Improving the quality and access to education in The Gambia

Global Digital Divide: Update on Student Research from Brunel University

The students at the Brunel University have been working on a project to improve the education opportunities in The Gambia. Here is a report of their progress so far. The following is a transcript of the video presentation.

Before we begin discussing the proposed project here is some background information about The Gambia. As a result of the Covid-19 pandemic schools were closed in The Gambia for seven months meaning 700,000 students had a greatly reduced access to education. According to ‘our world in data’ The Gambia has the 17th lowest GDP per world per capita worldwide. The Gambia Bureau of Statistics has found that there is a 69.5% rural poverty rate as of 2016, which is an increase from the 64.2% in 2010. Lower basic education is free however hidden costs such as uniforms stationery and books prevent an estimated 29% of children from attending school. 

The area we will be specifically focusing on is the Lower River Region (LRR) which is Rural Area Number 4 of the five administrative divisions of The Gambia. In the LRR there are total of 54 basic lower schools, 6 senior secondary schools, and 7 upper secondary schools. There is no electricity grid within the region, it is sourced through solar panels and generators. Classrooms are very basic and access to resource is limited. The name of the school will be launching the pilot in is the Nema Kuta Basic Cycle School. By the 2013 cencus the region had a population of 82,361. 

The problem we have identified is that a lack of resources has led to poor quality of education in The Gambia. We have found through extensive research children in The Gambia are not currently receiving quality equitable and inclusive education in comparison to their international peers, which is a step back in achieving universal access to education SDG 4.


We mapped out a problem tree to try and identify root causes and the effects that poor quality education is having.


A few simplified examples of some of the causes are:


·       the outdated and limited textbooks which are limiting the content available because there is a lack of learning resources available as the resources are being allocated elsewhere due to the government prioritising funding to other sectors.

·       the lack of Internet access, because there is often no internet signal or coverage due to routers and hubs being few and far between, as there is a lack of technology to make use of the Internet.

·       the supply of electricity is often interrupted

·       the affordability of accessing learning resources, the internet and electricity for many people.


A few examples of some of these effects are a poor quality education leading to reduced opportunities for learning which leads to a higher drop out rate resulting in incomplete education or no higher education at all, which brings about lower specialisation in industries. Another effect is that if teachers cannot access resources and training the knock on effect is poor quality teaching which leads to reduced opportunities for learning, which results in lower attainment levels among students.


Now we have identified the cause and effects of poor quality education let's look at some of the existing projects in the Lower River Region. The Steve Sinnott Foundation (SSF) has implemented various projects in The Gambia working with various stakeholders including the Gambian Teachers Union.

One project they have documented is the Positive Periods programme, where teachers have been trained to teach women and girls how to make their own reusable sanitary pads from low cost materials. This enables them to go to school while they have their period despite the taboo around menstruation. Impacts of this project involve reduced bullying and harassment of girls due to improved hygiene and maintenance of their periods. This project is already being implemented in schools in the Lower River Region and is proving to be very successful. 


SSF have also worked alongside the Gambia Teachers Union to improve access to education during the Covid-19 pandemic the project provided Solar Powered Radios for students in the remote area of LRR to enable access to education through listening to the Gambian governments national broadcast. This helped promote inclusive and equitable education for the regions that had been left behind.


The Steve Sinnott Foundation alongside the Gambia Teachers Union have also started planning the implementation of a Learning Resource Centre which will be located in Banjul. The refurbishment of the centre was been postponed due to Covid-19, but we are now back on track and things are coming together. This will greatly increase the access to learning and research, training and resource provision for teachers. The implementation of new learning devices and the digitalization of education can greatly increase the quality of education available. With circumstances now changing and schools reopening, we have joined forces to look at how we can increase the quality of education provided.


Our initial research looked at introducing Wi-Fi connectivity to the Nemakuta Basic Cycle School in the LRR to increase access to a range of educational information. However, after further looking into it we realised that given the regions environment Wi-Fi doesn't offer a sustainable solution to the problem at large and instead shifted our attention to the classroom learning environment itself.


So we have proposed the following. Simply put the goal is to improve the quality of education delivered in classrooms in the LRR. We define ‘quality’ as a standard of resources, a standard of the curriculum, and a standard of the teaching methods. So, we see that improved resources can facilitate a better teaching method and allow for a wider range of learning materials. Ultimately that will improve resources to ensure that students can expand their skills, their knowledge, and their understanding.


