The government of Senegal has made measurable progress in strengthening its primary education workforce, but disparities in the distribution of teachers across regions and schools continue to affect equity and learning outcomes, according to a recent study published by UNICEF’s Office of Research – Innocenti.

The report, part of the “Teachers for All” research initiative released in March 2026, highlights that Senegal maintains a relatively strong national supply of trained teachers in elementary education compared with regional peers in sub-Saharan Africa.

The country’s national pupil–teacher ratio stands at approximately 35:1, exceeding international benchmarks and regional averages, reflecting sustained investment in teacher training and recruitment.

Despite this progress, the study identifies structural challenges in how teachers are allocated within the education system. While overall supply levels are considered adequate at the national scale, imbalances persist at subnational levels, with some schools and regions experiencing shortages while others maintain comparatively higher staffing levels.

A central component of Senegal’s allocation strategy is the use of a digital platform known as MIRADOR, designed to support transparent and data-driven decision-making in teacher deployment and mobility. The platform has been cited in the report as an emerging model within the region, enabling authorities to track teacher placements and manage transfers more systematically.

According to the study, the introduction of MIRADOR reflects a broader effort by policymakers to modernize administrative processes and reduce inefficiencies in workforce management. By integrating administrative data, the system aims to align teacher distribution more closely with student needs and demographic patterns.

However, the report notes that digital tools alone have not fully resolved underlying disparities. Variations in teacher availability remain evident across regions, schools, and even within classrooms, suggesting that allocation challenges are influenced by factors beyond administrative systems.The analysis is based on two complementary research components.

The first draws on administrative data to map teacher distribution patterns nationwide, assessing how these patterns correlate with equity considerations and student outcomes. The second component uses qualitative data to examine the drivers behind these patterns, including teacher preferences, working conditions, and policy implementation gaps.

One of the key findings relates to the difficulty of attracting and retaining teachers in so-called “departure zones,” typically rural or less-developed areas where living and working conditions may be less favorable. These areas tend to experience higher turnover rates and persistent staffing shortages, despite national-level adequacy in teacher supply.

The study indicates that while allocation policies are designed to address such imbalances, their effectiveness is shaped by broader socioeconomic factors. Teachers may seek transfers to urban or better-resourced locations, creating a cycle in which disadvantaged areas remain underserved.

This dynamic poses challenges for achieving equitable access to quality education across the country.The report also highlights the role of policy design and implementation in shaping outcomes. While Senegal has introduced increasingly transparent procedures for teacher deployment, gaps remain in ensuring that these policies are consistently applied and aligned with local needs.

The interaction between formal allocation mechanisms and informal practices is identified as an area requiring further attention.Education experts involved in the study emphasize that equitable teacher distribution is a critical determinant of learning outcomes.

Disparities in staffing can lead to overcrowded classrooms in some areas and underutilization of resources in others, affecting both teaching quality and student performance.The findings are presented in a two-part report series accompanied by a joint executive summary, which synthesizes insights from both quantitative and qualitative analyses.

The combined approach is intended to provide a comprehensive understanding of teacher allocation dynamics and inform evidence-based policy decisions.According to the report, Senegal’s experience offers broader lessons for education systems in similar contexts. The integration of digital tools such as MIRADOR demonstrates the potential for data-driven approaches to improve governance and transparency.

At the same time, the persistence of inequities underscores the importance of addressing structural and contextual factors alongside technological solutions.The study situates teacher allocation within the wider objective of achieving equitable access to education, a priority reflected in national policy frameworks and international development goals.

Ensuring that all students have access to qualified teachers remains a central challenge, particularly in regions with limited infrastructure and resources.UNICEF’s research emphasizes the need for continued investment in both systems and incentives to support balanced teacher distribution. This includes not only refining allocation mechanisms but also improving conditions in underserved areas to make them more attractive to educators.

While Senegal’s overall progress in expanding its teacher workforce is acknowledged, the report concludes that achieving equity will require sustained and coordinated efforts across multiple dimensions of the education system.

The findings are expected to inform ongoing policy discussions and contribute to broader regional debates on education reform and resource allocation.

