Unit 6: Country Analysis Presentation – Cote D’Ivoire Need PowerPoint Slides Unit 6: Country Analysis Presentation – Cote d’Ivoire Introduction Communic

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Unit 6: Country Analysis Presentation – Cote D’Ivoire Need PowerPoint Slides

Unit 6: Country Analysis Presentation – Cote d’Ivoire


Communicating findings and issues through presentations is an integral part of business. Collate your research from the country analysis application assignment into a group presentation. Elect a project manager, who will submit the presentation on behalf of the group. Include all group members’ names in the presentation. All group members are required to present. Equal distribution of workload among group members is expected.


1. Base your presentation on Unit 6: Country Analysis: Cote d’Ivoire.

2. Your presentation should discuss the following components 

o Overview of the country under consideration must be given (geographic location, date of the independence, the capital city, current President or Premier Minister of the country, the total population, per capita population, the political ideology etc.)

o Discuss working days of the week

o Discuss number of hours worked per day (Lunch time and breaks must be explained, in one word discuss the business culture within the country)

o The country time zone (explain time zone differences)

o Discuss Literacy rate within the country (male versus female)

o Discuss the official or business language Running Head: COUNTRY 1


Cote D’ivoire

Ivory Coast is country that is multilingual with an approximate of 78 languages that are currently spoken. However, French is their official language which was introduced to them during the colonial era. It is language taught within schools plus serves as the country’s lingua franca. The country has four key branches belonging to the Niger-Congo language that the Ivorians speak comprising of Mande, Voltaic, Atlantic as well as Kwa. The areas of language are in close correspondence with the nation’s four cultural areas. There is no particular African language that the majority of the population speaks, additionally, most of the Ivorians end up speaking fluently either two or more languages (Moussa, 2017).
As per UNESCO, the Ivory Cost is considered to have their rate of adult literacy at 47.17%. Within this percentage, the rate of male literacy is at 53.66%, while for the females is at 40.5%, this is quite a huge gap for the two genders. Contrary to the states neighboring them, Cote D’ivoire tends to have a literacy rate that is low. It has had an increment within these recent years. The literacy rate of the youth is considered an indicator of education quality, this state has the lowest rate of young literacy.
When doing business, French is utilized predominantly, though the executives within larger businesses might a times speak English. However, translators are always available. According to the law, the maximum working days a week is six plus a premium of 37.5% for night shift an hourly pay, without any premium for weekly rest days. 23.8% happens to be the overtime work premium. Working hours should not exceed 40 hours on weekly basis which means eight hours a day for the businesses that are non-agricultural plus 48 hours weekly for the agricultural businesses such as farms, agricultural enterprises and establishments. The night work might happen in between 9:00 pm up to 5:00 am (Parkes, et.al, 2020).
Employees are supposed to be given a thirty minutes break for meals which might be taken as a single break of 30 minutes or two breaks of 15 minutes each. For the rest breaks, employees are supposed to have a 30 minutes break during day work and a single 15 minute rest break when they are working out at night.
The time in Ivory Coast is basically provided through a single time zone which happens to be denoted as the Greenwich Mean Time. This is was adopted on January 1st in the year 1912, Cote D’ivoire is a country that has never had the daylight saving time observed.


Moussa, R. K. (2017). Elicitation of the determinants of decent work in developing countries: Evidence from Côte d’Ivoire. Economics Bulletin, 37(1), 494-507.
Parkes, J., Ross, F. J., & Heslop, J. (2020). The ebbs and flows of policy enactments on school-related gender-based violence: Insights from Ethiopia, Zambia, Côte d’Ivoire and Togo. International Journal of Educational Development, 72, 102133.

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