The bachelor’s gap
Documented vs potential tools
Study · 2026
Le Fossé
What the data job market demands, set against what Mauritanian programmes teach.
400job postings analysed
373courses
10programmes
7institutions
Market vs school
Type of skills (%)
Roles in demand
% of the 400 postings
Tools in demand
% of postings citing the tool
Bachelor’s or master’s: the same tools?
% of postings by degree required
Regions
Postings by region
Sectors
Number of postings
Freshness
Postings published per month
Each institution’s philosophy
Type of courses (%)
Tools named in curricula
Number of courses
Market vs school
Type of skills (%)
Top priorities
Highly demanded tools, rarely found in curricula (% of postings)
Integration priorities
Market − curriculum gap (points)
Skills missing from curricula
Number of postings
χ² = 1,223 · Cramér’s V = 0.54Choose a programme
Tool-by-tool diagnosis
—
Coverage of the tool basket
–documented
–potential
The 10 tools in the basket
Status in the curriculum and supporting course
All programmes
Documented vs potential
The tool is named
In the course title or description. The defensible figure.
The tool is likely
Inferred from a dedicated module (BI, data visualisation, cloud…). Measures what remains to be formalised.
Same basket for all
64 Data Analyst postings for bachelor’s programmes; each master’s assessed on its specialisation.
400postings analysed
373courses coded
12published inference rules
10 / 10automated checks passed
100 %of scores traceable
Name the tools
State the tool used in every course title. Zero cost, immediate clarity.
Teach reporting
Add Power BI or Tableau to an existing course. Free, and learnt in a few hours.
Assess through deliverables
A capstone project on real data, presented in writing and orally.
Publish study plans, review curricula every two years and engage with employers.
Master SQL, Python, Excel and a reporting tool, with a deliverable for each.
Fund a graduate employment survey and pool licences and computing resources.