Efforts to expand digital literacy and inclusion in Côte d’Ivoire are gaining momentum as civil society organizations seek to address persistent gender gaps in access to technology and online opportunities, according to a United Nations-backed feature highlighting grassroots initiatives.

Aminata Savané, Vice-President of Centre Marée de Lumière, has been at the forefront of these efforts through a training initiative aimed at improving digital skills among women and young people. Despite widespread smartphone use in the country, she said many individuals lack the knowledge required to leverage digital platforms for economic and social advancement.

Since its launch in 2021, the organization’s Digital O’Féminin Tour programme has trained more than 600 women and 200 teenagers in areas including digital literacy, entrepreneurship, and online engagement. Participants have gone on to establish small businesses, develop content for digital platforms, or pursue further training, reflecting growing interest in the digital economy.

Savané said the challenge extends beyond access to technology, describing it as a broader issue of awareness and empowerment. While many users are active on social media platforms, particularly Facebook, they often lack the understanding needed to translate this activity into economic opportunities.“The challenge is the lack of information,” she said, noting that digital engagement remains largely limited to consumption rather than production or entrepreneurship.

“They scroll the internet but they don’t know that by creating an online activity they can make a profit.”The programme integrates technical training with leadership development, an approach Savané said is critical to overcoming social and psychological barriers. In addition to teaching digital skills, the initiative fosters peer support networks intended to encourage participation and confidence among women.

“We’re also creating a safe space, a sisterhood for these women because we’ve realized that, very often, they share the same reality,” she said. “You can impart all the knowledge in the world, but if you can’t activate what springs people into action, it won’t work.”The initiative was designed in response to disparities in digital access and usage between men and women in Côte d’Ivoire.

Savané said addressing these gaps requires challenging entrenched gender stereotypes as well as misconceptions that may limit women’s engagement with technology.Alongside efforts to promote inclusion, the programme also addresses risks associated with digital environments, particularly for younger users.

Savané highlighted concerns related to cybercrime and unsafe online practices, noting that digital literacy must include awareness of potential threats.As part of her broader advocacy work, she has collaborated with UNICEF and the Jeunes Blogueurs CI community to develop a guide on safe internet use for young people. The initiative aims to provide practical guidance on navigating digital spaces securely, reflecting growing concern over online safety in emerging digital ecosystems.

“When I was younger, I found myself in the middle of a digital world without any guidelines,” Savané said, adding that the guide was designed to help younger generations avoid similar challenges.Her work also includes advocacy for systemic change at the policy level. Savané has called for digital literacy to be incorporated into Côte d’Ivoire’s national education curriculum as a standalone subject.

She said such an approach should extend beyond basic computing skills to include online safety, data protection, digital identity, personal branding, and responsible use of emerging technologies such as artificial intelligence.The proposal reflects a broader recognition among policymakers and international organizations that digital skills are increasingly essential for participation in modern economies.

Integrating these competencies into formal education systems is seen as a potential pathway to reducing inequality and supporting long-term economic development.Savané’s contributions have received international recognition. At the end of 2025, she was awarded at the Young Activists Summit held at the United Nations in Geneva, an event supported by a range of international organizations including UN Human Rights, UNESCO, and UNFPA, as well as civil society and private sector partners.

The initiative underscores the role of local organizations in addressing global challenges related to digital inclusion. While infrastructure and access to devices have improved in many regions, the case of Côte d’Ivoire highlights the importance of complementary investments in education, awareness, and capacity-building.

As digital technologies continue to reshape economic and social landscapes, efforts such as the Digital O’Féminin Tour illustrate how targeted interventions can help bridge gaps in participation. The focus on both skills and empowerment reflects an evolving approach to digital development, one that prioritizes not only access but also meaningful and safe engagement.

Concerns over the influence of extremist ideologies on young people have grown in recent years, with researchers and practitioners pointing to a mix of social, psychological and digital factors that shape vulnerability.

Interviews with counsellors, educators and former at-risk individuals suggest that exposure often begins in subtle ways, long before any overt signs of radicalisation emerge.A youth counsellor working with vulnerable adolescents in northern India, who requested anonymity due to the sensitivity of the subject, said that feelings of isolation frequently act as an entry point.

