YES-PACT Learning Series on Guidance in TVET to Facilitate Youth Employment in Côte d’Ivoire

The 5^th edition of ACET’s Youth Employment and Skills- Pan African Coalition for Transformation (YES-PACT) Learning Series for Cycle II, was held on August 6, 2024, bringing together dynamic assembly of high-level policymakers, key stakeholders, industry players and the public from the six YES-PACT member countries—Cote d’Ivoire, Ethiopia, Ghana, Niger, Rwanda, and Uganda. This final session was hosted by Cote d’Ivoire rto engage in discussions of practical policy solutions, share knowledge, and identify common gaps and best practices. The virtual event saw participants from Algeria, Bangladesh, Cameroon, Gambia, Kenya, Liberia, Malawi, Mozambique, Nigeria, Sierra Leone, Somalia, South Africa, Thailand, United Stated, Zambia, and Zimbabwe.

The final virtual learning edition of Cycle II focused on the successes, challenges, opportunities and the critical role of guidance in Technical and Vocational Education and Training (TVET) to better prepare young people for labor market and enhancing youth employment in Côte d’Ivoire.

Mona Iddrisu, the Head of Youth Employment and Skills at the African Center for Economic Transformation (ACET), emphasized that TVET holds a pivotal role in bridging the persistent skills gap that significantly limits the employability of young people across Africa. She pointed to Rwanda’s success as a compelling example, where deliberate and strategic efforts to expand and enhance TVET programs since 2016 have led to a nearly 4% reduction in youth unemployment. This, she noted, serves as a powerful testament to the transformative potential of skills-based education when it is properly aligned with the needs of the economy. However, Ms. Iddrisu was clear that such benefits do not materialize automatically; they require not only sustained commitment from all stakeholders but also effective implementation and constant adaptation to the dynamic demands of the labor market and to the changing needs of the economy. She emphasized the importance of bridging the skills mismatch that currently hampers the employability of many young people. “The research is clear,” she continued, “there is a substantial gap between the skills that young people are acquiring through traditional education systems and the skills that employers are looking for. TVET has the potential to bridge this gap, but only if it is aligned with the needs of the labor market.”

Ms. Iddrisu further highlighted the critical challenge of changing societal perceptions of TVET, which is often viewed as a ‘second-best’ option compared to traditional academic pathways. She stressed that this perception must be addressed through a combination of better communication and tangible improvements in the quality and relevance of TVET programs, ensuring that they meet the evolving needs of the job market. In her remarks, Ms. Iddrisu called for a paradigm shift in how TVET is viewed by young people, parents, and society at large, advocating for a greater appreciation of the value that technical education can bring not only to individual career prospects but also to national economies. She concluded with a strong call to action, urging governments, educational institutions, industry partners, and international organizations to work collaboratively in creating an enabling environment where TVET can truly thrive. While the day’s discussions were centered on Côte d’Ivoire, Ms. Iddrisu emphasized that the insights and strategies shared have broader applicability across the continent, as the success of TVET in any one country contributes to the collective effort to empower Africa’s youth and secure a prosperous and sustainable future for the continent.

Speaker Presentations: Transforming TVET in Côte d’Ivoire

Mathilde Moyero, Deputy Director of Orientation and Talent Promotion- Ministry of Technical Education, Vocational Training, and Apprenticeship (Cote d’Ivoire), discussed the current state of TVET in Côte d’Ivoire and the efforts being made to enhance its effectiveness in facilitating youth employment. In presenting the structure and challenges of the TVET system in Côte d’Ivoire; she noted that the Ministry of Technical Education and Vocational Training has faced significant institutional instability, often being transferred between different government ministries, which has hindered its development. Key weaknesses in the system, including the mismatch between training programs and the needs of the economy, insufficient financial resources, and the inadequate distribution of training institutions across the country.

Providing a historical perspective on the evolution of orientation within TVET, Ms. Moyero described the transition from a manual orientation process that involves significant delays and dissatisfaction—to a more streamlined, digital system that now allows students and their parents to engage directly in the selection process. This shift to online orientation has significantly improved the accuracy of placements and reduced the number of dropouts, although challenges remain in aligning student choices with labor market needs. In discussing ongoing reforms, Ms. Moyero further highlighted the Ministry’s strategic vision to “rethink and revalue technical education, professional training, and apprenticeships to support socio-economic development.” This vision is being implemented through initiatives like the Academy of Talents, which focuses on rehabilitating infrastructures, updating curricula, and improving working conditions for students and staff. She also mentioned the School of Second Chance, designed to offer requalification and reconversion opportunities for those who need them.

