MEDIUM TERM PLAN (MTP) SECTOR STUDY

EDUCATION SECTOR REVIEW AND LINKING EDUCATION WITH HUMAN RESOURCE

DEVELOPMENT AND UTILIZATION

DOSFEA/ ECMBP 111 / GAM 53/003/01

CONSULTANTDr Alieu B S TaalUniversity of the GambiaDecember 2004

CONTENTS

PAGETable of Contents…………………………………………………………………..….. 1-5Key Development Indicators……………………………………………………..…… 6Preface……………………………………………………………………………..…... 7Acknowledgements………………………………………………………………..…... 8Acronyms………………………………………………………………………..…….. 9-11List of Tables………………………………………………………………………….. 12-14CHAPTER 1: INTRODUCTION…………………………………………………... 15-161.1 Background…………………………………..………………………………... 151.2 Terms of Reference and Objectives (TOR) of the Study………………….…... 15-161.3 Approach and Methodology…………………………………….…………….. 161.4 Framework for Data and Information Analysis……………………………….. 16CHAPTER 2: EDUCATION SECTOR REVIEW…………………………. 17-202 Introduction…………………………………………………………………… 172.1 Policy Framework and Justification …………………………………………... 172.1.1 Vision 2020……………………………………………………………………. 172.1.2 Millennium Development Goals………………………………….…………… 18-192.1.3 National Education Policy…………………………………………………….. 19-20CHAPTER 3: SECTOR PERFORMANCE……………………………….. 21-243. Review of Sectoral Performance In The Last Decade……………………….. 213.1 Introduction……………………………………………………………………. 213.2 Policy Objectives……………………………………………………………… 21-223.3 Access…………………………………………………………………………. 22-243.4 Conclusions………………………………………………….………………… 24CHAPTER 4:BASIC EDUCATION…………………….…………………………. 25-604. Review of Performance and Achievements……………………….……..……. 25-604.1 Introduction……………………………………………………………………. 254.2 Early Childhood Development………………………………………………... 254.2.1. Policy Background………………………………………………………….…. 254.3. ECD Performance and Achievements………………………………………… 25-294.3.1. Achievements………………………………………………………………….. 25-264.3.2 Gaps and Challenges………………………………………………………...… 264.3.3 Regional Disparities…………………………………………………………… 26-274.3.4 New entrants with ECD Experience…………………………………………... 284.3.5 Achievements………………………………………………………………….. 284.4 Conclusions: Constraints Challenges and Recommendations……………........ 294.5 Special Education 29-304.5.1 Access 304.5.2 Constraints and Challenges 314.6 Review of Performance and Achievements Lower Basic (Primary School) 314.6.1 Introduction……………………………………………………………………. 314.6.2 Indicator for Achievement and Progress………………………………………. 314.6.3 Access - Enrolment Indicators………………………………………………… 314.6.4 The Apparent Intake Rate…………………………………………………….. 32-344.6.5 Net Intake Rate……………………………………………………………….. 34-35

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PAGE4.6.6 Gender and Regional Disparities………………………..……………………. 35-374.6.7 The Gross Enrolment Ratio (GER)…………………………………..……….. 374.6.8 Access - Enrolment Indicators………………………………………..………. 37-384.6.9 Gender and Regional Disparities………………………………………...……. 38-394.6.10 Net Enrolment Ratio – (NER)…………………………………………………. 404.6.11 Achievements………………………………………………………………….. 40-414.7 Conclusions and Recommendations – Lower basic Education …………..…... 42-434.8 Review Of Performance And Achievements Upper Basic School Education

(UBS)……………………………………………………..…………………… 434.8.1 Policy Issues Strategies and Objectives………………………………………. 43-444.8.2 Indicator for Achievement and Progress……………………………………… 444.8.3 Access - Enrolment Indicators……………………………………….……….. 44-454.8.4 Access -Gender and Regional Disparities……………………………………... 45-474.8.5 Conclusions: Constraints Challenges and Recommendations……………….. 484.8.6 Madrassa Basic Education…………………………………………………….. 484.8.7 Introduction……………………………………………………………………. 484.8.8 Policies Issues Strategies and Objectives…………………………….……….. 48-494.8.9 Access – Achievements…………………………………………………….…. 49-504.8.10 Regional and Gender Disparities……………………………………………… 504.8.11 Quality and Relevance Issues…………………………………………………. 504.9 Conclusion: Constraints, Challenges and Recommendations………….……... 514.10 Review Of Performance And Achievements - Adult And Non-Formal

Education……………………………………………………………………… 52-594.10.1 Introduction…………………………………………………………………… 524.10.2 Policy Issues Strategies and objectives………….……………………………. 52-554.10.3 Access – Achievements…………………………………………………….…. 55-564.10.4 Challenges and Constraints – ANFED………………………………………... 564.10.4.1 Gender and Regional Disparities in Literacy………………………….. 56-594.11 Conclusions: Constraints, Challenges and Recommendations……….….….… 59-61CHAPTER 5: REVIEW OF PERFORMANCE AND ACHIEVEMENTS

– SENIOR SECONDARY SCHOOL EDUCATION………62

5.1. Introduction…………………..……………………………………………….. 625.2 Policy Background and Objectives………………………..………………….. 625.3 Access –Enrolment and Achievement Indicators……………….………..…… 62-655.4 Access –Gender and Regional Disparities…………………..…………….…... 655.5 Conclusions and Recommendations………………………………………… 65-67CHAPTER 6:Review of Improvements, Relevance, Quality and Affordability……………………………………………………………..……..…… 68-826.1 Introduction……………………………………………………………………. 686.2 Policy Background and Objectives……………..………………………..…… 686.3 Relevance……………………………………………………………………… 68-696.4 Quality…………………………………………………………………………. 69-726.5 Quality of Teachers and Teacher Supply………………………………..……. 72-746.6 Achievements- Teacher Supply……………………………………………….. 74-756.7 Gender and Regional Disparities In Certified Teachers Supply…………..….. 75-776.8 Efficiency Issues…………..……………………………….…………………. 77

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Page6.8.1 Repetition Rates………………………………………………………………. 77-786.8.2 Drop-out Rates….……………………………...……………………….…….. 786.8.3 Survival Rates………………….……………….…………………….………. 78-796.8.4 Affordability – Education and Poverty……………….……………………….. 79-816.9 Conclusions: Constraints, Challenges and Recommendations…………….….. 81-82CHAPTER 7:REVIEW OF VOCATIONAL EDUCATION AND TECHNICAL

TRAINING………..………………………………………………… 83-887.1 Introduction………………………………………………………………….. 837.2 Policies Issues Strategies and Objectives……………….…………………….. 83-857.3 The Gambia Technical Training Institute….……………..…………………... 857.3.1 Access – Achievements..…………..…….…………………………………… 85-867.3.2 Gender and Regional Disparities – TVET…..…………………..…………….. 877.4 Skills Centers - Post Junior Secondary Vocational Training…………………. 877.5 Conclusions: Constraints, Challenges and Recommendations……………….. 87-88CHAPTER 8:REVIEW OF TERTIARY LEVEL EDUCATION…………..…… 89-1078.1. Introduction………………………………………………………………………. 898.2. Policies, Issues Strategies and Objectives…………………………..…………… 898.3. Colleges and Institutions…………………………………………………………. 898.3.1. University of the Gambia……………………………………………………….. 908.3.1.1. Introduction…………………………………………………………………… 90-918.3.1.2. Policy Issues Strategies and Objectives………………………………………. 92-938.3.1.3. Access – Achievements and Gender Disparities…….…………..…………... 93-988.3.1.4. Quality and Relevance of University Education………………..…………… 98-1028.4. Gambia College…………………………………..…………….…………… 1028.4.1. Introduction…………………………………………………………………. 1028.4.2. Policy Issues Strategies and Objectives…………………………………….. 1038.4.3. Access – Achievements…………………..………………………………… 103-1068.5. Conclusion: Constraints Challenges and Recommendations……………..……… 106-107CHAPTER 9: FINANCING THE EDUCATION SECTOR…….………… 108-1149.1 Introduction……………………………………………………………………….. 1089.2 Policy Issues Strategies and Objectives……………………….………………….. 1089.3. Recurrent and Development Expenditure…..……………………………………. 108-1119.4. Conclusion: Constraints Challenges Recommendations……………….………... 111-114CHAPTER 10: EDUCATION SECTOR MANAGEMENT…………….….. 115-12110.1 Introduction…………………………………………..……………………….. 11510.2 Management and Organizational Structure – DOSE………………………….. 115-11910.2.1 Policy Issues Strategies and Objectives………………………………………. 115-11610.2.2 Planning and Budgeting Directorate………………………………………….. 11610.2.3 Human Resource Directorate…………………………………………………. 11710.2.4 Basic and Secondary education Directorate……………..…………………… 11710.2.5 Science Information and Information Technology……………………………. 11710.2.6 Standard and Quality Assurance Directorate………………………………….. 11710.2.7 Tertiary/Higher Education and Research Directorate…………………………. 11810.2.8 Programme and Donor Coordination Unit…………………..………………… 11810.2.9 Regional Directorates…………………………………………………………. 11810.2.10 Support Structures……………………………………………………………. 118-11910.3 Conclusions: Constraints, Challenges and Recommendations…………..….. 119-121

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PAGECHAPTER 11: EDUCATION AND HUMAN RESOURCE DEVELOPMENT... 122-13611.1 Introduction………..…………………………………………….………….… 12211.2 Policy Issues Strategies and Objectives…………………………..…………... 122-12311.2.1 National Employment Policy (NEP) 2001 and National Employment Action

Plan (NEAP) 2003-2008……………………………………………………….123-124

11.2.2 Challenges and Constraints……………………………………………………. 124-12511.2.3 Public Sector Human Development Policy……………………………………. 125-12711.2.4 Challenges and Constraints……………………………………………………. 12711.3 Population and Human Resource Development…………………..……..…… 127-12811.4 Rural – Urban Distribution………………………….….…………..………… 12811.5 The Labour Force and Participation Rates…………………………………….. 12911.6 Employment and Employment Rates………………………………………….. 129-13111.7. Unemployment………………………………….…………….…………………. 13111.8. Occupational Distribution of Economically Active Population………………… 131-13211.9. Education Manpower Training and Productive Work………………………... 132-13311.10. Productive Work……………………………..………………………………... 13311.11. Educational Attainment and Occupational Status……………………………… 133-13511.12. Conclusions: Constraints Challenges and Recommendations…………..…… 135-136CHAPTER 12: SUMMARY CONCLUSIONS AND RECOMMEDATIONS….. 137-14712 Conclusion……………………………………………………………………. 13712.1 Basic Education………………………………………………………………. 13712.1.1 Early Childhood Care and Education………………………………………… 13712.2 Lower Basic (Primary Education)…………………………………………… 13812.2.1 Conclusions…………………………………………………………………… 13812.3 Upper Basic School Education………………………………………………... 13812.3.1 Conclusions…………………………………………………………………… 138-13912.4 Madrassa……………………………………………………………………… 13912.4.1 Conclusions…………………………………………………………………… 139-14012.5 Adult and Non-Formal Education……………………………………………. 14012.5.1 Conclusions…………………………………………………………………… 140-14112.6 Senior Secondary School Education…………………………………………. 14112.6.1 Conclusions…………………………………………………………………… 141-14212.7 Improvement of Relevance, Quality and Affordability………………………. 14212.7.1 Conclusions…………………………………………………………………… 142-14312.8 Vocational Education and Technical Training……………………………….. 14312.8.1 Conclusions…………………………………………………………………… 14312.9 Tertiary Level Education …………………………………………………… 14312.9.1 Conclusions…………………………………………………………………… 143-14412.10 Financing the Education Sector………………………………………………. 14412.10.1 Conclusions…………………………………………………………… 144-14512.11 Education Sector Management……………………………………………….. 14512.11.1 Conclusions…………………………………………………………… 145-14612.12 Primary, Tertiary Education System Man-Power Training Needs…………… 14612.12.1 Conclusions…………………………………………………………… 146-147CHAPTER 13: RECOMMENDATIONS…………………………………….. 148-15513.1 Basic Education……………………………………………………………….. 14813.1.1 Recommendation……………………………………………………………… 14813.2 Adult and Non-Formal Education…………………………………………….. 148

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PAGE13.2.1 Recommendation……………………………………………………………… 14813.3 Senior Secondary School Education………………………………………….. 14913.3.1 Recommendation……………………………………………………………… 14913.4 Improvements of Relevance, Quality and Affordability……………………… 15013.4.1 Recommendation……………………………………………………………… 15013.5 Vocation Education and Technical Training………………………………….. 15013.5.1 Recommendation……………………………………………………………… 15013.6 Tertiary Level Education……………………………………………………… 15113.6.1 Recommendation……………………………………………………………… 15113.7 Financing the Education Sector……………………………………………….. 15213.7.1 Recommendation……………………………………………………………… 15213.8 Education Sector Management………………………………………………... 15313.8.1 Recommendation……………………………………………………………… 15313.9 Education and Human Resource Development……………………………….. 15413.9.1 Recommendation……………………………………………………………… 154Implementation Matrix – Education and Human Resource Development……… 156-167References…………………………………………………………………………….. 168-172APPENDIX 1: List of Persons and Institutions Consulted During the Exercise… 173

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KEY DEVELOPMENT INDICATORS

Indicator Indicator Year

Demography

Human Development Index Rank 155th/177 Countries 2004Population size (million) 1.4 2003Population growth rate (%) 2.8% 2003Life Expectancy at Birth 54.1 2000-2005

Economic

Real GDP per capita (US$) $350 2002Per capita GDP growth (%) -3.2 2002Annual GDP Growth Rate (%) 6.7 1975-2002Inflation rate (5) 17% 2003Net Present value of total debt (US$ million) 276.6 2002Total external debt/GDP (%) 108.9 2000Total debt service ($ million) 42.0 2000NPV of debts/exports (%) 224.7 2001

Poverty and Social Indicators

Poverty head count ratio (% of population) 69.0 1998Overall poverty (% of population 60.0 1998Food Poor (% of population) 37.0 1998Adult illiteracy rate (%) 37.0 2000Net Enrolment rate (%) 73.0 2001/2002Net Secondary Enrolment Ratio (%) 28 2001/2002Infant Mortality Rate 84/1000 2001Under-five mortality rate/1,000 135/1000 2001Maternal mortality rate/100,000 730 2001Population without access to safe water (%) 16.0 2000HIV-1 adult prevalence (15-49) (%) 1.5 2003HIV-2 adult prevalence (15-49) (%) 1.0 2003

(Source THE GAMBIA MILLINIUM DEVELOPMENT GOALS REPORT 2003 and The Gambia – Accelerating Implementation of The Gambia’s PRSP Discussion Document, Brussels, November 2004)

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PREFACE

This Sector Review on Education and Human Resource Development contains information and analysis of trends, opportunities, challenges, constraints, opportunities and development of the Education and its link with manpower development and requirements for an emerging economy. The study examines the key policy areas of access, quality, relevance, and equity. It also contains an analysis of sector performance over a decade. Other issues that are covered in the Review include efficiency of service delivery, regional and gender disparities, teacher and manpower supply. The Review covers in a structured manner, Basic Education, Secondary Education and Tertiary level Education. It also looks at Adult and non-formal education, Vocational and Technical Education including skills training.

Besides the programmes, the review also looks at the management and financing of the Education sector in an attempt to link financial and organizational resources with educational development.

The final section of the Review contains recommendations for action and a 5-years Implementation Matrix 2005 – 2010, for the systematic implementation of strategies and measures for the achievement of set targets and expected outputs.

The Sector Review itself is not a plan but contains ingredients that could go into a sector plan.

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ACKNOWLEDGEMENTS

I wish to thank the senior staff of DOSE for their collaboration, assistance and contribution in this Sector Review, especially those who attended the sector retreat to validate the information, findings and recommendations. I also wish to thank the Staff at the EMCBP who guided the Review and encouraged the consultant in the exercise. Work of this nature requires the assistance of all available experts to produce the expected quality. In this regard I wish to acknowledge the invaluable contribution of Mr. Alieu Sarr for his inputs, especially, in data analysis and in the final edition of the work.