“Most of the young people I meet are not looking for conflict,” the counsellor said. “They are looking for identity, purpose and recognition. Extremist narratives often package these in a very appealing way.”According to the counsellor, online platforms play a significant role in this early stage.

Content is often framed in simplified, emotionally charged language that resonates with personal grievances. “It doesn’t present itself as extremism at first,” the counsellor said. “It presents itself as truth, justice, or even empowerment.”

Educators and digital literacy experts say algorithm-driven platforms can amplify exposure by repeatedly surfacing similar content. A media studies researcher at a public university in Delhi noted that recommendation systems tend to reinforce engagement patterns.

“If a young person interacts with polarising or identity-driven content, the system feeds them more of it,” the researcher said. “Over time, this can create an echo chamber effect.”The researcher emphasised that this process is not limited to any one ideology or region. “The mechanism is structural rather than ideological,” they said.

“Different groups may use different narratives, but the underlying method of influence is remarkably similar.”Students interviewed for this article described encountering such content during routine social media use. One university student said that initially neutral discussions gradually shifted toward more rigid viewpoints. “At first it felt like learning something new,” the student said. “But over time, it became more about ‘us versus them’.”

Former participants in intervention programmes described how emotional factors often intersect with exposure to extremist messaging. A 22-year-old participant in a community outreach initiative said that during a period of personal uncertainty, online communities provided a sense of belonging.

“It felt like people understood me,” he said. “They had clear answers when everything else felt confusing.”He added that the shift toward more extreme viewpoints was gradual. “You don’t realise when your thinking starts changing,” he said. “It happens step by step.”Intervention specialists say that early engagement is critical.

A programme coordinator working with youth groups said that family members, teachers and peers often notice behavioural changes before individuals recognise them themselves. These may include withdrawal from social circles, increased rigidity in opinions, or heightened emotional responses to specific issues.

“The challenge is not to confront aggressively, but to create space for dialogue,” the coordinator said. “Young people respond better when they feel heard rather than judged.”

Experts consistently emphasise the importance of education and open communication in building resilience against extremist influence. Digital literacy programmes, which teach young people to critically evaluate online information, are increasingly seen as essential tools.

A school principal in Srinagar said that structured discussions in classrooms have helped students navigate sensitive topics. “We encourage questions rather than shutting them down,” the principal said. “When students feel safe to express doubts, they are less likely to seek answers in unverified spaces.”Community initiatives also play a role.

Local organisations working with youth have introduced mentorship programmes and extracurricular activities aimed at fostering a sense of inclusion. According to organisers, providing constructive outlets for energy and ambition can reduce susceptibility to harmful narratives.Mental health professionals highlight the need to address underlying emotional factors.

“Extremist messaging often exploits feelings of anger, injustice or alienation,” said a clinical psychologist based in Mumbai. “If those feelings are acknowledged and managed in healthy ways, the appeal of such narratives diminishes.”At the policy level, governments and institutions have focused on balancing security measures with preventive approaches.

Analysts note that enforcement alone is insufficient without parallel investment in education, employment opportunities and community engagement.The accounts gathered in these interviews indicate that while the pathways into extremism are complex, they are not inevitable.

Practitioners underline that timely intervention, supportive environments and access to credible information can significantly alter outcomes for young people navigating identity and belonging in an increasingly digital world.

Saudi Arabia is accelerating efforts to expand women’s participation in artificial intelligence through state-led reforms and private sector initiatives tied to Vision 2030, as officials and industry leaders point to rapid gains in training, workforce inclusion and investment in emerging technologies.

Government-backed programs and institutional reforms have supported a sharp rise in female participation in technical education and the labor market, with policymakers framing gender inclusion as central to economic diversification.

According to Areeb Alowisheq, vice president of AI research at Humain, the Kingdom has achieved the highest global female-to-male ratio in AI training, reflecting what she described as a long-term policy focus on education and workforce development.

Alowisheq said the current expansion builds on decades of public investment in education, including overseas scholarship programs. Since 2005, the King Abdullah Scholarship Program has funded more than 250,000 Saudi citizens to study abroad, contributing to a skilled workforce across science and engineering disciplines.

Domestic institutions have also played a central role. Princess Nourah Bint Abdulrahman University, described as the world’s largest women’s university, has produced graduates in science, technology, engineering and medicine for decades.

