they have been to school. There is also a low rate of retention of pupils in the long curriculum.

• Construction and rehabilitation of infrastructure
• Equipment
• Training for teachers and facilitators or volunteers of bridge classes and reading clubs
• Campaign to get children, especially girls, into school and keep them there
• Training for members of School Management Committees (COGES) and Clubs for Mothers of Pupils (CMEF)