Ms. Moyero emphasized the critical role of the Directorate of Orientation in implementing these strategies including informing students and parents about available training opportunities, organizing orientation sessions, and providing personalized support to help students make informed career choices. Moreover, the Directorate works to promote the attractiveness of technical education through various communication strategies, including television and radio programs, social media campaigns, and partnerships with the private sector. Practical recommendations to further enhance the effectiveness of the TVET included an increase in the number of orientation inspectors, improved communication strategies to better inform students and parents, and stronger linkages between education and employment sectors. These measures, she argued, are essential for improving the insertion rates of TVET graduates into the labor market.

Akpe Herman Presentation: Addressing the Challenges of Orientation in TVET

Dr. Hermann Akpe, a supporting speaker, provided a critical analysis of the current orientation system within the Ministry of TVET (ETFPA) identifying significant limitations and offering practical recommendations for improvement. Dr. Akpe highlighted several major issues with the existing orientation framework, including the lack of communication about the different training pathways available within the TVET. He explained that this gap leads to poorly informed choices by students, who may not fully understand the opportunities available to them. He also pointed out that the system is severely understaffed, with only 170 orientation inspectors available to serve the entire network of TVET institutions, resulting in an overwhelming student-to-inspector ratio of 600:1. Furthermore, the orientation system’s centralization, which lacks the flexibility needed to address the diverse needs of students across different regions, was identified as a significant shortcoming.

To address these challenges, Dr. Akpe proposed several solutions, including the promotion of online psychometric testing to help reduce stereotypes and stigmatization associated with technical education, making the system more attractive to students. He also advocated for revising the training of orientation inspectors, who currently receive general education-focused training that does not adequately prepare them for the specific needs of the TVET sector. Additionally, he suggested the establishment of dedicated Centers for Information and Orientation (CIOs) within each regional and departmental office of the ETFPA, which would provide more tailored and accessible guidance to students.

Panel Discussions:

Insights and addressing key questions
Mary Wanjiku Koigi, Coordinator for TVET Industry Linkages and Collaborations- Kenya’s State Department for TVET (Kenya) was asked to share insights on the strategies Kenya has implemented to create strong partnerships and what key elements Cote d’Ivoire should focus on to strengthen partnerships between TVET institutions and the private sector for better youth employment outcomes.

Response:
Ms. Mary Koigi Wanjiku emphasized the critical role of industry partnerships in Kenya’s TVET system, highlighting how these collaborations are embedded in curriculum development to ensure alignment with job market demands. “In Kenya,” she stated, “we have recognized that for TVET to be effective, it must be closely aligned with the demands of the job market. This means not just teaching skills, but ensuring those skills are directly applicable in the industries where our students will work.” She explained that Kenya’s approach involves close cooperation with industries to keep the curriculum relevant and up-to-date with technological advancements. Through formal partnerships, students gain practical, hands-on experience in real industry settings, which is essential for their success in the workforce.

Ms. Koigi also noted that industry leaders actively contribute to shaping the curriculum, providing insights on skill gaps and future industry needs. “We involve industry leaders in the curriculum development process,” she said. “They tell us what skills are needed, what gaps exist, and where the future of the industry is headed.” This collaboration, she emphasized, has significantly increased the employability of TVET graduates in Kenya. However, she stressed that maintaining these partnerships requires continuous engagement and commitment from both the education sector and industries. She urged other countries, like Côte d’Ivoire, to adopt similar strategies, emphasizing that “collaboration is the key to success in TVET” and that it is essential for building a skilled, adaptable workforce ready for a rapidly changing global economy.

Fred Asa Kisiedu, Senior Program Officer- TVET Directorate- Ministry of Education (Ghana) was asked what successful strategies Ghana has implemented in career guidance for TVET that could improve youth employability outcomes in Cote d’Ivoire.

