Education system and funding in Gambia

Education in the Gambia takes place in 5 stages: lower basic, upper basic and secondary school, followed by undergraduate and graduate university. The 6 years of lower basic education at least is compulsory and free. Still not every child has an opportunity to get education. There is a selection examination at the end of this period which is the hurdle to continuing further. Lower basic education continues for another 3 years leading to a junior school certificate. 

Those students whose parents can afford the cost of ongoing education continue with 3 years at senior secondary school. Their core curriculum includes English language, mathematics, integrated science and social studies. They also take 3 – 4 elective subjects too, which may center on commerce, science or the arts. Finally, they sit for their west african senior secondary certificate examination. Source: scholaro.com

Fees for Senior Secondary students are about D4,550 a year in a state school and the fees for a student at a private Senior Secondary school vary from D4,800 to D16,000 a year. Some funding tools are provided to Senior Secondary students like scholarships, aids and grants, sponsorships, education loans and some students take part-time jobs to be able to finance their studies. 

Basic funding for schools in GGG project come from different sources: sponsors, state or a business run by apprentice students. Lack of resource is still an ongoing issue so one aim of the Master Trainer -program is to learn fund racing tools and methods in social media. With GGG funds we are producing a manual for that to support individual fund racing in each school.

Merry Christmas from Gambia!

What do Finnish volunteers do in Gambia at Christmas? Naturally, they cook rice porridge and raisin soup, heat mulled wine and eat cookies. Luckily online TV shows when Turku, Finland declares Christmas peace. During the national anthem, we solemnly stand and raise a toast in honor of Christmas.

Merry Christmas from Gambia!

First certificates out

All too soon we are in the last night. The discussion is lively. We think about the suitability of different methods to the conditions in The Gambia. The topic of the last night is assessment. How the assessment of learning and the assessment of competencies differ from each other?

Catering group gives us an excellent example. Earlier we were asked to give them some kind of written acknowledgment too. So we train to identify the competences related to their activities.

At the end of the training, we arrange ourselves in a corridor with a smiley face at one end and a sad face at the other end. Some of the participants feel sad because the training is ending. -This group feels like a family, someone commented. Others are near to the smiley face. They feel that they got much more than what was expected.

Teacher students get their first Certificates of Appreciation (Pedagogical tools). Now they will take a well-deserved Christmas break.

Also teacher of teachers feels happy and thankful. It's hard to imagine a more interesting case than being able to develop teaching together with representatives of a completely foreign culture. We continue working with ICT and social media materials for fundraising. We still have the opportunity for one more period of face-to-face teaching, but we are sure that communicating remotely before that will be much more easy.

Finally, how does an excellent Gambian teacher look like today? He/she is confident, focused, flexible, determinent to teach, goal-oriented, teacher by heart, clear with explanations, gives good introductions, ensures understanding AND he or she is a good motivator, uses different methods and is professional in assessment.

Methods and more methods

Due to the school holiday season, there is a limited amount of time for face-to-face teaching. That's why we choose a very practical toolkit as our approach. The set of sixteen tools offers more options for traditional lecturing and for different stages of learning. The teachers also receive the toolbox as a separate manual.

Some of the tools we propose have already been used. For example, debating events and panel discussions are organized in schools. Many of the tools that support community learning are, on the other hand, new to the teachers. The soccer World Cup has just ended, so analyzing the success factors of soccer as a mind map is interesting to everyone.

Since the teaching takes place after a long day of work, we want to offer dinner. A group of four, some of the students of Future Starts Now Gambia, prepare and serve us tasty local dishes. Eating together is also a great way to get to know each other, build trust and a sense of togetherness.

Boosting motivation

Today we explore different learning environments and dive deeper into different motivational factors and student motivation. In addition to this, brainstorming and mind map techniques are practiced.

In general, admission to school is like winning the lottery for many. A large part of the students are still school dropouts, so dealing with motivational factors is necessary. Students who are more motivated to learn persist longer, produce higher quality effort, learn more deeply and perform better in classes and on standardized tests. 

In Finland, students who drop out of school often have for example mental health reasons. In The Gambia, the focus seems to be more on financial or physical constraints. Even if the education itself would be free, it can cause  for example travel expenses. This can reduce the motivation of a poor family to support a young person's schooling. 

A surprising number of young people have e.g. bad sight. Families can't afford an optician and glasses. Teachers have to take this into account in teaching. Basic skills can also be weak. The official language of The Gambia and the language of education is English. However, English is a foreign language for most children, so understanding the teaching is difficult.

But at least one problem is common in both Finland and The Gambia: students play at night and then keep napping during the school day.

