This article examines the challenges hindering the participation of women and youth in local decision-making processes in Kpomassè and Tori-Bossito, Benin. Using a mixed methodology combining qualitative and quantitative approaches, it identifies sociocultural barriers through documentary review, surveys, and consultations with the PADSI steering committee. The results highlight the impact on the representation and voices of women and youth, emphasizing gender norms, youth perception, patriarchal structures, and limited access to education. The article proposes solutions such as capacity building, promotion of political participation, and institutional reforms to encourage active participation of youth and women in local decision-making processes. Additionally, it underscores the importance of future research and community engagement for inclusive territorial development involving all citizens.

This study aims to analyze the psychological well-being of trainee teachers in the professional master’s program at INJEPS and the organizational factors that influence the Psychological Well-Being at Work (BEPT) of these trainee teachers. Specifically, it was a question of evaluating the psychological well-being of trainee teachers in the professional master’s program at INJEPS. In order to achieve these objectives, a study was conducted within our target population. Thus, 63 trainee teachers in the professional master’s program at the National Institute of Youth, Physical Education and Sport responded to an electronic questionnaire. Data collection was done using an online questionnaire, developed using Google Docs. The results reveal that trainee teachers have a fairly satisfactory level of well-being but that one in five teachers has a low level of BEPT. The results of the linear regression analysis established that the managerial relationship, the availability of material resources, the school climate and professional skills have significant and positive effects on the psychological well-being at work of INJEPS professional master’s trainee teachers, while the workload and travel constraints at work have a negative and significant impact. These variables constitute positive factors whose growth contributes to the BEPT. In statistical terms, the variables, workload (β = - 0.063; Sig = 0.032 < 0.05) and travel constraints at work (β = - 0.067; Sig = 0.041 < 0.05) negatively and significantly affect psychological well-being at work.

The vòdún seems lively and dominant with many rites and initiations that constitute cultural forms of socialization, education and protection of humans. But it must also be recognized that this religious practice, despite its roots, seems to be characterized by a certain violation of the rights of the child during initiations in convents. Conducted on the basis of historical-anthropological, sociological and human rights data, the study offers a journey into the cultural and religious universe vòdún, which takes into account the model of socialization and the conditions of admission without forgetting the initiation practices. in the vòdún convents of southern Benin. With the universalization and ideologization of human rights, particularly children’s rights, the influence of which is noticeable in the strategic and political orientations of nations throughout the world, an initiation of children in traditional convents respectful of their rights, avoid any criticism and credit this religious practice with a promising future in a multicultural world.

In Africa, students use strategies to succeed in studies. Christians and Muslims take a few minutes to pray to their God in the face of trials or on the eve of exams they organize prayer sessions so that God gives them the intelligence to face trials. As for those of endogenous beliefs, they make libations or sacrifices so that the spirits of the ancestors accompany them during their examinations. They use these practices to reduce stress. This study aims to identify the reasons why students are stressed at exams and the practices used to overcome the stress. This quantitative study allowed us to randomly choose 138 first-year students who were subjected to a series of survey questionnaires in order to identify, on the one hand, the manifestations of stress and, on the other hand, the management methods adopted. Based on our theoretical model, the results obtained show that the stress developed by the students is due to the fear of failure, the fear of wasting the financial means invested by the parents. The management methods adopted by INJEPS students to cope with stress include: perfect knowledge of the courses, preparation several days before the exam; religious beliefs through prayers, offerings and grigris.