Djiboutian Workforce Development Project Preliminary

Djiboutian Workforce Development Project (WFP) | Preliminary Gender Assessment | 1

DJIBOUTIAN WORKFORCE DEVELOPMENT PROJECT (WFP)

PRELIMINARY GENDER ASSESSMENT March 2017

USAID/DJIBOUTI COOPERATIVE AGREEMENT

AID-603-A-17-00001

Prepared for:

Rabihah Mateen, AOR

United States Agency for International Development/Djibouti

Prepared by:

Education Development Center

43 Foundry Avenue

Waltham, MA 02453-8313

USA

Acknowledgements The Djiboutian Workforce Development Project (WFP) team would like to thank all the institutions and individuals who have made this Preliminary Gender Assessment possible. Officials from key government and private sector institutions have contributed their time and expertise in providing important information and perspectives. Of special note, the National Agency for Training and Professional Integration (ANEFIP) provided invaluable assistance in identifying and facilitating meetings with individuals from various walks of life, who in turn provided their time and frank opinions during lively focus group discussions that have provided the foundation for this assessment. The team expresses its appreciation to all the interviewees for their time and valuable insights.

Our deepest gratitude to the Ministry of Foreign Affairs, Ministry of Education and Vocational Training, Ministry of Labor and the representatives of various economic sectors within the Chamber of Commerce.

This report would not have been possible without the leadership of WFP’s Gender Specialist, Zahra Youssouf Kayad, whose intimate knowledge of Djiboutian gender issues and actors guided the selection of and interviews with focus group participants, as well as the contextualization of the Preliminary Gender Assessment to the realities of today’s Djiboutian workforce. Nalini Bajaj Chugani, EDC’s Gender Advisor, provided invaluable guidance and hands-on development of the structure and final form of the PGA. They were greatly assisted by the Djibouti-based team members, Evaluation Specialist, Ismail Ahmed, and Chief of Party, Roger Steinkamp, as well as the US-based Monitoring and Evaluation Specialist, Rebecca Jeudin and Program Coordinator, Hannah Kuntz. This team plunged into the challenge with great energy and good faith at the very beginning of the WFP project in order to provide this essential analysis on gender to the project at its outset.

A special thanks to USAID’s Rabihah Mateen, the WFP Agreement Officer’s Representative, for her introductions to the major Djiboutian actors as well as her support for and confidence in this team effort in producing this Preliminary Gender Assessment – which will help set the stage for fully integrating gender concerns into project activities.


Table of Contents Acronyms and Abbreviations .................................................................................................. 5

Introduction ............................................................................................................................... 6Preliminary Gender Assessment (Objective and Scope) ............................................................................. 6Methodology ........................................................................................................................................................... 6

Context and Background ......................................................................................................... 8Country Context ................................................................................................................................................... 8

Education ............................................................................................................................................................ 8Economic Growth ............................................................................................................................................ 8Gender ................................................................................................................................................................ 9

Project Context ................................................................................................................................................... 11

Desk Review ............................................................................................................................. 11Overview ............................................................................................................................................................... 11National Policies and Strategies to Support Gender Equality ................................................................... 12National Policies and Strategies to Support Gender-Friendly Economic Growth ............................... 13

Fieldwork Findings .................................................................................................................. 14Gender Roles and Norms ................................................................................................................................. 14Access to Technical and Vocational Education and Training (TVET) ..................................................... 15Access to Employment ....................................................................................................................................... 17Sexual and Gender-based Violence ................................................................................................................. 19Communication Tools to Reach Women ..................................................................................................... 20

Conclusions and Recommendations ..................................................................................... 20Gender Roles and Norms ................................................................................................................................. 21Access to Technical and Vocational Education and Training (TVET) ..................................................... 22Access to Employment ....................................................................................................................................... 22Communication Tools to Reach Women ..................................................................................................... 23Closing Remarks .................................................................................................................................................. 24

References ................................................................................................................................ 25


Acronyms and Abbreviations

ANEFIP Agence Nationale de l’Emploi, de la Formation et de l’Insertion Professionnelle (National Agency for Training and Professional Integration)

BAC Baccalauréat (traditional secondary schools)

CEDAW Convention on the Elimination of All Forms of Discrimination Against Women

CFPA Centre de Formation Professionnelle pour les Adultes (Vocational Training Center for Adults)

CNSS Caisse Nationale de la Sécurité Sociale (National Social Security Fund)

EDC Education Development Center, Inc.

FGD Focus Group Discussion

FGM/C Female Genital Mutilation/Cutting

GII Gender Inequality Index

GoDj Government of the Republic of Djibouti

KII Key Informant Interview

LIC Lycée Industriel et Commercial (Industrial and Technical High School)

M&E Monitoring & Evaluation

NEP National Employment Policy

NGP National Gender Policy

PGA Preliminary Gender Assessment

SCAPE Strategy for Accelerated Growth and Employment Promotion

SGBV Sexual and Gender-based Violence

SNIFD National Strategy for the Integration of Women in Development

TVET Technical and Vocational Education and Training

UNDP United Nations Development Program

UNFD Union Nationale de Femme Djiboutiennes (National Union of

Djiboutian Women)

UNFPA United Nations Population Fund

USAID United States Agency for International Development

WFP Djiboutian Workforce Development Project


Introduction Preliminary Gender Assessment (Objective and Scope)

Within the framework of the Djiboutian Workforce Development Project (WFP) funded by the United States Agency for International Development (USAID), Education Development Center, Inc. (EDC) conducted a Preliminary Gender Assessment (PGA) to identify sociocultural, economic, and political factors that shape the lives of young women and young men in Djibouti and to strengthen its understanding of how gender inequalities affect development outcomes for youth in Djibouti. The assessment includes a desk review of secondary data, as well as primary data collection.

The PGA and subsequent recommendations will serve to inform EDC’s implementation of the WFP interventions, providing additional insight into the context-specific needs of women and men in equitable access to education, training, and employment opportunities. The findings will also help EDC and its partners to refine the technical approach and proposed services of this project, inform targets related to women’s participation in project activities, guide capacity building for training institutions and job centers, and ensure an inclusive and participatory process for young women and young men.

The PGA seeks to answer the following broad-level questions:

§ What are key barriers to access to technical and vocational education and training (TVETs) for young women?

§ How do gender norms impact selection of coursework, career goals and networking opportunities?

§ What communication strategies might be most effective for reaching young women?

Methodology

The methodology for the PGA consisted of a desk review and primary data collection. The desk review involved a thorough evaluation of existing data, studies, and reports, which provided a foundational understanding of the context of gender relations, gender norms, and gender equality in Djibouti. Primary data was then collected through a series of key informant interviews (KIIs) and focus group discussions (FGDs) focused on youth employment challenges and factors that contribute to gender disparity in access to education, training, and employment.

The primary data collection was led by Zahra Youssouf Kayad, EDC Gender Specialist and Ismail Ahmed, EDC Evaluation Methods Specialist. Five data collectors were recruited to provide transcription support and facilitate data analysis. The fieldwork was conducted between February 20 and March 13, 2017, in Djibouti Ville. A total of five (5) key informant interviews were conducted, as well as a total of six (6) focus group discussions. Participants were self-selecting individuals and were provided information explaining the details of the field research, including their rights as participants, prior to joining in the FGDs or to being interviewed. They verbally consented to participating, understanding that their participation was voluntary and that they had the prerogative to withdraw from the study should they at any point feel uncomfortable.


