theophilusowiti/AfriQuAD huggingface dataset:
NDOTO YA AJABU 
Ilikuwa ni siku ya jumatatu. Nilirudi nyumbani nikiwa nimechoka tiki baada ya kufanya kazi ya kunyoa magugu na kupiga matuta ya kupanda viazi Vitamu, kama kawaida nilitoa shati nililokuwa nimevalia kisha nikachukuwa karai na kwenda kuoga, niliporudi nilipata kama mama tayari ameweka chakula niliyofua kukula mezani baada ya kumaliza kuyula chakula nilijiangusha kwenye kiti ili kupumzika na hapo ndipo nika anza kuiota ndoto ambalo Sikuai kuota siku za mbeleni. 
Niliota kuwa nilienda mbinguni, baada ya kuingia siku ya sadiki, niliwaona malaika wakiimba nyimbo za kumsifu Mungu, Gafla nilichachawizwa na kilio cha chake na radi. Nilisonge karibu ili kujwa kilicho kwa ikiendelee ilihali nilipata kuwa wana jeshi wa Mungu ndio waliokwa wakisherekea kutokana na vita waliopigana na jeshi la kishetani na kuishinda, Nilisimama kwa muda nikitazama walivyokuwa wakisheherekea, mmoja wa wanajeshi hao alisonge karibu na sehemu ambayo nilikwa nimesimamia. aliniuliza maswali kadha ambazo singeweza kumjibu Nilijitoa hapo na kwanza kutembea humo ndani 
- Humo mbinguni mlikiwa na vitu maridadi ambazo zilikuwa zimefadhiwa katika sehemu tofauti tofauti, viduni vya almasi yalimetea metea kama nyota nikawa na hamu ya kuiguza kwa mikono yangu, Nilipiga moyo konde ili nisiwe na tamaa ya kuiba bidhaa zile lakini tama ili muua fisi, Nilikutana na malaika aliye nipeleka kwenye meza ya wangeni mbinguni kukulia, Meza hilo ilikwa limechafuliwa kwa poshi na wali 
pakucha la matundu na Samaki ilitoa harufu tamu ambayo ili nichokesha pua na kuiuma tumbo, Baada ya kuona hayo yote furaha ilini zua tutwe. 
Nilikula chakula hicho kitamu kiliyokuwa kitamu kama asali, kisha nikaanza kula kuku bila kufahamu eti nilikwa nikivikula vidole vyangu niliamushwa na kaka yangu na kujikuta kuwa nina jeraha vidoleni kaka alipuswa kicheko kikubwa na hapo ndipo nikaanza kumwelezea yaliyotokea ndotoni. 

Question: Mbinguni msimulizi aliwaona kina nani wakiimba
Answer: Malaika
The area of modern Zambia is known to have been inhabited by the Khoisan and Batwa peoples until around AD 300 when migrating Bantu began to settle around these areas. Its is believed the Khoisan people groups originated in East Africa and spread southwards around 150,000 years ago. The Twa people were split into two groups one, The Kafwe Twa lived around the Kafue flats while the other, The Lukanga Twa lived around the Lukanga Swamp. Many of the ancient rock arts in Zambia like the Mwela Rock Paintings, Mumbwa Caves, and Nachikufu Cave are attributed to these early hunter-gatherer groups. The Khoisan and more especially the Twa formed a patron-client relationship with farming Bantu peoples across central and southern Africa but were eventually either displaced by or absorbed into the Bantu groups.

Question: Bushe mu tundunshi wayambililepo ukufika mu caalo ca Zambia?
Answer: Khoisan
FAIDA ZA KILIMO
Kilimo ni kitu cha maana huku nchini. Bila kilimo, watu wengi hawengekuwa na chakula. Mazao ya kilimo ni kama vile matunda, mboga, nyanya, na vitunguu. 
Mazao haya hupelekwa sokoni na watu huuza na kupata fedha za kujikimu kimaisha. Wakulima wengi hutegemea mashamba yao ili kupata fedha za kulipia watoto wao karo ya shule. Wengine huweza kujijenga kimaisha. 
Kilimo huku nchini huwa inasaidia sana kiuchumi. Wakulima hutozwa ushuru na serikali. Ushuru huu hutumika na serikali kuendeleza miradi mbali mbali ili kuendeleza taifa letu.
Watu wengi, haswa wanaishi mijini hutegemea wakulima ili kupata chakula. Bila kilimo, watu hawa hawana mahali pengine pa kutoa chakula. 


