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·       the outdated and limited textbooks which are limiting the content available because there is a lack of learning resources available as the resources are being allocated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

NAPTOSA DIGNITY DEFENDERS PROJECT - What Does It Mean to Be a Boy in Today’s World?

By Joenty Ngoma • April 27, 2026
What does it mean to be a boy in today’s world? Is it to be watched, managed, expected to fail before you even begin, or is it to be shaped, trusted, and taught how to carry dignity without dropping it? That question followed me off the bus at the Dignity Defenders camp. The air was thick with uncertainty. Boys from different schools stood in long, uneven lines, gripping oversized bags under a sun that felt far too awake for how unsure we all were. One by one, police officers searched through our belongings at the gate. No introductions. No explanations. Just hands in bags, eyes scanning for what might go wrong. The message landed quietly but firmly: we were not trusted. At first, it stung. I looked around at the boys beside me, some nervous, some joking too loudly, some silent, and none of them looked like criminals or threats. They looked like boys carrying more than just clothes: expectations, pressure, unfinished childhoods. And yet, here we were, treated as potential problems before we were given the chance to be people. Still, honesty matters. An all-boys camp does sound like something that could collapse into chaos if left unchecked. In a world already strained by conflict and unrest, caution becomes a reflex. That gate, uncomfortable as it was, became the first lesson: when society loses trust, control rushes in to fill the gap. What followed, however, was not control, it was education in its most human form. We were separated from friends, gently but deliberately, nudged into unfamiliar conversations. We slept in shared dormitories; bunk beds stacked like unspoken agreements to coexist. Slowly, the tension softened. The space began to feel less like a holding area and more like a classroom without walls. One speaker, calm and sharply articulate, spoke about substance abuse. When he revealed that he was a former drug addict, the room shifted; not because of shock, but because of contrast. He did not look broken. He looked rebuilt. His story dismantled the idea that one mistake writes an entire future. It reminded us that education is not about erasing the past but understanding it well enough to move forward. Later, a boy raised his hand and admitted he used substances to cope with stress at home. There was a brief, fragile silence. Then someone asked, "Why?". That single question cracked something open. Suddenly, drugs were no longer the headline; pressure, pain, and survival were. Education, in that moment, did not judge. It listened. We learned how to defend dignity, physically, legally, and emotionally. We learned what to do when it is threatened, how to protect ourselves and others, and how to act instead of freeze. These were not academic lessons. They were tools for a world that does not always play fair. Near the end of the camp, chess appeared, almost casually, disguised as a fun competition. What began as a game slowly unfolded into a lesson. We were encouraged to play, to compete, to enjoy it, but also to think. Each move demanded patience. Every decision carried a consequence that could not be taken back. It was no longer just about winning, but about understanding that rushing the present often sabotages the future. When the competition ended, the strongest players were rewarded with mini chessboards. Receiving my first chessboard felt symbolic, a small object carrying a quiet reminder that life, like chess, rewards those who think beyond their next move. By the end of the camp, something had shifted. My idea of masculinity no longer revolved around strength or silence, but awareness. Education, I realised, is what teaches us how not to become what the world fears we already are. In times of unrest, education is not a luxury; it is a stabiliser; a compass. As Steve Sinnott called it, ‘the great liberator.’ And for a group of boys who were once searched at a gate, it became the reason we walked out trusted, not by authority, but by ourselves. BY JOENTY NGOMA CULTURAL HIGH SCHOOL SOUTH AFRICA (GRADE 11) 

Shaping Education Through the Lens of Identity

By Shahnaz Akhter • April 22, 2026
On a recent trip to Pakistan, I was struck by two contrasting images. In one, school children moved through the chaos of Rawalpindi’s streets, their journey interrupted by traffic, by cows being walked through the road, by the everyday disorder of the city. In another, young children carried heavy bags for street vendors who give them employment; their labour, part of the same urban rhythm but pointing to very different futures. Access to education, as is often referenced in this magazine, is not universal. I reference Pakistan not only because of these scenes, but because it is closely linked to my heritage and identity. Reflecting on what education means, and how I interact with it, has been central to my academic journey. Coming from a family where my parents were not formally educated, education has provided me with opportunities that were not previously available to them. This experience shaped my decision to work in widening participation in the Department of Politics and International Studies at the University of Warwick. One of the projects we developed was the Colonial Hangover Project, designed to explore the everyday legacies of colonialism. The project aimed not only to give school-aged students the confidence to speak back to a curriculum that often remains silent on their histories, but also to create opportunities for experiences they might otherwise not have access to because of their backgrounds. It was through the Colonial Hangover Project that we enabled students to speak at the Colonial Legacies conference held at Coventry Cathedral. Students from across Coventry spoke about their heritage, produced art, and sang gospel songs reflecting their experiences as young people whose families are linked to British history through empire. They spoke about local histories, including the grave of enslaved child Myrtilla, about South Asian heritage, and about the ways colonial hierarchies have shaped relationships between communities, including the persistence of anti-Blackness within some South Asian communities. Over 400 students came together during the day to celebrate their heritage and to speak within the cathedral. Building on this momentum, the work sparked a wider ambition: to ensure that all schools, particularly those in areas of high deprivation such as Coventry, could access sustained opportunities rather than one-off interventions. This led to a drive to connect schools to the UNESCO ASPnet Schools Network, widening access to global learning while embedding students within an international community committed to peace, cultural understanding, and social justice. For a city shaped by postindustrial decline and uneven educational outcomes, this connection mattered. It enabled students to see their local experiences as part of a wider global story. Alongside this, we drew on the Hidden Heroes campaign led by Preet Gill and Tom Tugendhat, encouraging students to identify and celebrate their own heroes within their families and communities. This created pathways for young people to speak in the UK Parliament, bringing together local heritage, global networks, and civic voice. Together, these strands reflected a shared commitment: widening participation not only in education, but in belonging and representation. BY SHAHNAZ AKHTER Associate Director is based in the Department of Politics and International Studies at the University of Warwick, where she works in widening participation and outreach. Her work focuses on creating meaningful pathways for school-aged students from underrepresented backgrounds to engage with higher education, civic life, and global learning.

