To fullfill each child’s potential, TRECC has experimented with innovative partnership models and new funding mechanisms for early childhood development and quality education.
The report Transforming Education in Côte d’Ivoire: Reflections, Lessons Learned and Next Steps documents TRECC’s work from 2016 to 2021.
It outlines achievements springing from a unique partnership between the Government, industry, philanthropic organizations, NGOs, researchers, and social ventures.
Auteur: TRECC – Chrysalis Advisors Africa – Jacobs Foundation
“This report unveils the challenges faced by those committed to fulfilling the promise of education as a key element for the development of their country, while also highlighting the investment opportunities that exist.”
Whether as a fellow investor or an ecosystem builder who have an interest in the West African education space, this report will give you a good overview of the education start up ecosystems in Ghana and Côte d’Ivoire.
Auteur: Millenium Institute – Ministère du Plan et du Développement – TRECC
Ce rapport analyse la pertinence des investissements en faveur du développement de la petite enfance et de l’éducation de qualité pour la réalisation des Objectifs de développement durable (ODD) et pour les autres indicateurs socio-économiques déclinés dans l’Étude Nationale Prospective « Côte d’Ivoire 2040 » (ENP), notamment les indicateurs de santé, d’éducation et économiques. L’ENP, élaborée en 2015, vise à transformer la Côte d’Ivoire en une puissance industrielle à l’horizon 2040.
Auteur: Busara and Johns Hopkins Center for Communication Programs Année: 2020
Parenting programs aim to equip parents with the right information and skills so they can provide optimal care to foster their children’s development, within their own means.
Busara and John Hopkins Center for Communication Programs conducted a new study whose insights allow to finetune existing Parenting programs in Cote d’Ivoire to make them more impactful. Download the comprehensive report.
Auteur: Guilherme Lichand and Sharon Wolf Année: 2020
This research paper analyses the results of the impact evaluation conducted by Innovations for Poverty Action on Eduq+ intervention.
Teacher absenteeism and shirking are common problems in developing countries. While monitoring teachers should ameliorate
those problems, mobilizing parents to do so often leads to small or even negative effects on learning outcomes.
This paper provides causal evidence that this might result from non-monotonic effects of monitoring teachers. Cross-randomizing nudges to teachers and parents in Ivory Coast – to motivate and monitor teachers directly and to mobilize parents –, we find that in schools where either parents or teachers are nudged, student dropouts decrease by nearly 50%. In contrast, in schools where both are nudged, there is no effect on dropouts.