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ACRONYMS

ADB - Africa Development Bank

AIR - Apparent Intake Rate

ANFED -Adult and Non-Formal Education

CCM -Coordinating Committee Meetings

CFTC -Commonwealth Fund For Technical Cooperation

CRD -Central River Division

CRS -Catholic Relief Service

CSD -Central Statistics Department

CSIP -Communities Skills Improvement Project

CSOs -Civil Society Organizations

DANIDA -Danish International Development Agency

DOSE -Department of State for Education

DOSFEA -Department of State for Finance and Economic Affairs

ECD -Early Childhood Development

EFA -Education for All

EMCBP -Economic Management and Capacity Building Programme

EMIS -Education Management Information System

GER -Gross Enrolment Ratio

GDP -Gross Domestic Product.

GFS -Girl Friend Schools

GIS -Geographical Information System

GPI - Gender Parity Index

GTMI -Gamtel Technical and Multi-Media Institute

GTTI -Gambia Technical Training Institute

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HRD -Human Resource Development

HTC -Higher Teachers Certificate

ICT -Information and Communication Technology

IFAD ` -International Fund For Agriculture and Development

ISESCO -Islamic Education Scientific and Cultural Organization

IT -Information Technology

ITF -Implementation Task force

JSSLC -Junior Secondary School Leaving Certificate

LBS -Lower Basic School

LGA -Local Government Authority

LRD -Lower River Division

MDGs -Millennium Development Goals

MDI -Management Development Institute

MTP -Medium Term Plan

NAT -National Assessment Test

NBD -North Bank Division

NER - Net Enrolment Ratio

NEPAD -New Economic Partnership for African Development

NGOS -Non-Governmental Organizations

NSGA -Nova Scotia Gambia Association

NTA -National Training Authority

NIR -Net Intake Ratio

PDCU -Project Development and Coordination Unit

PEO -Principal Education Officer

PERS -Public Expenditure Reviews

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PRSP -Poverty Reduction Strategy Programme

PSLCE - Primary School Leaving Certificate Examinations

PTA - Parent Teachers Association

RED -Regional Education Directorate

RIFT - Remedial In-service for Female Teachers

SGA -Sesame Growers Association

SMT -Senior Management Team

SMU -Saint Mary’s University

SOS -Secretary of State

SSS -Senior Secondary school

TOR -Terms of Reference

UBS -Upper Basic School

UBSLCE -Upper Basic School Leaving Certificate Examinations

UNDP -United Nations Development Programme

UNESCO -United Nations Education Scientific and Cultural Organization

UNICEF -United Nations International Children Education Fund

URD -Upper River Division

UQT -Unqualified Teachers

UTG -University of the Gambia

WD -Western Division

WEC -World Ecumenical Council

WIDP -Women In Development Project

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List of Tables

Table (1) Quantitative Targets of the Education Policy from 1996 and 2003

Table (2) ECD Centers and Population by Region, and Enrolment by Region and Gender

Table (3) GER for ECD by Region and Gender 1998

Table (4) Trends In Apparent Intake rate by Gender – 1991/92 to 1998/99

Table (5) Annual Intake Rate 1998, 1999, 2000

Table (6) Perceptions of Household heads – Distance covered by Primary Public School

Table (7) Net Intake Rate by gender – 1991/92 to 1998/99 (EFA Assessment 2000)

Table (8) NIR Trend by Region and Gender 1994/95 and 1998/99

Table (9) GER Trends by Gender from 1991/92 to 1998/99

Table (10) GER by Gender and Region - 1994/95 - The Middle years and 1998/99 - The Final

Table (11) Trends in NER by Gender 1991/92 to 1998/99

Table (12) Trends in NER by Region and Gender 1994/95 and 1998/99

Table (13) UBS Indicators on Enrolment Regional and Gender Distribution including GER

Table (14) Madrassa Lower Basic – Educational Statistics on Enrolment Regional Distribution and Levels of Female Participation

Table (15) Trends in Literacy Rates 15-24 years) by Region and Gender 1998

Table (16) Trends in Adult (15+) Literacy Rates by Gender 1991 – 1998

Table (17) Adult Literacy Trends (15+) By Region and Gender 1991 – 1998

Table (18) SSS – Enrolment Regional and gender Distribution Teacher Distribution and Profiles 2001 – 2002

Table (19) Perceptions of Household heads on the Quality of the Public Education Service 2004

Table (20) DOSE Results of 2001 JSSC Examination,

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Table (21) Percentage of Teachers certified to Teach – 1991/92 to 1998/99

Table (22) Perception of Households on Trained Teachers adequacy 2004

Table (23) Trends in the Distribution of Certified Teachers by Region and Gender 1991/92 – 1998/99

Table (24) Trends in the Stock of Certified Teachers by Gender, 1991/92, 1994/95 and 1998/98.

Table (25) Trends in Repetition Rates 1991/92 to 1997/98

Table (26) Population Below the Poverty Line 1998

Table (27) School Attendance by Age group, sex and poverty Status in Percentages 1998

Table (28) Distribution of Enrolment by Quintile. – 1998 Household Survey Data

Table (29) Distribution of GER annual growth by Region 1996 – 2000

Table (30) Enrolment Trends at the GTTI 2001/2002 to 2002/2003

Table (31) Trends in Enrolment by Faculty/Programme at UTG 1999/2000 to 2003/2004

Table (32) Summary of Graduates for the Various Faculties March 2004

Table (33) Enrolment Tends at the Gambia College – 1999 – 2004

Table (34) Teacher requirement and Training at the Gambia College for Primary Teachers Certificate and for the Higher Teachers Certificate – Gambia College 2004

Table (35) Percentage Distribution of DOSE Budget by Education Services - 2004

Table (36) Summary of Allocation of DOSE Recurrent Budget by Sub-sectors and Programmes – 2004

Table (37) Summary of Donor Funding to the Education Investment Programme2004

Table (38) Summary of Allocation of Subventions to Education Programmes and Services

Table (39) Distribution of persons of the Economically Active by gender in 1983 and 1993

Table (40) Distribution of Employed by Gender for 1983, 1993 and 2003

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Table (41) Percentage Distribution of Employed by Gender Age-group area and Gender 1993

Table (42) Employment Rates by Gender and Area 1993

Table (43) Percentage Distribution of Occupations by Economic Activity-1993

Table (44) Distribution of Economically Active by Educational Attainment and Gender

Figure 1. Diagram Showing the Structure of the Education System in a Pyramid Form

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CHAPTER 1: INTRODUCTION

1.1 Background

This Education Sector Review document was commissioned by the Department of State for Finance and Economic Affairs (DOSFEA), through the Third UNDP funded Economic Capacity Building Project (EMCBP 111) as part of the preparations of a Five-Year Medium Term Plan for the operationalization of Vision 2020. It contains an assessment of the performance of the Education sector at all the delivery levels in terms of access, relevance, quality, affordability efficiency and equity. The Review contains analysis of the plans, policies, strategies, measures and objectives of the development of the Education sector in the last decade and the relationship between education and human resource development as expressed in Vision 2020.

Several reviews of the Education Sector in the past show that the sector has in some areas achieved its targets in certain policy objectives whiles other targets remain elusive. This Review looks at in great details the variety of indicators that are available to show the extent of the achievement of the set goals of the sector within the context of Vision 2020 at all levels of educational delivery. In this regard both successes and non-successes including weak linkages are analyzed and highlighted as areas that would require attention in the coming plan period of the MTP.

The study is divided into two Parts. Part 1 contains the Review and Analysis of the Education Sector and Part 2 deals with linking Education and Human Resource development in the Gambia.

1.2. Terms of Reference and Objectives (TOR) of the Study

The general Terms of Reference (TOR) for this work is to conduct an Education Sector Review and Human Resources Development and Utilization that would provide material for the Medium Term Plan (MTP). The goal of the MTP is to act as a Five-Years planning tool to assist the people of the Gambia in their efforts to achieve the stated broad policy goals of Vision 2020. The TOR calls for a critical review of the sector, the programmes, the achievements, challenges, and constraints and suggest a course of action or a way forward for the Plan period.

The specific provisions on the Terms of Reference are as follows:

i. Review sector performance in the last decade;ii. Review policies/programmes as they relate to policy objectives;

iii. Review sector growth rates produced, identifying challenges, performance and constraints in meeting them;

iv. Identifying priority areas for intervention in the next 5 years from policies/programmes, clearly delineating bankable projects in the sector;

v. Indicate if there are gaps in the sector from policy, administrative and operational systems;

vi. Link primary, tertiary education system with manpower training needs and use comparable with desired growth implicit in Vision 2020;

vii. Consult as widely as possible with stakeholders and key players in the sector;viii. Illustrate development challenges and prospects in the sector;

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ix. Come up with an implementation matrix for the sector, clearly indicating policies/objectives, strategies/measures, timeframe, implementers and expected outputs.

Each specific Term of Reference is addressed at the appropriate section and chapter of the Review and at the different levels of the education delivery system including linking education with manpower training.

1.3 Approach and Methodology

The method of research and analysis consisted of review of past education development policies, statistical data review and analysis, information contained in other official and non-official documents, reviews of conference/workshop documents on education, sector assessment reports and one to one discussions with sector directors, including a two days retreat with sector directors as experts and key stakeholders organized by the EMCBP to discuss and make their comments on the zero draft of the Review. Documents and comments provided at this encounter provided the basis for the information and data contained in this study. Attempts to access the full report of the Population and Housing Census 2003 proved futile as the data is yet to be fully reported upon by the Central Statistic Department. A provisional publication was however made available to the consultant, and this has been used in this study. An update on the Economic Characteristic of the population from the 2003 census is not yet available.

1.4 Framework for Data and Information Analysis

The information and data was analyzed using the following key concepts as indicators: Growths, trends, rates of growth and performance of the sector in the delivery of education service in the areas of access, quality, affordability, equity, efficiency and relevance to human resource development including challenges constraints and recommended solutions.

The outcomes of these analyses form the information base for the recommendations and proposed action plan provided in the matrix and as part of a vital input to the MTP. The analyses reveals past sector performance and achievements as well as dysfunctional features of the system that affect the effective delivery of education for the attainment of some of the critical goals of access, quality, efficiency, relevance, equity and affordability as stated in the education policies. On the basis of the information, key issues of gender equity, regional disparities, manpower and teacher supply, affordability and quality of education are also analyzed and highlighted in the study as areas that would require attention in the Plan period. The challenges for expansion at the secondary, tertiary and vocational education and training levels in order to enable the training institutions to provide the required educated man power is also analyzed to highlight the relationship between institutional capacity and the expected outputs from these institutions to meet manpower demands of a developing and modernizing technology based economy.

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CHAPTER 2: EDUCATION SECTOR REVIEW

2. Introduction

Today and more than ever before Education has become a worldwide and national interest of focus and scrutiny. Educational philosophies and values are in dispute and changing in response to new challenges and demands. The effectiveness of educational systems is often call to question and yet people look up to educational institutions to play a leading role in shaping a better future. Education is faced with a crisis of faith and a growing range of hopes and aspirations to be satisfied and to provide solutions to so many complex challenges. The main task of education today therefore is to make education “knowledge driven” and a “knowledge industry” and a product of contemporary scientific and technological changes. This objective and role of education is the main of Vision 2020.

2.1. Policy Framework and Justification

2.1.1. Vision 2020

The overall orientation of Vision 2020 is contained in the mission statement and states;

“ To transform The Gambia into a financial, a tourist paradise, a trading, export oriented agricultural and manufacturing nation, thriving on free market policies, and a vibrant private sector, sustained by a well educated, trained, skilled, healthy, self-reliant and enterprising population, and guaranteeing a well balanced eco-system and a decent standard of living for one and all, under a system of government based on the consent of the citizenry”

It is explicit in the above mission statement that the achievement of the goals contained in Vision 2020 is contingent on the existence of a well educated, trained and skilled population. In other words, without an educated, trained and skilled human resource, the aspirations contained in Vision 2020 cannot be fully achieved or sustained. This makes the Education Sector the link-pin in the strategies for the attainment of Vision 2020.

Elsewhere Vision 2020 equates Education for All with Human Resource Development. This equation is implicit in many definitions of either of the two concepts. Vision 2020 uses such indices such as increased enrolment in secondary level education as indicators for Human Resource Development- Educational Training. The Vision 2020 states:

“ As a center piece in the strive towards the development of our human capital base, basic education shall be provided up to grade 9 for all enrolled pupils in our school system. More openings shall be made available for continuation of education after this level into skill centers for students who do not wish to or are unable to continue into the academic stream. In parallel, adult education opportunities shall be created in addition to functional literacy programmes in the local languages…. The education sector shall be progressively called upon to put appropriate emphasis and priority in continuously investing in learning infrastructure, to produce a continuous stream of technicians in order to carter for a diversification of economic and social activities by the year 2020.”

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In general Vision 2020 provides a broad policy framework for the education sector to provide the required human resource for the sustainability of the achievement of the Vision and as part of the expected role of the education sector, namely to produce a highly trained and skilled human resource.

2.1.2. The Millennium Development Goals

The Gambia’s Millennium Development Goals (MDGs) also form part of the policy framework to attain global peace, security and sustainable human development. The Country’s MDGs are therefore consistent with the government’s Poverty Reduction Strategic Programme (PRSP) and Vision 2020 as all three policy documents are based on shared concerns to bring sustainable development to and for all Gambians. The MDGs describes the challenges that the Country faces in attaining each goal and the supporting enabling environment that is required and the priority areas that need support by Gambia’s development partners if each goal is to be achieved by 2015.

Whiles Vision 2020 identifies the Country’s long term aspirations, covering a period of 25 years (1996-2020) and embraces a much broader spectrum of socio-economic development, and is articulated within the broad context of human development and poverty reduction, the MDGs are more specific with targets set for 2015, taking 1990 as base line.

Attempts have been made to integrate the MDGs into the current planning processes as seen in the Public Expenditure Reviews (PERS) on the social sectors of health and education. In fact the PRSP makes specific reference to the MDGs as the framework for poverty reduction in the long run.

In summary, the MDGs are namely:

To halve the percentage of people whose income is less than $1 (one dollar) per day from 60% of the population living below the poverty line to 30% by 2015;

To halve the percentage of the population below the food poverty line from 33% of the population to 16.5% of the population by 2015;

To achieve universal primary education and ensure that by 2015 children everywhere in the Country would have completed primary schooling. This would involved the increase of the net enrolment ratio from 44% in 1990 to 60% in 2000 and finally to 100% in 2015.

To increase the proportion of pupils starting grade 1 who reach grade 5 from 88% in 1990 to 90% in 2000 and finally to 100% in 2015.

To promote gender equality and empowerment of women by eliminating the gender disparity in primary and secondary education by 2005 and not later than 2015 by increasing the ratio of girls to boys in the primary school Gross Enrolment Ratio (GER) from 47.9% in 1990 to 65% in 2000 and finally to 100% by 2015 and by increasing ratio of girls to boys in the lower basic and secondary school level from 26% in 1990 to 37% in 2000 and to 100% in 20215.

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These MDGs are in line with the aspirations and goals expressed in Vision 2020 and the national education policies

2.1.3 National Education Policy

The Mission Statement of the of the Department of State for Education (DOSE) reads as follows;

“ The Department of State for Education is resolved to provide access to quality education to develop a computer literate and technologically competent populace with renewed emphasis on Science, Technology, Agriculture and Arts in developing a productive and capable human resource base for the new millennium”

The Mission Statement of the DOSE and Vision 2020 share the same objective, namely, the development of a highly skilled and productive human resource for the country.

The current Education Policy 2004 – 2015 provides a framework that sets out the national agenda for education in the Gambia for this period. It outlines the aims and objectives of education in this country, which is synchronized with the education-related Millennium Development Goals (MDG), Education For All Goals (EFA) and the New Partnerships for African Development (NEPAD) education related goals and the national Poverty Reduction Strategy Programme (PRSP).

