Improving the quality and access to education in The Gambia

Global Digital Divide: Update on Student Research from Brunel University

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

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

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

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


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


A few simplified examples of some of the causes are:


·       the outdated and limited textbooks which are limiting the content available because there is a lack of learning resources available as the resources are being allocated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

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

·       the supply of electricity is often interrupted

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


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


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

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


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


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


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


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


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


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


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

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


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


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


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


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


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


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


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


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

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


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


Please leave them in the comments below.


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

The Steve Sinnott Foundation • December 7, 2020

I heard it said today by a friend that “You learn a language best when you use it to speak and write about things that are important to you. ”

By Susan Piper • May 6, 2026
This summed up to me about why I volunteer for the Hands Up Project. HUP is a charity trust which, through its network of volunteers, connects children around the world with young people in Palestine. By means of online interaction, drama and storytelling activities, it enables the use of creativity and selfexpression to promote mutual understanding, personal growth, and the development of English language skills. I joined HUP in 2020 during COVID. After going to Palestine in 2017, I wanted to get more involved in working with Palestinian children in schools. HUP gave me the opportunity to link up with schools in the West Bank and Gaza. Every week I’d tell them stories from all over the world, then we’d discuss it, play games and I’d get them to retell it. Sometimes we would work from their coursebook English for Palestine’ in mutual team teaching sessions with their teacher. The simple act of telling a story became much more than entertainment. It became connection, healing, and a bridge to the world beyond their immediate reality to help them improve their language skills, and to give them a platform to speak about their lives in a language that connects them to people everywhere. I loved it, every week, seeing their smiling faces on the screen and building long lasting friendships with their teachers. I even went to Gaza in 2023 and met some of the kids I’d only seen on Zoom. It was a beautiful experience and something I will never forget. As hostilities escalated, I lost contact with everyone. I thought about where the kids were and what had happened to them. As I watched schools being bombed, universities flattened, and people killed in their thousands, I thought about where the kids I’d met were and what was happening to them. I kept in contact with many of the teachers I knew and heard daily news of displacement, destruction, hunger and bombing. Recently, I’ve started to link up again with children in Gaza, and it feels wonderful to be back helping them learn after being denied an education for over two years. Connecting with children in Palestine is more than just words. When a child in Palestine confidently tells their story to someone on the other side of the world, bridges are built, empathy grows, and the world gains a fuller picture of childhood in contexts far from peace and privilege. My work with these children is rooted in the belief that education and voice are inseparable. Through storytelling and English language learning, I witness children not just learning new vocabulary, but reclaiming their narratives, believing in their potential, and finding human connection in a world they perceive has abandoned them. And more than anything, this work reminds us all that children — everywhere — deserve to learn, to speak, and to be heard. Links to HUP information, books and resources: The Hands Up Project BY SUSAN PIPER Susan Piper is currently an ESOL teacher in Oldham, Greater Manchester and has worked in education for over 30 years. She is also a volunteer for the Hands Up Project and is the International Solidarity Officer and President of her NEU district. She believes in quality education for all and aims to make her lessons creative and inclusive so that effective language learning can take place.

