Resources

An estimated 20% of children in cocoa growing areas of Côte d’Ivoire miss out on their fundamental right to education. Bridging classes are a type of accelerated education programme to help out-of-school kids catch up on missed learning and get back into the classroom. From 2019 to 2021, the International Cocoa Initiative set up 131 bridging classes in partnership with the Ministry of Education of Côte d’Ivoire, the Jacobs Foundation and Nestlé, within the framework of TRECC (Transforming Education in Côte d'Ivoire). They used the innovative "Teaching at the Right Level" child-paced learning

From 2019 - 2021, International Cocoa Initiative (ICI), in partnership with the Ministry of Education of Côte d’Ivoire, implemented a pilot project in eight cocoa-growing communities in Côte d’Ivoire to improve teaching, learning and school facilities for primary school children. The project reached more than 2,200 pupils in primary schools in 5 regions of Côte d’Ivoire. ICI focused on creating a learning environment where children feel safe and protected, guided by effective teachers and school leadership, and supported by their parents and the wider community. A bundle of interventions was

This literature review provides an up-to-date overview of causal evidence of the consequences of child work on children’s development, education, and health. It explores the harmful consequences of work by children and describes the complex, nuanced, and multidimensional relationship between child work and its impacts, drawing on more than thirty rigorous quantitative studies. This study focuses on several outcomes affected by the work during childhood and adolescence. These outcomes include school attendance, dropout, and academic performance, the child’s physical and mental development, and

This report explores the activities and impact of the Transforming Education in Cocoa Communities in Côte d'Ivoire programme between 2016 and 2021.

This paper examines the link between school quality and child labour in cocoa agriculture, based on analysis of data from 2168 fifth-grade children from forty-one primary-schools in Côte d’Ivoire.