The article “Knowledge is Power: Youth-led research to address power dynamics in knowledge and advocacy processes to end child marriage and promote girls’ education in West Africa” published in July 2024 by Girls Not Brides, highlighting the alarming prevalence of child marriage in West and Central Africa, where 39% of girls are married before the age of 18. Countries such as Niger (76%), Central African Republic (68%) and Chad (67%) are among the highest rates in the world. The project aims to strengthen the participation of young people, especially young women, in research and advocacy processes

Education, Women

The multiple crises in the Sahel – armed conflict, political instability and climate change – particularly characterize women and girls. They are exposed to sexual violence, forced marriage and exploitation. Insecurity has displaced millions of people, including 78% of women and children in 2021, disrupting their access to education and essential services, and reinforcing traditional roles that limit their opportunities. In Mali, crises are exacerbating conservative social realities. Sexual violence, forced marriage, and female genital mutilation are commonplace, causing deep trauma. Access to health care, including maternal and reproductive health services, is limited. In 2022, 1,726 schools were closed, depriving 517,800 children of school, with girls particularly affected. Rural women, who are responsible for food security, are directly impacted by the impacts of climate change on their daily lives.Recommendations include gender-sensitive responses, improving women’s access to education and economic resources to strengthen their resilience. Supporting their active participation in crisis resolution and community well-being efforts is essential. Despite challenges, women demonstrate remarkable resilience, which is essential for a safer and more prosperous future.Recommendations include gender-sensitive responses, improving women’s access to education and economic resources to strengthen their resilience. Supporting their active participation in crisis resolution and community well-being efforts is essential. Despite challenges, women demonstrate remarkable resilience, which is essential for a safer and more prosperous future.

Education, Women, Vulnerability, Discrimination, Crisis

The Danish Refugee Council’s article “Education under attack in West and Central Africa highlights the devastating impact of conflict on education in the region. By the end of the 2021-2022 school year, more than 12,400 schools were closed in eight countries, mainly due to attacks by non-state armed groups, teachers fleeing or parents being afraid to send their children to school. This is jeopardizing the future of entire generations of children, depriving them of access to learning and exposing them to compounding risks such as early marriage, child labour and recruitment by armed groups. Despite the adoption of the Safe Schools Declaration by most countries in the region, persistent attacks underscore the need for concrete measures to protect education. The report recommends holistic and multi-sectoral approaches, strengthening alternative learning solutions and increasing funding for education in emergencies.

Governance, Security, Education

The Girls Not Brides report “Knowledge is Power” presents research led by young people in Burkina Faso and Niger, exploring power dynamics in knowledge and advocacy processes to end child marriage and promote girls’ education in West Africa. The young researchers highlighted the impact of patriarchal social norms, poverty and the quality of the educational environment on early marriage and girls’ school dropout. The report recommends promoting successful female role models, using information technology to change dominant narratives, and improving access to quality, inclusive and culturally relevant education.

Gender, Education, Women

The article highlights the urgency of establishing inclusive development in the Sahel and West Africa to counter the growing destabilization of the region. The author, drawing on her humanitarian experience, highlights local initiatives led by authorities, community leaders, women's and youth associations, particularly in the areas of education and training. However, she deplores the fact that current political decisions neglect the needs of vulnerable populations, particularly women and children, thus exacerbating their precariousness. She calls for collective mobilization to build productive, supportive and dignified African societies, rather than constantly recovering from repeated crises.

Education, Development, Women, Vulnerability

This communication aims to analyze the cross-border migrations of women traders in sub-Saharan Africa. To carry out this study, we used a qualitative methodology comprising a semi-structured interview guide addressed to a number of 42 people, with 6 respondents per country. The approaches that are: historical, informality, comprehensive of Max Weber and the comparative method of Durkheim Émile were used for theoretical illumination. It follows from this study that cross-border migrations of women traders constitute a survival strategy and a fight against unemployment. In addition, they weaken the macroeconomy by promoting the flourishing of the informal economy. Thus, they allow the greatest number of vulnerable households to survive.

Political party, Migration, Boundary, Gender, Natural ressources, Education, Gold, Women, Trade, Soicial sciences, Researh, Knowlege production

The Global Coalition to Protect Education from Attack (GCPEA) paper highlights increasing attacks on education in the Central Sahel, including in Burkina Faso, Mali, and Niger, between 2015 and 2019. These attacks, often perpetrated by armed groups opposed to French-language education, include the burning and looting of schools, as well as threats, kidnappings, or killings of teachers. State and non-state forces have also used schools for military purposes, exacerbating insecurity. GCPEA recommends measures to protect education, such as implementing the Safe Schools Declaration, prosecuting those responsible for attacks, and implementing education programs that are tailored to local contexts.

Governance, Education, Military activity, Protection

The Global Coalition to Protect Education from Attack (GCPEA) article, published in September 2020, highlights attacks on education in the Central Sahel, including in Burkina Faso, Mali, and Niger. Between 2015 and 2019, more than 430 incidents were recorded, including burning and looting of schools, as well as threats, kidnappings, or killings of teachers. These violences are mainly perpetrated by armed groups opposed to state education in French, such as the Group for the Support of Islam and Muslims (JNIM), the Islamic State in the Greater Sahara (ISGS), and Ansarul Islam. State and non-state forces have also used schools for military purposes. Despite school closures due to the Covid-19 pandemic, more than 90 attacks were reported between January and July 2020, suggesting that violence continued at a similar rate to the previous year.

Security, Education, Groupes armés non étatiques

In her interview, Dr. Minata Sarr Ndiaye identifies five priorities for Senegal. First, she emphasizes the importance for the State to place humans at the center of its actions, by serving citizens and responding to their needs. Second, she advocates for better integration of Senegal into the artificial intelligence (AI) value chain, by strengthening research and developing infrastructure for the local production of big data. Third, she calls for the industrialization of digital public services, by making all services accessible online and entering into public-private partnerships to enhance the value of data while protecting fundamental rights. Fourth, she emphasizes the valorization of cultural knowledge through digital technology to promote Senegalese culture internationally. Finally, she recommends updating educational curricula, starting in elementary school, to adapt to the changes in today's world.

Governance, Education, Numérique, Intelligence artificielle