Question: Kilimo ni kitu cha maana wapi
Answer: Huku nchini
Jo-Luhya ok en dhood achiel kende, to gin dhoudi mopogore opogore manyalo romo piero ariyo, ka kitiyo kod weche mag dhok kod kitgi. Dhoudigo oriwo Jo-Bukusu, Jo-Maragoli, Jo-Wanga, Jo-Samia, Jo-Kabras, Jo-Tachoni, Jo-Banyore (Abanyore) kod mamoko. Ng'ato ka ng'ato nigi dho-Luhya mare kende kod kit dhoodgi (clans), to kanyakla gishere kitgi mang'eny kendo ging'ere ni gin dhano achiel. Dhogi ni e kiti mar dhok mag Great Lakes Bantu. Chop chon, mang'eny kuom Jo-Luhya ne gin jopur matindo mane puro bel, kal, kendo bang'e ne gipuro bando. Bende ne gipidho dherni, diek, kod gwen kendo ne gidonjo e weche mag ohala e dho-tong' kod dar mar tich.

Question: Le mage mane Jo-Luhya pidho chon?
Answer: dherni, diek, kod gwen
A sovereign state, also known as a sovereign country, is a political entity represented by one centralized government that has supreme legitimate authority over territory. International law defines sovereign states as having a permanent population, defined territory, one government, and the capacity to enter into relations with other sovereign states. It is also normally understood that a sovereign state is independent. According to the declarative theory of statehood, a sovereign state can exist without being recognised by other sovereign states. Unrecognised states will often find it difficult to exercise full treaty-making powers or engage in diplomatic relations with other sovereign states. History.

Question: Gini bụ Sovereign states?
Answer: political entity represented by one centralized government that has supreme legitimate authority over territory
ASHESKIA LA MKUU HUVUNJIKA GUU.
  Hii Methali hii inatufunza ya kwamba tunapaswa kusiki.za  tunayoambiwa na wazee wetu kwa Sababu wameona Jua kabla yetu. tunapaswa kuwatii Kwa maana mda mwingi huwa wanataka Kutuepua na balaa za dunia. Heshima ni jambo zito kwa wazazi na wakubwa wetu .Naam Halima alikuwa banati mrembo aliyevutia wengi mno. Kipusa huyo alikuwa kigezo cha wengi hapo kitongojoni mwao Licha ya hayo alikuwa akifanya vyema shuleni Bidii za mchwa zilizaa mazao mazuri. Katika masomo yake. Halima alikuwa mchapa kazi mno ama' kweli wahenga hawakukosea waliponena Kuwa mvumbuka mbichi hula mbivu Baada siku na miongo 
 kwenda Halima alibadilika ghafla kama Kinyonga Alianza kuwa msumbufu mno. Awali alikuwa mnyamavu na mkimya mithili ya maji mtungi wazee kwa vijana walimpenda mno. Halima, Kiburi Kilimvaa na kuanza Jeuri. Wazazi walijaribu kadri ya uwezo wao kumkanya ila  Juhudi zao ziliambulia patupu Halima alivimba kichwa mno. . Alipojiunga katika kidato cha tatu alianza Kuvalia ovyo . Mavazi yake yalikuwa haya sitiri mwili wake. Baada ya kuongeleshwa hakubadili tabia zake. Alizidisha kama wazee wasemavyo mwana akililia wembe mpe. Wazazi walimuacha na kile alichokuwa akijishughulisha nacho. Ama Kweli alikuwa Sikio la kufa lisilosikia dawa Aliacha shule akawa anajishughulisha na kazi za klabu
 Alitumia pombe mno alikuwa akipatikana katika mitaro akiwa amelewa chakari huku akinuka feel.Ni dhahiri kuwa mgemaakisifiwa pombe hulitia maji. Mambo yake yalimueendea mrama Baada ya mda aliamua kuenda hospitalini ili kujua hali yake ya kiafya. Baada ya kipimo ilibainika Kuwa alikikuwa anaugua Ukimwi Jamani, dosari ya aina gani. Ama kweli wahenga na wahenguzi hakukosea Kulonga Kuwa asiyesikia la mkuu huvunjika guu
 

Question: Kipi kilimvaa Halima
Answer: Kiburi
The Habeas Corpus Act 1679  is an Act of Parliament in England (31 Cha. 2 c. 2) during the reign of King Charles II. It was passed by what became known as the Habeas Corpus Parliament to define and strengthen the ancient prerogative writ of habeas corpus, which required a court to examine the lawfulness of a prisoner's detention and thus prevent unlawful or arbitrary imprisonment.

