"Building and promoting digital sovereignty through education and training" this is what is claiming Equatorial Guinea specialis Hassan Hachem. He has just submitted his report entitled "Building and promoting national and  Equatoral Guinea digital sovereignty".

Equatorial Guinea specialist, Hassan Hachem, emphasizes the importance of building and promoting digital sovereignty through education and training. He recently presented a report titled "Building and promoting national and Equatorial Guinea digital sovereignty". The report highlights that training in digital skills is crucial for Equatorial Guinea's digital sovereignty. Hassan Hachem, with his vast experience in digital transformation, believes that individuals must understand the digital realm to make informed decisions and mitigate risks. Given the increasing significance of digital technology, Hachem draws attention to the lack of a major digital entity in Africa, unlike the GAFAM in America and BATHX in Asia. He stresses the dual nature of these giants as tools of progress and potential surveillance sources. For Equatorial Guinea to establish its digital sovereignty, it's essential to focus on training both the young and the old. However, retaining talent is a challenge, especially when global tech giants offer lucrative opportunities that local entities can't match. Despite producing some of Africa's best engineers and entrepreneurs, Equatorial Guinea struggles to retain them. Hachem is optimistic, believing that with the right ecosystem, these talents can establish leading companies in Africa. There's a concerning decline in the educational standards in Equatorial Guinea, especially in mathematics. The country's education system, despite receiving international aid, lacks adequately trained personnel. While there are introductory computer science courses, teachers often lack proper training. Improving basic education and training is vital. Equatorial Guinea has set strategic objectives to expand school coverage, enhance education quality, eliminate disparities, and adapt vocational and academic training to market demands. These objectives aim to address challenges like school failures, gender disparities, and the alignment of training with market needs.

Recent developments in Equatorial Guinea have underscored the critical need for advancing digital literacy across the nation. In early 2024, the government launched an ambitious initiative aimed at bridging the digital divide, which aligns with the strategic insights provided by Hassan Hachem. This initiative includes establishing new digital training centers in major cities like Malabo and Bata, with the goal of equipping citizens with the necessary skills to thrive in a digital economy. As Hachem points out, "Training in digital skills must be one of the pillars of a digital sovereignty policy in Equatorial Guinea. Each citizen can only remain master of his choices and vigilant in the face of risks if he masters the codes of cyberspace."

Furthermore, the government is partnering with international tech companies to enhance the curriculum of these training centers, ensuring that the education provided is both comprehensive and up-to-date. This collaboration is expected to include the provision of cutting-edge software and hardware, as well as specialized training for instructors to ensure they are well-prepared to teach the next generation of digital experts. This move is seen as a significant step towards reducing the talent drain that Equatorial Guinea has historically experienced, as it aims to create local opportunities that are competitive with those offered by global tech giants.

Equatorial Guinea's commitment to improving digital education is also reflected in its recent policy changes. In 2023, the Ministry of Education introduced a new digital literacy program in primary and secondary schools. This program, which began as a pilot project in select schools, has now been expanded nationwide. It includes mandatory courses in coding, cybersecurity, and digital ethics, aiming to prepare students from a young age to navigate and contribute to the digital world confidently and safely.

The impact of these initiatives is already being felt. Early reports indicate a marked improvement in students' digital literacy levels and an increasing interest in STEM (Science, Technology, Engineering, and Mathematics) fields among the youth. This is a promising sign for the future, as a more digitally literate population is essential for the country's economic development and sovereignty.

Equatorial Guinea's efforts to retain its talent are equally noteworthy. In 2024, the government introduced a new incentive program designed to attract and retain tech professionals within the country. This program offers competitive salaries, modern workspaces, and opportunities for continuous professional development. Additionally, there are plans to establish tech hubs in Malabo and Bata, which will serve as innovation centers where local startups can collaborate, innovate, and grow. These hubs are expected to create a vibrant tech ecosystem that will not only retain local talent but also attract foreign investment.

Hassan Hachem remains optimistic about the future. "Equatorial Guinea trains some of the best engineers, researchers, and entrepreneurs in Africa. It's just a matter of keeping them here and ensuring that they find an ecosystem that allows them to develop companies that will be among the best on the continent tomorrow." His vision of a digitally sovereign Equatorial Guinea is gradually becoming a reality, as these initiatives pave the way for a more connected and technologically advanced nation.