Table 1. Participants for the PGA Key Informant Interviewee Organization Date

Mohamed Ahmed, Mouna, Head of Employment Service

ANEFIP 20-Feb-17

Djib Fu, Al Burj, Cosmezz Construction Sector Employers 21-Feb-17 Bedo, Mohamed, Head of Internship Service ANEFIP 22 Feb-17 Nasro, Professor Centre de formation professionnelle des

adultes (CFPA) 8-Mar-17

Houmed, Abdoulkader, Directeur Général de l’Enseignement technique et de la Formation profesionnelle

Ministère de l’Education nationale et de la Formation professionnelle

12-Mar-17

Focus Group Discussion Participants Organization Date

Youth in internship stage ANEFIP 26-Feb-17

Unemployed young women ANEFIP 9-Mar-17

Out-school Bac level youth Centre de Formation pour adultes (CFPA). 12-Mar-17

Young women in commercial vocational study Centre de Formation pour adultes (CFPA) 12-Mar-17

Young women in the final year of secondary study

Lycée Industriel et Commercial (LIC) 13-Mar-17

Youth in the final year of secondary study Lycée Industriel et Commercial (LIC) 13-Mar-17

To guide this assessment, EDC developed the following research questions based on the WFP goal and objectives:

§ What are the educational and economic opportunities, constraints, and gaps affecting gender equity for enrollment in technical and vocational education and training programs?

§ What are the policies, regulations, and institutional practices preventing or supporting the achievement of gender equitable educational and employment outcomes for young people?

§ How do family and community gender norms influence the choices of young women and young men in access to technical and vocational education and training, and employment?

§ What are the supportive factors for young women and for young men to participate in and complete education/training and gain employment? What are the discouraging factors?

§ What are the skills and qualifications required to qualify young people, specifically young women for employment?

§ What are the effective communication tools to engage young people in improving their access to technical and vocational education and training, and employment opportunities?

Limitations included a scarcity of existing and/or current data on gender norms, economic and social conditions in Djibouti, as well as the need for additional time to conduct more thorough primary data collection. EDC plans to build on findings of this initial assessment by incorporating key observations into the project’s learning agenda and monitoring and evaluation activities. This will provide the WFP with a continuous cycle of feedback, with the aim of gaining further insight into project activities and tracking gender goals and indicators. Additionally, findings will provide Djiboutian policy makers with new data, allowing them to make more informed decisions and to achieve sustainable and gender equitable development outcomes that benefit women and men in Djibouti.


Context and Background Country Context

In order to develop and implement interventions that effectively address gender-related barriers in access to relevant technical and vocational education, training, and employment opportunities, it is vital to first gain an understanding of the country and project contexts.

The Republic of Djibouti is located on the Horn of Africa and bordered by Ethiopia, Eritrea and Somalia. Djibouti is also strategically positioned on one of the world’s busiest shipping lanes, with access to the Red Sea (and the Mediterranean beyond) and the Indian Ocean (Earth Observatory, 2015). The country is mainly semi-arid and receives less than 200 ml of rainfall per year with a temperature varying from 25°C/77°F to more than 40°C/104°F. Djibouti is divided into six regions: Djibouti (city), Arta, Ali-Sabieh, Dikhil, Tadjourah and Obock. The capital of Djibouti is divided into three municipalities: Ras-Dika, Boulaos and Balbala.

The country has a population of 818,159 inhabitants (DISED, 2013), 80% of which live in urban areas, and two thirds of which live in the capital, Djibouti. Djibouti features: steady population growth (the population has grown from 250,000 in 1976 to 818,159 in 2009); a concentration of the population in the capital; and a cultural diversity marked by the coexistence of different communities (Afar, Somali and Arab). The latest general population census from 2009 also indicates a very young population (more than 50%), and 41% of the population lives in poverty (DISED, 2013) and 23% in extreme poverty (Ibid).

Education

Djibouti is still working towards achieving universal primary education with attendance rates well below 100 percent. According to the latest data, the primary net attendance ratio is 71% for boys and 68% for girls (UNICEF, 2015). This figure drops significantly in secondary school where the net attendance ratio for boys is 45% and 37% for girls (UNICEF, 2015). Approximately 27% of youth have no formal education and 5% have attained at most incomplete primary education, meaning that in total, 32% of 15-24 year olds have not completed primary education in Djibouti (FHI360, 2014) Young women’s literacy rate is only 48% (among young women aged 15-24). No data exist on young men’s literacy rates (UNICEF, 2011).

Economic Growth

Djibouti has the potential to shift from an uncompetitive economy with a high poverty rate to a hub of global trade and commerce with a modern economy (USAID, 2004). In the Djibouti Vision 2035 document, Djiboutian leaders analyzed, among other factors, how the development of a skilled workforce is critical to private sector performance and inclusive growth (World Bank, 2014). The need to improve Djibouti’s high rates of youth unemployment and rigid, supply-driven education and training system is well-known (USAID, 2014). There are few high-quality training opportunities in

Source: Wikipedia Commons


formal and non-formal TVETs, as well as a mismatch between TVET graduates’ skills and the skills employers are seeking. Inadequate attention is also paid to basic skills development, which would enable youth to stay in school beyond primary levels and achieve higher levels of technical skill development. One of the main issues hampering labor force growth is the significant gender disparity in preparation and entrance into the workforce; women are tracked into lower-paying, less secure employment.

In view of its geographical location, Djibouti occupies a strategic position that offers tangible opportunities for its integration into the regional and international economy, particularly for the development of trade exchange and the optimization of the use of its airport infrastructure. Djibouti is a service-based economy driven by the dynamism of port activities and the regional trade with Ethiopia. It is also characterized by an informal sector that contributes to the growth of the economy. However, there is a tendency to depend on exports, which can create food insecurity risks (DISED, 2013).

Gender

Gender and Political Will

Following its participation to the 1995 Fourth World Conference on Women in Beijing, Djibouti committed to applying, in practical terms, the United Nations’ recommendations to promote the role of women in the different areas of development. Three years later, the country’s first institutional mechanism charged with promoting the advancement of women was created: The Directorate for the Promotion of Women and the Family. Additionally, the Directorate participated in the development of the government's policy on the advancement of women, proposed draft legislative and regulatory texts relating to the rights of women and the family, and developed and proposed projects and programs aimed at ensuring a better integration of women in all development processes. In 1999, the Directorate reached the rank of Delegated Ministry, and in March 2008, it became a full Ministry.

Djibouti has ratified all international agreements and adopted national legislation to ensure the conditions of gender equality. In terms of decision making, the law establishing the quota system as adopted in 2002, which allowed women to access positions previously occupied only by men. As a result, women became eligible under the same conditions as men and entered Parliament for the first time in January 2003.