The Education Policy priorities are identified to allow for growth of educational opportunities and to improve the effectiveness of education at all levels from early childhood (ECD) to tertiary and higher education. The Education Policy 2004 2015 is premised on both VISION 2020 and the PRSP, which are Government development agendas, and which seek to improve the human capital of the country by reducing the number of people living below the poverty line.

There were however two other Education Policies which preceded the new Policy and which are still relevant and whose objectives have been further consolidated in the in-coming Policy. These were namely the Education Policy 1988 – 2003 and the Education Policy 1996 – 2008 and the Education Master Plan 1988 – 2006.

The National Education Policy 1988 – 2003 was subject to a review in the 1990s through several consultative processes. These included Regional Workshops, a National Conference on Education, a Public Expenditure Review (PER), and consultations with the Civil Service, National Assembly, the Gambia Teachers Union, and with in-country donor representatives. The Policy was revisited and revised with shifts in priorities and emphasis including the targets, strategies, while the structure of the delivery and management of education remained fundamentally the same. The National Education Policy for the period 1988 – 2003 put emphasis on classroom construction, to expand access, textbook availability, training of teachers and targeted subsidies for girls in poorer regions.

This Review will therefore focus on the performance of the sector in the last decade and in particular from 1995/96 to 2000/2002. Where available data from 2003 and 2004 will be provided.

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Priorities and targets have changed since the 1990s, and old and new issues and challenges have been identified. In fact during the Policy dialogue process, the participation of all stakeholders, including children, adults, illiterates, literates, government departments, civil society and private sector representatives, including NGOS, teachers, parents, all over the country through a variety of regional conferences, television and radio programmes discussed the strengths and weaknesses of the Education Policy 1988 – 2003, and to use the information as inputs in the new Education Policy 2004 2015.

The issues that were raised at these consultations yielded the following concerns for consideration.

Improving access to quality education for all, particularly girls for greater gender equity

The re-defining of basic education to embrace Madrassa, Non-formal, Early Childhood and Special Needs Education

The expansion of Secondary Education to absorb a minimum of 50% of the basic cycle graduates

Development of Life Skills and creation of awareness of killer diseases such as HIV/AIDS, Malaria, and Tuberculosis

Provision of relevant vocational education and technical training based on labour market intelligence

Further re-organization of DOSE within the context of local government decentralization reforms

Better management capacity and professional development at all levels Increase access to higher education, especially for girls and women.

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CHAPTER 3: SECTOR PERFORMANCE

3. Review of Sectoral Performance In The Last Decade

3.1. Introduction

The first 3 Terms of Reference that are assigned to the study are namely,

Review of sect oral performance in the last decade, Review of policies/programs as they relate to policy objectives, and A review of sector growth rates produced, identifying challenges, performance and

constraints in meeting them.

3.2 Policy Objectives

There were nine major objectives in the Education Policy 1988 - 2003. These were namely,

1. To increase access to basic education in grades 1 – 9 by increasing enrolment rates at grades 1 – 6 to 85% by year 2003 and by increasing the transition rate from grade 6 – 7 to 70% by year 2003, and without detriment to the expansion of enrolment at grade 1 – 6

2. To reduce the gender disparity in enrolment, retention and performance3. To work towards reducing the entry age to 6 years by the end of the policy period4. To develop a broad based education for grades 1 – 9 by continuing to evaluate the grade 1

– 9 curriculum and to make appropriate revisions when necessary5. To radically improve the quality of learning at grades 1 – 9 levels by continuing the

training of unqualified teachers at the Gambia College and to double the intake to the PTC and HTC, and recently by offering a B.ED at the University of the Gambia.

6. To increase significantly the expenditure on learning materials and monitoring of learning achievements in basic education and developing appropriate strategies for sustain improvements in learning

7. To develop a dynamic interaction between formal, non-formal and Madrassa systems8. To increase access to post secondary vocational training and to improve the co-ordination

of its provision9. To promote mass-literacy campaign in order to increase functional literacy.

To achieve the above objectives four key strategies were considered to be essential. These are namely,

1. A restructured School system2. Maximizing Resources for Education3. Personnel Training4. Improving the Management of the Education Sector

As a result of a review of the Policy in 1995, in particular the findings of the first Public Expenditure Reviews conducted in 1995 and 2001 new priority areas were identified. The five priority targets of the Policy as of 1996 are as follows,

1st Priority: Illiterate girls and women in rural and urban areas2nd Priority: Children of School-going age

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3rd Priority: Youth in rural and urban areas4th Priority: Training and production of intermediate and top level managers5th Priority: Continuing training and re-training of educational personnel

Regional priorities are also provided by the Policy based on levels of illiteracy rates and the correlation between illiteracy and poverty.

The following were the prioritization of the Regions from the lowest to the highest level of literacy:

1st Upper River Division 2nd Lower River Division3rd North Bank Division4th Western Division5th Central River Division6th Kombo St Mary’s Division

According to the 2001/02 Education Statistics there are currently 371 primary schools, 114 junior secondary schools, 37 senior secondary schools 1 teachers training college 1 management institute, 1 university, 3 public vocational training institutions, several skill centers and numerous private vocational institutions.

The formal schools can be divided into the following categories.

1. Government-owned schools – These are primary, junior and senior secondary schools directly maintained and control by government

2. Local Agreement schools – These are primary, junior and senior secondary schools sponsored by government through the department of State for education (DOSE) but administered in accordance with agreements between government and the heads of the organizations running such schools

3. Grant-Aided-schools: These are senior secondary schools that are controlled by statutory constituted boards of governors, in which most cost are paid by government through periodic grants to the boards of the schools

5. Mission school: These are primary, junior and senior secondary schools owned and maintained by religious authorities but are grant-aided by government to meet the salaries and allowances of teachers according to the provisions of the Unified Teaching Service Act of 1972.6. Independent schools: These are private or community schools that provide schooling at the primary, junior and senior secondary schools levels. They are run on profit lines or on cost recovery basis.All these schools are subject to the provisions of the 1992 Education Act under the administration and control of the DOSE.

3.3. Access

In general most of the major objectives in Policy were achieved. The proposed targets as indicated in Table (1) were all exceeded. Enrolment was targeted at 110,000 for 1996 and

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132,481 was achieved. But the target of 237,214 for 2003 was not achieved instead 163,996 was achieved. Similarly, the targeted enrolment growth for 1996 was 5% and the achieved target was 8% though enrolment growth declined from the targeted 6.8% to 4% in 2003. Whiles the Primary GER target of 65% for 1995 was exceeded by 5%, The Primary GER target for 2003 of 93% actual declined to 75% in 2003. The following table (I) were the quantitative targets of the Education Policy. (EFA 2000 Assessment)

Table 1: Quantitative Targets of the Education Policy from 1996 and 2003(Figures do not include Madrassa)

Policy Objectives(1996)

ProposedTargets

(1996)

Achieved Targets

(1996)

Revised Objectives(By 2003)

Revised Targets

(2003)

Achieved Targets

(2002)Enrolment 110,000 132,481 Enrolment 237,214 163,996Enrolment Growth

5% 8% EnrolmentGrowth

6.8% 4%

PrimaryGER

65% 70% PrimaryGER

93% 75%

Transition Rate grade 6 to 7

45% 72% Transition rate grade 6 – 7

87% 100%

Teachers to be upgraded

Transition rate grade 9 – 10

50% 63%

Significant progress has been made in the transition rates from grades 6 –7, which was targeted at 45% in 1996 but reached a 72% target and in year 2002 it reached 100%. The transition rate from grade 9 – 10 also exceeded the target of 50% in 2003 and recorded 63% in 2002.

Increased access at the Basic Education level has been substantially achieved through increases in primary school classroom constructions and use of double shift system. Recently the DOSE launched several strategies to accelerate the achievement of the targets. The actions include the EFA Big Bang Initiative launched in 2001, which was targeted at increasing girls enrolment in Regions 5 and 6 and the EFA Fast Track Initiated, which is aimed at achieving 100% enrolment at entry and increasing access at the other levels by the year 2006.

The Policy also achieved its primary objective of restructuring the education system into a 6-3-3 model of 6 years of primary education, 3 years of junior secondary or middle school and 3 years of senior secondary school, plus 2 or 4 years of tertiary education. The structure has now been further redesigned to reflect a 9 3 4 model of 9 years of basic cycle, 3 years of senior secondary school and 2 to 4 years of tertiary or university education. The official entry age was placed at 7years although this rule has not been strictly adhered to over the period for reasons of emphasis on access and the high proportion of late enrolments in some parts of the country. This issue of enrolment and age limits are discussed in greater details in the relevant section. Figure (1) shows the structure and programmes of the current education system. In the new Education Policy 2004 – 2015, Early Childhood Development, non-Formal, and Special Education are now part of the basic cycle. This new policy will be discussed in greater depth later.

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A more detailed review of the programmes in the policy is however required to capture the full performance of the sector over the last decade. These programmes and concerns runs across the education delivery spectrum, namely, access and enrolment, female enrolment, quality and relevance of education, the efficiency of the education system, education expenditure, education and poverty, private sector participation in education and capacity building. These are crosscutting issues that find expression at all the levels and programme of education delivery from Basic Education, Secondary Education, Vocational and Technical Education Tertiary Education and gender mainstreaming and management capacity building at the school and departmental management system.

3.4. Conclusion

The information and data cited above show that significant progress is being made in the development of the education sector, in particular increasing access at the Basic Education (primary) level. The enrolment rate targets for 1996 of 5% was exceeded by 3% although the 2003 enrolment rate target of 6.8% growth was not achieved as only 4% was achieved, showing a decline of 4% in enrolment growth from the 1996 achieved target.

It should be noted that the Primary level GER target of 65% in 1996 was exceeded by 5% to record 70% whiles the primary GER target for 2003 of 93% was not achieved as 70% GER was achieved.

Significant achievements have been made in the transition rates as a result of policy reforms. In 1996 the targeted transition rate from grade 6 to 7 was 65% and 72% was achieved and in 2002, 100% transition rate has been achieved up to grade 9 as part of extend the basic education cycle to grade 9 and making the junior secondary level as Upper Basic. These achievements are the direct results of the programmes for increasing class-construction and the use of the double-shift system, which allows for the optimal use of teachers and classroom space in existing schools and consequently increasing access. The DOSE - EFA Big Bang Initiative launched in 2001 directed at enrolling girls in Regions 5 and 6, the Eastern most parts of the Country, and the Fast Track Initiative aimed at 100% enrolment by year 2006 all contributed in promoting and achieving increasing access to Basic education. There are however challenges and constraints that beset the Basic education level. These are discussed in great details in the next chapter 3 on Basic education.

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CHAPTER 4: BASIC EDUCATION

4. Review Of Policies/Programs As They Relate To Policy Objectives

4.1. Introduction

The Basic Education cycle now consist of Early Childhood Education, 9 years of primary and junior secondary education, Non-Formal education and Special education. Whiles there is adequate data and information to review some of these programmes, the data on Early Childhood education, Special education, vocational education and Non-formal education are not adequate enough to allow for a full national trend analysis to identify fully, performance achievements and constraints relevant to the set policies. Nevertheless, the little data and information in these areas have been used in the analysis of these sub-sectors

4.2. Early Childhood Education (ECD)

4.2.1. Policy Background

Early Childhood Education was not a policy priority at the start of the policy period in 1988, and achievements in this area have been largely demand driven. The provision of ECD was largely and is still largely provided by private ECD service providers and it is provided for the relevant and official age group 3 – 6 years. This has led to the evolution of a policy framework, which defines Government’s role to setting the necessary policy guidelines for the provision and management of ECD Programme. To this end, DOSE has set up a database on ECD activities to help inform and guide policy about its intensity and coverage so as to assist Government identify possible interventions.

As part of the EFA Goals and Targets ECD is now part of the Basic Education cycle and as such is also a policy priority programme. The Gambia Government through DOSE is committed to ensuring a comprehensive ECD by providing the following:

Develop in consultation with providers, NGOS, and local authorities, operational policies guidelines for the opening, management, and supervision of pre-school institutions

Provide a comprehensive medium term plan for ECD Ensure that quality in pre-school education is maintained Increase materials in ECD and teachers resources centers Identify training needs for pre-school staff and organizing training for them Target public resources at community based managed ECD Programme in the

most deprived areas Introduce more cross-sect oral integrated approaches for ECD

4.3. Review Of Performance And Achievements – ECD

4.3.1. Achievements

There are several indicators that can be used to measure the outputs or performance of the ECD Programme. A comprehensive data base on pre-school is currently being collected for the first time by the PPARBD, hence a trend analysis cannot be provided now to show

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developments in this programme during the period under review. However Diagnostic Evaluation of Day Care Centers in the Gambia (June 1996) indicates that there was a rapid growth in the number of ECD centers. These centers increased from 125 in 1995 to 265 in 1998 or an increase of 106%. (EFA 2000 Assessment). The following Table (2) shows ECD centers and population by region, enrolment and gender by region.

Table 2: ECD Centers and Population by Region, and Enrolment by Region and Gender

Region No. Of ECD Centers

% Of Total

Enrolment % of TotalEnrolment

PopulationAged

3-6

% Of Population

Female Male Total1

2

3

4

5

6

Total

78

104

27

15

28

13

265

29.4

39.2

10.2

5.7

10.6

4.9

100.0

5,136

5,748

1,608

914

925

740

15,071

4,903

5,822

1,251

854

1,140

809

14,779

10.039

11,630

2,859

1,768

2,065

1,549

29,910

33.6

38.9

9.6

5.9

6.9

5.2

100.0

37,406

37,923

25,390

9,758

24,414

25,540

160,431

23.3

23.6

15.8

6.1

15.2

15.9

100.0

4.3.2. Gaps and Challenges Facing ECD Service Provision

The new Education Policy 2004 – 2015 sets a target of 50% increase in enrolment ratio especially for the rural areas by 2015. To achieve this target the issues and challenges of regional disparities, low enrolment rates, low utilization of existing resources, over-concentration of ECD centers in Regions 1 and 2, and poor distribution of centers, lack of affordability, and continuing traditional practices of keeping the child out of school well over the entry age and indeed the health status of the child will all need to be addressed since a large percentage of the age group 3 – 6 is still out of school and since their early entry will enhance the growth in enrolment at the primary level.

4.3.3. Regional Disparities

Although the ECD centers have increased substantially, there are vast regional disparities. Out of the total of 265 ECD centers, 78 or 29.4% are located in Region and 104 centers or 39.2% are located in Region 2. There were 27 centers, or 10.2% and 28 centers or 10.6% in Regions 3 and 5, while 15 centers or 5.7% and 13 centers or 4.9% are located in Regions 4 and 6 respectively.

The regional disparities are also reflected in the enrolment indicators. Out of the total enrolment of 29,910 in 1998, some 10,039 or 33.6% were enrolled in Region 1 and 11,630 or 38.9% were enrolled in Region 2. Some 3859 0r 9.6% and 1,768 or 9.6% were enrolled in Regions 3 and 4 respectively, while 2065 or 6.9% and 1545 or 5.2% were enrolled in Regions 5 and 6 respectively.

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The male / female ratio is fairly even since 15,071 females and 14,779 males were enrolled in ECD Programme in 1998.

When put within the context of the population aged 3 – 6, the above figures will illustrate the gaps or challenges in ECD concerning the preparation of this age group for education. The table shows that the total age group 3 – 6 was 160,431 who essentially required pre-schooling but only 29, 910 were enrolled. This indicates that some 240% were not enrolled.

At the regional level, 10, 039 were enrolled in Region 1 out of the total age group 3 – 6 of 37,406 or only 34%, leaving 66% out of pre-school in this Region. This disparity between the level of provision of ECD and the potential demand for such a service is reflected right across the regions and becomes more acute in Region 4 with 9,758 aged 3 – 6 and only 1,768 enrolled leaving 7,990, or providing only for 6.1% of the cohort in that region.

