K Baldeh Adama is a teacher in Armitage Senior Secondary School, Jangang Bureh, Central River Region SS The Gambia.
Women and Girls’ Education
Over the years, significant strides have been made to make education accessible to girls in the Gambia. There have been achievements as quite a good number of girls have been enrolled in primary school and there is provision of free education for girls in public schools up to high school level. This was geared towards the attainment of gender parity and SDG4.
However, there are numerous obstacles to girls’ education, particularly in the rural areas, ranging from social, cultural and economic issues that put them at a disadvantage.
Cultural practices such as forced marriage, female genital mutilation and cutting discrimination, excessive household chores and gender stereotypes have been barriers to the education of rural girls. As a result, they do not acquire the knowledge and skills needed to compete in the labour market; nor gain socio-emotional and life skills to navigate and adapt to a changing world.
I was the first female in my family to go school, from a community where girls’ education was not given as much consideration as that of the boys. These are some of the challenges I had to conquer. I needed to break the cultural barriers that limit the girl-child to only the matrimonial home and allow me to reach the level where I am today, making an impact in any ways I can. Little did I know I would reach this far but the passion to make a difference in my life through education and the support from educators who spotted the potential in me, made the journey possible.
Poverty is another factor affecting the education of rural girls. A large percentage of girls in rural Gambia are from underprivileged families. As a result, the girls lack the required economic support to pursue their education.
Also, the lack of, or limited access to transportation, prevent some rural girls from attending schools located far away from their homes. They are forced to walk long distances which renders them exhausted, they are usually not regular and not punctual. as their parents cannot afford bicycles or other means of transportation and this affects their academic performance. Therefore, boys continue performing better in school and become most productive in the communities while girls drop out or are withdrawn from school for marriage. These are reasons why some of my female school mates and my students who travel kilometers to school, drop out or opt for transfers to the urban areas where guardianship becomes an issue, thus exposing them to more dangers in the city. A rural girl who is not accustomed to city life is in most cases taken advantage of.
Aside from teaching, female teachers can play vital roles in schools. They can guide, coach and mentor girls and thus serve as role models. The absence or limited numbers of women in leadership roles and teaching positions in the rural areas can limit girls’ aspirations and opportunities.
There are several ways to address barriers and ensure that girls and women attain equality and equity in education. This can be done by removing financial barriers, providing scholarships and transportation facilities to make school more accessible.
The cultural and societal norms that hinder girls’ education can be challenged and transformed through sensitization, campaigns, community engagement and involvement of local leaders and influencers in promoting girls’ education. It will also be important to establish mentorship programs that connect girls with successful women who can inspire them. Role models and mentors help girls envision their potential and pursue their goals.
Coming from a rural area and having experienced some of these challenges, I opted for a rural posting so that in addition to teaching, I could conduct activities that are meant to empower rural girls, build their self-esteem and boost their confidence. This is made possible through the clubs I coordinate and through my engagement with the Gambia Teachers’ Union. My passion for girls’ education is fulfilling.
This article first appeared in Engage 27.
BY K BALDEH ADAMA • March 11, 2024
In our continued commitment to ensuring quality and inclusive education for every child, we’ve taken our advocacy to a new level by empowering the next generation to lead the conversation. In partnership with The Gambia Teachers Union, we recently convened the Foundation’s Young Ambassadors for a vibrant day of engagement dedicated to promoting the right to education for all. The event brought together passionate students from selected senior secondary schools across Region One, including St. John’s School for the Deaf, to explore what it truly means to make education inclusive, equitable, and accessible to every learner.