By 2017, female university graduates in Saudi Arabia outnumbered male graduates, according to Alowisheq.She linked these educational gains to structural reforms introduced under Vision 2030, launched in 2016 by Crown Prince Mohammed bin Salman.

The program set a target to increase women’s workforce participation from 22 percent to 30 percent, alongside regulatory changes aimed at reducing barriers to employment.

These measures included lifting the ban on women driving in 2017, introducing workplace anti-harassment laws and amending the Civil Status Law to allow women to manage businesses, travel independently and act as heads of households.

Female labor force participation exceeded 36 percent by 2025, surpassing the initial target ahead of schedule, according to data cited by Alowisheq.

Saudi authorities have paired these reforms with targeted investment in artificial intelligence and digital infrastructure. Government spending on emerging technologies rose by more than 56 percent in 2024, while AI-focused companies secured $9.1 billion in funding, reflecting increased activity across the sector.

The Saudi Data and Artificial Intelligence Authority has played a central role in scaling training programs and institutional capacity. In collaboration with Google Cloud, it launched the Elevate Initiative in 2022, a five-year program aimed at training more than 25,000 women in emerging markets in artificial intelligence and machine learning.

Saudi Arabia has also expanded its international engagement in the field. It became the first Arab country to join the Global Partnership on Artificial Intelligence and hosts the UNESCO-backed International Center for Artificial Intelligence Research and Ethics in Riyadh, positioning itself within global governance frameworks for emerging technologies.

Training volumes have increased sharply. According to the 2025 AI Index published by Stanford University, more than 666,000 women in Saudi Arabia received training in data and artificial intelligence within a single year. The report ranked the Kingdom first globally in women’s AI empowerment based on participation metrics.

Alowisheq said the scale of training is critical to building an ecosystem capable of supporting adoption and innovation. She described the expansion as creating a base of skilled users and professionals able to integrate artificial intelligence into economic activity

.Alowisheq, who has more than two decades of experience in the sector, said her own career path reflects changes in access and opportunity over time. After completing undergraduate studies in computer applications at King Saud University and pursuing graduate work focused on networking and distributed systems, she said early gaps in AI education motivated her to pursue the field independently.

She now leads initiatives focused on developing Arabic-language AI models, part of broader efforts to localize technology and expand regional capabilities. Within her organization, she said women and men work under equal expectations, reflecting changes in workplace participation following regulatory reforms.

Saudi Arabia’s push to expand women’s participation in artificial intelligence also addresses a broader global imbalance. Data from UNESCO and UN Women indicate that women account for about 22 percent of professional roles in the sector worldwide.Officials and industry participants have framed Saudi Arabia’s approach as a response to both domestic economic priorities and international benchmarks on gender inclusion.

By linking workforce reforms with sector-specific investment, policymakers aim to align labor market participation with growth in high-technology industries.

Alowisheq said the integration of women into the AI workforce reflects a convergence of economic and social policy objectives. She noted that expanding access to education, removing structural barriers and scaling training programs have contributed to measurable increases in participation across both public and private sectors.

The Kingdom’s strategy combines regulatory reform, education investment and international collaboration, with implementation led by government institutions and supported by private sector partnerships.

Officials have emphasized that workforce development remains central to sustaining growth in artificial intelligence and related industries.

The U.S. Department of Education said its Office for Civil Rights opened the probes to examine claims that Harvard continues to discriminate against students based on race, color and national origin, in potential breach of federal statutes.

According to the department, one investigation will assess whether Harvard has continued to apply race-based preferences in admissions following the U.S. Supreme Court affirmative action ruling 2023 that effectively ended affirmative action in higher education.

A second probe will examine allegations of antisemitism on campus, reflecting broader concerns about discrimination and student safety at U.S. universities.

Harvard did not immediately respond to requests for comment. The university has previously said it opposes all forms of discrimination and is working to address bias on campus.

Internal task force reports released by Harvard last year found that both Jewish and Muslim students had experienced incidents of bigotry and abuse, underscoring tensions within campus communities.

The investigations mark the latest move by the Trump administration targeting leading universities, as federal authorities increase scrutiny of admissions practices and campus environments in the wake of the Supreme Court’s ruling.

