Other documents that may interest you :

• Academic analysis and Think Tank / Governance,

  Ghana’s basic education infrastructure: progress, gaps and strategies towards 2030 08/08/2025

  Summary :

  The April 2025 policy brief by Africa Education Watch, authored by Kofi Asare, reviews Ghana’s basic education infrastructure. Despite significant enr...

  Read more

  Country : Ghana

  Organizations : WATHI
  Follow
Academic analysis and Think Tank / Governance,
Ghana’s basic education infrastructure: progress, gaps and strategies towards 2030 08/08/2025
Summary :
The April 2025 policy brief by Africa Education Watch, authored by Kofi Asare, reviews Ghana’s basic education infrastructure. Despite significant enrolment growth since 2001, about 1 million children remain out of school, including 400,000 dropouts. Key deficits include school buildings, furniture (40% of pupils lacked desks in 2021, rising to 80% in some regions), electricity, and digital infrastructure (only 2% of basic schools in deprived districts have functional ICT facilities). To meet SDG 4 targets by 2030, Ghana needs around 2,000 fully furnished basic schools, 3,600 junior high schools, 508 kindergartens, to replace 5,300 makeshift schools, and supply 800,000 desks. Estimated cost: USD 2 billion. Budgetary constraints and declining donor support necessitate innovative financing, climate-resilient building technologies, community-led furniture initiatives, and targeted interventions for underserved communities.
Keywords :
Governance, Inequality, Education, Infrastructures scolaires, Funding
Organizations :
WATHI
Follow
• Academic analysis and Think Tank / Governance, Inclusion,

  Ensuring Home-Based Education in African Member States in the Context of the COVID-19 Pandemic 07/10/2025

  Summary :

  This report by ADEA, published by WATHI, reviews how twelve African countries ensured learning continuity during the COVID-19 pandemic. With schools c...

  Read more

  Country : Burkina Faso , Ivory Coste , Ghana

  Organizations : WATHI
  Follow
Academic analysis and Think Tank / Governance, Inclusion,
Ensuring Home-Based Education in African Member States in the Context of the COVID-19 Pandemic 07/10/2025
Summary :
This report by ADEA, published by WATHI, reviews how twelve African countries ensured learning continuity during the COVID-19 pandemic. With schools closed, governments implemented emergency measures such as radio and TV lessons, and online platforms like Zoom, Google Classroom, and WhatsApp. Despite these efforts, challenges remained—limited infrastructure, unequal access, and insufficient inclusion of vulnerable learners. Some countries, including Burkina Faso, Côte d’Ivoire, Morocco, and South Africa, developed specific initiatives to reduce educational disparities. The report highlights the importance of investing in distance education, fostering collaboration between public and private sectors, and building national expertise to ensure educational resilience during crises.
Keywords :
Governance, Inequality, Education, Politique publique, Santé publique, Inclusion
Organizations :
WATHI
Follow
• Journal article / Governance, Inclusion,

  Digital Divide and Access to Basic Services in West Africa 04/11/2025

  Summary :

  This paper investigates how the digital divide shapes access to essential services—drinking water, health, and education—in West Africa using Afrobaro...

  Read more

  Country : Burkina Faso , Nigeria , Senegal , Benin , Ivory Coste , Guinea

  Organizations : ZBW – Leibniz Information Centre for Economics (EconStor, Kiel–Hamburg)
  Download
Journal article / Governance, Inclusion,
Digital Divide and Access to Basic Services in West Africa 04/11/2025
Summary :
This paper investigates how the digital divide shapes access to essential services—drinking water, health, and education—in West Africa using Afrobarometer Round 9 data. The authors build a multidimensional digital divide index integrating access to equipment, internet use, and information isolation. Three main findings emerge: (1) formal education is by far the strongest determinant of digital inclusion, ahead of wealth or geography; (2) the digital divide is strongly associated with lower access to basic services, even after accounting for territorial heterogeneity; and (3) rural–urban differences are less significant than expected, suggesting that marginalization transcends geography. The study concludes that without inclusive and educational policies, ongoing digitalization efforts could inadvertently deepen social and territorial inequalities across the region.
Keywords :
Politics, Inequality, Natural ressources, Religious education, Education, Discrimination, Soicial sciences, Knowlege production, Information, Equality
Organizations :
ZBW – Leibniz Information Centre for Economics (EconStor, Kiel–Hamburg)
Download
• Academic analysis and Think Tank / Governance,

  The Challenges Confronting Islamic Education in Guinea 22/12/2025

  Summary :

  The article examines the major challenges confronting Islamic education in Guinea within a context shaped by persistent economic, social, and politica...

  Read more

  Country : Guinea

  Organizations : WATHI
  Follow
Academic analysis and Think Tank / Governance,
The Challenges Confronting Islamic Education in Guinea 22/12/2025
Summary :
The article examines the major challenges confronting Islamic education in Guinea within a context shaped by persistent economic, social, and political constraints. While Islamic education plays a crucial role in transmitting religious, moral, and cultural values, the study highlights severe limitations related to inadequate infrastructure, insufficient funding, and a lack of qualified teachers. Curricula remain heavily focused on traditional religious instruction, with limited integration of science, technology, and critical thinking, reducing students’ ability to compete in higher education and the labor market. The research also underscores the institutional marginalization of Islamic education, marked by limited government recognition, weak policy frameworks, gender disparities, and linguistic barriers due to the predominance of Arabic instruction. These factors contribute to the perception of Islamic education as inferior to secular schooling. The authors argue that systemic reforms are urgently needed, including increased public investment, curriculum harmonization, teacher training, and stronger alignment between Islamic education and national development objectives.
Keywords :
Governance, Inequality, Religious education, Education, Politique publique
Organizations :
WATHI
Follow