Question: Habeas Corpus mmara no baa mu daben?
Answer: 1679
The history of Islam concerns the political, social, economic, and cultural developments of the Islamic civilization. Most historians believe that Islam originated in Mecca and Medina at the start of the 7th century CE. Muslims regard Islam as a return to the original faith of the Abrahamic prophets, such as Adam, Noah, Abraham, Moses, David, Solomon, and Jesus, with the submission ("Islām") to the will of God. According to the traditional acccount, the Islamic prophet Muhammad began receiving what Muslims consider to be divine revelations in 610 CE, calling for submission to the one God, the expectation of the imminent Last Judgement, and caring for the poor and needy. Muhammad's message won over a handful of followers (the "ṣaḥāba") and was met with increasing opposition from Meccan notables. In 622 CE, a few years after losing protection with the death of his influential uncle ʾAbū Ṭālib ibn ʿAbd al-Muṭṭalib, Muhammad migrated to the city of Yathrib (now known as Medina). With the death of Muhammad in 632 CE, disagreement broke out over who would succeed him as leader of the Muslim community during the Rāshidūn Caliphate.

Question: Ɛhe na wɔde Nkramosom fii?
Answer: Mecca and Medina
Santorio was the first to use a wind gauge, a water current meter, the pulsilogium (a device used to measure the pulse rate), and a thermoscope. His pulsilogium and thermometer predates similar inventions by Galileo Galilei, Paolo Sarpi and Giovanni Francesco Sagredo who were his learned circle of friends in Venice.

Question: Je,nani mwenye kuzindua kifaa cha kupima joto mwilini?
Answer: Santorio
HOTUBA YA MWALIMU MKUU KWA WANAFUNZI KUHUSU MAMBO YANAYOSABABISHA MATOKEO MABAYA NA JINSI YA KUIMARISHA 

“Naibu mwalimu mkuu, walimu na wanafunzi, hajambo? Ninatumai wote m salama. Ninaichukua fursa hii kumshukuru Maulana kwa kutuwezesha kuona siku hii ya leo na afya bora kwa kila mmoja wetu. Na pia ninawashukuru wote kwa kuhudhuria kwa wingi kwa mkutano huu ulio muhimu kwenu. 

Kwanza, nina mbinu nyingi za kuwawezesha wanafunzi kuboresha matokeo yao. Kila mwanafunzi anahitaji kuzingatia muda wake wa kusoma na kuelewa. Hakuna haja ya kuharibu wakati wako kwa vitu ambavyo havina manufaa kwa masomo kama vile kuongea darasani ovyo ovyo, kusumbua walimu kwa kutoka nje ya darasa na pia kulala darasaní. 

Wanafunzi wengi hawajui jinsi ya kutumia muda wao vyema. Hii ni kwa sababu hawana ratiba ya masomo ya kuwaelekeza ni somo gani wanafaa kusoma kwa muda gani. Kila mwanafunzi akiwa na ratiba yake ya masomo, hili litamwezesha kusoma na kuelewa zaidi na kuboresha matokeo yake. Hakuna mwanafunzi yeyote atakayepoteza muda. 

Sababu nyingine ni kupigana bila ya sababu za maana na kufukuzwa shuleni. Kama mwanafunzi anayasoma na kuyaelewa mafunzo ya walimu na mawaidha yao, hakuna namna yoyote ile itakayo mfanya apigane. Anafaa kutatua matatizo yake kwa njia nzuri itakayotatuliwa kwa mwongozo wa mwalimu husika.

Mwanafunzi kutohudhuria somo ni tatizo ambalo litakalompotezea mwanafunzi wakati wa kuelewa kile ambacho mwalimu anafunza darasani. Mwanafunzi hawezi kuelewa zaidi bila ya mwalimu kumwelekeza ili akisoma atuelewa na somo halitakuwa gumu kwa vile anavyodhania. 

