The article provides a nuanced overview of Senegalese youth (ages 18–35): they are better educated than older generations (55 % have secondary or post-secondary education vs. 21–36 %) yet more likely to be unemployed (41 % actively seeking employment vs. 22–36 %) . Key barriers to employment include inadequate training (35 %), reluctance to take certain jobs (24 %), and mismatch between academic qualifications and market demands (16 %) . Nonetheless, 74 % aspire to start their own business, and 17 % prefer public sector jobs . Their top public policy priorities are rising cost of living, health, unemployment, insecurity, and water access . Despite challenges, 71 % believe the country is heading in the right direction, and 60 % have considered emigrating for economic reasons

Governance, Migration, Education, Youth, Health, EMPLOYMENT, Insécurité, Politique publique

The article entitled “National Program for Accelerating Girls’ Education and Well-Being, Government of Benin, July 2024”, authored by UNICEF and published in July 2024 on Unicef.org via WATHI, outlines a bold initiative to eliminate educational disparities and promote girls’ well-being. It begins with a global overview, noting that 244 million children aged 6–18 are out of school (including 118.5 million girls), while highlighting the importance of SDG target 4.5 and sexual and reproductive health. Then, it details the situation in Benin: low girls’ enrollment rates, regional disparities, insufficient school infrastructure, gender-based violence, limited access to reproductive health services, and challenges in transitioning from school to employment. The article underscores the persistent obstacles and underscores the need for a strengthened national program to ensure inclusive education for girls.

Governance, Inequality, Gender, Education, Women, Politique publique

Published on June 26, 2025, this WATHI brief highlights the critical need to improve the living and working conditions of teachers in West Africa. While teachers are pivotal amid rapid population growth and soaring demand for education, they face precarious circumstances: inadequate salaries, urban–rural disparities, poor housing, classroom overcrowding, deficient infrastructure, lack of psychosocial support, and insufficient ongoing training. The article advocates for a strategic, collaborative response involving governments, technical partners, unions, civil society, and citizens. It stresses the importance of salary upgrades, better support systems (housing, transport), incentives for rural postings, and comprehensive measures to restore dignity to the profession. These actions are deemed essential for building resilient, inclusive, and future-oriented education systems in West Africa.

Governance, Education, Politique publique, Recruitment

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 “Impacts socioéconomiques des dépenses publiques dans l’éducation préscolaire au Sénégal, CRDI et FAUEFAO, May 2025”, written by Ibrahima Aïdara and Fatou Cissé, published in May 2025 by the International Development Research Centre (CRDI), evaluates public preschool investment’s effects on economic growth and social inclusion . It finds that preschool spending boosts economic growth by roughly 1.49%, similar to construction (1.52%), but yields more balanced social outcomes. Notably, 55.7% of jobs created go to women compared with 33% in construction, and rural poverty decreases by 3%, versus 1.5% through construction . The article recommends subsidizing childcare services for low-income families, improving regulatory standards and quality of care, raising parental awareness of preschool cognitive and social benefits, and promoting local micro-enterprises in preschool service provision. This policy brief argues that investing in preschool is a cost-effective, inclusive strategy for economic development and gender equity.

Governance, Education, Politique publique

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.

Inequality, Education, Politique publique, Intelligence artificielle, Human Development Index

The article, published by the Africa Center for Strategic Studies on February 3, 2024, assesses the failure of Mali's promised democratic transition under the military junta that seized power in August 2020. The junta has repeatedly postponed elections and adopted a new constitution that consolidates power in the hands of Colonel Assimi Goïta. Security and economic conditions have worsened, with Islamist violence surging and poverty increasing. The withdrawal from ECOWAS, the G5 Sahel, and MINUSMA has left Mali isolated. Freedoms have shrunk, justice has been obstructed, and Russian mercenaries — implicated in serious human rights abuses — have been brought in. The article argues that the junta has broken its commitments to both citizens and international partners, rendering the concept of a “transition” meaningless.

State, Natural ressources, Security, Justice, Political Violence, Election, Gold, Poverty, Human security, Threat, Politique publique, Transition, Services publics

In this article, Dr. Idi Saidou Sani, a specialist in plant genetics and improvement and a lecturer-researcher at the University of Diffa in Niger, advocates for a significant increase in the budget allocated to research and higher education. He emphasizes that the current underfunding hampers the country's scientific and technological development, limiting its ability to address critical challenges such as food security, desertification, and climate change. The University of Diffa, established in 2014, plays a central role in education and research, with specialized units focusing on key areas for sustainable development. Dr. Sani stresses the need for increased investment to strengthen research capacities, promote innovation, and ensure sustainable socio-economic development in Niger and the Sahel region.

Governance, Politique publique, Funding, Scientific research, Sustainable development