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·       the outdated and limited textbooks which are limiting the content available because there is a lack of learning resources available as the resources are being allocated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

Our Students Stories Matter

By Stefani Tieri Georges • April 17, 2026
In the words of Sydney J. Harris, “The whole purpose of education is to turn mirrors into windows.” Few stories illustrate this truth more clearly than that of Ricardinio, a resilient young boy whose life was reshaped by learning, creativity, and compassionate support. Ricardinio is a displaced child living with HIV who once called the streets of Port au Prince home. When armed gangs overtook his neighbourhood, he was forced to flee, leaving behind everything familiar. The trauma of displacement, coupled with the daily realities of managing a chronic illness, left him navigating fear, uncertainty, and isolation. Everything changed when he gained access to the Resource Learning Centre at Cima Community School of Hope based in Limonade, Haïti. Within its safe walls, Ricardinio found stability, encouragement, and a sense of belonging that had been missing for far too long. The centre became more than a place of academic support; it became a catalyst for his healing. There, he discovered a surprising and transformative passion: drawing. What began as a quiet pastime soon unfolded into a powerful means of expression. Art offered him peace where chaos once lived, and possibility where hope had been fading. With guidance from mentors and access to materials he had never had before, Ricardinio started to see a future shaped not by loss, but by talent and imagination. Ricardinio learned to sew, paint and a new language, English. He made the outfit he is wearing in the photo below for a recent fashion show. His journey reminds us that for many young people, particularly those facing profound health or social challenges, that education is far more than curriculum. It is a lifeline to identity, purpose, and renewed hope. When a learning space nurtures the whole child, it turns windows toward new horizons, ensuring that even in the most difficult circumstances, every learner can envision a brighter future. BY STEFANI TIERI GEORGES Programme and Strategy Manager Sonje Ayiti, Limonade Haiti.

How do we Ensure Education is Inclusive and Reaches Marginalised Groups?

By Professor Nira Chamberlain • April 15, 2026
Growing up in 1970s and 80s Britain, son of Jamaican immigrants, all I cared about was mathematics, mathematics and mathematics. I didn’t see the need for black role models; all I cared about was numbers. Then I reached teenage years, the opportunity to enter the educational community was not the same for people of my colour. I was being directed to become a boxer not a mathematician. A generation later my son was being pushed in the direction of singing, not a career in STEM. My story is not unique and there are many other marginalised groups. Creating an education system that genuinely includes marginalised groups isn’t just a moral imperative — it’s a practical one. When people are excluded, societies lose talent, creativity, and economic potential. So what can be done? Here are seven starters for ten: 1. Remove Barriers to Access Many marginalised learners are excluded long before they reach a classroom. Key Strategies: Eliminate financial barriers: scholarships, free school meals, subsidised transport, no-fee schooling. Provide flexible learning options: evening classes, community-based learning, mobile schools for nomadic groups. Invest in infrastructure: safe buildings, accessible facilities for disabled learners, and reliable internet in rural areas. 2. Make Learning Culturally Relevant Education becomes inclusive when learners see themselves reflected in it. What this looks like: Curriculum that includes diverse histories, languages, and perspectives. Teaching materials that avoid stereotypes and represent all groups. Community involvement in designing educational programs. Don’t just consider the marginalised groups at certain special events, but all year round. 3. Train and Support Teachers Teachers are the frontline of inclusion. Effective Approaches: Training in inclusive pedagogy and unconscious bias. Recruiting teachers from marginalised communities. Providing classroom assistants or specialists (e.g., sign language interpreters). Get teachers to be seconded in diverse areas, so they can grow to learn and appreciate different cultures. 4. Use Technology Thoughtfully, technology can widen access — or deepen inequality if used poorly. Inclusive Uses of Technology: Low-bandwidth digital learning tools for remote areas. Assistive technologies for learners with disabilities. Online platforms that allow flexible pacing and personalised learning. Keep Libraries open so that marginalised communities can access the digital world. 5. Strengthen Policies and Accountability Inclusion doesn’t happen by accident; it needs structure. I have written a paper called treating EDI as a Science Problem. It introduces Chamberlain’s Law that states this “If all things are equal what numbers do we expect to see?” On this basis, we should be able to consider things such as Anti-discrimination laws in education. Data collection on who is being left out and why. Funding formulas that allocate more resources to disadvantaged schools. 6. Engage Families and Communities There are examples where marginalised groups distrust institutions for good historical reasons. These are some of the ways to build trust: Community-led outreach programs. Parent education initiatives. Schools are partnering with local leaders, NGOs, and cultural organisations. 7. Support Learners Beyond Academics Barriers to education are often social, emotional, or economic. Holistic support: Mental health services. School meals and health checks. Safe transport and anti-bullying programs. In conclusion, these points are not comprehensive or exhaustive. However, it is a benefit to us all when education is for all. BY PROFESSOR NIRA CHAMBERLAIN OBE FIMA FORS CSci PhD HonDSc DUniv 1st AtkinsRéalis Technical Fellow for Mathematical Modelling AtkinsRéalis, Six Mathematical Doctorates. Mathematics Professor. Founder of the Black Heroes of Mathematics Conference. Science Communicator