Mwanafunzi kutokuwa na adabu kwa wakubwa wake na wenzake, kama vile kutusi wengine, kuwadharau, kuzungumza kwa lugha chafu na kujibizana kila wakati, huzuia wanafunzi kupata matokeo bora. Wanafunzi hawa pia wanahitaji waelekezwe vyema na pia walio na adabu kuendelea hivyo na wasipotoke kamwe. Wanafunzi wenye adabu njema ndio wanaoelewa kile ambacho mwalimu anafunza darasani. Matokeo bora yanapatikana iwapo mwanafunzi ana heshima. Wanafunzi mnajua methali inayosema, asiyeskia la mkuu? 

Baadhi ya wanafunzi miongoni mwenu ni watukutu na wazembe darasani. Hawataki kusoma ili kuboresha matokeo yao bali ni kuleta michezo mingi darasani. Hii inafanya matokeo yao kuadhirika siku zinavyozidi kusonga.  Wanafunzi wote mnahitaji kuwa na bidii kwa kuwa wahenga hawakukosea kwa kusema mchumia juani hulia kivulini na muwe na bidii ya mchwa. 


Wanafunzi kuchelewa shuleni na darasani na kupata mwalimu anafunza pia ni sababu nyingine ya matokeo duni. Kuchelewa huku kunasababisha wanafunzi kutokuwa makini kwa muda na kuja darasani kabla ya mwalimu ili waweze kutuzwa kwao pamoja. Hii inasababisha kufifia kwa matokeo ya wanafunzi. Hili linaweza kuimarishwa kwa wanafunzi kuwa makini kwa wakati wao darasani ili wapate maarifa.  

Ninawashukuru nyote kwa kunisikiliza na ninatumai mtatilia maanani yale yote ya niliyoyasema, kila mmoja wenu akiwa na matokeo bora, atakaribishwa kwenye vyuo vikuu bila ya kung'ang'ana. Ninawashukuru sana kwa kunisikiliza.” 

Question: Nani alikuwa anatoa hotuba?
Answer: Mwalimu mkuu
L’opération Serval est une opération militaire menée au Mali par l'Armée française. Lancée en janvier 2013 et menée dans le cadre de l'intervention militaire au Mali, elle s'achève en juillet 2014 lorsque les forces engagées dans le pays intègrent un dispositif régional : l'opération Barkhane. L'opération a pour objectif de soutenir les troupes maliennes cherchant à repousser une offensive des groupes armés islamistes qui ont pris le contrôle de l'Azawad, la partie nord du pays. Les buts de cette intervention tels qu'exprimés par le président français, François Hollande, le 15 janvier 2013 sont d'arrêter l'avancée en direction de Bamako des forces djihadistes, sécuriser la capitale du Mali et permettre au pays de recouvrer son intégrité territoriale.

Question: E tɛ mɛ zon bɔ France wâ Mali ɖo 2013 ?
Answer: arrêter l'avancée en direction de Bamako des forces djihadistes, sécuriser la capitale du Mali et permettre au pays de recouvrer son intégrité territoriale
Samuel Eto'o Fils (; born 10 March 1981) is a Cameroonian football administrator and former player who is the current president of the Cameroonian Football Federation from 11 December 2021.

Question: Bushe Samuel kateya wa mupila wa ku calo nshi?
Answer: Cameroonian
Geoffrey William Griffin OBE (13 June 1933 in Eldoret - 28 June 2005) was the founding director of Starehe Boys' Centre and School in Kenya. He founded the centre in November, 1959 with the help of Geoffrey Gatama Geturo and Joseph Kamiru Gikubu. He was director of the center from its founding to his death in 2005. He was also the founding director of the National Youth Service between 1964 and 1988. In addition to their duties at Starehe Centre, Griffin and Geturo were appointed (and re-appointed) members of Kenya's Central Probation Commission. The Commission was a group appointed by Daniel arap Moi, the second President of Kenya, who at the time of the 1974 Commission was acting in his capacity as Vice-President and Minister for Home Affairs, a ministry responsible for all non-foreign affairs of the country.

Question: Dkt Geoffrey William Griffin aliaga mwaka upi?
Answer: 2005
Banyamulenge, also referred to as nyamurenge and banyamurenge (literally 'those who live in Mulenge') is the name that describes a Tutsi community in the southern part of Kivu, Democratic Republic of the Congo. The Banyamulenge of South Kivu are culturally and socially distinct from the Tutsi of North Kivu. Most Banyamulenge speak Kinyamulenge, which is a mixture of Kinyarwanda (official language of Rwanda) and Kirundi (spoken primarily in Burundi) with specific phonological and morphological features not found in the latter two.