Educate Girls

By Safeena Husain • April 20, 2026
Every last girl may want to go to school, but we know that a desire and an aspiration are not always enough. Deep in rural India, society doesn’t always support a girl’s education. Household chores, child marriage, restricted movement outside the house and patriarchy all stand in the way. The system also lets girls down -- secondary schools can be far away and re-enrolling after leaving education can be very difficult. Educate Girls UK was founded in 2016 with a mission to work with local organisations in some of the world’s most vulnerable communities, to find and support girls back into education. We identified Educate Girls (FEGG), an ambitious Indian NGO in Rajasthan and decided to start by backing their vision of every girl in school. Since commencing work in 2007, FEGG has supported over 2 million girls to enrol into government schools and improve their learning by creating a movement of over 23,000 gender champions who have reached the girls the system might have left behind. The Indian government too has introduced enabling policies (Right to Education Act was passed in 2009) and made huge progress in improving delivery and systems. India has near universal enrolment in the primary years with many more girls in school than before the Right to Education Act came into being. Our funding and advocacy support here in the UK and Europe has made a difference. But there still remains a persistent problem in the most marginalised villages in India, and beyond. Millions of women and adolescent girls forced to drop out of school have never returned. Without having passed even Grade 10 (similar to GCSEs in the UK), their life chances are now severely hampered. Further education is a distant dream; skilling programmes inaccessible; even loans to start a small business are all out of reach. As the world aspires to improve the quality of education we cheer on from the side lines. At Educate Girls UK, we want to be supporting the enrolment of girls into systems that deliver the very best foundational literacy and numeracy and equip young people for the 21st century with all its challenges. But, an additional priority for us, right now, is to give the support that girls who have fallen out of the system need, to pass their 10th and 12th grades. We want to see girls given a second chance at securing this aspiration and indeed this basic human right. In the next ten years we will work to support partners like Educate Girls (FEGG) in India who have set themselves a goal to ensure 10 million learners get that second chance. Even if they are already married and have children, cannot access physical schools, live in the most remote villages, or have demands on their time so they can’t attend school full-time, we will ensure that girls get to study, are supported to access learning and complete their secondary education. India is incredibly well placed to demonstrate solutions to some of the world’s most intractable problems given its size and ability to innovate at scale, indeed it has the largest public education system in the world. In supporting Educate Girls (FEGG) in India to scale their work in partnership with the government, we are convinced that we can learn and then share what works for girls and, in turn as a grant maker and advocate in the UK, work for girls everywhere. At decision making tables across the world we want to ensure the importance and potential of educating girls is seen and heard. This is a problem we only have to solve once as an educated girl will likely become a mother who will educate her children. Educate Girls in India is demonstrating solutions that work at scale which could have resonance beyond India’s borders – there are nearly half a million girls who are not in employment or education even here in the UK. Our work at Educate Girls UK is to change the life of girls so they can go on to change the world for girls everywhere. Educate Girls (FEGG), was recently recognized as the first organisation in India to receive the prestigious Ramon Magsaysay Award (often hailed as Asia’s Nobel Peace Prize) and the remarkable story of the organisation’s evolution is told in Safeena’s new book Every Last Girl: A Journey to Educate India’s Forgotten Daughters. BY SAFEENA HUSAIN A social impact leader, Safeena Husain is the Founder of Educate Girls, an Indian non-profit that partners with communities to mobilise volunteers and government resources for girls’ education in some of India’s most underserved and remote regions. In 2023, she became the first Indian woman to be honoured with the WISE Prize for Education for her transformative work in advancing gender equity through education. In 2024, she was awarded an honorary doctorate by the London School of Economics and Political Science (LSE). In 2025, she led Educate Girls to a historic milestone, becoming the first Indian non-profit to receive the Ramon Magsaysay Award, widely regarded as Asia’s equivalent of the Nobel Prize, thereby cementing her place as one of the world’s most impactful social entrepreneurs. Under Safeena’s leadership, Educate Girls has pioneered innovative models that harness the power of community volunteering, most notably through its Team Balika network of over 23,000 community champions who have helped enrol over 2 million out-of-school girls and improve learning outcomes for more than 2.4 million children since its inception. She also spearheaded the world’s first Development Impact Bond in education and led the organisation to become Asia’s first TED Audacious Project. Drawing on her lived experience, Safeena brings a deep understanding of the challenges faced by marginalised communities. Her vision for the next decade is to empower 10 million learners through scalable, community-driven solutions grounded in volunteerism, participation, and equity. “I have never met a girl who said to me I want to stay at home. I want to graze the cattle. I want to look after my siblings. I want to be a child bride. Every single girl I meet wants to go to school.” Safeena Husain, Founder, Educate Girls