The regional distribution in the above table indicates serious disparities. Whereas Regions 1 and 2 account for 46.9% of this level, these two regions capture 72.5% of the overall enrolment at this level. The high proportion of enrolment of ECD children in these two regions are probably due to the high demand in the urban centers, and since ECD is demand driven, its provision is consequently concentrated in urban and peril-urban areas, with large working populations outside the traditional subsistence activities.

Progress towards the goals and targets in ECD can also be identified through the GER for ECD. The GER in ECD is defined as the total number of children enrolled in ECD regardless of age, expressed as a percentage of the population in the relevant official age group, 3 – 6.

In 1998 the GER for the ECD was 17.7%. This low level of achievement indicates that a majority of children are yet to access ECD education despite a decade of providing this service, with 17.5% and 18.0% only for male and female respectively (EFA 2000 Assessment Report) Similarly the GER by Region show critical disparities. The following table (3) indicates the GER by Region and Gender for ECD (EFA 2000 Assessment Report)

Table 3: GER for ECD by Region and Gender 1998

Gambia R1 R2 R3 R4 R5 R6TOTAL (M&F) 17.7 26.8 30.7 11.3 18.1 8.5 6.1

Male 17.5 26.9 31.2 9.8 17.5 9.2 6.3

Female 18.0 26.8 30.1 12.8 18.7 7.7 5.8

While Regions 1 and 2 have a GER of 26.8% and 30,7% respectively, Regions 5 and 6 have meager GER of 8.5% and 6.1% respectively. In general there is gender parity at the national level of 17.55 and 18.0% for male and female respectively. The Gender Parity Index (GPI) shows that there is a balance between boys and girls at the national level of 1:0 and also in both Region 1 and 2. In Regions 3 and 4, female participation is higher at this level than male participation with a GPI of 1:3 and 1:1 respectively (EFA 200 Assessment), whiles the reveres is the case in Regions 5 and 6 where the GPI is 0:8 and 0:9 respectively. Regionally, the GPI is balanced in Regions 1 and 2, but more favorable to girls 1:1 in Regions 3 and 4. It is however more favorable to boys 0:8 in Regions 5 and 6.

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4.3.4. New Entrants with ECD Experience

Another way of measuring progress made in ECD is to find out the percentage of new entrants with ECD experience. These include those who have attended ECD Programmes equivalent to at least 200 hours, expressed as a percentage of the total number of new entrants to primary grade. In many schools in the urban areas, preference is given to intakes with pre-school experience.

The two dominant regions, namely, Regions 1 and 2 accounts for 72.7% of the new entrants with ECD experience. (EFA 2000 Assessment). In 1998, 27% of new intakes to grade 1 at the national level had ECD experience, with female participation marginally higher than male, 27.8% and 27.2% respectively. In Region some 53.3% of new entrants to grade 1 had ECD experience as compared to 11.3% and 9.4% of entrants with ECD experience in Regions 5 and 6 respectively and even though ECD provision is concentrated in Regions 1 and 2, (the urban and peril-urban areas), only 53.3% and 39.5% respectively in Regions 1 and 2 had ECD experience, indicating that about half of the grade 1 children had ECD experience while 4 out of 10 children had ECD experience in Region 2.

Out of the total new entrants to grade 1 in Regions 1 and 2 of 13, 652, those with ECD experience was only 6172, or only 45.2% for these two regions with about 182 or 68.6% of the ECD centers located in these two regions. This shows a high degree of under-utilization of currently existing capacity available at ECD facilities.

Since service at this level is largely provided by the private sector and motivated by profit, affordability becomes a major issue and constraint for households in these regions especially poor households. This problem becomes more pronounced in the rural areas where poverty is more acute and where the traditional practice of leaving children in the care of siblings, grandparents or accompanying mothers to the farms or other works still remain a dominant practice for early childhood care. (EFA 2000 Assessment).

4.3.5. Achievements

With shift in policy, ECD is now part of the basic education cycle. This is in recognition of the importance of early years of development for children. In this context ECD must be seen as now being within the priority programme areas. The Education Policy 2004 – 2015 now acknowledges the importance of early years of development of children and recognizes the capacities which children are born with, enabling them to communicate, learn and develop. The DOSE has now developed strong linkages with other government departments, NGOS, and local authorities and local committees to promote an integrated approach to ECD. It also has plans to promote through the multi-sect oral working Group and the local committees, partnerships and alliances with civil society organizations (CSO) and international agencies, the establishment, mobilization, sensitize, and to initiate and maintain ECD centers. These partners and providers will provide the necessary inputs, including programme design, implementation, monitoring and evaluation to complement government efforts. The role of government will continue to be limited to one of co-ordination and supervision of the provision of ECD, which will continue on private basis. (PER 2001)

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4.4. Conclusion: Constraints and Challenges Recommendations

There are however very critical constraints and challenges that would have to be addressed by policy and strategies to enhance the achievement of the targets set for basic education. For example, increases in GER in the basic cycle to 100% by the end of the policy period 2015 will depend on increases on the GER at the ECD level within the same planned period. Similarly if the ECD level should reflect the policy priorities, female participation at the ECD level would need to be increased and the vast regional variances reduced. If the better resourced Regions 1 and 2 continue to have a greater share of ECD participation, it stands to reason that the impact on their 7-year old intakes will be greater than those regions where ECD participation is lower. This is adequately demonstrated in the analysis presented above.

As part of the lower basic cycle government should revisit its policy of; leaving the provision of ECD education entire in the hands of the non-public sector, because government provides the larger share of basic education and if this service is by policy integrated into the basic education cycle and yet will not be provided in public schools, this may lead to the marginalization and down grading the priority status of ECD. This is not to say that the private sector does not or should not have a say in the development of this sector, but that if government wishes to accelerate the rate of school intakes and ensure full education for all, then it must take the leadership in the provision of ECD within the existing basic education cycle public schools and be complemented by efforts of the private providers who at the moment may not all have the capacity to achieve the targets set for providing the current 80% of the aged group between 3 – 6 years who are not attending pre-school. ECD provision is based on demand and affordability. Thus the centers are concentrated in the urban areas where the larger and higher income earners who can afford it are located. Current private sector fees at the ECD level range from D1500 (Zenith) D600 (Ndows Comprehensive) to D250 per term for low-income earners in the urban areas. These fees are not within the reach of the urban poor.

It is important to note that out of the 21 efficiency measures provided for the financing of the education sector for the Education Policy 2004 – 2015, only 1 efficiency measure specifically addresses the ECD area, namely the target of increasing the enrolment ratio of ECD by 50% by 2015, especially for the rural areas. If this is achieved it would mean an enrolment ration of 70% of this cohort and still leaving a significant 30% out of pre-school. To achieve this target the current level of provision would need to be substantially increased and it may not be realistic to expect non-public sector providers to achieve this level of provision when very little financial support is provided to the sub-sector in comparison to other allocations in the educational expenditure. This specific issue is dealt with in the section dealing with Education Expenditure.

Finally it is important to note that the Policy puts emphasis on the use of local languages at the ECD level, but this programme has yet to be implemented as such language teachers which are to be provided by the training institutions have yet to launch such a programme. Consequently there is very little or organized way in using local languages for ECD teaching and if they exist no evaluation has been done to monitor their impact on ECD learning.

4.5 Special Education

Policy Issues and Strategies

As part of the equal opportunity approach and the integration of children with special needs into the education system, Special Education is now an integral part of the Basic education

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programme. The purpose of Special Education is to increase access and opportunities for special learners, and mainly for children with learning disabilities and to maximize their potentials for self-development, self-employment, civic rights and responsibilities within available education services. The national Constitution provides for the rights of the disabled and the handicapped to respect and human dignity to be recognized by the state and society. It further provides for their rights against discrimination as regards to health education and employment. The Education Policy has as one of its guiding principles as the need to ensure equity in the provision and distribution of education opportunities and services. The main objectives therefore are to enable disabled Gambians with sensory of physical impairments to have equal opportunities and access to quality education rehabilitation service and to develop and run an efficient system that will engage society, government and the NGOs in the delivery of appropriate educational/rehabilitation and other related social services to the disabled.

The Special Educational Needs Unit under BED at DOSE is charged with the responsibility of managing and planning for the development of this service. Its other functions based on priority focus of the Education Policy include:

Enabling children with disabilities to have access to quality education Inclusion of Children with special educational needs in main stream schools Training of teachers in mainstream schools Identifying and registering of children with disabilities Monitoring of special schools Setting up multi-sector working group Organizing nation wide sensitization campaigns on disability

4.5.1 Access

The Gambia has several thousands of young children and youths with physical and sensory impairments and other forms of disabilities. These disabilities however do not necessarily make them incapable of acquiring knowledge, attitudes and skills that are relevant to their development and to their contribution to national development as part of the productive human resource.

From the scanty statistical estimates there are about 10,000 visually impaired people living in the country. About 2.1 per 1000 have hearing impairment. Some 300 people are registered as physically disabled and just over 100 are registered as mental disability. These figures are however conservative estimates as most families do not register disabled or handicapped members of their families.

There are three institutions that provide educational services to the blind, the deaf and the mentally disabled. They are namely; Campama School for the Blond, St Johns School for the Deaf and the Learning Difficulties Unit at the Methodist Primary School in Banjul. These institutions cater for few individuals who live around the urban area of Banjul and students in these schools do not gain enough preparation to transit to the normal schools and the normal schools do not have the facilities and expertise to deliver special education to the disabled and the handicapped in these schools.

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4.5.2 Constraints and Challenges

Access to education to the disabled and the handicapped is very limited and the limited schools that provide special education lack basic resources that they need to deliver this kind of education. The constraints are numerous. They include:

Lack of specialized trained teachers Lack of effective monitoring and evaluation of mainstreaming of the disabled and the

handicapped Limited classroom space and unsuitable buildings for disabled children Poor toilet facilities for physically and visually impaired students in learning centers Inaccessibility of school buildings to children of wheelchairs Poor professional staff and support

In view of this situation, there is a need to re-assess the sub-sector with the view to establishing an efficient system of special education. This should include an expansion of the staff under the Special Education Unit and the continuation of the training of teachers in special education. The provision of the service should now take the form of a national coverage rather than the current concentration around the urban area of Banjul.

4.6 Review Of Performance And Achievements Lower Basic (Primary Education)

4.6.1 Introduction

Policy Background and Objectives

The Government of the Gambia is committed to upholding the rights of every person to basic education regardless of gender, age, religion or disability. Basic education therefore is opened to all and enshrined in the Country’s 1996 Constitution. Learning at this level according to the education Policy 2004 - 2015 is geared towards the holistic development of the individual to positively realize his or her full potential and aspirations. Lower basic education is provided within the first nine years for students of the aged group 7 – 15 years. The majority of schools in the country are either lower or upper basic, with lower basic by far the largest sub-sector. (PERS 2001). The main objectives of the Education Policy for the lower basic cycle are namely to increase access, improve quality, efficiency and relevance, reduce the gender disparity through the promotion of girls education and ensure equity.

The current Policy Priorities in the Education Policy 2004 – 2015 includes the following:

Increase Access Equitable Access Improvement of quality and Relevance Gender Mainstreaming

4.6.2 Indicators for Achievement and Progress

4.6.3 Access - Enrolment Indicators

Lower basic primary education includes grades 1 – 6 and is provided by public schools, granted – aided schools and private fee paying schools. The total enrolment in year (2000-2001) in primary

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schools was 157,416 and 88% the vast majority were enrolled in the 308 public schools including 31 basic cycles, 5 local government schools, 25 grant-aided schools which enrolled 10.3% of the students while the rest, 2.7% went to the 12 private schools. (PERS 2001). Progress and performance indicators for access include the Apparent Intake Rate (AIR), the Gross Enrolment Ratio (GER) and the Net Intake Rate (NIR) amongst others. The total number of new entrant in the first grade of primary school entrance age population is the Apparent (gross) Intake Rate.

4.6.4 The Apparent Intake Rate

The official entry age in the first grade of primary school is 7 years. However the rule is not strictly adhered to as schools admit students who both are above or below the official age of entry (EFA 2000 ASSESSMENT). ). This indicator reflects the general level of access to primary schooling. It also shows the capacity of the education system to provide access to grade 1 for the official school entry age population.

Significant progress has been made in expanding access to primary education throughout the 1990s. From 1990 to 1996, the average enrolment growth rate grew at 8%, compared to a target of 5%. During the period 1996/97 to 2000/01 enrolment grew at a rate of 4% per annum compared to the target of 7%. (PER 2001).

At the national level, the number of new entrants to grade 1 as a percentage of the 7-year-old population has been rising steadily except in few instances where the indicator dropped such as in 1994/95, 1995/96, 1996/97, 1997/98, but picked up again in 1998/99.

The following table 4 shows trends in Apparent Intake Rate by Gender. (EFA 2000 Assessment)

Table 4: Trends In Apparent Intake rate by Gender – 1991/92 to 1998/99

1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99Male and Female

Male

F

F/M

61.7

71.0

52.4

0.74

69.2

80.4

58.0

0.72

74.2

84.9

63.5

0.75

72.3

80.6

64.1

0.89

83.8

92.0

75.5

0.82

80.2

85.9

74.5

0.87

75.1

79.5

70.8

0.89

76.3

78.7

73.8

0.94

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The above figures show that more than 3 out of every ten children or 30% and more than 5 out of every 10 girls or 50% of the 7 year old children were out of school were out of school for some of the period under review. In 1995/96 only 16% were out of school but in 1998/99 it increased to 33.7%%. This trend indeed is a set back and a challenge to the policy target of increasing enrolment at the official age intake level.

The above figures also show that significant strides have been made in increasing the enrolment of girls over the period, The Gender Parity Index (GPI) has narrowed down from 0.74 in 1991/92 to 0.94 in 1998/99. But like most indicators, the AIR for females continues to lag behind that of their male counter-parts. However the increase in the female AIR from 52.4% in 1991/92 to 73.8% in 1998/99, an increase of 21.4-percentage point indicates a faster growth than the male AIR, which increased from 71.0% to 78.7%, an increase of just over 7.7% over the same period. This signals a significant achievement of one primary objective of the education policy, namely to increase access to girls.

An important phenomenon from 1996/97 to 2000/01 however has been the sharp drop in enrolment in grade 1. This has led to a reduction in the GER. This trend should be examined carefully to find out why it occurred and remedial action provided if needs be.

Annual intakes in the formal schools at the lower basic level fluctuate radically and this makes forecasting the future of educational development difficult due to the uncertainty as to whether intakes will increase or decrease. The following table (5) shows annual intakes between 1998 and 2000. (PERS 2001)

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Table 5: Annual Intake Rate 1998, 1999, 2000

Items 1998 1999 2000Formal Schools (%)

All schools (%)

Formal schools age of Entry

% Under 7

% Over 7

93.0

111.3

10

41

81.0

99.5

11

43

73.0

91.6

15

35

A detailed review of the AIR by gender and region during the same period indicates a trend similar to the national picture. It is however important to note that in Regions 3 and 6, (rural and poor part of the country), the number of new entrants to grade 1, as a percentage of 7 years old is higher than the corresponding figure for Regions 1 and 2, the urban and richer parts of the country. This is an indication that in the rural parts of the country, a greater number of children enter grade 1 than is the case in the urban areas. This difference could be attributed to the fact that hitherto, a large percentage of the children in rural areas for reasons of geographical inaccessibility were not going to school, but with the expansion of schooling facilities closer to the communities, the AIR in these rural communities increased. (EFA 2000 Assessment). The following table (6) shows the perception of household heads on accessibility to schools.

Table 6: Perceptions of Household heads – Distance covered by Primary Public School

Primary Public school Distance Frequency PercentageVery Easy 44318 34.0Easy 46328 35.6Not so easy 17442 13.4Difficult 15296 11.7Very Difficult 6924 5.3Total 130307 100.0NS 132903

Despite the gender differences in AIR, the figures indicate that both sexes have increased over the years, thus confirming that children entering primary school is on the increase and consequently signaling greater access and progress.