The Transformative Power of Education

By Ed Harlow • April 13, 2026
I have always been a believer in the transformative power of education. Education can never be seen solely as a didactic pursuit. It is in many ways an act of love. Helping children to carve out their own place in the world and to understand the complexities of culture, society, history, and anthropology. Education becomes especially vital in times of conflict and unrest. When societies are divided by violence, political instability, or deep social tensions, education offers one of the most powerful tools for rebuilding communities and creating a more peaceful future. Schools are not only places where children learn academic subjects; they must be environments where values, perspectives, and skills are formed. In periods of crisis, the role of education expands beyond knowledge transmission to include fostering tolerance and equipping them with critical thinking skills that allow them to navigate complex realities. One of the most important functions of education during conflict is the promotion of tolerance and mutual understanding. Conflict often arises from fear, misunderstanding, and deeply rooted prejudices between groups. When children grow up hearing only one narrative about others, divisions can become stronger over time. Education can counteract this by exposing students to different cultures, histories, and viewpoints. Through inclusive curricula and classroom discussions, children can learn that diversity is not a threat but a natural and valuable part of human society. Teaching empathy and respect helps young people see beyond stereotypes and recognise the shared humanity in others. In the long term, these attitudes can reduce the likelihood that future generations will repeat cycles of hostility. We can see in conflict zones now that there is often a parallel battle in schools for control of the narrative. Arguments over textbooks in Palestine, for example, are longstanding with different cultural interpretations of certain themes or even individual words or pictures being used to justify political ends. Conflict can create feelings of fear, confusion, and powerlessness, particularly for young people. Schools can provide a sense of stability and normality when much of life feels unpredictable. In addition to this emotional support, education helps students understand the social, political, and historical forces shaping their circumstances. By learning about how societies function, how conflicts arise, and how they can be resolved, children gain a clearer sense of their role as members of a community and as citizens. This understanding empowers them to imagine a future beyond the conflict they are experiencing and to see themselves as participants in rebuilding their societies. Another key aspect of education in times of unrest is the development of critical thinking skills. In environments marked by propaganda, misinformation, and polarised narratives, the ability to evaluate information carefully becomes essential. This is especially vital in the modern world with the proliferation of social media, citizen journalism, and algorithms which are designed to reinforce and amplify the worldview of the user or to promote violent or extreme material. Children and young people who learn how to question sources, analyse arguments, and consider multiple perspectives are far less likely to be manipulated by extremist ideologies or false information. Critical thinking allows individuals to move beyond simplistic explanations and to recognise the complexity of social and political issues. This skill is crucial not only for personal decision-making but also for the health of democracy. Furthermore, critical thinking encourages dialogue rather than division. When students learn to examine ideas thoughtfully and listen to differing opinions, they become more capable of engaging in constructive discussions. This ability is particularly important in post-conflict societies where reconciliation and cooperation are necessary for long-term peace. Instead of reacting with hostility to disagreement, educated individuals are more likely to seek understanding and compromise. We must build education systems with this in mind. Many curricula and systems have focused on standards and testing to the detriment of true critical thinking. With the rapid onset of AI and the proliferation of algorithm-driven information access, it is more vital than ever that critical thinking, media literacy, social skills, and dialogue are placed at the heart of education and schools. While education alone cannot resolve every conflict, it lays the intellectual and moral foundations that make lasting peace possible. Investing in education during difficult times is not only an investment in individual development but also in the stability and future of entire communities.  BY ED HARLOW NEU PRESIDENT (1ST JANUARY 2026 – 31ST DECEMBER 2026) Ed has been a secondary music teacher and head of department at Highgate Wood School in London for nearly 20 years. Elected to the National Executive in 2021, and as Junior Vice-President in 2024, he has helped shape policy, taking a particular interest in restoring the arts and creative subjects in the Curriculum.