system of experiential knowledge significantly reduce the opportunities of access to
technical and vocational education.
335. Concerning quality, it is worth noting that the formal system is unable to
develop qualified teachers, coupled with the non-existence of a training mechanism.
In addition, recruited teachers do not actually receive any further pedagogical
development. The quality of training also remains a constraint due to the system’s
inability to renew its equipment.
336. In the non-formal system, the low level of training of master craftsmen, who
sometimes cannot read nor write, limits their ability to provide the minimum
theoretical knowledge required by the regulation. Furthermore, training opportunities
and refresher courses for them are non-existent. The quality monitoring mechanism
in the formal system also lacks learning advisors.
337. Concerning management and partnership, the system faces significant
difficulties in providing statistics in the formal system. In the non-formal system,
these activities are almost non-existent. The public-private partnership charter is not
operational and the effective involvement of training professionals is difficult to
implement because of the large difference in earnings between training activities and
competing business activities. The charter must necessarily be developed by a strong
private sector participation as envisaged by the support programmes of the French
Development Agency (AFD) and the German Cooperation (GIZ and KFW).
338. Mechanisms for managing the structures of the TVET training system in a
partnership framework remain non-existent (Management Advisory Committee,
TVET Regional Councils). In addition, the supervision of the centres’ activities in the
regions is bedevilled with inadequate decentralized departments.
V – HIGHER EDUCATION
339. Higher Education Support Fund Establishment Project:: it is a public interest and
public utility administrative entity with legal personality tasked to mobilise financial
resources to fund scholarships by offering post-Baccalaureat loans and managing the
scholarships award scheme and the loan recovery process.
340. The number of students in the two public universities of the country has in
recent years seen a dramatic rise. The number rose from 52,731 to 56,361 between
2013 and 2014 and between 2014 and 2015.
103