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·       the outdated and limited textbooks which are limiting the content available because there is a lack of learning resources available as the resources are being allocated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

Education for All unlocks potential

By Ann Beatty • January 27, 2026
Here we hear from Gabie Aurel who leads the Sonje Ayiti Organization (SAO), our partner in Haiti. They prioritise investing in quality education to break the cycle of poverty, promote long-term economic and social stability, and uplift everyone. It equips children, youth, and adults with the skills to achieve their potential, higher earnings, and better health outcomes. SAO’s work improves community well-being overall and fosters a more resilient and inclusive society. Gabie says,’I am so privileged to grace the path of many inspiring individuals (children, youth, men and women) who share their stories about what education means to them and how it has built their confidence and drastically transformed their lives.’ An example of a life transformed is Rosenie Selmour, a second level participant in ALFA at the Cima Literacy Center in Limonade, Haiti. Here is her testimony: ‘I always felt small when people were reading and writing around me because I couldn't read or write. I was afraid to speak in public, and I was ashamed to say that I couldn't read. Since coming to the Cima Literacy Center, my life has changed. Every day I learn something new. I can read on my own, I can read medical prescriptions, I can read my Creole Bible very well, and even write my children's names on their notebooks and supervise their homework. I am in awe to see how our good education is expressed daily in the form of mutual respect, solidarity, empathy, camaraderie, and how we support and treat each other now. We don't laugh at people if they make mistakes. We correct and we encourage. I remember the first time I read a sentence in front of the class, everyone in the centre was happy and applauded me. I felt proud, it was the first time I felt so valued. What motivates me to come every day? ‘It's my dream to be able to read and write well and to know my fundamental rights. And above all, I feel like I'm not alone. We are a family at Alfa.’ Stories like this fuel SAO’s commitment to invest in quality education throughout Haiti, especially in rural villages where the most vulnerable children, youth, and adults have no access to basic education. SAO’s commitment to breaking the cycle of poverty through quality education promotes greater employment opportunities which lift families out of poverty, thus reducing heavy reliance on social assistance programmes. It boosts economic growth through a skilled workforce, fosters individual well-being, reduces preventable diseases,and improves overall understanding of health. This can prevent diseases, unnecessary deaths and improve overall well-being. Quality education cultivates important cognitive, social, emotional, and communication skills. This reduces conflicts and improves harmony in communities. Additionally, it helps build resilience to recurring difficulties, reduces gender-based violence prevalent in rural communities, and strives to promote gender equality, building stronger communities and societies, enhancing social stability. In sum, quality education for all creates a recurring cycle of inclusive opportunity for all.’ Supporting the Resource Learning Centre in Haiti Until students return to school in December they are learning vocational skills and they themselves are actively involved in site renovation work We are really proud to see this revival take hold with so much passion and responsibility. 

Hope and Change in Haiti

By Gabrielle Aurel • January 26, 2026
In March 2025, The Steve Sinnott Foundation, in partnership with Sonje Ayiti Organisation and local partners, launched a month-long campaign in Haiti to raise awareness of gender-based violence and empower communities to take action. The campaign launched on International Women’s Day (8 March) at the CIMA Community School of Hope, where over 200 people gathered for a vibrant programme of cultural dances, drama, partner presentations and open discussions. Facilitators from SOSPSY, a Haitian non-governmental organisation providing psychosocial support and mental health services to communities affected by trauma, violence, and displacement, guided participants in exploring hidden forms of violence often accepted as normal. Their sessions created a powerful space for reflection and the sharing of personal testimonies. Through interactive workshops and educational games, students learned about gender equality and how to recognise and prevent gender-based violence, as well as how to support peers who may be affected. They asked thoughtful questions, engaged actively and pledged to become ambassadors for non-violence in Haiti. As part of the Positive Periods Programme, 20 girls received 100 reusable sanitary pads in recognition of their participation. Many attendees expressed gratitude and a strong commitment to take action within their communities. A national voice inspires local action On 12 March, the campaign welcomed Jean Jean Roosevelt, one of Haiti’s most celebrated singers and a champion for women’s rights through his lyrics. He engaged boys at CIMA School of Hope in a gender-based violence campaign by producing a music video about the topic, giving them a platform to speak about respect for women and their role in ending violence. Their voices will now join a growing national movement for equality. Positive Periods: sustainable solutions for girls and the planet The campaign also tied into the Positive Periods Programme, now in its fourth year. Thanks to funding from The Foundation, students at CIMA’s sewing workshop are making reusable sanitary pads, uniforms and traditional clothing. In March alone, 237 reusable pads were distributed in schools and at the campaign’s closing ceremony, helping girls stay in class and reducing waste from disposables. So far, 41 students have been trained in sewing, with 20 already earning income from their skills. This programme not only supports menstrual health but also tackles poverty and environmental challenges by promoting cost-effective, sustainable, reusable products. Reusable sanitary pads have helped reduce school absenteeism for more than 1,500 girls while also cutting waste across 19 rural schools. This year, the sewing workshops at CIMA Community School of Hope expanded the Positive Periods Programme, training 41 students, both girls and boys, in pad-making and other skills. Twenty of these students are now earning an income of 1,000 Gourdes (around $8 USD) per uniform, while also producing reusable pads for women and girls who cannot make their own. Through The Foundation, the Learning Resource Centre provides a Sewing Workshop that is equipped with machines and supplies, enabling students, not only to produce pads but also to develop valuable skills. Designed for durability, these pads can be reused for years, reducing costs, limiting import, and providing income-generating opportunities for students. Monitoring and evaluation The project evaluated both implementation and methodology before, during, and after each intervention. Pre-assessments measured participants’ knowledge of gender-based violence, while sessions ensured understanding and post-assessments allowed questions and discussion. Initially, most participants were unfamiliar with gender-based violence, but by the end, they actively engaged in discussions on issues like men’s authority over women and corporal punishment, showing increased awareness and commitment. Follow-up interviews confirmed retention of key information and a willingness to adopt behaviours that help prevent gender-based violence in their communities. In total, the campaign reached more than 500 people directly and an estimated 5,000–10,000 indirectly through community networks, posters, and social media—spreading vital messages of equality and change far beyond the classroom walls. Looking ahead Evaluations showed that most participants entered the campaign with little knowledge of gender-based violence but left with a clearer understanding and determination to act going forward. Through these initiatives, The Steve Sinnott Foundation is helping young people and communities stand together against violence, build sustainable futures ,and create a more equal, hopeful Haiti. This programme is supported by the Soroptimist International Foundation, a Charitable Trust overseen by SI (Soroptimist International) Limited. By Gabrielle Aurel Director of Sonje Ayiti