The rapid rise of short-form video platforms such as Instagram Reels and YouTube Shorts is coinciding with measurable shifts in reading patterns, particularly among younger audiences.

Data from the Pew Research Center indicates that screen-based media consumption has increased significantly over the past decade, with a growing share of time allocated to short, algorithm-driven content.

While the data does not attribute causality, researchers note a corresponding decline in time spent on long-form reading, including books and extended articles.Publishing industry reports suggest that this shift is affecting both consumption habits and market strategies.

According to the Association of American Publishers, overall book revenues have remained relatively stable in recent years, but the formats and categories showing growth increasingly align with digital discovery patterns.

Publishers report that titles gaining visibility through social media trends, including short-form video recommendations, often see short-term spikes in sales, indicating that digital platforms are reshaping how readers encounter written content.

Researchers examining digital behavior describe short-form video as part of a broader “attention economy,” where platforms compete for user engagement through rapid, visually driven content.

Studies from the Organisation for Economic Co-operation and Development highlight that average attention spans for digital tasks have decreased as users adapt to faster information cycles.

While these findings do not directly measure reading comprehension, they suggest that sustained engagement with long-form material may be affected by changing consumption patterns.Educational assessments provide additional context.

Data from the Programme for International Student Assessment indicates that reading proficiency among adolescents in several countries has shown stagnation or decline in recent cycles.

Analysts caution that multiple factors contribute to this trend, including socio-economic variables and education policy, but note that increased screen time is frequently examined as a contributing variable in academic research.

Digital platforms, however, have also created new pathways into reading. Book-related communities on short-form video platforms have emerged as influential drivers of engagement.

Industry observers point to the rise of user-generated recommendations, often referred to as “BookTok” on TikTok, where short videos highlighting specific titles can generate substantial interest.

Publishers and retailers have responded by adjusting marketing strategies to align with these trends, integrating social media campaigns into traditional promotional cycles.

The intersection of reading and short-form video has led to structural changes within the publishing sector. Major publishing houses and independent authors alike are increasingly leveraging social media analytics to identify emerging reader preferences.

According to industry data compiled by the Association of American Publishers, titles that achieve viral visibility often experience rapid sales acceleration, particularly in young adult and fiction categories.

Retailers have also adapted. Online marketplaces and physical bookstores have introduced curated sections featuring titles trending on social media platforms. This reflects a shift in discovery mechanisms, where algorithmic recommendation systems operate alongside traditional literary criticism and editorial curation.

At the same time, digital reading formats have expanded. E-books and audiobooks, distributed through platforms such as Kindle, have gained traction among users who consume content on mobile devices. Industry analysts note that while these formats differ from traditional print reading, they still represent engagement with long-form narratives.

The growth of audiobooks, in particular, is associated with multitasking behavior, allowing users to integrate reading into daily routines.

Despite these adaptations, concerns remain regarding the depth of engagement. Academic studies examining reading behavior suggest that comprehension and retention may differ between long-form reading and fragmented digital consumption.

Researchers emphasize that sustained reading requires cognitive processes that are not typically activated during short-form video consumption, although further longitudinal studies are needed to establish definitive conclusions.

Policymakers and educators are increasingly examining how to balance digital media use with reading development. Government education departments in multiple countries have introduced initiatives aimed at promoting literacy, often incorporating digital tools rather than excluding them.

Reports from the OECD indicate that integrating technology into reading instruction can yield positive outcomes when structured effectively, though unregulated screen time remains a concern.

Schools and libraries are also adapting their approaches. Digital lending platforms and online reading programs have been expanded to meet users in the environments where they are most active. At the same time, literacy campaigns continue to emphasize the importance of sustained reading for academic and cognitive development.

In India, where smartphone penetration has grown rapidly, similar patterns are emerging. While comprehensive national data on the relationship between short-form video and reading habits remains limited, educators and publishers report anecdotal evidence of shifting preferences among students.

Government initiatives promoting digital education have focused on accessibility, but experts note the need for parallel efforts to encourage reading as a sustained practice.The evolving relationship between reading and short-form video reflects broader changes in media consumption.

While digital platforms have introduced new challenges to traditional reading habits, they have also created alternative pathways for engagement.