Gender and Employment

The unemployment rate in Djibouti is estimated to be 48.2% (Ministry of Labour, 2014) of the potentially active population. According to the National Employment Policy (NEP) developed in 2014 by the Ministry of Labour and Administrative Reform, the lack of employment is most severe among young people and women. The youth unemployment rate is 62.8%, and the unemployment rate for young women is 65.6%. Moreover, when women are active in the labor market, they are often employed in vulnerable1 and low paying jobs in the informal sector (housekeepers, caregivers, market women). Djiboutian women are more than 30% less likely to be employed than Djiboutian men.

1 According to the International Labour Office (ILO), vulnerable employment is a measure of persons ‘who are employed under relatively precarious circumstances as indicated by the status in employment.’ These are contributing family workers and own account workers who are less likely to have formal work arrangements, access to benefits or social protection programs and are more “at risk” to economic cycles. (http://www.ilo.org/public/english/employment/download/mdg_en.pdf) [accessed March 30, 2017]


Persistent sociocultural norms still dictate ‘acceptable’ gender roles, even in the workplace. Employers often demonstrate hiring preferences that favor men, excluding women based on perceptions that they are impeded by domestic responsibilities and family obligations. In relation to appropriate working conditions, national legislation deems that these are generally the same for men and women. In Djibouti, there is no official minimum wage for the private sector, and wages are established by a common agreement between employers and employees (U.S. Department of State, 2016). Additionally, several discriminatory hiring practices exist, including a compulsory medical test used to determine women’s capacity to conduct specific jobs. Women may be denied employment based on the work inspector’s interpretation of the results, citing reasons such as incapacity and health. These justifications are used to discourage women from applying for jobs in traditionally male-dominated sectors (CAWTAR, 2016). Furthermore, labor laws do not prohibit sexual harassment, but anecdotal information suggests that it widespread, although seldom reported. According to the National Union of Djiboutian Women (UNFD), there were 168 documented cases of sexual harassment in 2015 (U.S. Department of State, 2016).

Gender and Human Rights

Human rights are inherent to all individuals, regardless of nationality, place of residence, sex, national or ethnic origin, race, religion, language, or any other status. These rights are interrelated, interdependent and indivisible (UNHR Office of the High Commissioner, 2017). Within this rights-based framework, it is easier to analyze behaviors and practices that infringe on physical, emotional and professional growth. Discrimination or mistreatment based on a person’s gender or sex therefore is a violation of the individual’s human rights. This discrimination and mistreatment may take many forms, some more severe than others, yet all are harmful to the individual.

Djiboutian women and girls suffer from high rates of sexual and gender-based violence (SGBV). Cases are underreported and often settled within the family. Marital rape is also not criminalized and abortion following rape is illegal (U.S. Department of State, 2016). The GoDj has taken steps to address violence against women, including the distribution of guides on legal responses and victim assistance for judges and lawyers and for civil society. The UNFD has also set up information, guidance and counseling centers to provide assistance to victims of SGBV. However, evidence suggests that this is still a key issue.

There are laws designed to protect against female genital mutilation/cutting (FGM/C), including legislation enacted in 1995 to make the act of FGM/C illegal. The Government of Djibouti (GoDj) has facilitated high-profile national publicity campaigns to educate Djiboutians on the negative effects of FGM/C, as well as conducted outreach with local religious leaders and enacted stricter legislation and harsher penalties; however, law enforcement of these penalties is weak. FGM/C is punishable with five years' imprisonment and a fine of one million DJF ($5,570). NGOs also have the authority to file charges on behalf of victims, but the GoDj has not convicted anyone under this statute. Additionally, anyone convicted of failing to report a completed or planned FGM/C to the proper authorities can face up to one year's imprisonment and a fine of up to 100,000 DJF ($557) (U.S. Department of State, 2016). According to the 2006 Djiboutian Multiple Indicator Survey (EDIM, 2006), the prevalence of FGM/C is 93% among women ages 15-49. In rural areas, 96% of girls are cut (CEDAW 2011).

Other human rights abuses include the use of excessive force (including torture), strict prison conditions, denial of fair public trial, interference with privacy rights, restrictions on freedoms of association and religion, lack of protection for refugees, corruption, child abuse, human trafficking, discrimination against persons with disabilities, and discrimination against persons with HIV/AIDS and the lesbian, gay, bisexual, transgender, and intersex (LGBTI) community (U.S. Department of State, 2016). These human rights abuses are largely hidden from view, and there is still much to be done to


promote an inclusive and safe environment that is conducive to women and other marginalized groups’ full integration into all spheres of Djiboutian society.

Project Context

The objective of USAID’s Djiboutian Workforce Development Project (WFP) is to reduce unemployment in Djibouti by improving workforce readiness and competitiveness based on real market needs. The project will work with public and private sectors (both formal and informal) to improve linkages between job openings and job seekers. The project will also improve the capacity of the National Agency for Training and Professional Integration (ANEFIP) and other job service centers to provide job seekers with the opportunity to connect with potential employers. The project will work with technical training schools to provide teachers and students with the chance to engage in externships in their respective fields, integrating current technology into curriculum and adapting EDC modules to improve work readiness skills, entrepreneurship experience and work-based learning.

By the end of the project, all technical schools and selected informal schools will have the opportunity to enhance their curricula based on interactions with the private sector and contributions from the project’s technical experts. Students will have greater opportunities to experience the workplace and to gain soft skills and benefit from the new demand-driven curricula. The ANEFIP will expand its network of job offerors and job seekers with help from EDC using both traditional forms of communication and social media.

Drawing on lessons learned from EDC’s 13 years of experience in workforce development in 26 countries, the project will offer their expertise and material to support young people seeking work or building businesses. Working with partners along the workforce supply chain to ensure that training is responsive to employers’ needs, the project will improve the opportunities of job seekers to enter the work place.

Desk Review As the first step in the process of preparing the Preliminary Gender Assessment, EDC conducted a desk review of existing reports and data related to gender and GoDj policies.

Overview

While the Republic of Djibouti has passed laws that protect women and girls in theory, many of these are not adequately enforced. In 1998, Djibouti acceded to the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) with no reservations. Yet the CEDAW members have expressed concerns about the GoDj’s shortcomings in defending the rights of women from practices rooted in cultural, social or other traditions. Additionally, they have made recommendations that the Convention be translated and widely disseminated in the national languages (Afar, Somali and Arabic), as well as efforts made to improve women’s awareness of their rights as outlined in the Convention and the means to enforce them (UN, 2011). The Djiboutian judicial system is based on the French civil code, but laws related to family matters are mainly derived from Islamic law (Sharia) and referred to as the Family Code (UNICEF, 2011). The Family Code regulates matters such as marriage, divorce, child custody and inheritance (CEDAW, 2010). According to the code, a woman has the right to seek divorce under specific circumstances; however, men do not need to provide any justification for divorce. Additionally, a woman may be forced to give up rights to financial compensation and pay damage to her spouse if she does not provide ‘sufficient’ justification or grounds for divorce (CEDAW, 2010). Women also receive less than half a man’s share of inheritance, and the GoDj has stated that it will not change this statute as it is grounded in the country’s ‘higher sociocultural and religious values’ (CEDAW, 2010).