Breaking Barriers: Nepal initiative empowers women and girls through menstrual health and gender equality programme

By Dilly Prasad Sharma • January 23, 2026
In Nepal, many women and girls, particularly from poor and marginalised communities, continue to face barriers rooted in poverty, cultural stigma, and gender-based violence. Menstruation, a natural biological process, remains one of the most underserved and stigmatised issues. Lack of access to affordable, hygienic sanitary products often forces girls to miss school, putting their education and future opportunities at risk. To address these challenges, The Steve Sinnott Foundation, with funding from Soroptimist International Foundation, is running a grassroots project that combines awareness, education and practical skills. The project distributes cost-effective, reusable sanitary pad kits, provides reproductive health education and equips women and girls with the skills to produce their own pads, offering an affordable, eco-friendly, and sustainable solution. The project seeks to improve menstrual hygiene, boost girls’ school attendance and strengthen their ability to resist gender-based discrimination and violence. At its core, the initiative has two key goals: reducing gender-based violence and advancing menstrual health management. Training sessions on non-violence To date, the initiative has engaged communities across three locations through targeted activities. A total of 444 children, youths and adults participated in awareness training sessions on: The concept and impact of gender-based violence Fundamental human rights and how to protect these rights The role of community members in preventing gender-based violence and fostering a supportive environment Youth groups also received theatre training, preparing plays that addressed gender-based violence and menstruation and challenged harmful norms with an aim to promote positive behavioural changes and reduce stigma. These performances reached over 550 people, prompting conversations that encouraged tolerance, equality and healthier menstrual practices in both schools and communities. The theatre training and the performances were all undertaken using the local language, ensuring accessibility. As part of the project’s focus on building safer communities, 42 participants, including women, youth, and children, took part in a three-day Alternatives to Violence Programme. Guided by four facilitators, the training sessions taught peaceful approaches to conflict, highlighted the consequences of violence, and encouraged participants to adopt non-violent behaviours. The training fostered active engagement and reflection, helping community members envision a more peaceful and supportive environment. The sessions were interactive and the participants showed active engagement throughout the training, empowering everyone with tools for peaceful conflict resolution. Training on producing reusable sanitary pads and menstruation awareness At the heart of the initiative, 110 women and girls took part in hands-on workshops to learn how to produce reusable sanitary pads. Using locally available materials, they practiced cutting, stitching and assembling the pads, while also discussing safe use and maintaining good hygiene. For many, the training went beyond health—it showed how homemade pads could ease the financial burden of monthly purchases and even open the door to small income opportunities. Alongside the production training, 210 women and girls received reusable sanitary pads and joined sessions that explored menstruation, reproductive health and hygiene. These conversations created space to break taboos, share experiences, and highlight the advantages of reusable products, from affordability to sustainability. Outcomes: Increased awareness of women’s rights and community responsibility in preventing violence Promotion of peaceful conflict resolution and positive social behaviours Reduced stigma around menstruation, encouraging open discussions in schools and communities Current statistics show a 92 per cent increase in girls’ school attendance due to the impact of the Positive Periods and prevention of gender-based violence programmes Empowerment of women and girls with skills to produce reusable pads, lowering family costs and offering eco-friendly alternatives By equipping women and girls with education, dialogue and practical skills, the initiative is helping to shift deep-rooted norms while empowering women and girls to take control of their health, education and futures. In doing so these women and girls are offered pathways to dignity, equality and resilience. By Dilly Prasad Sharma Executive Director Children epal