The Government's strategy is based on improving the training offer, the professional integration of young people, and the development of self-employment.

The Ministry of Technical Education, Vocational Training, and Apprenticeship, in the development of governance policies for the Training System, has the following main missions:

• To respond to the training needs of the population for their integration into active life and to promote their socio-professional advancement;

• To meet the needs of companies for qualified personnel in order to improve their performance and competitiveness. In this regard, two priority programs guide the actions of the METFPA:

• The Academy of Talents (ACT), which consists of undertaking actions to strengthen the capacity of the ETFPA and improve the internal and external yields of its system. This program aims to achieve an 80% employment rate for ETFP graduates by 2030 and a 15% share of ETFP in total secondary education.

• The Second Chance School (E2C) is a program developed to address, through vocational training, the backlog of out-of-school individuals, unemployed or poorly integrated, with a view to sustainable professional integration.

A Diverse Training Offer

The training offer is characterized by a system that includes six (06) public support structures, 68 public technical education and vocational training institutions, and 13 intervention units in rural areas (Mobile Training Units and Application and Production Workshops). Furthermore, the private sector plays an important role in training learners of the METFPA. Indeed, the METFPA counts 565 private training institutions accredited by the State.

The support structures consist of:

• The National Pedagogical Institute of Technical and Vocational Education (IPNETP), responsible for pedagogical research, initial and ongoing training of trainers, their improvement, and the retraining of supervisors;

• The National Agency for Vocational Training (AGEFOP), a vocational training engineering firm, responsible for prospecting, analyzing vocational training needs, and implementing them through projects;

• The Fund for the Development of Vocational Training (FDFP), a financing body for initial and ongoing vocational training based on a training tax (0.4% of the private sector payroll) and an additional tax for ongoing vocational training (1.2% of the private sector payroll);

• The Ivorian Center for the Development of Vocational Training (CIDFOR), responsible for developing vocational training in Côte d'Ivoire, using information and documentation tools;

• The Center for the Promotion of New Information and Communication Technologies (CPNTIC), a structure for promoting and developing Information and Communication Technologies (ICT) in Technical Education and Vocational Training;

• The African Center for Management and Executive Development (CAMPC), an inter-African institution whose mission is to provide companies and private, semi-public, and public organizations with tools and techniques to solve management problems.

Public technical education and vocational training institutions are composed as follows:

• Two (02) Technical High Schools (LT) preparing for the Baccalaureate and the Higher Technician Certificate (BTS);

• Five (5) Technical and Vocational High Schools (LTP) preparing for the Baccalaureate, the Technician Certificate (BT), and the Higher Technician Certificate (BTS);

• Forty-six (46) Vocational High Schools (LP) preparing for the Technician Certificate (BT) cycle 2. They may include a cycle 1, preparing for the Professional Aptitude Certificate (CAP) for some, or a cycle 3, preparing for the Higher Technician Certificate (BTS) for others;

• The Industrial Vocational High School (LPI) of YOPOUGON provides training for the improvement of workers holding the CAP or BEP, leading to the Professional Certificate (BP) in General Mechanics and Boiler Making;

• Fourteen (14) Colleges of Professional and Technical Training (CFPT) and the Ivorian School of Jewelry and Related Trades (EIBMA) provide training leading to the Professional Aptitude Certificate (CAP);

• The intervention units in rural areas consist of ten (10) Mobile Training Units (UMF) that primarily provide qualifying training and three (03) Application and Production Workshops (AAP) for the improvement of artisans and logistical support to young graduates of the system.

Increasing Number of Learners

The Average Annual Growth Rate (AAGR) of the population of Côte d'Ivoire, estimated at 2.5% from 2014 to 2021, creates significant needs for schooling. Linked to school enrollments, Côte d'Ivoire has recorded an increase in the number of learners at both the technical secondary level and vocational training (See table below). Between 2014-15 and 2021-22, the average annual growth rate (AAGR) of vocational training enrollments is 6.7% compared to 2.7% for technical secondary education.

Evolution of the number of learners from 2014-15 to 2021-22

Source: Ministry of National Education and Literacy (MENA); Ministry of Technical Education, Vocational Training, and Apprenticeship (METFPA)

The number of learners per 100,000 inhabitants averages 454 over the period 2015-2022.

Source : Ministry of National Education and Literacy (MENA); Ministry of Technical Education, Vocational Training, and Apprenticeship (METFPA)