In relation to human rights and safety for women, the GoDj has indicated that it developed a legal guide to raise awareness about laws and to combat gender-based violence (GBV), which was shared with civil society with the support of the United Nations Population Fund (UNFPA). However, sexual and gender-based violence (SGBV) is still a key issue. Even though rape is punishable with up to 20 years in prison, current laws do not criminalize domestic violence or protect against spousal rape (U.S. Department of State 2010). Furthermore, FGM/C is a major contributor to obstetrical complications and high rates of maternal and infant mortality in Djibouti (CIA World Fact Book 2017).

These sociocultural norms from the private sphere carry over to the public sphere in that women (and women’s voices) are not well-represented in public life. In parliament, women occupy only 12.7% of the seats; 5.3% of these are in ministerial positions (World Bank, n.d.). Despite joint efforts to promote women’s employment by the Ministry for the Advancement of Women and the Ministry of Education, in partnership with nongovernmental organizations (NGOs) and local associations, including the National Union of Djiboutian Women (UNFD), findings show that women’s labor force participation rates remain low. According to the results of the Djiboutian Survey of Employment, the Informal Sector, and Consumption conducted in 2015, women account for 29.1% of employed workers aged 15-64, or about three of every 10 workers. The industries where women are most highly represented within the workforce are agriculture and food production (40.6%), clothing manufacturing (49.5%), khat retail (86.2%), non-khat retail (70.4%), wholesale trade (53.8%), hotel and restaurant (47.9%), and domestic labor (44.3%). Most of these domains are in the informal sector, which does not have strong protective measures or benefits for workers. The same study shows that the informal private sector provides 20.2% of jobs in Djibouti, and women account for 45.1% of those employed in this sector (DISED, 2015). Recommendations have been made to further promote women’s entrepreneurship, including the need to strengthen support for the informal sector and its improved organization.

National Policies and Strategies to Support Gender Equality

In 2002, the Ministry for the Advancement of Women developed the National Strategy for the Integration of Women in Development (SNIFD) (2002 – 2010) with the aim of reducing gender inequality, promoting women’s role and status in Djiboutian society, and ensuring their effective contribution to the achievement of sustainable development. Four priority areas were identified: i) women’s participation in decision-making; ii) health; iii) education; and iv) the economy. Through the implementation of SNIFD, Djibouti ratified all international and continental conventions (CEDAW and the optional protocol to the African Charter on Human and Peoples’ Rights on the rights of women in Africa, respectively).

In 2010, the Ministry for the Advancement of Women organized a national forum to review the strategy’s success. The assessment showed significant progress for women, particularly in the areas of health, girls’ access to primary and secondary education, decision-making, and the protection of women’s rights.

Yet despite these positive points, the assessment noted that significant challenges remained related to literacy, poverty, maternal mortality, the burden of socio-cultural constraints and equitable access to economic resources (Ministère de la Promotion de la Femme, d. B.-ê 2010).

The main recommendations for women’s empowerment, access to employment, and entrepreneurship included: diversifying trainings offerings based on labor market demands including the promotion of demand-driven women’s craftsmanship, facilitating support and integration of


newly-trained women into the labor force, and offering training to young women who have dropped out of school.

Technical and Vocational Education Training (TVET) is comprised of formal, non-formal and informal learning for the world of work (UNESCO, n.d.). While TVET programs are open to both young men and young women, social and cultural norms tend to influence training course selection as some vocations are inherently perceived as male or female oriented. For example, women tend to select vocations traditionally associated with their sex such as cooking, hairdressing, and sewing, which sets them up to earn lower wages (CEDAW, 2011). In the case of the Al Rahma Center, only 30 of the 280 total students enrolled were young women, and all received training in sewing (USAID, 2014).

In 2011, the GoDj drafted the National Gender Policy (NGP) (2011- 2021), which signified a response to national and international commitments to combat all forms of gender-based inequality and to consolidate the progress achieved since the implementation of the previous strategy. The NGP mobilizes the government, civil society, and technical and financial partners in facilitating its implementation and demonstrates the GoDj’s commitment to eliminating discrimination and achieving gender equity and equality for boys and girls, men and women, in all spheres of life (social, economic and political) in Djibouti.

The NGP bases its mandate on two global objectives:

§ Establishment of a sociocultural, legal, economic, political, and institutional environment conducive to achieving equity and gender equality in Djiboutian society

§ Effective integration of gender in development initiatives in all sectors of activity (e.g. promotion of gender budgeting in public spending)

Within the NGP, a strategic objective is the equitable promotion of the economic potential of women and men and their access to economic resources. This strategic aim focuses on the economic advancement of women with the following objectives:

§ Reducing the time and effort involved in domestic labor, particularly in rural areas

§ Supporting women’s access to resources and assets (capital and production techniques, land, markets, and transport)

§ Increasing girls’ access to vocational and technical training

§ Strengthening the organizational capacity of women, particularly in the informal sector

§ Promoting women’s entrepreneurship through support of small and medium-sized enterprises

National Policies and Strategies to Support Gender-Friendly Economic Growth

The Djibouti Vision 2035 is a long-term plan that aims to convert Djibouti into an economic, commercial, and financial center that ensures the wellbeing of Djiboutian people. The Vision is based on five pillars that support socio-economic transformation: (i) peace and national unity, (ii) good governance, (iii) a diversified and competitive economy driven by the private sector, (iv) consolidation of human capital, and (v) and regional integration. Furthermore, the Vision comprises interdisciplinary themes that are an integral part of all sectoral strategies. One of these cross-sectional themes is the promotion of the status of women and reduction of gender inequality in Djibouti. Although gender has increasingly come to the forefront of Djiboutian society during the past five years, numerous studies demonstrate that a wide range of inequalities persist in the labor market, education, politics, etc.


To complement the Djibouti Vision 2035, the GoDj drafted the Strategy for Accelerated Growth and Employment Promotion (SCAPE), a five-year planning tool with the primary objective to create jobs for young people and women through inclusive economic growth and an emphasis on the promotion of gender equality. First, it will be necessary to reduce gender inequality in education (with the aim of achieving gender parity in primary schools, up to 85% in primary and secondary school, and increasing women’s literacy by more than 69% by 2019).

Finally, the Ministry of Labor and Administration Reform drafted the National Employment Policy (NEP) in 2014 to respond to the major challenges posed by unemployment and underemployment of women and young people. To this end, the PNE identifies three main labor market concerns: inadequate training and employment, low intensity of acceptable employment growth, and labor market governance (LMG)2 issues.

Fieldwork Findings This section focuses on the findings of the field research, which were gleaned from focus group discussions (FGDs) and key informant interviews (KIIs) with youth and other actors. The qualitative data provides more insight into the employment challenges faced by young women in Djibouti, as well as the barriers to access of technical and vocational education and training opportunities and continued low employment levels for youth, specifically young women. Additionally, the findings delve into attitudes toward women’s enrollment and engagement in non-traditional fields.

Gender Roles and Norms

Gender roles, implicit bias, and stereotypes embedded in cultural norms are the likely culprit for the gender disparities in technical and vocational education, training, and employment in Djibouti. They create gendered vocational aspirations for young women with added pressure from family, community, and friends.3 “Vocational training in Djibouti is essentially a system with gender disparities. Males receive industrial training while females receive either commercial sector administrative training or training in low-level female dominated professions such as laundry and baking. While there are not formal, systemic barriers to the entry of females into technical industrial training, the practice is that they do not participate” (USAID, 2014).

