MEDIUM TERM PLAN (MTP) SECTOR STUDY

EDUCATION SECTOR REVIEW AND LINKING EDUCATION WITH HUMAN RESOURCE DEVELOPMENT AND UTILIZATION

DOSFEA/ ECMBP 111 / GAM 53/003/01

CONSULTANT

Dr Alieu B S Taal

University of the Gambia

December 2004

CONTENTS

PAGE

Table of Contents…………………………………………………………………..….. / 1-5
Key Development Indicators……………………………………………………..…… / 6
Preface……………………………………………………………………………..…... / 7
Acknowledgements………………………………………………………………..…... / 8
Acronyms………………………………………………………………………..…….. / 9-11
List of Tables………………………………………………………………………….. / 12-14
CHAPTER 1: INTRODUCTION…………………………………………………... / 15-16
1.1 Background…………………………………..………………………………... / 15
1.2 Terms of Reference and Objectives (TOR) of the Study………………….…... / 15-16
1.3 Approach and Methodology…………………………………….…………….. / 16
1.4 Framework for Data and Information Analysis……………………………….. / 16

CHAPTER 2: EDUCATION SECTOR REVIEW………………………….

/ 17-20
2 Introduction…………………………………………………………………… / 17
2.1 Policy Framework and Justification …………………………………………... / 17
2.1.1 Vision 2020……………………………………………………………………. / 17
2.1.2 Millennium Development Goals………………………………….…………… / 18-19
2.1.3 National Education Policy…………………………………………………….. / 19-20
CHAPTER 3: SECTOR PERFORMANCE……………………………….. / 21-24
3. Review of Sectoral Performance In The Last Decade……………………….. / 21
3.1 Introduction……………………………………………………………………. / 21
3.2 Policy Objectives……………………………………………………………… / 21-22
3.3 Access…………………………………………………………………………. / 22-24
3.4 Conclusions………………………………………………….………………… / 24
CHAPTER 4: BASIC EDUCATION…………………….…………………………. / 25-60
4. Review of Performance and Achievements……………………….……..……. / 25-60
4.1 Introduction……………………………………………………………………. / 25
4.2 Early Childhood Development………………………………………………... / 25
4.2.1. Policy Background………………………………………………………….…. / 25
4.3. ECD Performance and Achievements………………………………………… / 25-29
4.3.1. Achievements………………………………………………………………….. / 25-26
4.3.2 Gaps and Challenges………………………………………………………...… / 26
4.3.3 Regional Disparities…………………………………………………………… / 26-27
4.3.4 New entrants with ECD Experience…………………………………………... / 28
4.3.5 Achievements………………………………………………………………….. / 28
4.4 Conclusions: Constraints Challenges and Recommendations……………...... / 29
4.5 Special Education / 29-30
4.5.1 Access / 30
4.5.2 Constraints and Challenges / 31
4.6 Review of Performance and Achievements Lower Basic (Primary School) / 31
4.6.1 Introduction……………………………………………………………………. / 31
4.6.2 Indicator for Achievement and Progress………………………………………. / 31
4.6.3 Access - Enrolment Indicators………………………………………………… / 31
4.6.4 The Apparent Intake Rate…………………………………………………….. / 32-34
4.6.5 Net Intake Rate……………………………………………………………….. / 34-35