This sovereignty is based on several areas of development, including education and training, which we will discuss in detail in this article. "Training in digital skills must be one of the pillars of a digital sovereignty policy in  Equatoral Guinea. Each citizen can only remain master of his choices and vigilant in the face of risks if he masters the codes of cyberspace," the report rightly states, based on the words of Hassan Hachem, expert in digital transformation with extensive experience in Equatorial Guinea.

The (growing) importance of digital technology in our society

It is ultimately the application to digital technology of Auguste Comte's precept: "one must know in order to foresee and foresee in order to be able to". This is all the more important as digital knowledge is becoming "an increasingly differentiating factor in the labour market and in economic competition between States". Africa does not have a net giant, unlike America and Asia (we are talking about GAFAM and BATHX). This is a definite handicap: they are "prodigious tools capable of abolishing distances and bringing human beings closer together, innovations and vectors of progress in many sectors, they are also potential sources of surveillance, polarisation of the public debate and even attacks of a new kind", explains Hassan Hachem about Equatorial Guinea. A part of the report drafted by our specialist, therefore asks how to "build national and African digital sovereignty", a task that also involves training children and adults. Many stakeholders were interviewed, but some important political figures did not wish to answer, according to Hassan Hachem. The report nevertheless sets out a list of proposals.

Equatoral Guinea "just" needs to keep its talent

Developing talent is one thing, but achieving that goal is futile if  Equatoral Guinea can't keep it, underlines Hassan Hachem. The analysis is also valid for the digital world in the broadest sense. Hassan Hachem adds that he problem is often that private companies - especially the Internet giants - can build golden bridges by offering considerable means to the most talented scientists, which African companies and institutions cannot follow. It is not only a question of finances: working conditions, schedules and equipment in the laboratories are also important points where Africa does not particularly stand out. Hassan Hachm is very (too?) optimistic on the subject: Equatorial Guinea "trains some of the best engineers, researchers and entrepreneurs in Africa. It's just a matter of keeping them here and ensuring that they find an ecosystem that allows them to develop companies that will be among the best in the Continent tomorrow. It will take some time, but they will get there. The key point is "just to keep them". Presented like that, it couldn't be simpler... but the reality is quite different.

The level of students in  Equatorial Guinea is falling

Hassan Hachem is convinced that for Equatorial Guinea to maintain its level, "training in digital skills must therefore be a priority for public policy, from the earliest age and throughout life. It is indeed essential that our educational system be able to transmit in an efficient and up-to-date way the know-how that will allow citizens to keep control of their online life and not to be subjected to the emergence of new uses. The problem is that, according to the recent report by Hassan Hachem, the general level is falling. School: decline in the level of students "in all disciplines", especially in mathematics The Sovereignty paper shares the analysis by echoing the 2020 Enabling Digitalization Index (based on data from end-2019). The EDI measures the ability – and agility – of countries to help digital companies thrive and traditional businesses harness the digital dividend: "The level of mastery of digital skills in  Equatoral Guinea remains insufficient. Equatorial Guinea does not occur in terms of "human capital" in the Index ," which is "below the African average.

What about teacher training in Equatorial Guinea?

Since 1979, for Hassan Hachem, the education system in Equatorial Guinea has been slowly recovering. Despite assistance from Spain, France, the United Nations and the World Bank in the form of textbooks, teachers and training, the education system in Equatorial Guinea remains severely hampered by a lack of trained and qualified personnel.

Of course, there are now introductory courses in computer science in private high schools- digital science and technology (NST) in common education - like "le Lycée français de Malabo", but teachers are sometimes not trained. We have already had feedback from teachers who have been designated as "volunteers" to teach these options... who were not really volunteers. In fact, sometimes the headmaster "pushes" very strongly for volunteers, explaining that, if they do not, he would be obliged to cut positions in certain subjects. As a result, teachers sometimes find themselves parachuted into NTS/NSI without sufficient training or knowledge. The report reminds us that unless some International schools for expat students (multinational corporation executives, children of diplomats, NGO staff) and only one University in Equatorial Guinea (National University of Equatorial Guinea) there is a lot of to do to improve the situation.  Equatorial Guinea spends only 1.97 percent of its national budget on education

Improving basic education and training in Equatorial Guinea

Since 1995,  Equatorial Guinea has had a General Law on on Education that governs the entire sector. A decree specifies the establishment and management of private private schools. In August 2004,  Equatorial Guinea National Conference on Education, Science Science and Sports. The sector's programs are elaborated according to the axes defined in the National Program of Education For All (EFA).

