The education system I want

The education system I want - Muhammed

MUHAMMED BARROW, NIORO JATABA SANKANDI SENIOR SECONDARY SCHOOL, THE GAMBIA

My name is Mohammed Barrow. I am a grade 12 Commerce Student. I have some opinions and questions to pose to the education system of my country.

When I was in junior high my dream was to become a medical practitioner. It was like an undeniable dream. I grew to love science and performed well in it. I triumphed in all my internal and external examinations. However, the lame and centralised education system has rendered my dream in ruins.

I personally stand to question and challenge the Ministry of Education for not providing the facilities and teaching staff to have a science curriculum in our school. When I told our principle that I want to study science because my dream is to be a medical doctor, he unreservedly made it clear to me that the school cannot operate a science curriculum, since the ministry has not given any materials and teaching staff to handle this particular subject area. If one wants to do science, he or she must transfer to the urban centres. This was impossible in my case, as family conditions differ and I do not wish to discuss those here.

Unfortunately, this was my fate and I had to succumb to the circumstance and study commerce. Although I am doing well in it, it would have been better if I could have followed my dream.

My demand to the Ministry of Education is for them to decentralise educational developments and privileges across the country. This will enhance our chances of achieving our career goals.

Moreover, I am not the only one in this situation. A close friend of mine wants to be an automobile engineer, and his dream

has also been shattered due to the education system’s one way focus. The current system is very narrow and gives room only for a few career goals. A great number of students are compelled to abandon their dreams and look into other areas.

The system is not relevant to all career goals and this has to change if the government wishes to produce a diverse populace of learned individuals.

There are few that make it through the harsh and unmotivated system, and most end up getting stranded on the journey to self-realisation. For instance, studying a technical field in a technical high school, does not solve the whole problem for a person like my friend. Such students face the problem of furthering their studies, and if they do, it has to be abroad with exorbitant fees, and slim chances of scholarship.

The education system needs to provide diverse areas of studies to accommodate students’ career goals.

This is the ideal education system I want.

< Older Post

Newer Post >

MUHAMMED BARROW • August 28, 2023

An Education Revolution

By Ann Beatty • April 6, 2025

This week while out and about in Hertfordshire and we visited the British Schools Museum. We discovered the first school opened by Joseph Lancaster, was known as the ‘Poor Childs Friend”, was in 1810. It was his lifelong mission that all children regardless of their circumstances, should benefit from an education. Apparently, Joseph heard a small girl say, “Oh that I could read!” and this inspired him to create a simple education system that eventually would benefit children across the world. Joseph was the tenth son of a poor man himself from South London. His aim was to offer free education for everyone. However, it would be 93 years before the U.K. government finally made education free for all. There are still many countries today where education is still not free to access and it is certainly not compulsory for primary and secondary age pupils. Joseph’s mission really resonates with that of the Foundation, to support access to education for all. We enjoyed our visit and appreciated the tour given by two of the Museum’s volunteers, Angela and Clare. They described some of the challenges faced in the early years of formal education and shared some of the rules that teachers and students had to abide by with us.

Sparks Bristol

By Ann Beatty • April 4, 2025

Sparks Bristol is a collaborative community project initially envisioned by The Global Goals Centre, (GGC) more of which below. A few years ago, GGC took over an empty Marks and Spencer store and that’s how Sparks was born. Sparks is a department store with a difference, co-created by Global Goals Centre and Artspace Lifespace. On the ground floor is a huge range of shops, installations, events and more. Upstairs is a hub for local artists, it offers affordable studios as well as rehearsal and performance space. The Global Goals Centre is a Bristol-based educational charity inspired by the Sustainable Development Goals. (SDGs). GGC believe the SDG’s or Global Goals as they are sometimes known, can be reached, with imaginative solutions and widespread education and engagement. They work with partners to promote creative solutions and deliver ground breaking projects that work towards these ambitious goals. The Steve Sinnott Foundation supported the Global Goals Centre with seed funding when it first started over 5 years ago. This month we went to visit them to see how they are getting on and we were taken aback by the volume of work they have achieved since they started. It is amazing to see how though working together with other local community groups it has grown into the vibrant centre it is today. All of the creative projects they host are linked to the SDGs. They cover topics that tackle poverty, education, climate change, fashion recycling and upcycling, to name a few.

Spring is Here! Looking Ahead!

By Ann Beatty • March 28, 2025

Spring is definitely here, daffodils, blossom and crocuses are all basking in the bright sunshine. There is still a chill in the air in the shade but it's happening and all the seeds that were sown over the last few months are coming to fruition. At the Foundation, we have been planning the year ahead and our Positive Periods and Prevention of Gender Based Violence programmes got underway this weekend in Haiti and Ghana. These projects will have a long-lasting effect on the lives of the women and girls who take part: tackling the root causes of gender-based violence and enabling girls to attend school every day when they have their period, to feel safe at school and know how to take action when they are faced with violence. These are the first of many projects planned for the year ahead as we continue to work towards Education for All children everywhere.