Currently only 10 students in grade 7 achieve above the average of 60% of the assessment marking, while 5 students achieved 75%, so that means that the remaining 30 students fall below the average of 60%. So, in order to reach the goal we set a SMART objective that is specific, measurable, attainable, relevant and timely. Our SMART objective is to increase the average grades students achieve in class so that by the end of the academic year all students are achieving at least 60% of marks in their assessments.


The Gambia Teachers Union are also developing other objectives that can be measured so that we are not just focussing on grades; such as attendance, creativity and positive attitudes to learning and engagement.


The proposed project that we have outlined is a pilot project in the Nemakuta Basic School with the aim to improve quality education by digitalising the classroom, using sustainable energy. This will provide a solar powered TV screen along with two to four laptops. The solar panel will charge the battery, and the battery can then charge the TV screen and the laptops used in class. The quality of education will be improved through providing pre-recorded content to be shown to students during class the concept will be organised by the Gambia Teachers Union, who will train teachers from the Lower River Region on how to design the learning materials and deliver the lessons effectively. 

In the context of our project inclusivity comes from the interactiveness and engagement that allow students to work together. It will allow students to be introduced to digital technology, a wider range of learning materials, along with visual aids. So for the proposed project this will involve 45 grade 7 students at the school along with the teachers of the school.


So how are we going to measure this? At the end of the academic year with a digitalised classroom students achieved grades would be compared to the grades of the previous year to measure the effect of the digitalised classrooms and students learning abilities. The newly achieved grades can be compared with other schools in the region. As education is meant to allow for individuals to access a range of future opportunities our proposal also sees students receiving a holistic education that expands future job opportunities into multiple sectors.


The impacts of our proposal for increased engagement and increased average attainment grades of students, the digitalised classroom environment and technology creates an educational experience that offers a wider range of subjects which can also serve as inspiration to students. Finally an alleviation of the overall burden of the higher student to teacher ratios which will allow for teachers to work more closely with the students.


Our project proposal has a variety of inputs and outputs. Some of the material resources include the TV screen, the solar panel, battery, cables and extension cords, wall mount for the TV, laptops and laptop charges. The human resource includes, purchasing, installation, delivery, research and training. The financial resources are related to funding. The outputs are solar powered energy circuit that powers the TVs and laptops. As well as a digitalised classroom.


The overall timeline of our project plan, we've already executed phase one which saw us conducting a situational analysis to identify the causes and potential solutions. Phase two is expected to run between now and December 18th (2020). We intend on conducting further research into the most viable options so we are looking at which types of devices are most suitable for the classroom environment. Additionally, we're going to begin looking into identifying potential risk and uncertainties about the project proposal.


Phase 3 is set to run from 11th of January to the 2nd of February 2020. Here we will explore ways to mitigate the risk and uncertainties that we would have identified in previous stages. We will also work in partnership with the Brunel Engineering School to set up a mock trial of the solar powered units, to gain an insight into what the teachers and students experience will be. After that we will identify and establish potential costs for the overall project and consult with any experts in the fields where necessary.


Our 4th and final phase is dedicated to refining our project proposal and will conclude the presentation of our overall findings.


The stakeholder analysis - we have a number of stakeholders here on the board. First the grade seven students in the Nemakuta Basic Cycle School these children will be impacted greatly as the first cohort with access to these modern learning devices and also of course if our project is successful then it can be replicated and future students of other schools in the area will benefit.


Next the teachers in the LRR, will have the digitalised resources to provide a different way of learning. The Gambia Teachers Union will be an important part of the project and train teachers on how to use these devices. The Steve Sinnott Foundation who is supporting this project and of course the families of these students.

In summary, our proposal works towards sustainable development goal #4 quality education but also works on sustainable development goal #7 affordable and clean energy. By introducing digital devices that are powered through solar, we hope to see improvements in the quality of education provided, through the digitalization of learning using modern sustainable technology. The  pre-recorded content enhance the school curriculum; students will receive information that is more up to date, easy to understand, and not limited to printed materials or textbooks. Additionally, the TVs will alleviate the burden of the low teacher to student ratios in classrooms thus allowing teachers to create a more personalised learning environment.


If successful this can be replicated in schools across the Gambia's region 4, Lower River Region, giving students access to quality and critical education and enabling access to lifelong learning opportunities for all. We'd like to thank you for your time and are there any questions?


Please leave them in the comments below.


Also here are a couple of videos explaining the challenge of accessing education online, and internet access statistics.

