• Djibouti completed a four-month artificial intelligence training program for education inspectors to improve school oversight.

• The initiative aims to strengthen data-driven supervision, pedagogical evaluation and administrative efficiency.

• The program complements World Bank funding targeting access, quality and equity gaps in Djibouti’s education system.

The Djiboutian government has completed a first-of-its-kind AI training program for education inspectors. According to a report broadcast by Radio Télévision Djibouti on Sunday, Jan. 25, the Ministry of National Education and Vocational Skills organized a four-month cycle designed to enhance school supervision, pedagogical assessment and administrative efficiency. The initiative forms part of a national strategy to modernize the education sector.

The program ran from October 2025 to January 2026 and included 14 sessions combining theoretical modules, practical workshops and case studies. Inspectors received training in data analysis tools to monitor school and teacher performance, identify gaps and propose targeted interventions. According to Dawan Africa, the training enabled participants to master technologies that directly influence teaching quality and school management. Each inspector therefore plays a central role in pedagogical leadership and strategic decision-making.

Houssein Ahmed Assowe, a senior lecturer in computer science and artificial intelligence, supervised the training. The International Organization of La Francophonie financed the program through its Kireefa initiative. Authorities awarded certificates to inspectors to validate their new skills and formally recognize their role in integrating AI into the education system.

This initiative comes as Djibouti’s education system faces major structural challenges related to access, teaching quality and equity. In May 2025, the World Bank allocated $11.35 million to the Learning Opportunities Expansion Project to strengthen access to preschool, primary and secondary education and improve teaching practices.

The Bretton Woods institution highlighted significant gender disparities, with 71% of girls completing primary school compared with 80% of boys. Transition rates to lower secondary education reached 90% for girls and 98% for boys, underscoring persistent barriers to equal opportunity. In addition, the learning environment remains constrained by shortages of infrastructure and basic resources. Available data show that only 7.6% of students have reading books at home, a figure that drops to 1.9% in remote areas, illustrating the limited availability of essential learning tools.

This article was initially published in French by Félicien Houindo Lokossou

Adapted in English by Ange J.A de BERRY QUENUM