Question: abanyamurenge bakomoka mukihe gihugu?
Answer: Democratic Republic of the Congo
FAIDA NA MADHARA YA TEKNOLOJIA KATIKA SHULE ZA SEKONDARI
Teknolojia imeleta faida nyingi katika shule za sekondari na kuimarisha walimu na wanafunzi katika njia za usomaji. Moja wapo ni matumizi ya kompyuta. Kompyuta imerahisisha masomo na shughuli nyingine kufanyika kwa njia ya haraka.
Wanafunzi wanaweza kusoma bila ya kufundishwa na mwalimu darasani na akaelewa kwa kutumia tarakilishi, rununu na venginevyo. Wanafunzi wanaweza kufanya masomo yao kwa kupitia tarakilishi kama vile kufanya hisabati, kufanya masomo ya kisayansi na hata somo la kompyuta. Hazi ni faida nzuri kwa wanafunzi katika maisha yao.
Teknolojia pia imerahisisha usafiri wa haraka. Walimu wanafika shuleni mapema kwa kuwa na vyombo vya kusafiria vya kibinafsi. Hii imepunguza kuchelewa kwa walimu, kufika kuchelewa au kukosa shule. Teknolojia imepunguza kuchelewa kwa walimu katika shule za sekondari kwani vyombo vya usafiri vimekuwa vingi.
Teknolojia imechangia pakubwa katika shule za sekondari, imeimarisha nafasi kubwa katika masomo hasa katika masomo ya kisayansi kama vile biolojia, kwa kutumia mitambo ya kisayansi kama vile mikroskopi ambayo wanafunzi hutumia kuangalia vitu vidogo vidogo visivyoweza hivi hivi kwenye mwili. His ni faida kubwa kwa wanafunzi. 
Wanafunzi wanaweza kusoma kupitia rununu hatakama wanafunar hawako shuleni. Masomo yote anaweza kuyapata kwa kutumia mitambo ya kiteknolojia. Pia vilevile walimu wamerahisishiwa kazi ya kuchapisha mitihani kwa kutumia taipreta ambayo inaweza kutoa makaratasi mia na zaidi kwa nusu saa.
Kusema kweli, hakuna kizuri kisicho kuwa na ubaya wake. Vile vile teknolojia imeleta madhara kwa shule za sekondari. Walimu wamekuwa wazembe kwa kutumia mitandao kufundisha. Walimu wanakosa shule na kutuma kazi kwenye mitandao wanafunzi wafanye ilhali hawajafunzwa.
Wanafunzi wanatumia rununu na televisheni au runinga vibaya kwa kuangalia Picha chafu chafu, kama vile picha za mapenzi ambazo hawastahili kuangalia na kuangalia runinga na kuiga mitindo mibaya ambayo haina manufaa katika maisha yao.
Teknolojia imewafanya wanafunzi wengi kuacha shule na kwenda mitaani kutafuta pesa na kununua mihadarati ambayo ni hatari katika maisha yao. Wengine huwa wezi ili wapate pesa za kununua nguo mbaya mbaya ambazo huona watu huvaa kwenye runinga na hao huiga mitindo hiyo. Hili limefanya wanafunzi wengi kuacha shule na wasichana kudanganywa na kupachikwa mimba za mapema pasipo wakati wao. Wasichana wengi wameacha shule na kufanya ukahaba 
ili wapate pesa na kununua mavazi ambayo ni nusu uchi. 

