Within ELLIADD, Assamoi Akora Joël N'Dri has analyzed the non-enrollment of girls in Côte d'Ivoire and proposes digital solutions.
Assamoi Akora Joël N'Dri, researcher at ELLIADD (Université Marie et Louis Pasteur).
Thesis defended in 2026 at the doctoral school École doctorale Lettres, Communication, Langues, Arts (Dijon ; Besançon ; 2017-....).
Referenced in the ABES/STAR network, this thesis meets the rigorous criteria of French higher education.
The non-enrollment of girls in Côte d'Ivoire, and more specifically in the Gontougo region, represents a crucial educational challenge that deserves sustained attention and concrete actions. This complex phenomenon is fueled by a multitude of interconnected factors, among which are the low level of education of parents, persistent poverty, and the non-enforcement of existing laws. Indeed, poorly educated parents, often due to their own lack of access to education, are less inclined to value the education of their daughters. This perpetuates a harmful cycle of non-enrollment that is passed down from generation to generation.
Poverty, for its part, constitutes a major obstacle to access to education. In many families, the financial resources necessary to cover tuition fees, school supplies, and transportation are simply nonexistent. This situation is exacerbated by the fact that, in certain cultures, girls are often perceived as contributors to household or agricultural tasks, reinforcing the idea that their education is not a priority.
Moreover, the absence of sanctions for violations of education laws leaves families without incentives to comply with school obligations. Law No. 2015-635 of September 17, 2015, which aims to guarantee access to education for all children, including girls, must be enforced rigorously. Without effective implementation, these laws remain dead letters and have little impact on the daily reality of families.
The consequences of this situation are multiple and affect not only the girls themselves but also society as a whole. Economically, the non-enrollment of girls leads to a loss of potential skilled labor, which hinders the country's economic development. Indeed, educated women are more likely to actively participate in the economy, improve productivity, and contribute to economic growth.
Humanly, this translates into an increase in gender inequalities and the marginalization of women. Girls who do not attend school are often faced with early marriages and unwanted pregnancies, limiting their life opportunities. In terms of health, the absence of education is often correlated with health issues, particularly in reproductive health and nutrition. Educated women tend to have a better understanding of healthcare and nutritional practices, which positively impacts the health of their children and their community.
To address this alarming situation, several solutions must be considered. The construction of suitable and accessible school infrastructures is essential to ensure access to education. It is crucial that these infrastructures are located near rural communities to reduce the distances that girls must travel to attend school. Additionally, the creation of a monitoring center for compulsory schooling could allow for the monitoring of the enforcement of existing laws and ensure that families meet their obligations.
The strict enforcement of the sanctions provided by Law No. 2015-635 is also crucial to encourage families to enroll their daughters. This could involve awareness campaigns to inform parents of the legal consequences of non-enrollment, as well as incentive measures to encourage girls' education.
An innovative dimension of this research is the integration of digital technologies as a lever for change. Drawing inspiration from successful models, such as that of India, the use of digital tools could facilitate access to education and make learning more attractive for girls. Online learning platforms, educational applications, and digital resources can help overcome geographical and economic barriers. For example, initiatives like free online courses or distance education programs can allow girls to learn at their own pace and benefit from quality teaching, even in remote areas.
It is imperative that decision-makers, whether at the local or national level, take these recommendations into account to transform the educational reality of girls in Côte d'Ivoire. The combination of educational and digital initiatives could offer a sustainable solution to the non-enrollment of girls while promoting gender equality and the socio-economic development of the country. By investing in girls' education, Côte d'Ivoire is not only making an ethical choice but also committing to a path toward a more prosperous and equitable future for all.
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Assamoi Akora Joël N'Dri. Analyse des causes de la non-scolarisation des filles en Côte d’Ivoire, dans la région du Gontougo : la proposition du numérique comme outil de changement. Education. Université Marie et Louis Pasteur, 2026. Français. ⟨NNT : 2026PAST1001⟩. ⟨tel-05626618⟩