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This paper investigates the relationship between economic reforms, particularly the World Bank's Structural Adjustment Programs (SAPS) and educational policies with regard to gender equity in access to schooling in Africa. Using qualitative, historical, and quantitative methods and based on data from UNESCO and African Development Bank, it analyzes the impact of economic factors, specifically gross domestic investment, public expenditure on education as a percentage of gross national product, public expenditure on education as a percentage of government expenditure, and government deficit/surplus as a percentage of GDP at current prices, on women's access to higher education.

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In the context of the increasing use of ICTs as a medium for higher education delivery across national borders, the World Bank established the Global Development Learning Network (GDLN). GDLN's offi cial mission was to facilitate rapid and simultaneous dissemination of knowledge to audiences in various socio-geographic spaces and the expansion of the opportunity for tertiary education in developing countries. Using the case of Centre d'Education à Distance de Côte d'Ivoire, one of the GDLN national institutional affi liates in Africa, this study illustrates the agendas of liberalization and globalization through ICTs in spite of the potential for local educational gains.