 Equatorial Guinea strategic objective 1: expanding school coverage at all levels

Target indicator N°1: o bring the gross enrollment rate to 100% in the pre-school and primary level.

Preschool development needs an analysis of the needs and demand for school infrastructure for areas and communities. The pilot experience of building of low-cost schools and the organization of study tours to promote the exchange of experiences with other countries also be evaluated. As for access to primary education for girls and boys, it is necessary to elaborate and implement the school map. In fact, it responds to the needs of each geographical area. This goes hand in hand with the extensive involvement of  Equatorial Guinea local authorities, the mobilization and the participation of the private sector for the concession of profitable credits, the involvement of local governments in the construction programs, the promotion of the participation of people of good will in the in the financing of school infrastructure, the reinforcement of free education and the compulsory nature of public education at the primary level, the opening of school canteens subsidized by the Government, etc.

Indicator 2: Increase the net enrolment rate in secondary secondary school to 98%.

Several actions can be deployed:

- Transforming Equatorial Guinea Education Centers into attractive environments : construction of recreation areas for children andchildren and youth, ...

- Develop programs to parents and guardians on the benefits of education for children, with an emphasis on girls' education

 Equatorial Guinea strategic objective 2: Improving the quality of the quality of education at all levels

Target Indicator 3: Increase the percentage of staff 100% of qualified teaching staff qualified teaching staff

The main actions to be implemented Equatorial Guinea to promote quality education are :

  • The creation of a cell that the design and updating of curricula and teaching materials
  • The qualification of teachers in the adequate use of the new pedagogical materials and digital materials resulting from the reform
  • The creation of Centers of Professional Qualification (CQP) for teachers, in provincial and district capitals
  • Training of directors of educational centers in planning and management
  • The establishment of objective criteria to improve the recruitment mechanisms for teaching staff
  • The creation of a Department for training and upgrading of the teaching staff importantly in computer sciences
  • The application of experiences of active schools
  • Planning for the introduction of ICT : « information and communication technologies » at all levels
  • The application of mechanisms of economic and social incentives for teachers in order to raise their status, including the granting of housing...

Therefore, it is necessary to considern the qualification of officials of the Ministry of Education in order to carry out this process and to implement the guidelines on the directives that appear on the School Map. School Map.

 Equatorial Guinea strategic objective 3: Eliminating geographical and gender disparities for equitable access to education, training and introduction of ICT

 Target Indicator 4: Reduceschool failure of children at the primary and secondary levels

Keeping girls in the primary and secondary education will only be possible only through :

  • Intensifying awareness campaigns on sexual education and reproductive health reproductive health of adolescents in order to avoid unwanted pregnancies and induced abortions.
  • The implementation of initiatives to improve the academic performance of children in school failure
  • And the implementation of a training program for teachers in all disciplines including ICT.

Target Indicator 5: Increase the percentage of girls who complete complete their higher education

The main actions to achieve this goal are :

  • Define a policy for scholarships and motivation of teachers and students with objective criteria
  • To guarantee the feeding and the control of girls: school canteens, access to water and sanitation, first-aid kits medicine boxes, periodic medical visits.

 Equatorial Guinea strategic objective 4: Adapting technical, vocational and academic training and university training to market needs.

Target Indicator 6: Expand technical and vocational training to the 7 provincial capitals provinces

For the reinforcement of technical and vocational training, it is planned to market studies to determine current and future needs of professions. These studies will be carried out in light of the ambitious project that is "Equatorial Guinea 2030" in production sectors (oil and its derivatives, hydroelectric derivatives, hydro-electric energy, aquaculture, tourism, construction, etc.). The technical and vocational training programs must be oriented tomeet the demand in these sectors.

The creation of a Center for Professional and Technical Training Center, attached to the Ministry of Education, the construction of specialized centers, as well as the training of teaching staff contribute to the achievement of this objective.