Many young women in Djibouti aspire to be educated and to select professions that will set them up for success. In one FGD, participants shared their goals to study abroad, serve their country, and start their own businesses.4 However, gaining access to gender equitable opportunities in technical and vocational education, training, and employment can be difficult for women in Djibouti. In the 2016 United Nations Development Program (UNDP) Gender Inequality Index (GII), Djibouti was ranked 172 out of 188 countries (UNDP, 2016). As of 2011, the literacy rate among young women aged 15-24 is only 48% with a net attendance ratio of 37% compared to 45% for young men at the secondary level (UNICEF 2011). The labor force participation rate (that is, the proportion of the

2 LMG refers to policies, norms, laws, regulations, structures, mechanisms and processes that influence the supply and demand for labor. A well-functioning labor market achieves both efficiency and fairness. As cited in Bitonio, Benedicto Ernesto R., Jr. Labour Market Governance in the Philippines: Issues and Institutions. Working paper. Manila: ILO Subregional Office for South-East Asia and the Pacific, 2008. Print. ILO Asia-Pacific Working Paper Ser.

3 Interview with CFPA.

4 Focus group discussion. Young women in the final year of secondary study from LIC.


working-age population that actively engages in the labor market by either working or looking for work) among women aged 15 and older is 36.5%, compared to 68.1% for men of the same age (UNDP, 2016).

While these cultural norms and stereotypes persist in many Djiboutian households and communities, young people tend to hold more gender equitable beliefs. For example, some youth participating in the FGDs agreed that young men and young women could engage in the same trainings and practice the same trades. Yet there were others who maintained that certain trades and vocations are only for men or only for women.5 For example, perception of trades/vocations requiring physical strength such as in construction and mechanics were perceived to be more suitable for men.6 In one mixed FGD, a young woman stated religion (Islam) promotes separation of men and women, therefore it is also appropriate to maintain separation in the types of trades/professions.7 The resulting effect of these norms is that men dominate technical and industrial sectors, and women dominate commercial/administrative sectors.

Gender roles and norms related to marriage and pregnancy also affect women’s access to technical and vocational education, training, and employment opportunities in Djibouti. Young women who are unable to finish their studies due to lack of funding or who find informal employment are often forced into early marriages in order to escape pressures to help their families financially.8 Djibouti’s minimum age of marriage is 18 years of age. However, marriage below the age of 18 is permitted with the consent of the guardians or the authorization of a judge. According to the 2006 Multiple Indicator Cluster Survey findings (EDIM 2006), 5% of young women aged 20-24 in urban areas and 13% of young women in rural areas were married before the age of 18 (UNICEF, 2011). Once married, unemployed young women take on domestic duties and no longer consider working outside of the home.9 Furthermore, private sector employers often refuse to hire women for fear that once married, family constraints and household responsibilities will affect their ability to work, leading to tardiness or absences. In an increasingly competitive labor market environment, companies strive to achieve credibility and rely on punctual employees to reach this goal. Due to Djiboutian norms, a married woman with children will most likely face additional challenges when seeking employment, especially if the job requires her to work evenings.10

There are signs that society is beginning to shift towards more gender equitable norms. Findings from key informant interviews described a perceptible change in attitudes around gender. For example, more young women are entering technical fields previously dominated by men, and there are more women engineers, drivers, accountants, and information technicians.11 ANIFEP’s Head of Internship Services indicated that parents have begun to invest equally in the education of young women and young men.12 Although gender norms are changing, there are still many gender equality gaps and implicit bias and stereotypes that must be overcome in the future.

Access to Technical and Vocational Education and Training (TVET)

In terms of access to technical and vocational education and training, all interviewees emphasized the importance of acquiring technical skills in their field in order to improve their job seeking success. 5 Focus group discussion. Youth in internship stage at ANEFIP. 6 Focus group discussion. Unemployed Young Women at ANEFIP. 7 Mixed focus group discussion. Youth in the final year of Secondary study, LIC.

8 Ibid.

9 Ibid. 10 Interview. Head of Employment Service, ANEFIP. 11 Ibid.

12 Interview. Head of Internship Services, ANEFIP.


However, a young woman’s choice to pursue technical and vocational education and training does not always receive immediate approval from her family. In recounting parents’ reactions to studying at the Industrial and Technical High School (LIC)13 and the Centre de Formation Professionnelle pour les Adultes (CFPA)14, many young women recalled that their parents were initially worried, disappointed, angry, or unhappy with their choices. This is primarily due to their parents’ poor perceptions of these institutions; with concerns about courses being outdated and unaligned with private sector needs. Furthermore, they do not trust or find these institutions to be safe for young women. Generally, parents of young women prefer to send their daughters to traditional secondary schools (BAC). Academic performance and the prospect of finding a job after graduation are what ultimately convince parents to support these young women to pursue vocational studies.

Family support is a cornerstone of youth success in the completion of technical and vocational training. Beyond providing motivation to pursue their education, the family unit is a central financial support for young women. The majority of young women who were interviewed stated that their parents’ financial and moral support were what enabled them to complete their studies. Key informants emphasized the important role their mothers played in the motivation and encouragement they received during their time as students. However, financial barriers to cover the cost of courses including equipment, which is expensive for technical programs, as well as the cost of transportation, are reasons for young women to dropout.15 In most cases when young people were unable to complete their studies it was due to familial financial hardships.16 One young woman stated that “the lack of financial means and support of the family is an obstacle for the young women. Generally, a young woman will ask for support and help only from her immediate family for the various steps to complete their studies and find a job. In cases of hardship when the family is unable to help, the situation is very complicated for young women and affects their future prospects for professional success. Today, young women who are employed are the ones who are most courted.”17

Entry into technical and vocational education and training is open to all who meet the requirements of the entrance exams. Once enrolled, difficulties in choosing their specialization are often a barrier for young women to enter into non-traditional study tracks. The influence of family, friends, and the community often discourage young women from pursuing fields that are not traditionally pursued by women.18 While the majority of young women interviewed stated that they chose their specialization, others mentioned that they were not given this choice. Some young women remarked that during orientation they are often counseled to follow paths more "suitable" for young women, that specialization is decided based on their grades or that the technical specialization enrollment forms were not made available to them.19 This is supported by the data. There are large gender disparities at TVET institutions regarding study specialization between men and women. Findings from a workforce assessment of several TVET institutions revealed the following:

§ “At the LIC in Djibouti-Ville, 616 of the 1,529 students are females; 520 of these students are enrolled in a technical commercial course while 96 students study an industrial course.

13 Focus group discussion. Young Women in the final year of Secondary study, LIC. The LIC Is a type of secondary technical school that trains students in two types of section: - Industrial section: Technical equipment of Building, Cold and air conditioning, mechanical, electromechanical, etc. - Commercial section: Secretariat, Logistics. 14 Focus group discussion. Young Women in Commercial Vocational study, Centre de Formation pour adultes (CFPA). The CPFA is s a training structure attached to the Ministry of National Education, which welcomes young people who have dropped out of school at the end of the secondary education or at the Baccalauréat level. It is a training center that offers technical courses (masonry, plumbing, welding, and mechanics) and commercial sectors (accounting, secretarial, office automation, etc.). 15 Interview. Professor, CFPA.