As important as good motivation is to students, it is to teachers. One aim in teacher training is to empower Gambian teachers. Especially in VET (vocational education and training) there is no training of trainers at all. Below a teacher student writes in his learning journal things that keep him going as a teacher:

Classroom teaching begins

An exciting day today, classroom teaching begins. We meet after the teachers' working day at Future Starts Now Gambia -school. There are a total of seven teacher students from all three schools of the project. We start by defining the most central concepts and go through the basic theories of pedagogy.

As on exercise teacher students discuss their own experiences of good teachers in pairs. The end result of the exercise is the definition of a good Gambian teacher: confident, focused, flexible, determinent to teach, goal-oriented, teacher by heart, clear with explanations, gives good introductions, ensures understanding. This is a very good definition. We are excited to see if this definition takes on new dimensions during this week.

Preparations for the course

Our flight arrives to Istanbul after midnight. We transfer to flight to Banjul and arrive on Sunday morning. We stay in Kunta Kinteh resort and meet also Martin Heinrichs from rotary club Espoo Meri. Martin is here to get familiar with project operations and gambian environment. 

Master Trainig program includes three modules. This time we'll concentrate on module 2. Module is compulsory to all students and we'll give a certificate of appreciation for pedagogical tools.

Module 1 (orientation, online)

• individual study plan
• role as a teacher
• learning styles 
• teaching styles

Module 2 (pedagogical tools)

• learning concepts
• learning environments
• motivation
• orientation
• teaching new subject areas
• boosting learning insights
• applying new skills for working life
• reinforcing learning
• assessment of learning
• assessment of competencies

Module 3 (ICT)

• @-card or A-card
• Extra themes in Google Classroom
• Fundrasing in social media - manual

Back to Gambia

We are heading back to Gambia, project manager Janne Lepola, ICT-teacher Jukka Ylipiha and Master trainer -program trainer Annu Jokela-Ylipiha. To be honest, things didn't go as we expected during the fall. That was not a surprise really. Working only through remote connections is challenging. The electricity problems and unstable internet connections caused most of the trouble. Along with the technical problems, the motivation also waned.

We decided to change tactics. In The Gambia, sociality and community are important values, so we decided to invest in face-to-face teaching. The rest of the pedagogical part will be implemented as an effective four-day course. The course is supposed to take place in Future Starts Now Gambia -school in Serekunda. We look forward to seeing how these new old ways will help us to get ahead!

Moving on online

We are back in north but moving on. It took a while to get laptops for each teacher but at the end of May everything was ready and all laptops delivered. As agreed, we'll meet online every other Wednesday. Sometimes connection is unstable but using Google Classroom, Whats App and Google Meets we can still create a proper program for teachers.

So far we have discovered different learning styles and teaching styles as well as defined what kind of IT skills will be needed in our partner schools. At the moment we are learning to create quizzes that support learning.

Local rotary partners are waiting for proposals for computers and solar panels for EMMA school. Hopefully we'll get soon photos of children with new computers!

Summary, part 1

It's difficult to drive if the car is not moving. During these two weeks we have gained a lot of useful information to create an effective training program for teachers. We got to know teachers, students and schools much better. Part of the original plan will be implemented in different way. Development is about co-operation. We can bring elements from education system in Finland but implementation must be appropriate for the Gambian environment.

On-line lessons with teacher students will start in couple of weeks. We are going to meet on-line every other Wednesday. Otherwise learning takes place in Google Classroom -platform. Rotary Club of Banjul will take responsibility for the remaining purchases under Amadousalie Njie's direction. We are looking ahead with positive mind - thank you for co-operation so far!

Getting familiar with computers

We are delivering the first laptop to EMMA school. In EMMA children start in nursery and continue till fifth grade, hopefully even further in the future. Demands are naturally different compared to vocational schools. 

However, IT is still something that kids need to get comfortable with. There are lots of fun lesson ideas for children. Computer class (photo below) in EMMA school is ready and waiting for laptops to arrive.

More programming and multimedia

Today we are observing lessons in Future Starts Now Gambia -school. There is a lot of electricity problems but today everything is working at full capacity. One class is undergoing a written exam, others work on programming tasks. Observing different tasks gives us information about competence areas in need of development.

Specific topics in teacher training program for FSNG are multimedia, programming and management. We had on opportunity to interview a graduated student Ousman Ceesay. He is very happy with FSNG school even without running water and electricity problems. -I had nothing but today I'm a skilled graphic designer. FSNG school is looking for new premises to get water and solid electricity.

Personal competence development plan (PCDP) creates a foundation

We are proceeding with group of three teachers from Malic Mendy Tailoring School. To create suitable content for each teacher, we need background information both about the school and the student. That's what PCDP is for. 

Every teacher needs pedagogical skills, development skills, work community skills and substance competence. In tailoring school substance competence is in good level as well as ability to face a student. On the other hand accredited certificates probably require systematic process planning. That is something that we can help with during the program.