Other documents that may interest you :

• Academic analysis and Think Tank / Governance,

  Artificial Intelligence and the All-Too-Real Slowdown in Human Development Progress 08/07/2025

  Summary :

  The WATHI podcast discusses a UNDP report highlighting an unprecedented slowdown in human development progress since 2020, worsened by the COVID-19 pa...

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  Country : Burkina Faso , Chad , Gambia , Mali , Niger , Nigeria , Senegal , Benin , Ivory Coste , Togo , Ghana , Guinea-Bissau , Cape Verde

  Organizations : WATHI
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Academic analysis and Think Tank / Governance,
Artificial Intelligence and the All-Too-Real Slowdown in Human Development Progress 08/07/2025
Summary :
The WATHI podcast discusses a UNDP report highlighting an unprecedented slowdown in human development progress since 2020, worsened by the COVID-19 pandemic. It points out that only two African countries—the Seychelles and Mauritius—rank in the very high Human Development Index (HDI) category, while eight others (Algeria, Egypt, Tunisia, South Africa, Gabon, Botswana, Libya, and Morocco) fall into the high HDI group. Meanwhile, 22 African nations are in the low HDI category, with Chad, the Central African Republic, Somalia, and South Sudan at the very bottom. The podcast also considers the role of artificial intelligence (AI) in this context: a potential driver of progress, yet part of a complex debate on whether it can help reverse the current slowdown.
Keywords :
Inequality, Education, Politique publique, Intelligence artificielle, Human Development Index
Organizations :
WATHI
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• 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...

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  Country : Guinea

  Organizations : WATHI
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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
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• Academic analysis and Think Tank / Governance,

  Technologies, Artificial Intelligence, Globalization and Education in West Africa 15/09/2025

  Summary :

  The article Technologies, Artificial Intelligence, Globalization and Education in West Africa (a virtual dialogue organized by the citizen think tank ...

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  Country : Burkina Faso , Mali , Senegal , Benin , Ivory Coste , Ghana

  Organizations : WATHI
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Academic analysis and Think Tank / Governance,
Technologies, Artificial Intelligence, Globalization and Education in West Africa 15/09/2025
Summary :
The article Technologies, Artificial Intelligence, Globalization and Education in West Africa (a virtual dialogue organized by the citizen think tank WATHI) discusses how technological transformations — especially artificial intelligence (AI) — and globalization influence educational systems in West Africa. Although access to education has improved, considerable challenges remain: about 97.5 million children still out of school across Africa, low enrollment rates, vulnerabilities of the education systems in crisis situations (such as during the COVID-19 pandemic), lack of access to digital pedagogic tools, and insufficient teacher preparation for integrating these technologies. The article highlights that AI can offer opportunities like personalized learning, support for students in remote or disadvantaged areas, but implementation is hampered by infrastructural inequalities, limited resources, gaps in educator training, and political commitment that is still inadequate.
Keywords :
Governance, Inequality, Education, Intelligence artificielle
Organizations :
WATHI
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• 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...

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

  Organizations : ZBW – Leibniz Information Centre for Economics (EconStor, Kiel–Hamburg)
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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)
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