16 Focus group discussion. Unemployed Young Women, ANEFIP. 17 Mixed focus group discussion. Youth in the final year of Secondary study, LIC.

18 Interview. Professor, CFPA.

19 Focus group discussion. Young Women in Commercial Vocational study, CFPA.


§ At Al Rahma Centre, there are only 30 female students out of a total of 280 students. All of the students enrolled in the industrial sector are male and all of the female students are receiving training in the sewing program. There are no female students in any other technical and vocational education and training course at Al Rahma.

§ At the private vocational training center, Auto Ecole Zaki, which trains drivers of heavy machinery, all enrolled trainees are young men.

§ At the Ecole de Ménagère, where a Certificate in Vocational Training is awarded to graduates, all of the students are female and are pursuing training courses in cooking, embroidery, or sewing. (International Development Group LLC, 2014)

Many young women emphasized their desire to have the right to select which field of study to pursue and that when they aren’t given this choice, they often do not complete their studies or have difficulties in finding employment after graduation.20

The lack of gender equality in TVET institutions also affects the environment for young women studying non-traditional fields. During a key informant interview, one woman recounted her experiences with sexism and discouragement from her male peers while studying electromechanical engineering. She became interested in electromechanical engineering at an open day at the University of Djibouti. Along with five other young women, she enrolled in the specialization in 2013. During their first year, male classmates tried to discourage the women who followed the electromechanical engineering. They argued that electromechanical study was too difficult for girls to follow. In her second year, when these young men discovered that all of the young women had successfully completed their first year with higher grades than them, relations improved. The young men stopped making discouraging remarks, and the six young women became role models and motivators for other young women who also wanted to specialize in the field. The woman interviewed serves as a continual role model as an electrical engineering professor at the CFPA inspiring other young women to follow an electrical engineering field. In the future, she plans to create her own electrical company to employ young people who have skills and motivation to work.21

It is important to note the vital role of TVET teachers in preparing youth for employment. Most youth who were interviewed highlighted the importance of teachers as role models, mentors, moral support systems, and guides. Teachers provide theoretical and practical knowledge for students, often translating content in local languages to enable better understanding.22 However, not all teachers are able to offer this level of support. Teachers lacking the pedagogical mastery of their field negatively influence the learning experience for students. Inattentive and unengaged teachers who do not put effort in their teaching discourage young women in the pursuit of their studies.23 As a result, many TVET programs do not provide students with sufficient knowledge and hands on skills to transition to employment. This also tends to discourage families from supporting their children from enrolling in TVET.

Access to Employment

In Djibouti, unemployment among young people severely damages their status in society.24

20 Focus group discussion. Unemployed Youth Women, ANEFIP.

21 Interview. Proffessor, CFPA.

22 Mixed focus group discussion. Out-school Bac level youth. CFPA.

23 Focus group discussion. Unemployed Young Women, ANEFIP.

24 Focus group discussion. Unemployed Young Women.


The lack of appropriate technical and formal skills, as well as practical experience, pose barriers for young people to enter the labor market. In Djibouti, diplomas are used as a screening tool and are no longer as important as they were in the past. In fact, companies often prefer to hire young people with practical experience, quality and specific professional skills.25 Unfortunately, most universities and training programs do not follow the demands of the local labor market. While youth may possess the educational and academic background, they lack practical experience.26 Out of 24 companies surveyed as part of USAID’s workforce assessment, only 23% of respondents felt that the vocational training system responded to their needs, while just 7% felt that the basic education system adequately prepares students for the workplace. Most companies give low marks to local educational and training institutions.

Companies prefer to hire young people with specific professional skills, which include proficiency in English and French, well-versed in technology (internet, social networks, and work software), strong writing skills, and practical experience in their field. Employers increasingly demand that their employees be bilingual, especially in the fields of logistics / transport, hospitality and administration.27 Skills in work readiness are expressly important for employers. While most youth are trained in hard skills, they often lack soft skills such as knowledge of appropriate attire, workplace behavior, and punctuality. Beyond the basic qualifications, which are certainly important for youth employability, knowledge of professional rigor and discipline are of paramount importance in convincing an employer to recruit young people.28 One of the key issues in the workplace is the consumption of khat.29 The culture of chewing khat is estimated to consume 40% of income earned and leads to a decrease in the productivity of its consumers, who are mostly men. Under the influence of khat, most men are likely to be late for work or not show up at all (Deveaux, 2016). Many young people addicted to khat tend to consume it in order to forget their daily difficulties, but its consumption causes them to lose their ability to gain and/or maintain employment.30

To respond to the demands of employers, the National Agency for Training and Professional Integration (ANEFIP)31 works to place youth in internships in order to build the experience of new graduates. However, employers’ requirement of liability insurance is a general barrier for youth internship placements. As the State does not have the means to front this cost, and the National Social Security Fund (CNSS - which is an organization attached to the Ministry of Labor) can no longer take responsibility for the civil liability insurance of young people. This hinders placement at some companies like the Port of Djibouti and Electricity of Djibouti who refuse to take interns without this insurance.32 Thus, many youth lose the opportunity to gain valuable work experience through internships.

While there are general barriers for youth’s access to employment, young women face additional barriers based on gender bias. Compared to men, women are greatly underrepresented and earn less in the labor market. Generally, employers recruit more men than women in technical fields such as electrical engineering, plumbing, and welding. Even when a young woman graduates from technical training schools with the same required skills as men, they do not receive job offers from potential

25 Interview. Head of Internship Service, ANEFIP 26 Interview. Construction sector Employers, CCD. 27 Focus group discussion. Young Women in the final year of Secondary study, LIC. 28 Interview. Head of Employment Service, ANEFIP. 29 Interview. Construction sector Employers, CCD. 30 Mixed focus group discussion. Out-school Bac level youth, CFPA. 31 ANEFIP is an autonomous public institution under the supervision of the Ministry of Labor. The agency is responsible for the placement of jobseekers and employers, ANEFIP's mission is also the integration of youth who have completed vocational training or the academic studies in the labor market. This agency also has a "Youth Entrepreneurship" space that promotes the creation of enterprises by young people. 32 Interview. Head of Internship Service, ANEFIP.


employers.33However, there is a high demand for women to accept positions as secretaries and office administrators. Employers prefer to employ women in these roles as they consider them to be more reliable, conscientious and punctual.34 What exacerbates these barriers to entry are the role of networks and preferential treatment in hiring practices. The use of family or friendship ties instead of merit are a handicap to many youth who are seeking employment but do not possess these connections.35 Still, it is much more difficult for young women than for young men who do not have these networks. Most young women do not know the labor market because they do not go to businesses or apply like most young men. They prefer to come to ANEFIP where they feel safe.36