Question: Wanafunzi wanapoacha shule huenda mitaani kufanya nini
Answer: kutafuta pesa
Ghana (), officially the Republic of Ghana, is a country in West Africa. It spans the Gulf of Guinea and the Atlantic Ocean to the south, sharing borders with the Ivory Coast in the west, Burkina Faso in the north, and Togo in the east. Ghana covers an area of , spanning diverse biomes that range from coastal savannas to tropical rain forests. With over 31 million people, Ghana is the second-most populous country in West Africa, after Nigeria. The capital and largest city is Accra; other major cities are Kumasi, Tamale, and Sekondi-Takoradi. The first permanent state in present-day Ghana was the Bono state of the 11th century. Numerous kingdoms and empires emerged over the centuries, of which the most powerful were the Kingdom of Dagbon in the north and the Ashanti Empire in the south. Beginning in the 15th century, the Portuguese Empire, followed by numerous other European powers, contested the area for trading rights, until the British ultimately established control of the coast by the late 19th century. Following over a century of colonization, Ghana's current borders took shape, encompassing four separate British colonial territories: Gold Coast, Ashanti, the Northern Territories and British Togoland. These were unified as an independent dominion within the Commonwealth of Nations on 6 March 1957, becoming the first colony in sub-Saharan Africa to achieve sovereignty. Ghana subsequently became influential in decolonisation efforts and the Pan-African movement.

Question: Kedu isi obodo Ghana?
Answer: Accra
The edict establishing Oyo State University of Technology was signed on 23 April 1990, by Colonel Sasaenia Oresanya .The first Vice-Chancellor of the university was Olusegun Ladimeji Oke. During the time, Late Bashorun M.K.O. Abiola became the first Chancellor in January 1991. The university began its first academic session on 19 October 1990, with a total of 436 candidates enrolled , four faculties namely Agricultural Sciences, Environmental Sciences, Engineering and Management Sciences, and Pure and Applied Sciences. A College of Health Sciences was established a year later. The name of the university was changed to Ladoke Akintola University of Technology after the separation of Osun State from Oyo State

Question: kilorukọ ilé-ẹ̀kọ́ giga ti ijoba ipinle to wa ni ilu Ogbomosho?
Answer: Ladoke Akintola University of Technology
Abantu mu Bungereza bakozesa ebiseera bingi n'essente nnyingi mu by'empuliziganya, bw'etyo Ofcom, ekitongole ekirondoola eby'empuliziganya bwe kigamba.

Question: A ina ne mutane suke kashe lokaci da kuɗi da yawa bisa ga nassin?
Answer: Abantu mu Bungereza
Egesaku kĩa ebitoke n’emwogo ime omochie o Kisii nigo are omochango omonene go oteithia andũ ba kĩsionĩ kĩu nĩgetha agribusiness ebe maber. Omwaka gwa 2026, Ngavana o Kisii nĩwathanisye market infrastructure njerũ na gũteithia mĩciĩ mĩnyinyi nĩguo banyore omwando bwa cooperatives mbuya. Soko nene nĩyo yaetete amache go oteithia emegonda y’emwogo n’ebitoke ebiene rĩu emiaaka jionia itakeĩe kũmotha.

Question: Kũringana na latest market infrastructure updates kũu Kisii, nĩ mĩbango yĩva njerũ ya agribusiness ĩla Ngavana o Kisii oathanisye nĩguo cooperative soko nene itakeĩe kũmotha?
Answer: Omwaka gwa 2026, Ngavana o Kisii nĩwathanisye market infrastructure njerũ na gũteithia mĩciĩ mĩnyinyi nĩguo banyore omwando bwa cooperatives mbuya.
Le franc CFA, officiellement franc de la Communauté financière africaine, est le nom porté par deux monnaies communes africaines, héritées de la colonisation française et utilisées par quatorze pays d'Afrique constituant en partie la zone franc : le franc de la communauté financière en Afrique (ISO 4217 : XOF et 952), émis par la Banque centrale des États de l'Afrique de l'Ouest pour les huit États membres de l'Union économique et monétaire ouest-africaine (UEMOA) ; il devait être remplacé par l'eco à partir de janvier 2022, prochaine monnaie unique de la CEDEAO,,. le franc de la coopération financière en Afrique centrale (ISO 4217 : XAF et 950), émis par la Banque des États de l'Afrique centrale pour les six États membres de la Communauté économique et monétaire de l'Afrique centrale (CEMAC).Les pays du franc CFA sont issus de l'évolution et des transformations de l'ancien empire colonial français, ainsi que des États qui n'étaient pas des colonies françaises, comme le Cameroun et le Togo (d'abord colonies allemandes, puis mandats français), la Guinée équatoriale (espagnole) et la Guinée-Bissau (portugaise). Le franc CFA est une contre-valeur à parité fixe avec l'euro, dont la valeur est garantie par le Trésor public français.

Question: E tɛ nyí CFA ?
Answer: Communauté financière africaine