PAGE

4.6.6 Gender and Regional Disparities………………………..……………………. / 35-37
4.6.7 The Gross Enrolment Ratio (GER)…………………………………..……….. / 37
4.6.8 Access - Enrolment Indicators………………………………………..………. / 37-38
4.6.9 Gender and Regional Disparities………………………………………...……. / 38-39
4.6.10 Net Enrolment Ratio – (NER)…………………………………………………. / 40
4.6.11 Achievements………………………………………………………………….. / 40-41
4.7 Conclusions and Recommendations – Lower basic Education …………..…... / 42-43
4.8 Review Of Performance And Achievements Upper Basic School Education (UBS)……………………………………………………..…………………… / 43
4.8.1 Policy Issues Strategies and Objectives………………………………………. / 43-44
4.8.2 Indicator for Achievement and Progress……………………………………… / 44
4.8.3 Access - Enrolment Indicators……………………………………….……….. / 44-45
4.8.4 Access -Gender and Regional Disparities……………………………………... / 45-47
4.8.5 Conclusions: Constraints Challenges and Recommendations……………….. / 48
4.8.6 Madrassa Basic Education…………………………………………………….. / 48
4.8.7 Introduction……………………………………………………………………. / 48
4.8.8 Policies Issues Strategies and Objectives…………………………….……….. / 48-49
4.8.9 Access – Achievements…………………………………………………….…. / 49-50
4.8.10 Regional and Gender Disparities……………………………………………… / 50
4.8.11 Quality and Relevance Issues…………………………………………………. / 50
4.9 Conclusion: Constraints, Challenges and Recommendations………….……... / 51
4.10 Review Of Performance And Achievements - Adult And Non-Formal Education……………………………………………………………………… / 52-59
4.10.1 Introduction…………………………………………………………………… / 52
4.10.2 Policy Issues Strategies and objectives………….……………………………. / 52-55
4.10.3 Access – Achievements…………………………………………………….…. / 55-56
4.10.4 Challenges and Constraints – ANFED………………………………………... / 56
4.10.4.1 Gender and Regional Disparities in Literacy………………………….. / 56-59
4.11 Conclusions: Constraints, Challenges and Recommendations……….….….… / 59-61
CHAPTER 5: REVIEW OF PERFORMANCE AND ACHIEVEMENTS – SENIOR SECONDARY SCHOOL EDUCATION……… / 62
5.1. Introduction…………………..……………………………………………….. / 62
5.2 Policy Background and Objectives………………………..………………….. / 62
5.3 Access –Enrolment and Achievement Indicators……………….………..…… / 62-65
5.4 Access –Gender and Regional Disparities…………………..…………….…... / 65
5.5 Conclusions and Recommendations………………………………………… / 65-67
CHAPTER 6: Review of Improvements, Relevance, Quality and Affordability……………………………………………………………..……..…… / 68-82
6.1 Introduction……………………………………………………………………. / 68
6.2 Policy Background and Objectives……………..………………………..…… / 68
6.3 Relevance……………………………………………………………………… / 68-69
6.4 Quality…………………………………………………………………………. / 69-72
6.5 Quality of Teachers and Teacher Supply………………………………..……. / 72-74
6.6 Achievements- Teacher Supply……………………………………………….. / 74-75
6.7 Gender and Regional Disparities In Certified Teachers Supply…………..….. / 75-77
6.8 Efficiency Issues…………..……………………………….…………………. / 77

Page

6.8.1 Repetition Rates………………………………………………………………. / 77-78
6.8.2 Drop-out Rates….……………………………...……………………….…….. / 78
6.8.3 Survival Rates………………….……………….…………………….………. / 78-79
6.8.4 Affordability – Education and Poverty……………….……………………….. / 79-81
6.9 Conclusions: Constraints, Challenges and Recommendations…………….….. / 81-82
CHAPTER 7: REVIEW OF VOCATIONAL EDUCATION AND TECHNICAL TRAINING………..………………………………………………… / 83-88
7.1 Introduction………………………………………………………………….. / 83
7.2 Policies Issues Strategies and Objectives……………….…………………….. / 83-85
7.3 The Gambia Technical Training Institute….……………..…………………... / 85
7.3.1 Access – Achievements..…………..…….…………………………………… / 85-86
7.3.2 Gender and Regional Disparities – TVET…..…………………..…………….. / 87
7.4 Skills Centers - Post Junior Secondary Vocational Training…………………. / 87
7.5 Conclusions: Constraints, Challenges and Recommendations……………….. / 87-88

CHAPTER 8: REVIEW OF TERTIARY LEVEL EDUCATION…………..……

/ 89-107
8.1. Introduction………………………………………………………………………. / 89
8.2. Policies, Issues Strategies and Objectives…………………………..…………… / 89
8.3. Colleges and Institutions…………………………………………………………. / 89
8.3.1. University of the Gambia……………………………………………………….. / 90
8.3.1.1. Introduction…………………………………………………………………… / 90-91
8.3.1.2. Policy Issues Strategies and Objectives………………………………………. / 92-93
8.3.1.3. Access – Achievements and Gender Disparities…….…………..…………... / 93-98
8.3.1.4. Quality and Relevance of University Education………………..…………… / 98-102
8.4. Gambia College…………………………………..…………….…………… / 102
8.4.1. Introduction…………………………………………………………………. / 102
8.4.2. Policy Issues Strategies and Objectives…………………………………….. / 103
8.4.3. Access – Achievements…………………..………………………………… / 103-106
8.5. Conclusion: Constraints Challenges and Recommendations……………..……… / 106-107