4.6.5 Net Intake Rate

The Net Intake Rate is defined as new entrants in the first grade of primary education of official primary school-entrance age expressed as a percentage of the population of the same age. The NIR gives a more precise measurement of access to primary education to eligible entrance age population than the AIR.

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Although the official age to primary for primary entrance is 7 years, this is hardly observed in the rural areas, because of the fact that teachers in these areas spend a good part of their time encouraging parents to send their children to school. Under these circumstances, schools do not reject children for being either over or under official entry age.

The following table 8 shows the trend of the NIR from 1991/92 to 1998/99. The NIR for both sexes has been very slow at the beginning, although it increased steadily up to 1995/96. It however took a down turn in 1996/97 and 1997/98 and in 1998/99; it took a miniscule up turn of 1.7%.

Table 7: Net Intake Rate by gender – 1991/92 to 1998/99 (EFA Assessment 2000)Item 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99Male and Female

Male

Female

Female/Male

30.5

34.1

26,8

0.79

35.5

40.5

30.5

0.75

36.7

42.0

31.3

0.75

36.8

40.7

32.9

0.81

44.8

49.4

41.3

0.85

41.6

44.5

38.8

0.87

35.5

37.3

33.7

0.90

37.2

37.8

36.6

0.97

4.6.6 Gender and Regional Disparities

Similar to the AIR the NIR for females has been lagging behind that of the male, but the percentage increase of the females is greater than the males. In fact while the differences between the two was 7.3% in 1991/92; this was reduced to 1.2% by 1998/99.

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It is important to highlight that despite these developments and achievements, the official school age population-entering grade 1 for both sexes never reached 50% during the entire 8-year period of the policy. It further indicates that less than half of the entrants in grade 1 have the official entry age. This age limit may be an inhibiting factor and may have serious exclusion effects. (EFA 2000 Assessment)

The NIR by region and gender indicate that it does not follow any regional pattern. While it was low in some rural areas, in others it was high. The following table 8 shows the NIR by gender and region for 1994/95 and for 1998/99 (EFA 2000Assessment)

Table 8: NIR Trend by Region and Gender 1994/95 and 1998/99

1994/95 Region 1

Region 2

Region 3

Region 4

Region 5

Region 6

Gambia

Total 38.9 44.7 34.9 47.8 32.0 25.8 36.8Female 41.5 47.3 40.0 53.5 37.6 30.2 40.7Male 36.5 42.0 29.8 41.8 26.1 21.2 32.91998/99 Region

1Region

2Region

3Region

4Region

5Region

6Gambia

Total 32.9 43.8 34.1 48.9 40.4 35.8 37.2Female 33.5 45.1 35.4 47.4 39.3 39.6 37.8Male 32.3 42.6 32.9 50.5 41,5 32,3 36.6

The erratic feature of the NIR shows that the official school age of 7 years is not strictly adhered to in most regions, hence the large number of under and over age children entering grade 1.

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4.6.7 The Gross Enrolment Ratio (GER)

The Gross Enrolment Ratio is defined as the total enrolment in primary education regardless of age expressed as a percentage of the eligible official primary school age population in a given school year. This indicator is widely used to show the general level of participation in the capacity of primary education. (EFA Assessment 2000).

4.6.8 Access - Enrolment Indicators

The GER fluctuated over the years. It increased from 70% in 1996 to 74% in 2000, after reaching 76% in 1998. This fell short of the targeted 79% GER for 2000. Madrassa enrolment however adds about 10% to the age group enrolment ratio, which puts the overall GER to 84% (PER 2001).

At the international level, the Gambia at a GER of 74% to 84% ranks considerable above the average for Sub-Saharan Africa of 69% and except for Mauritania, ranks significantly higher than its immediate neighbors, namely, Mali 31%, and Senegal 62%. This is significant achievement and progress made over the last decade.

The current GER target in the Education Policy 2004 – 2015 is 100% including Madrassa. At the beginning of the Education Policy 1988 – 2003 a target was set to increase the GER from 60% to 75% by the year 2003, the end of the Policy period, and a mid-term target of 65% was set. By 1996, a GER of 70% was achieved, which exceeded the mid-term target. This led to a revision of the GER target to 90% by the year 2003. This target was achieved in 2001/02 as the GER including Madrassa was 90% (Educational Statistics At a Glance – DOSE April 2002) but the primary GER actual fell to 75 % in 2003, (EFA 2000) Assessment). The following table 9 shows GER trends by gender from 1991/92 to 1998/90

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Table 9: GER Trends (%) by Gender from 1991/92 to 1998/99

Item 1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99Male and Female

Male

Female

Female/ Male

59.0

70.0

47.9

0.68

60.7

71.1

50.3

0.71

63.1

73.2

53.0

0.72

65.5

74.6

55.3

0.74

68.5

77.3

59.7

0.77

70.3

78.5

62.2

0.79

71.6

78.8

64.3

0.82

71.7

77.8

65.6

0.64

The trend analysis shows that the GER for both sexes increased steadily from 59% in 1991/92 to 71.7% in 1998/99. This implies that while 59% of the children in the country attended school at the beginning of the Policy period, the figure increased to 72% in 1998/99, with an average annual increase of 1.59%. (EFA 2000Assessment)

4.6.9 Gender and Regional Disparities

The Gender GER like most indicators shows that females trail behind males. For the males the GER increased from 70% in 1991/92 to about 78% in 1998/99. This was an annual average increase of 0.98% whiles for females the GER increased from 47.9% in 1991/92 to 65.6% in 1998/99, with an average annual increase of 2.21% over the period.

This trend suggest that female enrolment rate is growing faster than the male and reflects the positive impact of the policy priority and strategies including financial incentives and resources put in place to accelerate the enrolment of girls under the Girls education

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Programme to achieve equity and parity. The GER by region shows vast disparities between the regions and indeed decline in Region 1. The following table 10 shows, GER by region based on 2 crucial phases of the Policy period, 1994/95 - the middle years and 1998/99 - the final phase. (EFA 2000 Assessment).

In Region 1 the GER has declined from 76.2% in 1994/95 to 66.9% in 1998/99, showing a drop of 16-percentage point. This decline could be attributed to the influx of people in the Region at a rate that outpaced the rate at which school enrolments were growing. In absolute terms however enrolment in region one increased from 37,532 in 1998/99 to 42,009 including Madrassa in 2001/2002, an increase of 5% over the previous year (EFA 2000 Assessment and Education Statistics At A Glance, DOSE April, 2002).

Table 10: GER by Gender and Region - 1994/95 - The Middle years and 1998/99 - The Final

1994/95 Region 1 Region 2 Region 3 Region 4 Region 5 Region 6 GambiaTotal 76.2 82.8 61.4 80.1 46.6 34.0 65.0Male 84.2 91.8 73.8 98.9 56.5 42.9 74.6Female 69.3 73.5 38.8 59.9 36.5 24.5 55.31998/99 Region 1 Region 2 Region 3 Region 4 Region 5 Region 6 GambiaTotal 66.9 88.8 61.8 89.1 67.7 51.6 71.7Male 72.7 95.3 71.9 97.3 72.8 58.3 77.8Female 61.9 82.2 51.7 80.4 62.4 44.6 65.6

In Region 2 the GER increased from 82.8% in 1995/95 to 88.8% in 1998/99, an increase of 12% over the previous year. In absolute terms, enrolment in this Region increased from 44,467 in 1998/99 to 59,451 in 2000/2001, an increase of 15% over the previous year (EFA 2000 Assessment and Education Statistics At A Glance, DOSE April, 2002). This increase in Region 2 is largely due to the opening of more primary schools in the region coupled with the expansion of facilities in existing schools. This Region, like Region 1, is also affected by the influx of people but it seems the increase in population was matched by corresponding increases in school enrolment hence the continuous increase of the GER (EFA 2000 Assessment). For the other regions however the GER for both sexes has been on the increase over the period. But despite these increases, vast differences exist between the regions and between the genders GER. For example while the GER for Region 1 declined from 82.9% in 1991/92 to 77.7% in 1993/94, the corresponding figures for Regions 4 and 5 were 55.9% and 32.6% in 1991/92 respectively, and 66.5% and 37.8% in 1993/94.

As with most indicators, the female GER trails that of the male. The worst affected areas are Regions 4, 5, and 6 where in 1993/94 only 28% of the females were in school. The GER in these Regions however has marginally improved over the years. For example in Region 6 some 24.2% of children were enrolled in schools in 1991/92. This figure increased to 51.6% in 1998/99, of the children who were going to school. Although the figure in 19998/99 is more than double the 1991/92 figures, there were still about 48 out of every 100 children, who were not enrolled in conventional schools. Both Regions 3 and 4 registered increases but a greater percentage increase was registered in Region 4 than in Region 3, indicating that access to primary education was greater in LRD (Region 4) than in the NBD (Region 3).

In the light of the above indicators, one should put Regions 3 and 6 in prioritizing strategies to increase access.

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4.6.10 Net Enrolment Ratio – (NER)

The Net enrolment Ratio gives a more precise measurement of the extent of participation in the primary education of children belonging to the official primary school age. The NER is defined as enrolment in primary education of the official primary school age group as a percentage of the corresponding population (EFA 2000 Assessment).

Past and current Education Policies are silent on net enrolment ratio because the priority is to capture as many children as possible regardless of their age.

4.6.11 Achievements

The following table 11 shows trends in NER by Gender from 1991/92 – 1998/99

Table 11: Trends in NER by Gender 1991/92 to 1998/99Items 1991/92 1992/93 1993/94 1094/95 1995/96 1996/97 1997/98 1998/99Male and Female

Male

Female

Female/Male

46.3

54.2

38.5

0.71

49.6

57.6

41.8

0.73

50.3

57.7

42.9

0.74

53.2

60.6

45.9

0.76

57.5

64.2

50.7

0.79

57.1

63.1

51.2

0.81

59.1

64.3

54.0

0.84

59.8

64.2

55.4

0.86

Significant achievements have been recorded in the NER of all sexes over the period. In 1991/92 the NER for both sexes was 46.3% and grew to 59% in 1998/99. The NER for female lagged behind that of the male, which was 64.2% for the latter and 54.4% for the former, while that of the female grew from 38.5% to 55.4%.

The above figures indicate that the percentage of girls of the official going age lagged behind that of boys. The indications however further show that the rate of enrolment of girls in this cohort is higher than boys. Similar to the GER, the proportion of girls within the official school age grew faster than that of boys. Girls used to comprise only 44% of enrolment in the Gambia compared with an average of 46% for Sub-Saharan Africa, but now girls are gaining parity in primary schools. The Gambia now has a large share of girls enrolled in primary schools. This is perhaps due to the positive outcomes of putting priority on the promotion of girls’ education. The following table (11) shows the NER by Region and Gender 1994/95 and 1998/99.

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Table 12: Trends in NER by Region and Gender 1994/95 and 1998/99

1994/95 Region 1 Region 2 Region 3 Region 4 Region 5 Region 6 GambiaTotal 76.2 82.8 61.4 80.1 46.6 34.0 65.0Male 84.2 91.8 73.8 98.9 56.5 42.9 74.6Female 69.3 73.5 48.8 59.9 36.5 24.5 55.31998/99 Region 1 Region 2 Region 3 Region 4 Region 5 Region 6 GambiaTotal 57.3 73.6 49.9 72.9 55.6 43.9 59.8Male 62.2 78.2 57.4 77.7 58.9 49.2 64.2Female 53.1 42.5 42.5 67.9 38.3 38.3 55.4

The regional trends of the NER in 1994/95 and 1998/99 however show large disparities. Whereas in Regions 5, and 6, the NER were low, of 46.6% in 1994/95 to 34 % respectively, Regions 1 and 2 recorded 76.2% and 82.8% respectively in the same year. Similarly whiles Region 6 recorded a NER of 43.9%, Regions 2 and 4 recorded a NER of 73.6% and 72.9% respectively in the same reporting year.

Furthermore, the NER in general has been on the decline from 1994/95 to 1998/99 both at the regional and national except for Regions 5 and 6. In Region 1 the NER declined from 76.2% to 57.3%, in Region 2 it declined from 82.8% to 73.6%, in Region 3 from 61.4% to 49.9%, in Region 4 from 80.1% to 72.9% and at the national level the NER declined from 65.0% to 59.8%.

These figures indicate that in the regions with lower demand for places, the proportion of the official-school going age (7 –12) is lower than where the demand is higher.

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4.7 Conclusions and Recommendations –Lower Basic Education

The above review and analysis of the policies, strategies, measures, and objectives shows that significant achievements have been recorded especially in the area of general access and increasing access for girls. The detailed review and analysis of the AIR, the GER and the NER shows that significant progress has been made in these areas in the 1990s. The AIR grew at annual rate of 8% compared to the target of 5% from 1990 to 1996. However from 1996/97 to 2000/2001, the AIR grew at a rate of 4% per annum instead of the targeted 7% per annum for the same period.

At the national level the number of new entrants has been on the increase from 61.7% in 1991/92 to 76.3% in 1998/1999. Nevertheless these figures show that some 30% of the cohort group and 50% of girls in the same cohort group were out of school. In 1994/95 some 16.2% of both males and females of the 7 years old were out of school and this increased to 33% in 1998/1999. These trends are counter-productive to the policy objective of increasing access and must be seen as challenges to the expansion of access.

The AIR of females continues to lag behind that of males but the rate of increase of the former far surpasses that of the later. This is largely the result of concerted efforts to enroll girls in schools and the incentives provided under the girls’ education programme, which provides free education for girls in lower basic public schools. Both sexes continue to record increases in AIR despite the gender disparities, which is gradually being reduced as seen in the narrowing down of the gender parity gap.

The NIR fluctuated over the period and seen a very slow growth rate. In 1996/97 and in 1997/98 it actual took a down turn and in 1998/99 it increased by only 1.7%. The NIR does not follow any particular gender or regional pattern. It is erratic and reflects the practice that the official school going age 7 years old is not strictly adhered to. This is understandable as the priority is on access which entry age limit cannot take precedence over.

The GER has shown significant increases from 70% in 1998 to 90% in 2002. This includes Madrassa contribution of about 10%. Trends in the GER also show that females are enrolling at a faster rate than males with males recording an increase of 0.9% per annum from 1991/92 to 1998/99 whiles females recorded an annual growth rate of 2.21% over the same period. This also reflects the success being made in enrolling girls to schools at the Basic education level. But despite this growth trends, the female GER still lags behind that of the males.

One major challenge however remains the large regional disparities in enrolment as reflect in the regional NER disparities. Whereas the NER for Regions 5 and 6 in 1998/99 were 55.6% and 43.9% respectively, the NER for Regions 1 and 2 were 57.3% and 73.6% respectively.

On the basis of the findings it would be prudent to recommend the following courses of action.

Eliminate the female and male enrolment disparities

Reduce the large regional disparities in enrolment

Provide more class-room space to capture the 30% or so 7 years olds who do not have access at the moment

42

Provide ECD level in Public basic education school as part of Basic Education programme covered by basic education objectives of increasing access.

Focus on increasing the NIR, which has been on a slow growth rate since it is most precise instrument of measuring access.

Continue to give priority on girls’ education and promotion of increasing enrolment of girls

Focus should continue to be placed on increasing enrolment levels and rates at Regions 5 and 6 where low enrolment rates are still being experienced in the non-Madrassa lower formal system.

4.8 Review of Performance and Achievements - Upper Basic School Education(UBS)

4.8.1 Policy Issues Strategies and Objectives

The policies, strategies and objectives for the Upper Basic school level are similar to those formulated for the primary school level. These are namely access, relevance, quality, performance, and efficiency and affordability with emphasis on girls’ education and program priorities based on addressing regional variances and gender disparities. Key policy targets from 1996 – 2000 for the upper basic level included amongst others, the merging of the primary and lower secondary school into a unified basic education cycle, without transition examinations. This has resulted in an increase in the enrolment share of this level to 19% of total enrolment by Education level in contrast to 15% before the phasing out of the selection based transition from lower to upper basic level. This is a significant achievement in the drive towards education for all.