Salary differences in both the private and the public sector also affect women more acutely. Even though Article 137 of the Djiboutian Labor Code protects the principle of equal pay for work of equal value and is said to protect against wage discrimination, its lax enforcement has led to a high concentration of women in lower-paid jobs in both the private and public sectors (UN-CEDAW, 2011). In the public sector, most interviewees stated that a man and a woman occupying the same position were protected against discrimination in unequal pay.37 On the other hand, in the private sector, most argued that since the labor market opened in the 1990s, private sectors employers are free to manage wages as they see fit which leads to stark difference in wages between men and women.38 In addition to the gender pay gap, there is also a pay gap between Djiboutian employees and international employees. Foreigners generally receive higher wages in comparison to Djiboutian workers in the same position. Meanwhile, employers are less likely to promote women. In trades across both sectors, women are not given promotions due to gender bias. This is especially true for married women, who employers believe have greater difficulty managing professional and family life.39

Sexual and Gender-based Violence

Djibouti has signed international conventions that protect women's rights. In Djibouti, the Labor Inspectorate and the Administrative Court also works to settle disputes between employees and employers and provide protection to women’s rights under the labor codes. However, while some women may know their rights, they do not necessarily know the procedures to follow to hold their employer accountable or how to enact them.40 The law in Djibouti carries a sentence of up to 20 years’ imprisonment for rape, yet most rape and other violence against women are rarely reported or are settled within families and clans through traditional customary practices (U.S. Department of State, 2017). There are no labor laws to protect women against sexual and gender-based violence (SGBV) in the workplace.41

Most young women who were interviewed do not work at night, especially in transportation and restaurants, due to the potential threat of SGBV. Young women who live in rural areas often pass up employment opportunities that would require them to travel at night or subject them to other

33 Interview. Head of Internship Service, ANEFIP. 34 Interview. Head of Employment Service, ANEFIP. 35 Mixed focus group discussion. Youth in the final year of Secondary study, LIC. 36 Interview. Head of Internship Service, ANEFIP. 37 Interview. Head of Employment Service, ANEFIP. 38 Interview. Head of Internship Service, ANEFIP. 39 Houmed, Abdoulkader. Directeur Général de l’Enseignement technique et de la Formation profesionnelle. Ministère de l’Education nationale et de la Formation professionnelle. Key Informant interview. 40 Mohamed Ahmed, Mouna. Head of Employment Service, ANEFIP.

41 Houmed, Abdoulkader. Directeur Général de l’Enseignement technique et de la Formation profesionnelle. Ministère de l’Education nationale et de la Formation professionnelle. Key Informant interview.


situations that would threaten their safety.42 Thus, SGBV in Djibouti remains shrouded in a culture of silence.

Communication Tools to Reach Women

Social networks are the most effective tools of communication used by youth to access employment. From Facebook to WhatsApp, the majority of young people admit to spending a lot of time on social networks. They serve as tools to stay in touch and informed while looking for employment. Some young people have even created groups with as many as 40 friends on WhatsApp to send and receive messages regularly about job opportunities.43 Youth visit at least 12 websites to find job offers, but young women commented on the need for additional information about the labor market to better position themselves rather than completing spontaneous applications.44 Most employers use a variety of methods to recruit new staff, primarily newspaper advertisements and word of mouth. They occasionally employ specialized recruitment agencies; however, this is primarily for recruitment of foreign staff. Although ANEFIP has a website where employers can post job advertisements, most employers do not use it due to its inefficiencies. There is a significant need to improve the matching of employers and job seekers through the use of online databases, either at ANEFIP or at private organizations like the Chamber of Commerce (International Development Group LLC, 2014).

Conclusions and Recommendations In light of the findings collected for the Preliminary Gender Assessment (PGA), the following conclusions and recommendations have been compiled for consideration. These recommendations will help to ensure that the Djiboutian Workforce Development Project (WFP) incorporates contextual and gender sensitive activities into its programming.

Overview

Of greatest importance is the need for holistic interventions rather than single services as gender inequality is multilayered and complex. These interventions include social awareness raising campaigns to address cultural norms that hinder women’s access to technical institutions and participation in the workforce. In order to improve conditions for young women in training and education programs, it is important to support the development of gender-sensitive recruitment practices and to encourage young men and young women to participate in all technical trainings. When possible, being sensitive to the location and timing of training and education programs is also helpful in minimizing young women’s drop out and encouraging their participation. Incorporating user-friendly technologies into the job search is also a way to support women in male-dominated sectors. Furthermore, conducting gender sensitive training for the private sector also has the potential to change attitudes and beliefs about young women’s capabilities. Encouraging participants to consider informal employment and entrepreneurship may also open up more employment opportunities for young women. Additionally, building the capacity of public and private employment services and job agencies and encouraging them to target and support women (who may be primarily relying on informal networks to find jobs) has the potential to lead to more inclusive recruitment practices. Finally, other services such as post training support, promotion of peer

42 Focus group discussion. Young Women in the final year of Secondary study, LIC.

43 Focus group discussion. Youth in internship stage, ANEFIP.

44 Interview. Head of Internship Service, ANEFIP.


learning and mentors/networks, and childcare services will be considered. A more in-depth discussion of conclusions and recommendations is outlined below.

Gender Roles and Norms

Conclusions: In Djibouti, young women continue to face traditional and cultural norms that discourage them from following technical career paths, despite the high demand for these skills in the labor market. Young women are influenced by the community, family, and friends to attend training courses traditionally reserved for women such as office administration and culinary arts. As a result, the majority of the technical courses offered by training centers and TVETs are dominated by men. These norms persist, despite recent efforts by the Ministry of National Education and Vocational Training to raise awareness and encourage young women to enroll in technical high schools. Furthermore, these norms directly affect married women’s employment opportunities as employers are not inclined to recruit them due to unfounded fears that domestic responsibilities will prevent them from being more productive in the company (absences, delays, etc.).

Even though more advances are needed, some social norms have changed in a positive way in Djiboutian society. Parents seem to be increasingly investing equally in their daughters’ education as that of their sons’ education. Moreover, more young women are choosing technical trades. For young women, work represents a way to contribute to the financial support of their aging parents.

In a society where women continue to ‘belong’ to their families even after they marry, this cultural expectation is important for them to fulfill.45 Working also provides young women will a feeling of accomplishment and personal satisfaction. Additionally, gainful employment often delays early marriage since young women are less likely to marry before they have gained some job experience (a view shared by the boys interviewed in the focus group discussions). Financial independence provided by employment also removes the need for a woman to find a husband to provide financial sustenance.

Recommendations: One way to address the barriers linked to harmful gender norms in access to education and employment is through creation of social awareness raising and sensitization campaigns. The purpose is not only to inform young women about their potential and opportunities, but also to educate the community, parents, and employers about women’s capacity to be successful in the same professions as men. Training in management, finance and leadership can also enable women to “professionalize” more traditional small-scale work in commerce and artisanal trades so that it can become a more stable business venture. Another method is to feature more women technicians in training films and materials in order to encourage young women to apply for traditionally male-dominated vocations in school and in training centers. Young women must also be encouraged to enter into non-traditional sectors such as transportation and media. This will require encouraging women in the technical sector to become role models and mentors for other young women.

