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.

Politics, Inequality, Natural ressources, Religious education, Education, Discrimination, Soicial sciences, Knowlege production, Information, Equality

The article "Beijing +30: Senegalese Women Still Awaiting Strong Political Commitment," written by Marième Cissé and published on May 30, 2025, on WATHI's website, examines the progress and ongoing challenges in gender equality in Senegal, 30 years after the Beijing Declaration. Despite advancements such as the parity law and policies against gender-based violence, obstacles remain, including stagnant female political representation, labor market inequalities, and persistent gender-based violence. The article emphasizes that these issues should not be sidelined but require strong political commitment and concrete actions to ensure genuine gender equality.

Governance, Gender, Women, Violence, EMPLOYMENT, Political participation, Inclusion, Equality, Women's rights

The policy paper "Social Norms and Girls' Education" by the United Nations Girls' Education Initiative (UNGEI) examines the impact of social norms on girls' education in eight sub-Saharan African countries. The study identifies four major social norms hindering girls' education: child marriage, the low perceived value of girls' education, gender-based violence in schools, and domestic labor. These norms, reinforced by economic and sociocultural factors, limit girls' access to, participation in, and success at school. The report recommends transformative approaches, such as integrating gender equality into educational policies, community mobilization, and involving local leaders to change harmful social norms. It emphasizes the importance of gender-sensitive education to promote equality and empower girls.

Culture, Governance, Gender, Education, Inclusion, Equality

This article features an interview with Ndioro Ndiaye, former Senegalese minister, who emphasizes that gender parity does not equate to true equality. She highlights the historical role of pioneering Senegalese women such as Caroline Faye Diop and Maïmouna Kane in advancing women's emancipation. Ndiaye points out that while parity laws have been adopted in Senegal, their enforcement—particularly in appointive positions—remains inadequate. She calls for a reform of legislative frameworks to ensure effective equality and urges women to actively prepare for upcoming local elections. The article underscores that symbolic parity must be accompanied by real opportunities and power-sharing mechanisms to achieve lasting gender equity in public and political life.

Women, Parity, Equality, Empowerment