The Steve Sinnott Foundation is proud to celebrate the inspirational winners of the 2025 Seeds of Hope for a Better Future competition, a global initiative supported by UNESCO that brings together creativity, community, and a shared commitment to peace and sustainability. This unique project invited schools across the world from nursery and primary through to secondary and high school to explore the values of peace, cultural understanding, and care for the planet. In the face of climate change, young people were asked to tell their stories through art, performance, and digital creativity, highlighting how small seeds of action can grow into powerful movements for hope. The results have been extraordinary. Schools in France, the UK, Gambia, Haiti, and Kenya have been recognised for their outstanding contributions, with projects ranging from community gardens and sculptures to dance performances and illustrated stories. Each winner has shown how young voices and imagination can nurture peace and sustainability in ways that inspire us all. The full Awards Ceremony can be watched linked here: S eeds of Hope For A Better Future Awards Ceremony 2025 Highlights from the Winners Oak View Primary and Nursery School (UK) created Faces of Feeling, a collection of joyful sculptures already exhibited in a local gallery. Judges praised their work as supporting the wellbeing of others and embodying the idea of children as true “Seeds of Hope.” St Joseph’s Senior Secondary School (Gambia) painted Campaign for a Sustainable Banjul , reflecting real-world climate action in their city. The judges described it as “a most deserving and robust winner.” In France , the Jardin d'Enfants des Nations Unies (United Nations Nursery School) won hearts with Wind of Peace , where 5-6 year olds combined drawings, paintings, and tree planting to champion reforestation. Lyng Hall Secondary School, Coventry (UK) collaborated with Henley Green Primary and the UK Literacy Association to produce The Heart Shaped Hole – an innovative and metaphorical take on Seeds of Hope. Earlsdon Primary School, Coventry (UK) impressed with Primary Plot , a project that included gardening with the visually impaired, reflecting inclusivity and sustainability. A remarkable cross-collaboration between 21 schools across West Yorkshire, Essex, and Tower Hamlets (UK) resulted in Lights, Camera, Score , an ambitious combination of animation, music, and storytelling. CIMA Community School of Hope, Haiti shared Konbit - a video of dance and solidarity, inspiring villages to work together for peace and dignity. Daraja Academy, Kenya presented an ambitious and optimistic project integrating sustainability into everyday school life. Celebrating Creativity and Peace This year’s competition was judged by an impressive panel of artists, writers, and cultural leaders including Sir Antony Gormley, Edmund de Waal, Dame Liz Forgan, Hugh Quarshie, and Rathna Ramanathan. Their collective expertise highlighted the quality and depth of the entries, each of which showed how art can be a powerful tool for global understanding and change. The Seeds of Hope initiative is part of UNESCO UK’s Arts and Culture for Peace programme, first launched in 2022. It has grown from earlier collaborations such as the Coventry Young Ambassadors’ Islands of Peace Japanese Garden , opened in 2021 a living reminder that seeds planted in communities can continue to flourish. Highlights from the ceremony can be found here at this playlist Looking Ahead As Ann Beatty, UNESCO ASPnet UK National Coordinator , shared: “The quality of entries was extraordinary. We are delighted at the response to this amazing initiative in collaboration with our international partners.” And in the words of judge Jannette Cheong : “Young people around the world understand well the value of peace and tolerant relationships between cultures. Their creativity is an inspiration to all of us.” At The Steve Sinnott Foundation, we believe that education is the seed from which hope grows. The Seeds of Hope competition is a shining example of how young people through creativity, compassion, and collaboration are already shaping a more peaceful and sustainable future. You can access the full online awards presentation here: Seeds of Hope For A Better Future Awards Ceremony 2025
The journey to strengthen the well-being and success of learners in The Gambia continues with a renewed commitment to guidance and counselling in schools. By August 14th 2025, we have successfully trained 140 educators across 𝐑𝐞𝐠𝐢𝐨𝐧𝐬 𝟏, 𝟐, 𝟑 & 𝟒 under our Guidance & Counselling Programme. A programme designed to equip educators with the skills to support students’ academic, social, and emotional development. Region 3 Teachers Complete Level 2 Training On Wednesday, 6th August, thirty teachers from Region 3 (North Bank Region) began a three-day Level 2 Guidance and Counselling training at the Christian Council in Kanifing. This programme built on their earlier Level 1 training in Farafenni, with a focus on deepening their capacity to serve as school-based counsellors. The training concluded with a certificate presentation ceremony, recognising the teachers’ commitment and marking an important step in their professional development. These certificates symbolize more than an achievement; they represent each teacher’s readiness to provide psychosocial support, guidance, and mentorship to learners across their schools.
