| Project Detail |
The lack of employment prospects is a major challenge in Burundi and the DRC. Since 2012, the PROMOST program has contributed to improving the employability of young people (girls and boys) from disadvantaged backgrounds by promoting their access to quality professional training. This project has so far gone through three phases, the last of which ends on January 31, 2023 in Burundi and DRC-South Kivu and on December 31, 2023 after extension in Rwanda. While capitalizing on the achievements of previous phases, this exit phase will emphasize the institutionalization of training systems, the sustainability of TVET systems and the quality of jobs and income created in Burundi and the DRC.
In Burundi and the DRC, the economic context has been strongly marked by decades of political instability as well as the consequences of the Covid-19 pandemic and the Russo-Ukrainian war. The region continues to be vulnerable to ever more frequent weather and climate shocks which particularly affect the poorest. In Burundi, the warming of relations with the international community (EU, UN) but also with neighboring countries continues. The economic context has thus improved with GDP growth of 2.2%, mainly driven by the agricultural sector and investments in public infrastructure. Burundi occupies 187th place in the Human Development Index with a value of 0.426 and only 3.1 years of education on average in 2021. In the DRC, even if economic growth rebounded to 5.7% in 2021 (2020: 1.7%), the economic context remains marked by the precarious living conditions of the population. In South Kivu, economic activity is dominated by the primary sector (70%), mainly agriculture (66%), followed by the tertiary sector (21%) with market services (19%), and only creates few jobs. The DRC is in 179th place in the HDI with a value of 0.479 and 7 years of education on average in 2021. The development of professional skills is therefore a political priority in both countries. The need for skilled workers to promote economic development is widely recognized. However, TVET is still underfunded. The formal private sector remains marginal and rarely participates in workforce training. TVET systems remain marked by the monopoly of the State to dictate standards, often without taking into account the needs of either the private sector or professional associations.
Objectives Contribute to the creation of jobs and the increase in income of rural populations in the targeted geographical areas of the two countries by facilitating their access to quality professional training focused on the needs of the labor market. |
