The article discusses the challenge of financing mass and quality education in West Africa. It begins by noting the region’s low education budget—around 4% of GDP compared to the international benchmark of 6%. The area's rapid population growth increases pressure on resources, making financial challenges even more pressing. In a virtual dialogue held in May 2024, organized by WATHI in partnership with the Irish Embassy in Senegal, participants examined the current state of education funding, the impact of demographic growth on education quality, and identified several recommendations. This “QUICK” type article is intended to stimulate public debate and inform policy decisions by presenting key insights and action pathways to ensure quality education access for all in the region.

Governance, Education, Démographie, Funding

The article highlights Africa’s critical issue: the shortage of decent jobs, especially impacting youth. Referencing data from the ILO and Afrobarometer, it reveals that up to 80% of workers are in vulnerable employment . What sets this policy brief apart is its solutions-oriented approach, offering policy options designed to enable transitions from the informal to formal sector. These include enhancing social protection, improving access to quality education, and fostering entrepreneurship, particularly among women and young people . It stresses the importance of job quality — including job stability, security, and dignity — over mere job creation. The article further underscores Africa’s demographic dividend potential, contingent on economic diversification beyond extractive industries

Governance, Youth, Vulnerability, EMPLOYMENT

This research paper explores the transformation of policies—legislative, legal, and institutional—related to gender-inclusive development across basic education, higher education, and scientific research in Côte d'Ivoire. Drawing on both primary data (interviews with key stakeholders in ministries and NGOs) and secondary sources (databases from ECOWAS, the African Union, and national ministries), the study finds that the coordinated implementation of international resolutions has significantly reduced gender disparities in basic education. While advancements are also noted in higher education, many challenges remain: lack of gender-disaggregated data, inadequate qualitative monitoring, and insufficient support for women’s progression in academic and research careers. The author concludes with actionable recommendations: enhance data collection systems, foster institutional cooperation, and elevate the status of female graduates in professional sectors to sustain gender equality gains.

Governance, Gender, Education, Politique publique

The Time to Teach report investigates primary school teacher absenteeism in Guinea‑Bissau—a critical barrier to delivering quality education. It identifies four distinct forms of absenteeism: school absence, tardiness/early departure, classroom absence, and reduced instructional time (time on task) . Using a mixed-methods approach—including school observations, surveys with 180 teachers, interviews, and focus groups across 20 schools—the study offers grounded insights . Findings reveal that 26% of teachers are absent at least once weekly, 23% regularly experience reduced time on task, and 22% frequently miss their classes . Self-managed schools report lower absenteeism, attributed to community involvement and financial incentives. Key factors supporting teacher presence include active school leadership, teacher job satisfaction, and training UNICEF. The study proposes policy recommendations aimed at improving employment conditions, bolstering community engagement, strengthening school leadership, enhancing teacher training, and ensuring learning continuity during school closures.

Governance, Education, Politique publique

The article “Substantive democracy: an alternative for societies of resignation and silencing” examines democratic backsliding in West and Central Africa. Jean-Marc Segoun highlights “hybrid” regimes—whether civilian or military—sustaining power through gerontocracy, clientelism, militarization, and coercive use of law. These systems foster fear, resignation, and silence political opposition while curtailing fundamental freedoms. Recent examples include the dissolution of political parties in Mali, repression in Burkina Faso, civil rights restrictions in Côte d’Ivoire, and entrenched authoritarianism in Cameroon. The author argues that civil society must move beyond neutrality to become a political force proposing viable alternatives. This requires building networks, sharing practices, and inventing new paradigms suited to contexts of repression. “Substantive democracy” is proposed as a framework to resist authoritarianism, regenerate political thought, and offer pathways toward inclusive governance in societies where traditional democracy has been hollowed out.

Governance, Democracy, Civil Society

This briefing, authored by Thibaut Girault and Sophia Stille in June 2024 and published by the Mixed Migration Centre (read on WATHI), explores the educational realities and needs of migrant children and youth in four West and North African capitals – Bamako, Conakry, Niamey, and Tunis. Based on surveys conducted between June 2022 and September 2023 with migrant youth (18–24 years old) and caregivers, it reveals severely limited access to education: over half of children are not enrolled in any educational services (57%), and only 17% attend primary or secondary school. Education ranks as a top priority need, surpassing food aid (20%) and healthcare (18%). Key barriers include financial constraints (41%). The needs and situations differ by city: at least half of caregivers in Conakry reported educational needs for children, one third in Niamey, while in Tunis, there is notable reliance on informal childcare (32%).

Migration, Education, Youth, Human security

The article titled “Expertise, Pragmatism and Kindness at the Service of Female Entrepreneurship: The Experience of the Women Investment Club (in Senegal and Côte d’Ivoire)”, published by WATHI Think Tank on August 10, 2025, recounts the creation of the Women Investment Club (WIC). Founded in 2015 by prominent women including Madjiguène Sock, Thiaba Camara Sy, Seynabou Seck, and the late Alassane Athia Wade, WIC aimed to foster a supportive ecosystem for women entrepreneurs by providing access to capital and skills. Officially launched in 2016 with an initial investment of 250 million CFA francs, WIC today mobilizes approximately 1.5 billion CFA francs in Senegal and comprises 105 members; in Côte d’Ivoire, it brings together 65 women. In 2019, WIC established WIC Capital, an investment fund dedicated to female-led enterprises, and in 2020, WIC Academy was launched to provide training and mentorship. The initiative exemplifies a rigorous, pragmatic, and kind approach to narrowing gender finance gaps.

Governance, Women, Entrepreneurship, Inclusion, Training

In 2023, Insecurity Insight documented 22 arson attacks on schools in Burkina Faso, Mali, and Niger, with a sharp increase in Niger (1 in 2022 vs 11 in 2023). Most incidents, attributed to JNIM and ISSP, target “Western” education and aim to intimidate teachers and communities, leading to destroyed facilities, prolonged closures, and lasting fear. These attacks undermine access to education, worsen inequalities, and erode social cohesion. The report calls for integrated actions: community awareness campaigns, fire-resistant school infrastructure, emergency plans, coordinated rapid responses, psychological support, and post-attack reconstruction. It also urges humanitarian diplomacy and engagement with armed actors to protect schools and depoliticize education.

Governance, Security, Education

The Bridging Distances report (NRC, UNHCR, UNICEF, January 2025) examines distance learning solutions in the Central Sahel (Burkina Faso, Mali, Niger) amid insecurity, mass displacement, and weak educational infrastructure. Four main approaches are identified: no-tech (printed materials), low-tech (radio, SMS, basic phones), digital (online platforms, offline Wi-Fi devices), and hybrid models combining several methods. Each modality has strengths and weaknesses, with hybrid approaches proving most resilient. Success factors include adapting to local contexts, teacher training, community involvement, monitoring and evaluation, and sustainable funding. Recommendations emphasize inclusion (girls, displaced children, children with disabilities), infrastructure investment, resource-sharing, and integrating psychosocial support. Distance learning is not a one-size-fits-all solution but a set of complementary tools that must be adapted to learners’ needs.

Governance, Education, Numérique