The WFP strategy focuses on empowering job seekers, regardless of gender, to decide which career path to purse and to be successful in it. This will require providing gender sensitivity trainings to members of the Ministry of Education and Vocational Training, as well as the trainers at the institutional and local level who educate job seekers of all ages. Trainings on gender considerations for both public (ANIFEP) and private employment placement agencies, which provide internships and employment, are also important. As part of the gender sensitivity approach, women job seekers

45 This is in contrast to societies in many parts of the world where women belong to their husband’s family once married, and it is the responsibility of men to take care of their parents. This latter cultural practice leads to families favoring the education of their sons, who will take care of them in their old age, rather than in their daughters, who will become part of and support their husband’s aging parents.


should also be educated on their rights under local labor laws, as well as the procedures and resources available to them in response to discrimination and sexual and gender-based violence in the workplace.

The private sector is also in need of gender sensitive awareness training, which will promote shifts in negative attitudes and beliefs about young women’s capabilities. In addition, offering capacity building for public/private employment services or job agencies in improved and inclusive recruitment practices will better enable them to target and support women who may be primarily relying on informal networks to find jobs. Finally, encouraging young women to consider entrepreneurship and informal income generating activities may also narrow the employment gap.

Access to Technical and Vocational Education and Training (TVET)

Conclusions: Family support, both financial and moral, is a key determinant for young people’s probability to complete their studies. This is especially true in the case of young women who have not been able to pursue an academic course of study. Mothers’ support is vital for young women's motivation to pursue an education and obtain a diploma. In some cases, teachers are also a source of motivation for young women because they help them to understand the subjects being taught and – perhaps more significantly – serve as mentors. When young women do not receive this kind of support, they are more likely to be discouraged and drop out of school. When young women have a choice in selecting the courses they study, they are also more likely to complete their schooling. However, if these choices represent unconventional or nontraditional career pathways, some young women face harassment and discouraging comments from their male peers. Yet some young women from the FGDs shared that these negative reactions did not affect their determination to finish their studies in technical fields.

Recommendations: Access to networks and supportive mentors is vital for young people’s academic and professional success. Women job seekers in Djibouti are often at a disadvantage in the hiring process due to gender stereotypes, and supportive mentors can empower them in their studies and choice of study. It is vital to provide support for young women to establish new networks and access existing networks. This includes offering them key information and connecting them with educated women who are gainfully employed and sharing the pathways these women took to achieve academic and professional goals. Moreover, it is recommended to encourage job seekers – women and men – to participate in all types of technical trainings. Because young women generally experience greater constraints to their mobility for safety reasons and other factors, facilitating training and education programs in close proximity to their communities is also likely to increase participation. Being sensitive to the time of day and day of the week when the trainings are offered is also of utmost important.

Access to Employment

Conclusions: One major obstacle in gaining employment is horizontal segregation, which refers to men and women engaged in different kinds of work. While discrimination against women job seekers may be more prevalent in technical fields and job sectors that are traditionally male dominated, there is a preference among employers to hire women in administrative positions such as secretaries or office administrators. Employers often insert criteria in job descriptions that would discourage or exclude young women from applying. For example, an employer might select a young man on the basis of physical strength, even if women with the same qualifications have applied. Gendered stereotypes about men and women’s capabilities have the potential to be broken down as more female technicians and engineers enter the labor market, but more awareness raising is essential in order to speed up the process.


The second barrier that affects job seekers in their search for work is a lack of professional experience. Many employers place more emphasis on work experience than on academic credentials. Employers often require proficiency in French and English in administrative occupations. The acquisition of professional experience for young people requires internships. To be able to complete an internship in a company, liability insurance is required by the majority of employers. This represents a financial barrier for some young women, as well as young men, whose parents are unable to afford the fee.

Lack of information on labor market needs is another barrier that job seekers face. Universities and other training programs do not offer sufficient information on labor market trends that would better prepare young people for their job search. Knowing which sectors are recruiting and what jobs and, consequently what skills, are most in demand would better prepare young women to be successful in their job search. Additionally, the lack of soft skills, such as communication skills, leadership, and problem solving are also a critical barrier for young jobseekers in the labor market. Indeed, employers expect employees to present themselves professionally with a positive attitude, dressed appropriately, and demonstrate punctuality.

Finally, all the young people interviewed mentioned the importance of networking. In Djibouti, it is customary to find work through family and friendship circles, which can reinforce young people's sense of inequality in access to employment. Young women are particularly affected by these practices because young men generally have access to larger networks and thus have more success being recruited through networking than young women.

Recommendations: Concerning vocational education, trainings should be provided in new information technologies in order to be responsive to the skills demanded by the labor market. Opportunities to practice these skills are also necessary. Access to work-based opportunities should be increased and strengthened in order to increase the employability of young women and men. The WFP will support the updating of curriculum and pedagogy to ensure trainings are responsive to market demand, as well as to provide youth with demand-driven technical skills. workforce readiness skills and soft skills to navigate the world of work. All programs should promote equal access to skills training with curriculum and pedagogy free of gender bias for young women and men.

Internship programs should also be strengthened and companies equipped to support young people in the acquisition of, and practice of new skills. Employers and employment placement agencies must help young graduates navigate work-based opportunities and recognize their accomplishments to help them grow professionally. As work-based learning, counseling, and job placement are often linked, career counseling and employment services, as well as the offices of the ANEFIP, must be strengthened. Improving ANEFIP’s capacity means increasing its ability to create meaningful linkages between youth and employers and entrepreneurship-promoting institutions. This will create greater support for youth, especially young women, to set up small and medium-sized enterprises, assisted by microfinance institutions, and to find employment opportunities.

Communication Tools to Reach Women

Conclusions: During the FGDs, young people stated their familiarity with the use of the internet, in particular social networks, as a means of communication and useful platform to seek employment opportunities. Access to these social networks is made easier by the fact that the costs of internet are not high for students. In addition, television and radio are very effective ways to receive information about potential job openings. Strategies for the creation of youth communities on social networks by young people also exist (on WhatsApp in particular). These groups of young people thus keep each other informed of the employment opportunities available on the labor market.


Recommendations: To address communication barriers, information networks must be created and expanded. Information on access to employment and education must be broadcast on TV, radio, and shared via social media platforms. The establishment and strengthening of youth communities on social networks can also have a positive impact on project participants’ experiences. Furthermore, the introduction of user-friendly technologies to support women in male-dominated sectors has the potential to serve as a valuable tool.

Effective strategies need to be designed to create strong linkages between employers and TVET providers in order to facilitate more work-based learning opportunities and job placements, as well as to identify new markets for youth-led micro- and small enterprises. This is crucial to establishing and strengthening networks that are supportive of a thriving workforce development system in Djibouti that meets the needs of both young women and young men.

Closing Remarks

The observations collected and distilled for the Preliminary Gender Assessment (PGA) provide the Djiboutian Workforce Development Project (WFP) with solid insight into the current context of gender equity and socio-cultural norms in Djibouti. The project will incorporate these findings into the project learning agenda and monitoring and evaluation activities in order to track the progress of important gender indicators related to workforce development and employment. Over the next five years, the project will be able to target specific aspects of gender equity revealed in the assessment in order to continue moving toward the country’s gender equality goals, as well as the United Nations Sustainable Development Goals.


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Documents

Djiboutian Workforce Development Project Preliminary