Publisher's Synopsis
In response to globalization and the cross-border recognition of diplomas, Ivorian public universities switched over to the Licence-Master-Doctorat (LMD) system at the start of the 2012-2013 academic year. The aim of this reform is to boost the effectiveness and efficiency of universities' teaching arrangements, in terms of success rates and the professional integration of learners. A few years after its adoption (7 years), it is clear that implementation has been hampered. First of all, the internal players at Ivorian public universities - teachers, administrative and technical staff and students - do not seem to be sufficiently prepared to take ownership of this new higher education architecture, as it appears that awareness-raising and training initiatives have not been sufficiently focused on them.