Conflict and Education

By Andy Harvey • May 4, 2026
Small children play contentedly side by side. From time to time, a toy is snatched, a child is pushed, a whine of protest arises. The teacher’s voice is steady and encouraging: use your words, not your hands; wait your turn. There will be an emotional meltdown at some point, but soothing adult words settle it quickly. Upstairs a clutch of nine-year-olds hover over a maths problem. One girl insists she knows a quicker way that she learned on social media; her friend is adamant they must stick to the method they were taught. The teacher looks on approvingly. In a nearby room, a child dabs their eyes with a tissue while a teacher speaks softly and leans in close, offering reassurance. Meanwhile, in the hall, the older children are debating government spending on overseas aid. It’s getting heated. They speak their mind and defend their views passionately: what they have heard people say, what they have seen online. The teacher intervenes, pointing to the ground rules projected on the wall: think before you speak, your words can hurt others. A pause, and then the debate surges back to life. Schools are not, and have never been, conflict-free zones: they are shaped by the pressures and tensions that exist in their communities. Besides their schoolbag, children carry the weight of personal trauma, family conflict, poverty and a kaleidoscope of influences, good and bad, through the school gates each day. Teachers and other school staff are also inscribed in conflict, as they confront the challenges of poor wellbeing, inequality and harmful social attitudes, with increasingly constrained resources. Of course, school education itself is the subject of conflict. Access to free universal education for all children has rarely been simply granted; it has been struggled for over time, and for some children remains precarious or denied altogether. But the vignettes above reveal the powerful role education can play in a world bedeviled by conflict. Children in the Early Years Setting are learning life’s first lessons: to share resources, to respect others’ space and belongings, to negotiate and to regulate emotions. The older children might be frustrated by rules that do not suit themselves personally, and others may easily forget them in the heat of the moment, but there is a collective appreciation of why the rules exist, and an understanding that the world extends beyond our own thoughts and interests and that empathy, compassion and respect are key to personal realisation and to group harmony. None of this happens by accident. It is the result of consistent, structured, professional teaching, reinforced by a nurturing homelife. It depends on adults setting boundaries with children, modelling respect, building emotional literacy, helping children understand consequences of actions and stepping in when things go wrong. What looks effortless from the outside is the outcome of daily effort. It has so much more chance of success when it is well-resourced. In Scotland, we have a curriculum that aspires for children to be successful learners, confident individuals, effective contributors, and responsible citizens. Despite its imperfections in implementation, it is a powerful declaration that education must be about more than academic attainment: it’s about nurturing and shaping the people who will have to confront challenges - personal, social, and global - which previous generations could barely have imagined. In the past year, the Educational Institute of Scotland (EIS) has collaborated with partners to develop tools for teachers to counter the effects on children of online hate. We have also supported a key project to tackle misogynistic attitudes and behaviours which are perpetuated among young people by online content and algorithms. Alongside the development of our Education for Peace policy, EIS members have engaged in the strengthening of Scotland’s Learning for Sustainability strategy to enhance the way our children relate to each other and to the natural world around them. All of this is important work in addressing conflict. However, we should never forget the criticality of the learning and teaching that goes on every day, and the importance of resourcing it properly in our nursery classes, our primary, secondary and special schools. In a world scarred by conflict, this is the quiet and healing work of hope. BY ANDY HARVEY National Officer, Educational Institute of Scotland

The Importance of Holocaust Education in Schools

By Hedi Argent • April 29, 2026
The aim of Holocaust education should never be to introduce young people to the details of the horrors of the Holocaust, but to help them to understand how it could happen: what led up to it, and to recognise how conspiracy theories, fake news and disinformation lead to prejudice. And how prejudice leads to racism – and when racism is allowed to flourish, then there is no limit to what can happen. I give talks mainly to students in Year 6 who are in the last class of primary school. They are good listeners and generally uninhibited about interacting and asking searching questions. Some talks inevitably have to be on Zoom because of unmanageable distances, but there is an advantage because several schools can participate and I have spoken to as many as 500 children in one session. With a bit of technical luck, I can see them and they can see me as well as PowerPoint illustrations. I talk about my own experiences as a child and how my cousin and I became the targets of racism and learned how antisemitism, surely the oldest form of racism, felt as well as what it meant. Our stories had very different outcomes: I was lucky and survived. I came to England with my parents. We discuss what refugees may bring with them and what and who they must leave behind and how that may feel. I encourage them to listen to others’ stories and to tell their own – we all have stories to tell and they help us to welcome strangers, not to fear them. My cousin was not lucky. He was one of six million who were not lucky. The children and I explore together what 6,000,000 means. We stand and I tell them that the late Chief Rabbi of the UK, Lord Jonathan Sachs, once worked out that if we stood for just one minute to commemorate each of the 6,000,000 we would be standing in this place for 11 years and 4 months. We talk about who can do such things? and I stress that there are no bad people but only people who do bad things. I give examples of kindness: a child who played with me when the other children and teachers in my school shunned me and called me names, a man in the Nazi party, who knew and saved my father when he was arrested, and a doctor who took me to hospital, where Jews were not allowed, when I nearly lost a finger. Eli Wiesel, an author, who witnessed the worst terrors of the Holocaust as a child in the camps, once said that when we tell our stories, we share the responsibility of being a witness and when enough of us become witnesses we may never let it happen again. BY HEDI ARGENT Hedi and her parents came to England as refugees from Austria in 1939. Hedi spent most of her working life in Social Work specialising in the adoption of older children and children with disabilities. She has written and edited more than twenty books on the subject and is still working and speaking in schools about the Holocaust and what it means to be a refugee. Hedi has recently written her own story and has donated the royalties from her book sales to the Foundation. She is also an ambassador for the Foundation.