A/HRC/38/32/Add.1 51. The Special Rapporteur noted that most primary schoolteachers were considered qualified in Côte d’Ivoire, yet the minimum qualification required by the Government was the certificate of completion of the first stage of secondary education. 52. The country’s efforts to improve the quality of teacher training establishments have been supported by several partners, with a particular focus on information and communications technology. B. Accessibility 53. The information gathered during the Special Rapporteur’s visit shows that access to primary education is uneven, with major disparities between urban and rural areas and particularly poor coverage in the north and north-east of the country. 54. Each year, once the results of the primary school leaving examination have been announced, the National Commission on Study Options holds a conference, during which the vast majority of primary school leavers are assigned to secondary schools; however, public secondary schools cannot cater for such a large number of pupils. The Government turns to the private sector to deal with this lack of capacity, at a cost of around CFAF 80 billion per year. Private education sometimes entails additional costs for students, ranging from CFAF 30,000 to CFAF 200,000. 55. Although progress has been made in terms of access to education, the Special Rapporteur strongly recommends that the Government take steps to improve the quality of the education system. The last assessment carried out under the Education System Analysis Programme of the Conférence des Ministres de l’éducation des États et gouvernements de la Francophonie in 2014 showed that 47 per cent of pupils in the second year of primary school and 82 per cent of students in the final year of primary school had not reached an adequate level in reading and mathematics. The next assessment will be carried out in 2019. 56. Act No. 98-594 of 10 November 1998 concerns persons with disabilities. Article 2 of the Act establishes that persons with disabilities have the right to education on an equal basis with others. Article 13 of the Act states that all school, university and training facilities must be accessible to persons with disabilities. However, access for children with disabilities to schools and vocational training facilities remains limited. Furthermore, staff lack the necessary technical skills to support children with specific needs, including children with disabilities. C. Acceptability Secondary school success rates 57. In 2017, the rate of success in the examinations at the end of the first and second stages of secondary education was, in both cases, under 50 per cent. The Special Rapporteur commends the Ivorian Government for planning measures that are designed to raise these rates to at least 80 per cent. Statistics show that the rates of completion of lower secondary and upper secondary education rose by 9 per cent and 3.3 per cent respectively between 2011 and 2016. Vocational training 58. The Government acknowledges that there are so few links between the education system and the world of work that vocational training courses do not correspond to employers’ needs. The higher education system is so inflexible that training courses in fields with limited job prospects continue to be taught without any major adaptations. Similarly, research is conducted without taking into account the needs of the production sector. 59. The strategy for 2017–2020 includes plans to overhaul and update the system, renovate existing facilities and build new ones. The Government is working with several partners, including the Agence française de développement, the World Bank, UNICEF, 10 GE.18-06824