The Upper Basic school level is a 3 years program consisting of grades 7, 8, and 9. It is part of the 9 years Basic Education Cycle. It terminates with the Upper Basic School Leaving Certificate Examinations (UBSLCE). This is both a selection examinations for transition to the senior secondary school level and a certification of having completed 9 years of basic education. Those who could not transit to senior secondary schools drop out or are pushed-out to join skill centers or tertiary institutions that offer vocational courses at certificate levels or remain unemployed. It is also the middle level of the senior secondary school level, which constitutes the last 3 years of the formal school system.

The UBS provides a broad based education similar to the primary level and provides a continuation of the basic cycle and work undertaken at grade 6. Public lower basic schools charge no fees but upper basic schools do and this forms a significant part of public spending at that level. Parents have a choice to send their children to either of the public, private, grants – aided or local agreement upper basic schools. Besides English, which is the medium of instruction, except in the Madrassa, French and Arabic are also thought at this level. The latter is the medium of instruction in the Madrassa. None of the local languages are taught in the schools, a policy, which perhaps need review at this time when educational experts have now agreed on the use of African languages in African schools will enhance the learning capacities of the African pupils. The core subjects that are compulsory are English, Mathematics, Science, Social and Environmental Studies. Other subjects include Metal work, Woodwork, Arts and Craft and Home economics, Religious education, Physical and Health education, Agricultural Science and Population and Family Life education. These

43

supplementary subjects are hardly given priority or focus since they do not constitute the core subjects. Beside, because of the high cost of technical subjects such as Metal work and Wood Work, these subjects are rarely done at the practical level. They are generally taught at theoretical levels except in the case of Home economics where Cookery and Sewing for girls continued to be practiced. Subjects like Physical education has been replaced by Games because of the acute lack of trained Physical education teachers.

4.8.2 Indicators for Achievement and Progress

4.8.3 Access - Enrolment Indicators

A substantial increase in access to this level of the education system has been achieved. In 1992/1993 there were 22 Upper Basic schools, which had a total enrolment of 17,174. In 2001/2002 the total number of Upper Basic schools increased to 114 with an enrolment of 45,973, excluding Madrassa enrolments. Over the years 1996 to 2000 the number of government schools have also increased from 27 to 64 while the number of grant– aided schools increased from 20 to 38. Similar to the lower basic level government still provides the bulk of education at the Upper Basic level. Out of the total number of 114 Upper Basic schools, 70 are public, 39 are private, 11 are grant-aided and 1 is local government agreement. Over 80% of the children are enrolled in public grant – aided or local agreement schools. (PER 2000). The implications are that government continues to carry the major burden of investment at this level and that there is great scope still existing for private sector participation at this level of education provision and this potential should be promoted and encouraged. The transition rate from the lower basic to the upper basic is now 100%, which is a result and achievement in eliminating the Primary School Leaving Certificate examinations and making basic education from grades 1 to 9 available to all.

During the period 1996 – 2000, the upper basic sub-sector expanded rapidly. Increased capacity led to increased enrolment, from 24, 654 to 41, 615. Gross Enrolment Ratio (GER) has grown from 31% in 1996 to 43% the target for year 2000; excluding Madrassa (PER 2000). This growth in enrolment represents an average annual growth rate of 19%, which exceeds the targeted 12.7%. There was a 13% point increase in the male gross enrolment ratio from 36% to 49%. The female gross enrolment ratio also grew from 26% to 37% an 11% point increase during the same period, leaving the proportion of girls substantially below that of boys. In 2001/2002 the gross female enrolment ratio excluding Madrassa was 48% and was 71% including Madrassa. In year 2002/2003 a GER of 72% was achieved for the upper level of basic education.

The increasing enrolment of females in schools in a reflection of the success of the GIRLS EDUCATION PROGRAMME, a priority programme designed by the DOSE to promote female access to education. The Scholarship Trust Fund under the auspices of FAWEGAM is primarily targeted at girls in rural areas, in particular in Regions 3 – 6 where enrolments are low and also to girls in grade 7 – 12 in Regions 5 and 6. The programme eventually will have a nationwide coverage. Other scholarship packages for Girls education include PEGGEP, and scholarships provided by the Jammeh foundation.

The following table 13 show the number of UBS, Enrolment, Regional, Gender, Classroom and Teacher Distribution 2001 – 2002.

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Table 13: UBS Indicators on Enrolment Regional and Gender Distribution Including GER

Item Region 1

Region 2

Region 3

Region 4

Region 5

Region 6

Gambia

Total Enrolment (incl. Madrassa)

16,400 19,506 9945 6361 8681 7447 68340

Total Enrolment (excl. Madrassa)

15,282 14,625 6059 2592 3800 3,615 45973

Female Enrolment (incl. Madrassa)

7645 6412 2391 1007 1503 988 19955

% Of Female Enrolment

49% 42% 39% 38% 40% 27% 42%

GER (excl. Madrassa)

49% 66% 45% 45% 65% 29% 48%

GER (incl. Madrassa)

53% 88% 73% 110% 75% 59% 71%

No. Of Schools 31 26 18 9 17 13 114Of which – Public

7 14 15 9 16 11 72Private 21 7 1 0 1 0 30Grant-aided 2 5 2 0 0 2 11Local agreement 1 0 0 0 0 0 1Enrolment -Public 7952 11320 5398 2592 3692 2393 33347-Private 4612 1194 191 0 108 0 6105-Grant-aided 1592 2111 470 0 0 1222 5395Local agreement 1126 0 0 0 0 0 1126No of class rooms 267 274 205 83 180 141 1150% Of Qualified teachers

97 84 80 84 71 72 86

% Of Female Qualified teachers

22 13 11 10 7 8 15

% Of Gambian teachers

45 66 79 84 79 77 63

Repetition Rate (%)

2 3 7 0 2 2 3

Apparent Intake Rate (%)

74 81 56 75 64 48 63

4.8.4 Access -Gender and Regional Disparities

Based on the above information and analysis, substantial growth has occurred at the UBS level. Average annual growth in enrolment from 1996 to 2000 was 19%, which exceeded the target of 12.7%. Similarly the male GER increased by 13 percentage points from 36% to 49% whiles the female GER increased from 26% to 37% or 11 percentage points. The proportion of girls still lags behind boys.

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The implications and possible interpretations of the above figures on the sub-sector UBS are that, although access to education is expanding at this level, there are vast regional and gender disparities in the provision of UBS education. Whereas Regions 5 and 6 recorded total enrolment of 8,681 or (12.7%) and 7,447, or (10.9%) the total enrolment in Regions 1 and 2 from the same period are 16,400 or (24%) of total enrolled and 19, 506 or (28.5%) of total enrolled respectively. In all the regions, the percentage of females enrolled in UBS failed to reach 50%.

The number of schools and percentage distribution of female qualified teachers are also greater in Regions 1 and 2 than in Regions 5 and 6. These regional disparities are a challenge to the expansion of UBS into the remote areas where they are needed according to the school mapping guidelines yet to be provided.

The inability to furnish the UBS with adequate equipment and resources to offer practical subjects and training in metalwork, woodwork and other relevant vocational skills is a major constraint and challenge for the future development of skills training at this level. Training in these subjects would enable graduates from this level to proceed to tertiary level vocational training centers or join the workforce in the relevant skill areas. The current situation leaves the UBS school-leavers inadequately trained or ill-prepared to gain employment because of lack of relevant or employable skills.

The gross female enrolment ratio is still well below those of the male. In this regard there is great need to improve girls access at this level of the school system since it is the level, which one must attend to transit to the Senior Secondary School (SSS) level education and eventually to university education. The greater participation of female at the UBS level, the greater their chances of increase access to higher education.

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The transition rate from lower basic to upper basic education is now 100% since the extension of the basic cycle to grade 9. Given the rapid increase in the numbers enrolled in grade 9 and wanting to enter grade 10, government policy is to provide funds to allow capacity in public financed secondary schools for a transition rate of 50% with any amount beyond being absorbed by private sector.

Female teacher representation at this level is very low. They represent only 15% of the total teaching force at the UBS level and only nine female school heads at this level. In order to encourage female participation at this level there is need to recruit more female teachers for the UBS, including the promotion of females to head schools. This should encourage female students to aspire to continue their education as female school heads also act as attractive role models for females in education.

Teacher supply at this level remains a constraint and challenge. Some 37% of teachers at this level are unqualified teachers and most of the teachers are foreign teachers from the sub-region. In this regard, there is urgent need to address the issue of teacher supply now and in the future for this level of the education system. This would require the rapid expansion of teacher training programmes by increasing intakes at the Gambia College to training teachers for the UBS level.

The development of the UBS is largely the responsibility of government and it continues to provide the majority of the schools at this level. Continuing expansion of this level may however pose financial problems to government especially in this era of dwindling public financial resources. In this context there is great scope for private sector participation in the delivery of UBS education since demand for this level of education is increasing and will continue to increase for a long while.

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4.8.5 Conclusion: Constraints Challenges and Recommendations

Despite the regional and gender disparities access to the UBS level has expanded. Whiles there were only 22 UBS with 17.174 pupils enrolled in 1992/93, these increased to 114 UBS with 45, 973 pupils enrolled in them excluding UBS Madrassa enrolment and number of schools. UBS government schools alone increased from 22 schools to 64 schools or 150% increase and grant–aided UBS increased from 20 to 38 or 98% increase. Some 80% of pupils are enrolled in public, grant-aided or local agreement schools which are all largely funded from public funds. In this area and at this level therefore there is great scope for private participation.

Gender and regional disparities including regional disparities in the supply of qualified female teachers needs to be addressed as this leads to lack of gender role models at the rural level in the form of female school teachers. The over-concentration of female qualified teachers in Regions 1 and 2 because of their reluctance to serve in remote areas defeats the objective of equitable distribution of qualified teachers and further disadvantages the remote areas to the benefits of the Urban area of Regions 1 and 2. In conclusion it should be noted that access to UBS has increased substantial as a result of the refocus of the Education to provide a 9 years of Basic education. However this automatic transit to UBS poses a challenge for the expansion of the SSS to carter for those who would in increasing numbers naturally want to proceed to senior secondary education level.

In the light of the above information and analysis, the following recommendations are submitted for improving access, equity, and reducing the regional and gender disparities:

Increase to access to UBS at the remote areas in Regions 5 and 6 to reduce regional disparities

Encourage and promote private sector participation in the provision of UBS

Increase the GER at UBS from 43% in 2000 to above 50% by 2009

Reduce the gender disparity in access to UBS by ensuring a 50% GER for females at the UBS

4.8.6 Review of Performance and Achievements - Madrassa Basic Education

4.8.7 Introduction

4.8.8 Policies Issues Strategies and Objectives

The word “Madrassa” is an Arabic word, which means, “school”. The institutions have their origin from the traditional local Islamic studies centers, which existed before the introduction of the western school system. These centers called “Dara” in Wollof or “Karanta “ in Mandingo existed long before the advent of Europeans in this sub-Region. Today the Madrassa (Arabic/Islamic School) system is a form of educational delivery in the Gambia, which has Arabic as a medium of instructions and has a strong Islamic orientation both in content and in practice. The structure of the Madrassa is similar to the conventional school system (ECE, Primary, Junior, and Senior Secondary). The Madrassa are now part of Basic education programme, although there are Madrassa at the SSS level. They follow the national

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school curriculum and offer mathematics, history, geography and general science in Arabic. English language is also offered as a complement to Arabic but this is not given much emphasis in the Madrassa. In fact some Madrassa in the eastern part of the country do not have English teachers although the education Policy provides for the provision of English teachers in all Madrassa. They have been operating independently through Islamic NGOs, private individuals and community initiatives with minimal Government participation in supervising and financing. It is structured in line with the 6 3 model that is practiced at the Western school model in the education system plus ECD. It also follows the national curriculum and Graduates from the Madrassa Senior Secondary Schools are accepted at the University of the Gambia and overseas in Islamic/Arabic universities some of who upon their return set up their own institutions or join the system. Apart from teaching, their employment opportunities in the formal sector are very limited because of their lack of adequate knowledge of English the official language, or other relevant technical skills.

4.8.9 Access - Achievements

In 2001/2002 there were 164 Madrassa lower basic schools with a total enrolment of 31,377 compared to 317 primary schools with a total enrolment of 163,996. Girls constitute 42% of enrolment in Madrassa lower basic schools compared to 48% in primary schools. The following table 14 shows some details of Madrassa education at the lower and upper basic levels for the year 2001/2002.

Table 14: Madrassa Lower Basic – Educational Statistics on Enrolment Regional Distribution and Levels of Female Participation

Madrassa Lower basic

Region 1

Region 2

Region 3

Region 4

Region 5

Region 6

National

Total enrolment

4,651 81066 5302 3860 1928 7530 31377

Total female enrolment

1960 3499 2474 1817 692 2889 13331

% Of female enrolment

425 43 47 47 30 38 42

No of schools

5 25 26 30 55 23 164

GER 9 22 28 65 10 30 30

The GER for Madrassa lower basic is 25% although in some regions like Regions 1 and Regions 5 the regional GER is 9% and 7% respectively. There are large Regional variations in Madrassa lower basic education. Madrassa lower basic schools are largely concentrated in Region 4 with 30 schools, Regions 5, with 55 schools, and Region 6, with 23 schools.

Despite the growing number of Madrassa institutions, the low average enrolment per institution suggests that there is a need for the rationalization of the spread of Madrassa schools and the consolidation of existing ones in this system of education.

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There were 12 upper basic schools in the Madrassa system with a total enrolment of 22,367 in comparison to total enrolment in the upper basic of 68, 340. This constitutes a significant GER of 33% for enrolment.

4.8.10 Regional and Gender Disparities

The GER for Madrassa lower basic at the national level was 30% and for upper basic it was 33% in comparison to the GER of 75% for lower basic schools and 48% for upper basic schools excluding Madrassa There are however very vast regional differences in the distribution of provision of Madrassa education. In Region 1 the GER was 4% in contrast to the GER of 65% in Region 4 and 30% in Region 6. There is only one Madrassa senior secondary school located in Region 2 with an enrolment of 356 students.

Many children, especially girls who are out of the conventional western basic education system are found in the Madrassa basic education system. These increasing enrolment figures in the Madrassa suggest that the Madrassa system have great potential and since Madrassa education is now part of the Basic Education Programme it has massively increased enrolment at the basic education level especially for girls whose rate of entry has multiplied eighteen times from 1990 to 1995. In 2001/2002 the percentage of female enrolment in Madrassa at the Lower basic level was 42% in comparison with 48% of female for all lower basic schools at the national level. Similarly at the upper basic level female enrolment in Madrassa was well over 50% of total enrolment and constituted 28% of both Madrassa and non-Madrassa upper basic schools combined.

Many parents particularly in the rural areas prefer to send their girl child to Madrassa than to the conventional schools for religious and other reasons related to anti-modernization attitudes.

Since about 25% of the unaccounted and un-enrolled students at the primary level attend Madrassa institutions, a dynamic interaction between the two systems could make new targets for education more achievable in the medium term.

4.8.11 Quality and Relevance Issues

The increasing enrolments in Madrassa schools and the significant role this system of education play in the delivery of education services suggest that there is an urgent need to asses the quality of education in this area. This would include a survey of quality and qualifications of teachers in the Madrassa system and the strengthening of in-service and pre-service training for Madrassa teachers. The DOSE, the Association of Madrassa, the General Secretariat for Arabic Education and ISESCO have conducted a series of in-service and attempts are being made to synchronized the syllabus and textbooks with the normal schools but this is mainly concentrated on teachers teaching Islamic studies in government schools. There are no pre-service training programs for Madrassa teachers. This makes the quality of education in this system suspect.

There is therefore a need to introduce standardization and quality improvements in Madrassa education. This would require the strengthening of the co-ordination of the different participants in the system, and the application of the national standards as provided in the Basic Education Programme.