The Steve Sinnott Foundation • December 7, 2020

Sustainable Development Goal 4

By Matthew Round • June 4, 2025
Defining Success in Education: Bridging Gaps for a Better Future Education is often seen as the gateway to personal and societal advancement through personal betterment. But defining success in education requires a deeper understanding than just academic achievement, it isn’t just about qualifications or certificates. Rather educational success is about ensuring access to learning that is inclusive, equitable and quality-driven. It’s about equipping students with critical thinking skills and the space to be creative. A quality education fosters holistic approaches, promoting emotional, social and intellectual growth. On a societal level, educational success is about ensuring we value and appreciate a society wide distribution of knowledge and skills; that diversity of thought can be just as important as orthodoxy. Ensuring Access to Education that Meets Individual Needs Traditional western forms of education based within on e-size-fits all models are inadequate in a world where learners have diverse backgrounds, abilities and needs. A shift is needed away from the top-down deficit model approaches which assume teaching and learning is transactional or akin to filling empty vessels, or as Paulo Freire described it, the Banking Model of teaching. Success in education will come from programmes that respect differences between individuals and across communities, using, for example, adaptive learning approaches. Additionally, integrating support for learners with neurodivergent needs or disabilities, as well as promoting (and indeed funding) digital literacy, can ensure that education is individual but also focused on the emancipatory effects of education. Gender and Racial Equity: The Pillars of Inclusive Education Gender and racial equity are crucial components of a successful education system and a founding component of Sustainable Development Goal 4. Although there has been significant progress here, disparities globally still persist. Barriers such as gender-based violence, early marriage and inadequate school infrastructure pose challenges for the international community. Similarly, racial inequality in education can manifest in various ways, from lower access to quality schooling to biased curricula that don't reflect diverse cultures or histories. To address these disparities, education systems should continue to develop policies that promote gender-sensitive curricula and address the specific needs of marginalised groups. Investing in female education, particularly in underserved areas such as sexual health, has been shown to create a ripple effect that benefits entire communities. Similarly, anti-racist educational frameworks can help to make sure that all students, regardless of their race or gender, receive the same opportunities to thrive. Creating a Better Future: What Needs to Be Done? Most importantly, we need to keep talking about SDG 4 — providing inclusive and equitable education and promoting lifelong learning opportunities for all. The more SDG4 is part of the global conversation the more likely it will become part of the taken for granted expectations of all countries and communities. The more academics like me discuss it in our lectures and have it in assignments, likely the more we are to normalise high quality, free primary and secondary education with our future global leaders. But more than this SDG4 should be at the heart of grass roots conversations, in every classroom, playground, and café. The more we talk about it the more a part of our global culture equitable access to education will become. Ultimately, success in education will not be defined by what certificates students attain, but by how well we equip individuals and communities to navigate and shape the world. Education should empower individuals, communities and nations to achieve their full potential, breaking down barriers that have traditionally limited access and opportunity. By striving for inclusivity, equity and quality, we can build a future where education truly is for everyone. BIOGRAPHY Dr Matthew Round is an academic and educator, who has worked with children from 3 years old to PhD students. Having been a science teacher, pastoral leader, and senior leader in schools in the UK, he now works in Higher Education and his current research focused on the emancipatory philosophies of Pierre Bourdieu and sex and sexuality education.

Allergy school: A New free educational programme to protect children with food allergies

