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 Mauritania Pastoral Surveillance Bulletin No. 36 (August–September 2025), published by Action Against Hunger (ACF), reports generally favorable pastoral conditions due to continued rainfall during the season. Pastures and water points are well replenished in most wilayas, improving livestock body condition. However, some areas still experience localized forage deficits, particularly in Hodh El Chargui and Gorgol. Animal diseases remain under control with no major outbreaks reported. Livestock prices remain high, while cereal prices continue to rise, leading to unfavorable terms of trade for herders. The report highlights the importance of strengthening animal health monitoring and promoting sustainable management of pastoral resources.

State, Livestock, Natural ressources, Security, Education, Gold, Human security, Social, Information, water

This article analyzes the psychological, social, and cultural determinants that underpin the normalization and institutionalization of corruption in Côte d’Ivoire. It argues that corruption is not merely the consequence of institutional weaknesses, but is sustained by cultural logics: a redistribution logic of acquired wealth, which motivates influential actors to share benefits with their kin; a logic of lucrative positions, where public offices are viewed as profit-making opportunities; and social learning of corruption, whereby individuals mimic corrupt behaviors observed among superiors. The paper also discusses the notion of imitative resourcefulness, in which people replicate corruption practices perceived as normal in the system. Based on qualitative interviews with civil servants, the study reveals that for many, corruption has become a routine part of state functioning.

Bribery, Governance, Social, Institution

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.

Governance, Inequality, Education, Politique publique, Santé publique, Inclusion

This article examines the trends and determinants of anemia among women of reproductive age in Mali using Demographic and Health Survey (DHS) data from 2001 to 2018. Findings reveal persistently high anemia prevalence despite some fluctuations: a decrease between 2001 and 2006 followed by an increase in later years. Key associated factors include age, educational attainment, socioeconomic status, rural versus urban residence, and number of children. The analysis highlights the strong influence of poverty and unequal access to healthcare in sustaining the problem. The authors recommend multisectoral interventions addressing nutrition, female education, and health service delivery improvements as crucial to reducing anemia and mitigating its adverse impact on maternal and child health.

Inequality, Gender, Natural ressources, Conflict, Religious education, Education, Women, Threat, Soicial sciences, Researh, Knowlege production, Santé publique

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.

Governance, Inequality, Education, Intelligence artificielle

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

This report examines the evolution of Islamic donors in the Sahel, from their historical roots to their recent strategic shifts. Initially framed by South-South solidarity and the oil shocks of the 1970s, Gulf donors gradually expanded their influence through religious and private aid, notably via Islamic NGOs and non-profit organizations. The study highlights the privatization of aid, the emergence of a “Muslim humanitarianism,” and the growing role of Salafist NGOs in social work, especially in Senegal. These actors, perceived as close to communities, provide assistance considered accessible and effective, while challenging traditional Western cooperation models. Their strategies include delegitimizing classical partners and reshaping local socio-political dynamics. The report concludes that international agencies must adapt, build partnerships with legitimate Islamic actors, and integrate local cultural and religious contexts to enhance peacebuilding and sustainable development in the region.

Politics, Political party, State, Economic Development, Natural ressources, Donor, Gold, Social, Aid, Civil Society

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.

Governance, Inequality, Education, Infrastructures scolaires, Funding