Academic literature on the topic 'Côte d'Ivoire Civil War, 2002-2007'

We examine the impact of the 2002-07 civil conflict in Cote d'Ivoire on children's health status measured by height-for-age. We use pre- and post-war survey data coupled with information on the location of violent incidents to capture exposure to the conflict of children born during 1997-2007. Our results indicate that children from regions more affected by the conflict suffered significant health setbacks compared with children from less affected regions. Further, household-level victimization -- such as war-related economic stress, health stress, and displacement -- has a large and negative effect on child health in conflict-affected regions.

Following political turmoil and rising socio-economic difficulties, Côte d'Ivoire has been split into two since September 2002. The rebellion controls the northern part of the country and the main towns of Bouaké, Korhogo and Man, while the government controls the southern part with Abidjan, Yamoussoukro, Daloa and all the ports in the coastal area. At the beginning of the war, civil servants who were in place in the north of the country were called back to Abidjan to be redeployed in government-controlled areas. These included many teachers and education officials, but not all, as some of them chose to stay in the war-affected areas to continue their initial work. This article focuses specifically on governmental and local non-governmental initiatives related to education which were put in place at the onset of the crisis. What type(s) of education have been offered to the children in war-affected areas and to the displaced children in government-controlled areas? What have been the difficulties of organizing national examinations in war-affected areas? How have educational attainments been certified on both sides? The study covers the period 2002–06, and is based on document analysis, grey literature collected on site and interviews with key informants.

AbstractThe Centers of Distance Education of francophone Africa in Benin, Côte d'Ivoire, and Senegal were set up under a financial and educational agreement with the World Bank. They were inaugurated on June 21, 2000, at the same time as four other centers in English-speaking Africa and eight others on other continents (Appendix 1). Since September 2003, Mauritania has had its own center, thus increasing the number of centers in French-speaking African countries to four. As of November 2003, more than 60 centers were affiliated with the Global Development Learning Network (GDLN). It has known start-up difficulties because of the socioeconomic environment caused the sociopolitical crisis from December 1999 to the civil war in September 2002. It needs a re-adaptation of its missions by public authorities in order to realize its first mission, which is to improve the capabilities of a large number of government executives and decision-makers at a minimal cost. The strategies and educational approach used at the Center are new methods and tools, precursors of what will be used in the education of tomorrow. In this article, we will briefly present the history of the creation of the Global Development Learning Network (GDLN), and then I will draw up a diagnostic account of the two years' functioning of the CED-CI. Finally, I will give an outline for its future growth.