CHAPTER 9: FINANCING THE EDUCATION SECTOR…….…………

/ 108-114
9.1 Introduction……………………………………………………………………….. / 108
9.2 Policy Issues Strategies and Objectives……………………….………………….. / 108
9.3. Recurrent and Development Expenditure…..……………………………………. / 108-111
9.4. Conclusion: Constraints Challenges Recommendations……………….………... / 111-114
CHAPTER 10: EDUCATION SECTOR MANAGEMENT…………….….. / 115-121
10.1 Introduction…………………………………………..……………………….. / 115
10.2 Management and Organizational Structure – DOSE………………………….. / 115-119
10.2.1 Policy Issues Strategies and Objectives………………………………………. / 115-116
10.2.2 Planning and Budgeting Directorate………………………………………….. / 116
10.2.3 Human Resource Directorate…………………………………………………. / 117
10.2.4 Basic and Secondary education Directorate……………..…………………… / 117
10.2.5 Science Information and Information Technology……………………………. / 117
10.2.6 Standard and Quality Assurance Directorate………………………………….. / 117
10.2.7 Tertiary/Higher Education and Research Directorate…………………………. / 118
10.2.8 Programme and Donor Coordination Unit…………………..………………… / 118
10.2.9 Regional Directorates…………………………………………………………. / 118
10.2.10 Support Structures……………………………………………………………. / 118-119
10.3 Conclusions: Constraints, Challenges and Recommendations…………..….. / 119-121

PAGE

CHAPTER 11: EDUCATION AND HUMAN RESOURCE DEVELOPMENT... / 122-136
11.1 Introduction………..…………………………………………….………….… / 122
11.2 Policy Issues Strategies and Objectives…………………………..…………... / 122-123
11.2.1 National Employment Policy (NEP) 2001 and National Employment Action Plan (NEAP) 2003-2008………………………………………………………. / 123-124
11.2.2 Challenges and Constraints……………………………………………………. / 124-125
11.2.3 Public Sector Human Development Policy……………………………………. / 125-127
11.2.4 Challenges and Constraints……………………………………………………. / 127
11.3 Population and Human Resource Development…………………..……..…… / 127-128
11.4 Rural – Urban Distribution………………………….….…………..………… / 128
11.5 The Labour Force and Participation Rates…………………………………….. / 129
11.6 Employment and Employment Rates………………………………………….. / 129-131
11.7. Unemployment………………………………….…………….…………………. / 131
11.8. Occupational Distribution of Economically Active Population………………… / 131-132
11.9. Education Manpower Training and Productive Work………………………... / 132-133
11.10. Productive Work……………………………..………………………………... / 133
11.11. Educational Attainment and Occupational Status……………………………… / 133-135
11.12. Conclusions: Constraints Challenges and Recommendations…………..…… / 135-136

CHAPTER 12: SUMMARY CONCLUSIONS AND RECOMMEDATIONS…..

/ 137-147

12 Conclusion…………………………………………………………………….

/ 137

12.1 Basic Education……………………………………………………………….

/ 137

12.1.1 Early Childhood Care and Education…………………………………………

/ 137

12.2 Lower Basic (Primary Education)……………………………………………

/ 138

12.2.1 Conclusions……………………………………………………………………

/ 138

12.3 Upper Basic School Education………………………………………………...

/ 138

12.3.1 Conclusions……………………………………………………………………

/ 138-139

12.4 Madrassa………………………………………………………………………

/ 139

12.4.1 Conclusions……………………………………………………………………

/ 139-140

12.5 Adult and Non-Formal Education…………………………………………….

/ 140

12.5.1 Conclusions……………………………………………………………………

/ 140-141

12.6 Senior Secondary School Education………………………………………….

/ 141

12.6.1 Conclusions……………………………………………………………………

/ 141-142

12.7 Improvement of Relevance, Quality and Affordability……………………….

/ 142

12.7.1 Conclusions……………………………………………………………………

/ 142-143

12.8 Vocational Education and Technical Training………………………………..

/ 143

12.8.1 Conclusions……………………………………………………………………

/ 143

12.9 Tertiary Level Education ……………………………………………………

/ 143

12.9.1 Conclusions……………………………………………………………………

/ 143-144

12.10 Financing the Education Sector……………………………………………….

/ 144

12.10.1 Conclusions……………………………………………………………

/ 144-145

12.11 Education Sector Management………………………………………………..

/ 145

12.11.1 Conclusions……………………………………………………………

/ 145-146

12.12 Primary, Tertiary Education System Man-Power Training Needs……………

/ 146

12.12.1 Conclusions……………………………………………………………

/ 146-147

CHAPTER 13: RECOMMENDATIONS……………………………………..