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The growing interest in Madrassa education calls for interventions in the form of support to enable the system to produce qualitative and productive school leavers. This should include a review of the Madrassa syllabus to ensure that it reflects harmony between the curriculum of the Madrassa school system and the curriculum of the conventional school system. This would require the teaching of English in all Madrassa schools and at all levels. It should also include the extension of teacher training programs to would-be Madrassa schools teachers.

4.9 Conclusion: Constraints Challenges and Recommendations

There is the need to widen Madrassa education to include vocational and skills training. This would contribute greatly towards enhancing the relevance of Madrassa education and also towards the human resource development of the country. Furthermore, Madrassa education is faced with many problems and challenges. One major problem is the lack of effective co-ordination of the different participants in the system. Consequently there is very little planning or control of the growth, development, distribution and management of this type of education. The strict conditions that are applicable for the opening of conventional schools such as location, physical facilities, and quality of teacher supply and the procedures for assessing such applications are not the same as those applicable to Madrassa. Whereas in the case of the former the DOSE is entirely responsible, in the case of the latter, the General Secretariat for Islamic/Arab Education of the Supreme Islamic Council in the Gambia is responsible.

Another constraint in Madrassa education is lack of standardization and quality control of teacher training and teacher supply, lack of effective unity with the national education curriculum and syllabi, poor physical facilities and learning materials, separate examinations and certification although improvements are now appearing in these mentioned areas. The consequences of poor quality education lack of relevance to life skills and limited employment opportunities for graduates of the Madrassa education system are poor human resources development.

The challengers that face the stakeholders of Madrassa education, namely, the government, Madrassa owners, parents, donors and students is to critically look at Madrassa education, in terms of access, relevance, and quality of the education offered within the context of its contribution to the human resource development of the country under the Basic Education Programme. This would invoke a more clear cut planning, co-ordination and control of the development of Madrassa education. In this regard Madrassa schools could also provide vocational and technical training skills, and agriculture to their students like other schools to enhance their employment opportunities. This would require the identification and mobilization of resources and to allocate these resources to a planned and rational development programme for Madrassa with the priority areas of the Basic Education Programme.

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4.10 Review of Performance and Achievements Adult and Non-Formal Education - ANFED

4.10.1 Introduction

4.10.2 Policy Issues Strategies and objectives

In the Gambia, it is estimated that the illiteracy rate is about 60%, latest 2003 figures, with a rate of 44% for men and 73% for women. The levels of illiteracy however are highest as one progress to the eastern part of the country. The current national gross enrolment rate of 74% at the primary school level show that there are some 26% who are not attending school as well as a high dropout rate.

It is estimated that 75% of the adult population, that is 16 years and above are illiterates. It is against this background that the current Education Policy seeks to promote access to education not only through the formal schooling system but also through the non-formal system by expanding the latter to adults and youths country-wide.

The 1988 –2003 Education Policy considers a target group irrespective of age as those that require literacy. This would include out-of-school youths, school dropouts, girls and young women and, adults and youths requiring new skills. However the Revised policy gives the age group 15 – 39 years to priority for literacy and adult education.

The Education Policy provides for non-formal education to encompass early childhood education, special needs education, (both to encourage central role of mothers and the family) and mass literacy adult education targeted at mainly adult women, out-of-school girls and adolescence. The aim of the non-formal education program is to use integrated functional literacy linked with relevant social, economic, technical, and institutional needs for development. The strategies for ANFED in the 1988-2003 Education Policy were namely:

Co-ordination of activities of the various governmental and non-governmental agencies involved in non-formal education

Use of national languages as well as English and Arabic as medium of instruction Provision of adequate resources for sustainable and cost-effective delivery of non-

formal education Improve the quality of personnel in the non-education programs through

continuing education and training.

These strategies are applied through selective intensive training aimed at improving literacy skills, in the short term, and enable the individuals and communities. They gain general skills in basic literacy and numeracy, handcraft, sewing skills, cottage industry such as soap making and skills in management of small businesses. In the 2004 – 2015 Education Policy, the aim is to achieve 50% improvement in level of adult literacy, especially for women and equitable access to Education For All Adults; to lower the illiteracy rate by expanding the provision of literacy facilities, through a strategy of partnership between government and private sector providers and other collaborators such as the Department of Community Development and the Community Skills Improvement Project (CSIP) interventions to strengthen and improve effective management of existing facilities. Other strategies include the sensitization of the communities on the importance of adult education and the acquisition of functional skills. It also includes the

52

identification of new areas fro expansion; training of mother clubs on how to mobilize resources through investments in cottage industry products and provide literacy materials to adults learning centers and training of both facilitators and supervisors.

In the new Education Policy 2004-2015, ANFED is now put under the Basic Education Programme. The reasons given for placing ANFED Programme within BED are to place more priority on functional literacy in order to increase access and improve quality and relevance. In this regard the non-formal education sub-sector complements the formal education sub-sector.

Adult and non-formal education programme are also designed in accordance with the ecological, social, economic, social and cultural characteristics of various geographical regions of the country. In the rural areas ANFED Programme take into account the way of life and techniques employed by those engaged in agriculture, animal husbandry, fishing, health, environment, income generating activities and awareness creation on matters concerned with local governance for sustainable development. In the urban areas the focus is on critical issues of urban life such as income generation, environmental sanitation and protection, literacy, numeracy, civic education with indigenous languages featuring across all the training programme. This provides an educational minimum which is based on the needs of the target groups and which also depends on the available resources. The educational minimum of the programme now includes the following:

Improving learning of skills in reading and writing in indigenous languages

Learning of basic numeracy and mathematical concepts

Acquisition of knowledge and functional skills useful in family life (HIV/AIDS, malaria and tuberculosis, prevention, household budget, health childcare and occupational skills

Initiation into natural sciences to the extent necessary to comprehend natural phenomena occurring in the environment and to accept changes in living conditions and to participate effectively in transforming the environment

Appreciation of notions of development of practical skills that will facilitate remunerated activities (agriculture, fishing, animal husbandry, crafts and other income generating activities)

Initiation into civic life in order to foster participation of the population in the social economic and political activities of the community

Teaching of English as a subject for the basis of communication in the official language for advanced learners

Learning related to particular needs of the community not covered above.

During the period under the review the main programme and policy objectives and strategies for ANFED were namely;

CSIP-Literacy component

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Third Education Project ESP-NFE component Integrated Basic Services (IBS) Basic Literacy Programme Functional literacy for Children in Difficult circumstances

The strategic objective of the Literacy component of the CSIP is geared towards poverty alleviation. Its main objective is to provide functional literacy/numeracy skills to 40, 000 beneficiaries of 80% of them are women and 20% to out-of-school youths 250 CSIP selected communities in the seven local Government areas between 2001 –2006 with monitoring and evaluation mechanisms to be put in place. Other strategic components include the decentralization of co-ordination and management to the Regional Directorates; partnership and collaboration with stakeholders; improving capacity for literacy personnel, provision of learning materials, sensitization and mobilization of community participation. (DOSE Annual Sector Review August 2004 – Draft Report).

The strategic objectives of the Third Education Sector Programme –NFE component are based on building and strengthening the human resource capacity of the Adult and non-formal education unit by filling the existing vacancies and Coos in the coordination and delivery of non-formal education services; setting up out-sourcing of funds approaches to enable literacy providers to enroll 12, 000 people in literacy courses and 8,400 in post literacy activities and facilitate access to micro-credits and to provide literacy and post literacy materials. Other strategic measures include the setting up of multi-sect oral coordinating committees at regional and national levels and the establishment of financial and technical monitoring and evaluation systems.

The strategic objectives of the Integrated Basic Services (IBS) are aimed at increasing the enrolment of girls and retention of girls in school. Its aim is to introduce functional literacy/numeracy skills to 500 women and girls out-of-school in 20 new Girls Friendly School communities. The strategies of implementation include collaboration and partnership with NGOs such as FAWE-GAM and the Girls Education Unit of the DOSE in reaching the mothers clubs in the GFS communities, the training of teachers on local languages and the provision of functional literacy/numeracy material and teaching and learning aids.

The Basic Literacy Programme strategic objectives are to increase access to women in the context of expanded vision for Basic Education and to provide functional literacy/numeracy to women vendors, maids, housewives and interested persons within the targeted communities. Other strategic measures include the training of primary school teachers on methods and techniques of teaching adults, the piloting of the programme in selected schools, gradual expansion of coverage, and continuous assessment of participants, verification of the activities including monitoring and evaluation of courses and reporting on them.

The Strategic objectives of the Functional Literacy for Children in Difficult Circumstances are to extend access to basic education to those excluded from the formal education system. Other key strategies include the building of capacity of functional literacy trainers for children in difficult circumstances, identify educational programme of life skills for these children, setup a training of trainers programme and provide teaching and learning materials. Monitoring and evaluation is also provided with reporting obligations.

The implementation of these programme recorded several successes and also highlighted several constraints and unaccomplished objectives. The following analysis highlight the

54

achievements recorded in literacy and adult literacy. It also identifies the constraint and challenges the sub-sector has to tackle. These include achievements in access and growth, and constraints and challenges in the form of regional and gender disparities including low levels of participation.

4.10.3 Access – Achievements

Adequate statistical data and information for trend analysis on ANFED is not yet available as ANFED is yet to set a comprehensive data basis on this programme. However, following on the decentralization programme, ANFED data is now being collected at the regional offices but theses are yet to be collated for use by planners or other stakeholders.

There are several agencies including government that are involved in the delivery and support for non-formal education in the Gambia. (See Appendix on List of Agencies involved with ANFED) The DOSE has a department responsible for planning, co-ordination and development of non-formal education services. It also co-operates and co-ordinates programs sponsored by several donor agents. The current target is to reduce the illiteracy level among this group by 50% by the year 2015.

The UNESCO sponsored project, funded by the Danish International Development Agency (DANIDA) covered the period from 1992-1996 and was targeted at literacy and post-literacy for 6000 rural women in the Lower River Division (LRD). The Project operated 60 classes with 4,145 female participants in three districts in Kiang. The curriculum, which was designed by the NFES, consisted of literacy, numeracy, health, agriculture, environmental sensitization, and income generating skills and organizational management. The skills training component consisted of tie/dye, needlework, oil extraction from groundnuts, soap-making. Credit facilities through micro-financing schemes were made available to the participants for income generation activities that could help sustain the project. At the end of the four years donor-supported-phase of the project, an evaluation exercise conducted by the NFES considered the project in terms of access and relevance a substantial success. But it was not sustained, as the income generated by the women was not adequate to support the continuation of the Project.

The Africa Development Bank (ADB) supported the WIDP Information and Communications and the Skills Development components under the co-ordination of the Department of Community Development and NFES as co-implementing agents of this project. It covered 125 villages nation wide and ended in 1997. The training materials were presented by the NFES in three local languages, namely, Wollof, Mandingo and Pularr, .for beginners, intermediate, and post-literacy.

The IFAD/ASP also collaborated with the NFES in the delivery of literacy programmes to farmers in the principal rice growing areas in the country. Some 5000 farmers in the Central River Division (CRD) benefited from this program.

The UNDP has over the period supported the Integrated Functional Literacy Programme of the NFES for women and girls through the strengthening of the capacity of the NFES and by sponsoring the training of the staff of the NFES in all aspects of functional literacy, including improving the preparation and production of functional literacy materials, and audio-visual aids. The UNDP support also included strengthening the mobility of the project personnel, reinforced the in-house printing capacity of the NFES and assists in its leadership role in the

55

co-ordination of and co-operation with relevant agencies involved with non-formal education. Some 20,000 women and girls between the ages of 15 – 50 years participated in this project.

Action-Aid the Gambia also runs adult literacy programmes. In 1996, it supported 130 literacy classes, with a total enrolment of 2619 adults in the Action-Aid Development Areas rural areas, namely, in the LRD, CRD and the URD.

The WEC Mission runs its own non-formal education programmes in the Western Division, Greater Banjul area and the North Bank Division (NBD). The Mission also provides technical assistance in the form of translation and development of instructional materials.

The CRS/SGA non-formal education program is targeted at girls and women including school dropouts. This project, which was funded by UNICEF, aimed at providing 100 classes. It began in 1993 with 15 classes as pilot and additional classes were opened in 1994 followed by 30 classes more in 1995 and 18 classes more in 1996. There were 85 centers in operation in all the Divisions except in the Greater Banjul Area and the LRD. Some 2236 participants benefited from the Project. But lack of sustainability due to the inability of the communities to pay the facilitators however has led to the closure of 70% of the classes. The UNICEF contribution to this program was $ 600,000 for the five years project period. In the CRD 16 communities were identified in 2004 in line with the World Bank outsourcing integrated literacy fund and 19 new centers were identified under the UNICEF Girl-Friendly Schools mothers clubs initiatives, but these are yet to even train their identified facilitators for classes to begin.

4.10.4 Challenges and Constraints - ANFED

4.10.4.1 Gender and Regional Disparities in Literacy

In reviewing the ANFED Programme it is important to examine trends in literacy and adult literacy rate of the population target groups from 15 and above respectively. In the Gambia the literacy data and information are insufficient. The literate population in the Gambia comprises those who attained certain level of education including western, Madrassa, and those who had gone through the non-formal functional literacy programme and have acquired the ability to read and write in the languages used for the programme.

It is however difficult to state exactly the actual number of participants in non-formal literacy programs across the country due to lack of organized and reliable data. The figures used in this review are therefore based on the 1993 Population and Housing census. EFA 2000 Assessment It should be noted at the time of writing this review, the Population and Housing census have not yet been published for the year 2003, although the census have already been conducted.

The total literacy rate for the age group 15 – 24 for the period 1991 –1998 has actually declined from 48% in 1991 to 47.5% in 1998. The male literacy rate declined from 60.9% in 1991 to 58.4% in 1998, whiles the female literacy rate declined from 35.7% to 37.1% in the same period. (EFA 2000 Assessment). There are also very vast differences in the literacy rates by region. For example where as the literacy rate in Region 1 in 1998 was 55.1% for male and female combined, the rate in Region 6 was 25% only. These figures show that there is still a large number of the population who are not accessing to educational services and as

56

such are potential clients and indeed priority targets for ANFED Programme. The Following Table 15 shows Regional disparities and trends in literacy rates.

The trends in adult literacy rates reflects the accumulated achievement of primary education and adult literacy programmes in imparting basic education literary skills to the population and thereby enabling and empowering people to apply such skills in their daily life and to continue learning and communicating through the medium of the English language. Literacy therefore is an indicator as well as a potential for the intellectual growth of the individual, which enhances the individuals contribution to socio-economic and cultural development of the community he lives in.

The adult literacy rate for the adult population for both sexes have essentially remained static during the period 1991 to 1998, the period under review. The following table 15 shows trends in adult (15+) literacy rates by gender. EFA 2000 Assessment)

Table 15: Trends in Literacy Rates 15-24 years) by Region and Gender 1998

1991 1992 1993 1994 1995 1996 1997 1998Region 1

MaleFemale

59.7

67.152.1

64.6

75.353.7

62.6

72.952.2

61.3

69.852.6

59.7

67.152.1

58.2

64.551.5

56.6

62.050.9

55.1

59.650.3

Region 2

MaleFemale

53.9

68.039.6

56.2

73.439.2

57.6

73.041.6

54.6

69.739.5

53.9

68.039.6

53.2

66.439.8

52.5

64.840.0

51.9

63.440.2

Region 3

MaleFemale

44.3

60.230.2

43.0

59.828.1

46.4

64.530.6

43.8

60.029.5

44.3

60.230.2

44.7

60.530.9

45.3

60.831.7

45.8

61.132.6

Region 4

MaleFemale

50.6

68.332.9

46.1

63.628.5

49.2

71.529.4

49.0

66.731.4

50.6

68.332.9

52.3

70.034.6

54.0

71.836.3

55.9

73.638.1

Region 5

MaleFemale

35.7

53.421.1

32.9

49.518.8

35.8

53.920.6

34.7

52.020.3

35.7

53.421.1

36.8

54.822.0

37.9

56.322.9

39.0

57.823.9

Region 6

Male Female

24.1

36.413.5

23.3

36.012.4

25.5

38.714.0

23.8

36.213.1

24.1

36.413.5

24.3

36.513.5

24.7

36.714.3

25.0

36.914.7

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Table 16: Trends in Adult (15+) Literacy Rates by Gender 1991 – 1998

Item 1991 1992 1993 1994 1995 1996 1997 1998Total Male/Female

37.2 37.2 37.2 37.2 37.1 37.1 37.1 37.1

Male 55.5 52.8 52.2 51.3 50.6 49.9 49.2 48.5Female 21.3 21.8 22.3 22.8 23.3 23.8 24.4 25.0

The total Male/Female rate remained constant from 1991 to 1994 at 37.2% and declined and stayed at 37.1% from 1995 to 1998. The male literacy rates for adults declined during the period from 55.5% to 48.5%, whiles the rates for the females marginally increased from 21.3% to 25.0%.

