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Éducation et post-conflit : l’intervention des acteurs de l’aide humanitaire et du développement en Côte d’Ivoire

Abstract : The political crisis that disrupted the country since Houphouët Boigny's death directly involved education on a number of levels. At the same time, Education also became a major political issue, opposing rival factions, and a collateral target of the actors of the conflict. This thesis focuses on the supply and demand education stakeholders'perception on the role of education as well as their representations on the international and local assistance in this domain. The chosen empirical approach uses the triangulation method which combines interviews, questionnaires and existing databases. All these elements were collected from April 2013 and October 2014 in Abidjan and in central and western Côte d'Ivoire. The results of this analysis show that the stakeholders who were the most affected through their schooling are considering School more like a socialisation space and thus participate to the process of resilience. Results also reveal how the presence of international organizations legitimizes the current government's actions. International aid is frequently sought out and highly valued. The education system has been rebuilt, developed and transformed under the influence of international organizations. The public authorities do not perceive this as a form of interference, and nor do demand and offer education actors.
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Submitted on : Friday, November 30, 2018 - 4:40:14 PM
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Anne-Charlotte Triplet. Éducation et post-conflit : l’intervention des acteurs de l’aide humanitaire et du développement en Côte d’Ivoire. Education. Université Sorbonne Paris Cité, 2016. Français. ⟨NNT : 2016USPCB136⟩. ⟨tel-01941069⟩



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