/ 148-155

13.1 Basic Education………………………………………………………………..

/ 148

13.1.1 Recommendation………………………………………………………………

/ 148

13.2 Adult and Non-Formal Education……………………………………………..

/ 148
/ PAGE

13.2.1 Recommendation………………………………………………………………

/ 148

13.3 Senior Secondary School Education…………………………………………..

/ 149

13.3.1 Recommendation………………………………………………………………

/ 149

13.4 Improvements of Relevance, Quality and Affordability………………………

/ 150

13.4.1 Recommendation………………………………………………………………

/ 150

13.5 Vocation Education and Technical Training…………………………………..

/ 150

13.5.1 Recommendation………………………………………………………………

/ 150

13.6 Tertiary Level Education………………………………………………………

/ 151

13.6.1 Recommendation………………………………………………………………

/ 151

13.7 Financing the Education Sector………………………………………………..

/ 152

13.7.1 Recommendation………………………………………………………………

/ 152

13.8 Education Sector Management………………………………………………...

/ 153

13.8.1 Recommendation………………………………………………………………

/ 153

13.9 Education and Human Resource Development………………………………..

/ 154

13.9.1 Recommendation………………………………………………………………

/ 154

Implementation Matrix – Education and Human Resource Development………

/ 156-167

References……………………………………………………………………………..

/ 168-172

APPENDIX 1: List of Persons and Institutions Consulted During the Exercise…

/ 173

KEY DEVELOPMENT INDICATORS

Indicator Indicator Year

Demography

Human Development Index Rank 155th/177 Countries 2004

Population size (million) 1.4 2003

Population growth rate (%) 2.8% 2003

Life Expectancy at Birth 54.1 2000-2005

Economic

Real GDP per capita (US$) $350 2002

Per capita GDP growth (%) -3.2 2002

Annual GDP Growth Rate (%) 6.7 1975-2002

Inflation rate (5) 17% 2003

Net Present value of total debt (US$ million) 276.6 2002

Total external debt/GDP (%) 108.9 2000

Total debt service ($ million) 42.0 2000

NPV of debts/exports (%) 224.7 2001

Poverty and Social Indicators

Poverty head count ratio (% of population) 69.0 1998

Overall poverty (% of population 60.0 1998

Food Poor (% of population) 37.0 1998

Adult illiteracy rate (%) 37.0 2000

Net Enrolment rate (%) 73.0 2001/2002

Net Secondary Enrolment Ratio (%) 28 2001/2002

Infant Mortality Rate 84/1000 2001

Under-five mortality rate/1,000 135/1000 2001

Maternal mortality rate/100,000 730 2001

Population without access to safe water (%) 16.0 2000

HIV-1 adult prevalence (15-49) (%) 1.5 2003

HIV-2 adult prevalence (15-49) (%) 1.0 2003

(Source THE GAMBIA MILLINIUM DEVELOPMENT GOALS REPORT 2003 and The Gambia – Accelerating Implementation of The Gambia’s PRSP Discussion Document, Brussels, November 2004)

PREFACE

This Sector Review on Education and Human Resource Development contains information and analysis of trends, opportunities, challenges, constraints, opportunities and development of the Education and its link with manpower development and requirements for an emerging economy. The study examines the key policy areas of access, quality, relevance, and equity. It also contains an analysis of sector performance over a decade. Other issues that are covered in the Review include efficiency of service delivery, regional and gender disparities, teacher and manpower supply. The Review covers in a structured manner, Basic Education, Secondary Education and Tertiary level Education. It also looks at Adult and non-formal education, Vocational and Technical Education including skills training.

Besides the programmes, the review also looks at the management and financing of the Education sector in an attempt to link financial and organizational resources with educational development.

The final section of the Review contains recommendations for action and a 5-years Implementation Matrix 2005 – 2010, for the systematic implementation of strategies and measures for the achievement of set targets and expected outputs.