There are vast regional and gender disparities in the adult literacy trends. While the male adult literacy rate in Region 1 was 66.8% and 55.7% respectively in 1991 and 1998, the male rate for Region 6 was 32.0% and 34.0% in the same period. The gender and regional disparities are even more acute as female rates in Region 1 were 52.1% in 1991 and 50.3 in 1998 whilst the female rate in Region 6 was 13.5% in 1991 and 14.7% in 1998. The adult literacy rates in Regions 1 and 2 are higher than those in the other Regions. Both Regions 1 and 2 however have experienced a decline in rates over the period, while other Regions experienced increases in the same period. For example the rate in Region1 and 2 declined from 54.4% to 48.4% and from 38.3% to 35.5% respectively. The rate in Region 3 increased from 34.0% to 37.8% for both sexes and 17.2% to 21.7% for females over the period 1991-1998. The following table 17 gives Trends in Adult literacy rates (15+) by Region and Gender.

In all the Regions the female rates are all below 50% through out all the period, the highest being in Region1 at 39.9% constant, while it actually declined marginally in Region 5 from 12.5% to 11.0%over the period 1991 –1998. In effect the gender parity indicators shows that the participation of women in literacy has been far lower than that of men.

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Table 17: Adult Literacy Trends (15+) By Region and Gender 1991 - 1998

Regions 1991 1992 1993 1994 1995 1996 1997 1998Region 1

MaleFemale

54.4

66.839.9

53.5

65.139.9

52.6

63.439.9

51.7

61.839.9

50.9

60.239.9

50.0

58.639.9

49.2

57.139.9

48.4

55.739.9

Region 2

MaleFemale

38.3

56.020.4

37.9

54.920.6

37.5

53.720.8

37.1

52.621.0

36.7

51.521.2

36.3

50.521.4

34.0

46.720.6

35.5

48.421.8

Region 3

MaleFemale

34.0

52.717.2

34.5

53.117.8

35.0

53.418.4

35.6

53.819.0

36.1

54.219.6

36.6

54.620.3

36.2

55.020.4

37.8

55.321.7

Region 4

MaleFemale

29.6

44.814.5

30.4

45.415.3

31.1

46.016.0

32.0

46.616.9

32.8

47.217.7

33.6

47.818.6

34.5

48.419.6

35.4

49.020.6

Region 5

MaleFemale

26.9

40.512.5

26.8

41.612.3

26.7

42.712.1

25.9

43.911.9

26.5

45.111.7

26.3

46.311.5

24.9

47.610.4

25.9

48.911.1

Region 6

MaleFemale

19.5

32.09.0

19.8

32.39.3

20.1

32.59.6

20.4

32.89.9

20.7

33.110.3

21.0

33.410.6

21.3

33.711.0

21.7

34.011.3

4.11 Conclusion: Constraint Challenges and Recommendations

There are several constraints and challenges that face non-formal education in the Gambia that needs to be addressed. The budgetary allocation for non-formal education is very low, about 0.5% of the total DOSE budget. Considering the national target for mass literacy, and given that all illiterates are targets of this program, the limited financial resources for this form of education can hardly make the programme effective. In fact illiteracy continues to be a major challenge and despite several years of non-formal education and practice, the problem of reducing illiteracy remains daunting.

Another constraint and challenge is the low quality of literacy and numeracy programs. The teaching of the English language is given low priority, and although the emphasis placed on the use of local languages as medium of instruction has its merits, it has still left the participants illiterate in the sense that they cannot access local newspapers or educational and official language documents, which are all written in English. Besides enough local language teachers have not been trained to adequately conduct this type of adult education. This

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approach needs to be revisited and perhaps emphasis should be placed more on English and English numeracy supplemented by local languages. This will greatly reduce the level of illiteracy and allow for a more effective participation of the recipients in national development. Further more the training of teachers to teach in local languages would require large scale training to reach all the targets under the programme. This will require substantial resource inputs well above the current level of funding for the programme. Up till now the training of such teachers has yet to take-off

The quality of the programs are also low due to lack of adequate training materials and lack of adequately trained professional staff at the management, co-ordination and at the delivery level of non-formal education. Too often weak institutions and lack of human resources capacity to plan, co-ordinate, develop, and manage the sector leads to duplication of efforts among agencies delivering non-formal education services and limited impact of this service in the fight to reduce illiteracy in this country.

Most centers, in particular those in the rural areas, are subject to long spell of closure during the rainy season as most people are fully engaged in farming activities at this time of the year and as such give this priority over attending adult education classes.

The high cost of raw materials for tye and dyeing, soap making, or even fruit juice preservation makes it difficult for the villages to apply their skills for income generation.

Consequently there has been a reported decline in enrolment in centers because of low morale due to inadequate resources, late payment of facilitators, poor facilities and incentives, late delivery of learning material and delays in the commencement of programme and consequently in the learning process. (DOSE: Annual Sector Review August 2004 Draft Copy).

On the basis of the above information, review and analysis, the following recommendations are made to improve the delivery of ANFED services and programmes.

Considering the constraints and challenges that the provision and delivery of Adult and Non-Formal Education services the following recommendations are provided for them:

Increased the budgetary and resource allocation to the Adult and Non-formal education service;

Include English as a priority language in adult and non-formal education to promote literacy in the national official language;

Develop and improve the supply of trained adult and non-formal education teachers and animators;

Expand ANFED activities in the urban areas to capture non-literates and out of school youths for continuing education and technical skills training;

Design and established a standardized ANFED curriculum that is applicable nationwide and that is relevant to the occupational needs of participants and targets;

Increase ANFED participants by 50% of current illiteracy by year 2010;

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Encourage NGO and private sector participation in the delivery of adult and non-formal education service;

Improve and establish more ANFED learning centers and learning materials;

Introduce child-mother integrated ANFED services in child-mother friendly centers and environment.

Introduce non-gender biased and vocational skills for ANFED participants.

Put priority on ANFED as part of the Basic Education Programme

Set annual enrolment targets for ANFED,

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CHAPTER 5: SENIOR SECONDARY EDUCATION

5. Review of Performance and Achievements – Senior Secondary School Education (SSS)

5.1. Introduction

5.2. Policy Issues Strategies and Objectives

The senior secondary school (SSS) is comprised of grades 10 to 12 and constitute the final stage of the school cycle, and offers a 3-years course leading to a senior secondary school leaving certificate. Unlike the Basic cycle, the majority of schools at this level are grant – aided and private. The government owned SSSs and grant – boards of governors appointed by the SOS for Education to govern aided SSS. The functions of these boards include amongst others, staff appointment and discipline, ensuring educational standards and the general management of the schools in accordance with the provisions of Government’s Educational Policy. There are also two Madrassa SSSs. The key policy strategies are;

To increase gross enrolment, particularly of girls, Increase the number of trained Gambian teachers, Introduce computer technology and computer literacy and Rationalize the grant in aid to SSS.

The SSS offers general scientific and technological, liberal arts and humanities courses for students hoping to further their education at university level.

5.3. Enrolment and Achievement Indicators

Given the rapid increase in the numbers enrolled in grade 9 and wanting to enter grade 10, government policy is to provide funds to allow capacity in public financed secondary schools for a transition rate of 50% with any amount beyond being absorbed by private sector.

Since the main objective of the Education Policy is to expand the Basic cycle, it is imperative that the expansion envisage must be accompanied by a further corresponding increase in the number of SSS places to accommodate those transiting from the Basic level to provide for more quality and relevant education. This will involve an increase in the transition rates from the Basic graduates to the SSS and a reduction of the dropout rate.

In 1990/91, there were only 12 SSSs with a total enrolment of 6,334.In 1995/1996, this increased to 21 SSSs with the total enrolment of 11,407. In 2001/2002 the number of schools increased to 37 with a total enrolment of (excluding Madrassa) 17,181, and to 17,537, (including Madrassa) enrolment. Well over 50% of the SSSs are grant-aided, a financial subsidy granted mainly to religious mission schools, which is a heavy public sector expenditure component in the delivery of secondary education. There are only 356 student enrolled in Madrassa SSSs. From 1996 and 2000, secondary enrolment increased from 11, 981 to 15, 165 students, resulting in an increase in gross enrolment ratio (GER) from 15% in 1996 to about 18%. In year 2001/2002 the GER increased to 21%. For girls it is much lower, at 14% (boys 22%).

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The percentage of female enrolment has increase to 26% in 1990/91 and to 36% in 1995/96.That is a 10% increase over five-year period or an annual increase of 2%. In year 2001/2002 the percentage of female enrolment declined to 34%.

The Following table 18 shows enrolment distribution, regional and gender distributions, including teacher profiles and distribution.

Table 18: SSS – Enrolment Regional and gender Distribution Teacher Distribution and Profiles 2001 - 2002

Item Region 1

Region 2

Region 3

Region 4

Region 5

Region 6

Gambia

Total Enrolment (incl. Madrassa)

10343 1815 1043 909 808 603 17537

Total enrolment (excl. Madrassa)

10343 1459 1043 909 808 603 17181

Total Female enrolment

4228 532 278 316 274 215 5843

% Of female enrolment

41% 36% 27% 35% 34% 36% 34%

GER (excl. Madrassa)

35% 7% 11% 22% 9% 5% 21%

GER (Inc. Madrassa)

9% 21%

No. Of Schools of which

PublicPrivateGrant-aidedLocal agreement

19

01351

10

1450

4

2020

1

0010

2

1010

1

0010

37

417151

Enrolment Of which

PublicPrivateGrant-aidedLocal agreement

0467549921592

0556

10760

10510

1540

00

9090

10270

512

00

6550

2076521382921592

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Item Region 1

Region 2

Region 3

Region 4

Region 5

Region 6

Gambia

No. Of TeachersOf which

PublicPrivateGant-aidedLocal Agreement

377

0162215

0

81

033480

66

66000

27

00

270

45

250

200

19

00

190

615

91195329

0

No of class rooms

182 40 22 0 19 18 281

No of Gambian teachers

91 24 20 7 10 4 156

% Of Gambian teachers

24% 30% 30% 26% 22% 21% 25%

No. Of Qualified teachers

376 86 64 24 42 17 609

% Of qualified teachers

100% 106% 97% 89% 93% 89% 99%

No. Of Female teachers

64 5 2 1 1 0 73

% Of Female teacher

17% 6% 3% 4% 2% 0% 12%

No of classroomOf whichPublicPrivateGrant-aidedLocal agreement

179

0719216

33

014190

28

28000

20

00

200

24

110

130

0

0000

284

3985

14416

Double-shift enrolment

2310 0 373 107 134 0 2859

% Of Double-shift

22% 0% 36% 12% 17% 0% 17%

Pupil per class of whichPublicPrivateGrant-aidedLocal agreement

58

6654

100

44

4057

37

38

45

45

34

93

39

60

536158

100

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Item Region 1

Region 2

Region 3

Region 4

Region 5

Region 6

Gambia

Pupil-Teacher Ratio

Of which

PublicPrivateGrant-aidedLocal agreement

27

29

23

18

17

22

16

16

34

34

18

41

26

32

34

28

28232725

Repetition Rate

1% 0% 9% 3% 14% 6% 2%

There are 37 SSSs of which 4 are public schools, 17 are private, 15 are grant-aided and 1 is a local agreement school. Madrassa participation is very limited to one SSS with a total enrolment of 356 students. The double-shift system contributes significantly to improving access to the SSS level. There were 2859 students enrolled in double-shift, representing 17% of total enrolment at this level. There are also 615 teachers of which 99% are qualified. In Region 1 100% are qualified. There are very little regional variances as all SSS in regions have over 80% qualified teachers. It should however be noted that the number of Gambian teachers at this level is only156 or 25% of the total teacher stock. This illustrates the high dependence on foreign teachers largely from the sub-region, which is regarded as undesirable and is being address by accelerating the training of teachers at the degree level as seen in the B.Ed and other degree programmes at the UTG.

5.4 Access -Gender and Regional Disparities

Although significant progress has been achieved in the expansion of access to Senior Secondary education, there are serious regional and gender disparities to access and in the distribution of qualified teachers and female teacher participation. Out of the total number of 37 schools 19 or over 50% are located in Region 1. Consequently, out of the total enrolment of 17,537, 10343 were enrolled in Region 1 with a regional GER of 35%, whiles only 603 were enrolled in Region 6 with a regional GER of 5%. These huge regional disparities should be seen as immediate challenges and constraints that need to be address by policy directed at greater regional parity in distribution of SSS facilities with priority targets in the rural areas and avoid the further congestion and concentration of SSS facilities in the Urban and peril-urban areas of Regions 1 and 2.

5.5 Conclusions: Constraints Challenges and Recommendations

Out of the total 10343 students in Region 1, 4228 or 41% were female (DOSE Education Statistics 2001/2002), with Region 3 having the lowest access of 27%, Regions 2 and 6, with 36%; Region 4 with 35% and Region 5 with 34%. In all the Regions female participation not only lag behind that of males but also failed to reach the 50% equal access or participation, indicating a low gender parity. The high participation of 41% of females is largely due to the concentration of Senior Secondary Schools in Region 1.

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In general however, despite the regional disparities access to education has increased substantial as considerable numbers are now enrolled in the schools with the support of the private sector participation. Inter-sect oral budget allocations have been consistent with stated policy priorities accorded to basic education. During the 1990s the share of public expenditure and net lending spent on education declined to 20% but increased to 25% in 1998. As a ratio to GDP, total public spending on education however fell to 5.2% by 2001 after having reached 5.7% in 1998. Since 1998 the share of basic education in the recurrent budget allocation grew considerably, reflecting the priority attached to by the sector. It represented about 40% of recurrent expenditure on education until 1997 when it increased by about two-thirds. The implications of these investment programme are discussed in the section dealing with Education Financing. It will suffice here to indicate that as a result of increased expenditure in the form of investments, the basic level expanded resulting in more schools being provided in remote areas, which hitherto had no schools.

Besides distance, affordability is also an issue that determines attendance to secondary schools (upper basic and senior secondary). The current school fees charged in non-public schools, that is private and grant aided, including books and learning materials are about D2000 per term in private and government subvention schools. This is above the average earning capacity of the average household. This is compounded by the fact that there are 3 or 4 children on average in a family. In a survey of household heads conducted by the University of the Gambia and the CSD in 2003, some 29% indicated that affordability is a major constraint to access to senior secondary education.

The information and analysis contained above allows one to make the following recommendations to address the constraints and challenges:

Increase the gross enrolment to SSSs particularly for girls

Increase the transition rate by 50% in the next five years from grade 9 to 10

Increasing the number of secondary schools nationwide to correspond to the anticipated increase in access

Encourage and expand the participation of Madrassa education providers in SSS level education

Promote and encourage private sector participation in the provision of secondary education

Spread the distribution of and provision of SSS level education away from Region 1 to allow for a more equitable provision of secondary education between urban and rural areas

Increase the participation of female teachers at the SSS level

Increase the proportion of Gambian teachers at the SSSs in order to reduce the heavy dependence on foreign teachers.

Expand and consolidated the teaching of ICT at secondary schools to ensure relevance to current emergent labour market demands

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Reduce the regional and gender disparities by promoting girls’ enrolment and retention in secondary schools.

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