The extent to which these trends will reshape long-term literacy outcomes remains a subject of ongoing research, with implications for education systems, publishing markets, and digital policy frameworks.

Motwani’s remarks come at a time of intense scrutiny over the political radicalization of students across American campuses — particularly following the explosion of pro-Hamas demonstrations in the aftermath of the October 7 attacks in Israel. Drawing from her own experience as a foreign student in the United States, she noted the vulnerability international students often face upon arrival.

“I came to the US as a foreign student. In the first year, most of us were lonely and struggled to find a community,” she shared. “It’s very easy for well-organized and well-funded campus groups to rope you in and give you an instant ‘community.’ There is a constant flow of free food, entertainment, and excitement. What anti-Israel campus groups are doing is a systematic luring of lonely foreign students into their ‘movement’… Once caught, the foreign students often find purpose thinking they’re helping ‘oppressed’ people.”

Motwani emphasized that the near-instant mobilization of anti-Israel protests after October 7 was not organic but meticulously orchestrated — and that many such groups trace their funding roots to Qatari-linked entities.

Qatar’s Expanding Influence Campaign

The timing of Motwani’s warning coincides with growing international concern over Qatar’s covert operations to shape political narratives, particularly through soft power mechanisms. Israeli intelligence officials are currently probing the possibility that Qatari actors are orchestrating a wave of disinformation targeting Israel-Egypt relations.

A recent online campaign portrayed Egypt’s military buildup in Sinai as a violation of its peace treaty with Israel — despite the fact that many visuals used in the posts were traced back to 2018 military drills. “Fake Reporter,” an Israeli civil society organization, confirmed a significant spike in misinformation across social media platforms depicting Egypt as a growing threat.

This apparent attempt to sow distrust between Israel and Egypt — long-time peace partners — is suspected to be part of a larger Qatari strategy to weaken Cairo’s standing as a regional mediator, especially in Gaza-related negotiations.

But this isn’t an isolated incident.

A Global Web of Qatari Influence

From funding elite U.S. universities to lobbying Western politicians, Qatar’s influence infrastructure is expansive — and increasingly scrutinized.

In higher education alone, Qatar has donated $4.7 billion to American institutions between 2001 and 2021. Universities like Georgetown, Cornell, and Carnegie Mellon have opened satellite campuses in Doha, often under contracts that grant significant editorial or academic influence to Qatari stakeholders. Texas A&M received over $400 million in Qatari funding and is now in the process of exiting Qatar, facing diplomatic backlash.

A 2020 ISGAP study highlighted a correlation between Qatari funding and the rise of pro-Palestinian — and in many cases, anti-Israel — activism across American campuses.

This education-based influence is just one aspect. Qatar also wields diplomatic, media, financial, and sports-based soft power globally. It has invested billions in European firms, funded politicians and think tanks in Washington D.C., and cultivated public goodwill in the U.S. through pandemic-era aid packages. Its ownership of Al Jazeera — accused of promoting Islamist narratives — further bolsters its reach.

In the Middle East, Qatar’s role in supporting radical groups under the guise of humanitarian aid is well documented. It remains a major funder of Hamas and continues to press for direct involvement in Gaza’s reconstruction and aid delivery post-conflict.

Recent media investigations and security analyses suggest that Qatari “charities” are often conduits for funding extremist ideologies. The Eid Charity and other Qatari foundations have been linked to Brotherhood-aligned networks in India, Syria, and elsewhere — often with destabilizing consequences.

Why Universities Must Act Now

For thought leaders like Asha Jadeja Motwani, this is no longer just an issue of free speech or student activism — it’s a matter of national security and ideological integrity.

“Qatari money doesn’t come free,” she warns. “It brings with it a worldview — one that is at odds with democratic values, academic freedom, and even basic human rights. If we want to protect the integrity of our institutions, the first step is to sever these financial pipelines.”

Motwani’s call resonates with a growing chorus of voices demanding transparency in foreign donations to universities and greater accountability in how such funds are used.

As campuses continue to grapple with ideological polarization and rising antisemitism, the question isn’t just about what students believe — but who is funding their belief systems.

The answer, increasingly, points back to Doha.