The Sector Review itself is not a plan but contains ingredients that could go into a sector plan.

ACKNOWLEDGEMENTS

I wish to thank the senior staff of DOSE for their collaboration, assistance and contribution in this Sector Review, especially those who attended the sector retreat to validate the information, findings and recommendations. I also wish to thank the Staff at the EMCBP who guided the Review and encouraged the consultant in the exercise. Work of this nature requires the assistance of all available experts to produce the expected quality. In this regard I wish to acknowledge the invaluable contribution of Mr. Alieu Sarr for his inputs, especially, in data analysis and in the final edition of the work.

ACRONYMS

ADB - Africa Development Bank

AIR - Apparent Intake Rate

ANFED -Adult and Non-Formal Education

CCM -Coordinating Committee Meetings

CFTC -Commonwealth Fund For Technical Cooperation

CRD -Central River Division

CRS -Catholic Relief Service

CSD -Central Statistics Department

CSIP -Communities Skills Improvement Project

CSOs -Civil Society Organizations

DANIDA -Danish International Development Agency

DOSE -Department of State for Education

DOSFEA -Department of State for Finance and Economic Affairs

ECD -Early Childhood Development

EFA -Education for All

EMCBP -Economic Management and Capacity Building Programme

EMIS -Education Management Information System

GER -Gross Enrolment Ratio

GDP -Gross Domestic Product.

GFS -Girl Friend Schools

GIS -Geographical Information System

GPI - Gender Parity Index

GTMI -Gamtel Technical and Multi-Media Institute

GTTI -Gambia Technical Training Institute

HRD -Human Resource Development

HTC -Higher Teachers Certificate

ICT -Information and Communication Technology

IFAD ` -International Fund For Agriculture and Development

ISESCO -Islamic Education Scientific and Cultural Organization

IT -Information Technology

ITF -Implementation Task force

JSSLC -Junior Secondary School Leaving Certificate

LBS -Lower Basic School

LGA -Local Government Authority
LRD -Lower River Division

MDGs -Millennium Development Goals

MDI -Management Development Institute

MTP -Medium Term Plan

NAT -National Assessment Test

NBD -North Bank Division

NER - Net Enrolment Ratio

NEPAD -New Economic Partnership for African Development

NGOS -Non-Governmental Organizations
NSGA -Nova Scotia Gambia Association

NTA -National Training Authority

NIR -Net Intake Ratio

PDCU -Project Development and Coordination Unit

PEO -Principal Education Officer

PERS -Public Expenditure Reviews

PRSP -Poverty Reduction Strategy Programme

PSLCE - Primary School Leaving Certificate Examinations

PTA - Parent Teachers Association

RED -Regional Education Directorate

RIFT - Remedial In-service for Female Teachers

SGA -Sesame Growers Association

SMT -Senior Management Team

SMU -Saint Mary’s University

SOS -Secretary of State

SSS -Senior Secondary school

TOR -Terms of Reference

UBS -Upper Basic School

UBSLCE -Upper Basic School Leaving Certificate Examinations

UNDP -United Nations Development Programme
UNESCO -United Nations Education Scientific and Cultural Organization
UNICEF -United Nations International Children Education Fund
URD -Upper River Division

UQT -Unqualified Teachers

UTG -University of the Gambia

WD -Western Division

WEC -World Ecumenical Council

WIDP -Women In Development Project

List of Tables

Table (1) Quantitative Targets of the Education Policy from 1996 and 2003

Table (2) ECD Centers and Population by Region, and Enrolment by Region and Gender

Table (3) GER for ECD by Region and Gender 1998

Table (4) Trends In Apparent Intake rate by Gender – 1991/92 to 1998/99

Table (5) Annual Intake Rate 1998, 1999, 2000

Table (6) Perceptions of Household heads – Distance covered by Primary Public School

Table (7) Net Intake Rate by gender – 1991/92 to 1998/99 (EFA Assessment 2000)

Table (8) NIR Trend by Region and Gender 1994/95 and 1998/99

Table (9) GER Trends by Gender from 1991/92 to 1998/99

Table (10) GER by Gender and Region - 1994/95 - The Middle years and 1998/99 - The Final

Table (11) Trends in NER by Gender 1991/92 to 1998/99

Table (12) Trends in NER by Region and Gender 1994/95 and 1998/99