Response:

Mr. Kisieduhighlighted several initiatives that have been instrumental in the success of the country’s TVET programs. He began by emphasizing the importance of linking theoretical education with practical, hands-on training, which has been a cornerstone of Ghana’s approach to TVET. To achieve this, Ghana has established strong partnerships between TVET institutions and various industries, allowing students to spend time both in the classroom and in industry placements. This dual approach ensures that students are not only well-versed in the theoretical aspects of their chosen field but also equipped with the practical experience necessary to be job-ready upon graduation. He further elaborated on the structure of these industry partnerships, explaining that Ghana works closely with industry stakeholders to ensure that the TVET curriculum is continuously aligned with current market needs. He stated that collaboration ensures that our students are learning the skills that are in demand, and that the training they receive is relevant and up to date with the latest industry practices. This close alignment between education and industry has been crucial in reducing the skills mismatch that often hampers the employability of TVET graduates.

Mr. Kisiedu also highlighted the role of government initiatives in supporting the TVET sector. He mentioned that the Ghanaian government has recognized the importance of TVET in driving economic growth and has taken steps to prioritize funding and resources for the sector. However, he stressed the need for more private sector investment to complement government efforts.
Despite these successes, Mr. Kisiedu acknowledged that challenges remain, particularly in terms of financing and infrastructure. He pointed out that inadequate financing continues to affect the availability of well-equipped workshops and practical training facilities, which are essential for effective hands-on training.

In conclusion, Ghana’s successes were highlighted, including improved employability outcomes for TVET graduates which were attributed to the strong alignment between education and industry and the continuous efforts to update and improve the TVET curriculum.

Gifty Mensah, Deputy Director and Head of Guidance and Counseling Unit -Ghana TVET Service (Ghana) was asked how does the Ghana TVET Service address the challenges of limited resources and high counselor-to-student ratios in providing effective guidance and counseling to students: What specific initiatives have been implemented in the area of career services and guidance within the Ghana TVET system, and what lessons can Cote d’Ivoire learn from these efforts?

Response:

Ms. Gifty Mensah outlined the structure of Ghana’s guidance and counseling framework within the TVET system, emphasizing its decentralized approach that spans all regions. Despite resource constraints, Ghana has established a comprehensive network ensuring that students across the country have access to essential counseling services. A key challenge she highlighted is the high counselor-to-student ratio, with some regions having only one counselor for every 500 students. “This is far from ideal,” she noted, “but we are working hard to maximize the impact of the counselors we do have by equipping them with the tools and resources they need to be effective.” To address this, Ghana is enhancing the capacity of existing counselors through continuous professional development and providing career resource packs that contain detailed information on various trade areas.

Ms. Mensah also emphasized the importance of early career orientation, noting that Ghana has implemented programs at the junior high school level to introduce students to various TVET pathways. “We believe that the earlier we engage students in thinking about their future careers, the better equipped they will be to make informed choices,” she explained. Collaborative efforts with parents, educators, and industry partners further support these initiatives, ensuring students receive relevant guidance and real-world insights into their career options. In her conclusion, she noted the success of these efforts, evidenced by a significant increase in TVET enrollment and improved student outcomes. However, she acknowledged ongoing challenges, particularly the need to expand the counselor workforce and continue adapting strategies to meet students’ evolving needs. “Our work is far from done,” she concluded, stressing the importance of continuous innovation in the guidance and counseling framework.

Addressing key questions from the audience

In response to a question from Amina Yaclef, Knowledge Management Officer at the Association for the Development of Education in Africa (ADEA)- Cote d’Ivoire, on Côte d’Ivoire’s TVET ecosystem, both Ms. Moyero and Dr. Akpe provided insights into the centralized nature of TVET management in the country, explaining  that while the Ministry of Technical Education oversees the regulation and implementation of TVET programs, there are challenges in ensuring that all stakeholders, including professional branches and industries, are effectively coordinated to provide relevant and updated skills training. Dr. Akpe added that the flow of information between stakeholders is not always optimal, which can hinder the responsiveness of TVET programs to evolving market needs.

Key takeaways and future direction

• Industry Partnerships in TVET: Strong, sustainable partnerships between TVET institutions and industries are essential for aligning skills training with job market needs, enhancing graduate employability. Industry involvement in curriculum development and hands-on training is key to producing job-ready graduates.
• Early and Continuous Career Guidance: Early orientation and ongoing career guidance help students make informed decisions about their education and career paths. Implementing guidance programs at the junior high level and providing career resources improve TVET enrollment and student outcomes.
• Financing and Resource Allocation Challenges: Adequate funding for TVET, especially for practical training facilities, remains a significant challenge. Increased investment from both government and private sectors is crucial to maintain and develop essential training resources.

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