By Tanya Ednan-Laperouse OBE • June 2, 2025
Every child deserves to feel safe and included at school but, sadly, that’s not always the case for children with food allergies. There are now around two children in every classroom with a diagnosed food allergy in the UK, and 20% of food allergic reactions occur in schools. Yet new research by the NASUWT teachers’ union, in collaboration with The Natasha Allergy Research Foundation, has exposed the barriers faced by too many of children with food allergies, which can leave them feeling excluded and isolated. The survey of almost 1,900 teachers revealed that 67% have had no allergy awareness training. One in five teachers has never been taught how to administer an adrenaline auto-injector which could save a life in a food allergy emergency, and almost two thirds (60%) don’t know or are unsure of their school even has an allergy policy. Despite a huge rise in allergies in the UK, there is no specific mandated guidance on how children with food allergies should be supported or how and when staff and team leaders should be trained. There is no funding for this either. That’s why Natasha’s Foundation, the UK’s food allergy charity, has created Allergy School. The £1 million, national programme for teachers offers nurseries, primary schools and out-of-school clubs and groups a suite of free resources, including films, engaging lesson plans and assembly packs and a self-assessment to see how allergy friendly they currently are. All are mapped into the National Curriculum to make them easy to use for all age groups. The resources also introduce Arlo, the friendly, food-allergic armadillo – a puppet which helps to educate children about food allergies in a positive and engaging way. The free resources, for children aged 3 to 11, are available at www.allergyschool.co.uk Allergy School has been developed in partnership with The King’s Foundation, St John Ambulance, the children’s charity Coram Life Education and Tesco Stronger Starts. It has received messages of support from His Majesty, The King and the Government, as well as schools, teachers and parents.  His Majesty, King Charles said: “Improving understanding of this issue is so important for keeping children with food allergies safe and ensuring they are able to participate fully in activities at school or in our wider communities.” The aim of Allergy School is to transform understanding of food allergies in schools so that children with food allergies feel empowered, included and protected. I know from personal experience that it can be really hard to keep a child with food allergies safe in school. My daughter Natasha was diagnosed with food allergies as a young child and finding a nursery where she would be safe was extremely difficult. When she started school aged 5, it was only when she had a severe allergic reaction to milk on a school trip to the zoo that staff finally took her food allergies seriously. Natasha died when she was just 15 from a food allergy to sesame. She ate a baguette sandwich that didn’t list sesame seeds on the food label, but they had been baked into the dough of the bread, invisible to the eye. Had the baguette been labelled properly, Natasha would not have eaten it, and she would be alive today. Natasha’s death put us on a mission to campaign for change. Government, schools, teachers, parents and pupils need to come together to support children with food allergies in this country. Our new Allergy School programme will transform levels of awareness and understanding of food allergies in a positive and engaging way for all children. BIOGRAPHY Tanya Ednan-Laperouse OBE, founded The Natasha Allergy Research Foundation, the UK’s food allergy charity, with her husband Nadim after their daughter Natasha died aged 15 from an allergic reaction to food in 2016. In 2021, Natasha’s Law came into force which improved food labelling. The charity funds medical research and campaigns for a safer world for people with food allergies. Tanya has been awarded an OBE in recognition of her services to people with allergic disease.

I believe in you.

By Vanessa Herder • May 30, 2025
We reach success in education if all people know exactly how to live up to their potential. This requires not only formal knowledge and learning, it includes a deep understanding of self through introspection. The secret sauce of a successful education includes information, sometimes encyclopaedic knowledge as well as an awareness of our own desires, experiences, passions and aspirations. Successful education happens when a beautifully open mind meets critical thinking; and when connecting the dots leads to problem solving and openness to the wonders of the world. I am not talking about a romantic setting: give everyone a book and they can study by themselves and all will be good. Successful education goes beyond school and formal education. It comes from people who challenge us or make us do things we don’t want to, from different situations, personal struggles or an inspiring influence. These are opportunities to thrive and suddenly we realize we went beyond what we think we can do and we outgrow our own expectations - thanks to other people. We meet excellent teachers in our family, within our group of friends, at our internet community or at school or university and we learn from and with them and they inspire us - these people have an impact on us. I call this ‘people-associated learning’ and consider it the most profound and life-changing education method. What is the opposite of successful education? If we stop learning, if we don’t accept that the only constant in life is change. By reaching a point where we say, ‘I know it all’, we have failed. Successful education teaches that we always evolve and this comes with continuous learning and development. This makes us fit for the future and enables us to adapt to always new circumstances. It is about being able to divorce a previous idea and embrace a new one, it is the ability to change. We constantly receive input from our educators and rely on them. A worthwhile goal in successful education is to reach a degree of independence and freedom to educate ourselves with the aim to share our knowledge with other people. This is a wonderful path, however, not an easy journey. If someone is believing in us, it is much easier to go the way we want to go - despite obstacles. With the help of others, we will have the courage to overcome all the speed bumps and setbacks and we will have the guts to educate ourselves. Nothing is better, makes us happier and contributes better to the world than fulfilling what our purpose is. This belief in us is by someone who is around us & makes all the difference: they can challenge us, they see achievements in us which we yet to cannot see, and they see of how much more we are capable of. Go and find the people in your life, who tell you this one lifechanging sentence: I believe in you. BIOGRAPHY Vanessa Herder is a scientist working at The University of Glasgow in Scotland. Her work studies the early immune response of virus infections aiming to understand what drives a severe and lethal outcome versus a mild disease. She did her PhD in multiple sclerosis research, followed by a doctoral thesis about a virus infection causing brain malformations. She is a trained veterinarian and after finishing her specialisation in veterinary pathology in Germany, she moved to Glasgow to focus on the pathogenesis of systemic and respiratory virus infections, including SARS CoV-2 and influenza virus.