Learning from Home During Covid19 in The Gambia

Learning from Home During Covid19 in The Gambia

Marie Antoinette Corr - General Secretary, Gambia Teachers Union, September 2020

On the 17th of March 2020, His Excellency the President of the Republic of the Gambia addressed the nation on the status of the Corona Virus, subsequently, he declared all schools and educational institutions closed as a measure to protect children, teachers and education support personnel to control the spread of the virus. This decision though necessary was unexpected and impromptu under the circumstances the ministry was confronted with an unprecedented situation.

At the Basic and Secondary Education (MoBSE) level alone 674,300 students from Early Childhood Education to Senior Secondary Schools were affected due to the pandemic.

This made it impossible for schools to achieve 100 percent school contact hours but it was believed that ‘bringing lessons at home’ by MoBSE through various mediums would minimise the school contact hours lost due to the pandemic.

The Challenge of Learning from Home

The Gambia is classified as one of the least developed countries and is a low-income country. The Gambia Minimum wage is 50 dalasi per day ($1.25). The Gambia’s poverty rate remains at 48.6%. In the rural areas, poverty is even more widespread and almost accounts for about 70% of the total poor in the Country.

On Wednesday, 26th April 2019 an article was published in the Point Newspaper and it stated thus:

“In today’s Gambia the average salary is d3000 ($60) whilst a bag of rice costs an exorbitant price between D1100 and D1, 550. Internet tariffs are sky rocketing, Megabytes and normal calls D3000 Monthly”.

Therefore, it goes without saying that most of the teachers and parents cannot afford Laptops, Computers, and Smartphones with much more megabytes or have access to internet and I can comfortably say that they might not even have heard of Google much more think of using it. In addition to all that the unreliable provision of electricity is a major obstacle.

Education response strategy to COVID 19

The Gambia Ministry of Basic and secondary education-initiated measures in the form of TV and Radio programmes to make up for learning gaps due to school closures. But complaints and concerns came from all quarters even the National Assembly that the MoBSE online learning disadvantaged many students especially those in the remote parts of the country as access to network coverage for both television and radios and other social media is questionable coupled with poor networking services compare to the urban areas.

In one of our meetings a member of the committee from the furthest region mentioned that he bought a ‘solar radio’ and that is what his children and other students in the community are using to follow the online lessons, he told us ‘they always invade my house to listen.’ After the meeting, we discussed and agreed that it would be a good idea to do something like this. First, we informed the Ministry but unfortunately, they could not provide support because they had other issues to deal with like paying the radio stations for the coverage amongst a host of other things.

I decided to contact few of our partners for support and the Steve Sinnott Foundation responded positively.

Finding the ideal solution

According to UNICEF recent study conducted in the country, out of 10,000 students 2,470 students across the six educational regions did not have access to radio or television in order for them to get their lessons through MoBSE ongoing online learning due to the COVID 19 pandemic.

The radio programmes offer an alternative platform and have the potential to reach children in areas that remain inaccessible. With many hundreds of schools closed, and children exposed to numerous risks the radio programmes will keep children in a positive learning routine.

The programme has a high recall value among students and has been effective in eliciting participation and keeping the students engaged.

Through the Sinnott Foundation we provided 380 Radio sets for students in three regions in rural Gambia. If you calculate that on average radio sets will be shared by several families and deliver lessons to approximately 10 children and adults at a time then we will have reached on average 3,800 students through this medium to allow them to continue learning safely.

GTU have also broadcasted campaigns to inform parents and adults about the dangers facing young girls at this time of early child marriage, pregnancy and sexual abuse, so everyone should be vigilant and protect our girls and report any cases to the police.

On top of this we have also delivered books and skipping ropes and footballs so that children can keep active and healthy and enjoy playing.

Looking Ahead

The Steve Sinnott Foundation have secured more funding for solar radios, thanks to The Canning Trust and The Souter Charitable Trust, who are now rolling that project out to more communities that we work with, in Sierra Leone, Haiti and Nepal.

We are also working with the University of Brunel to research potential ways to connect learners worldwide and create learning platforms that can be delivered both online and offline as needed. As well as creating digital learning resources for these.

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