[{"bbox": [97, 153, 1134, 207], "category": "Text", "text": "in culturally sensitive and appropriate ways while reinforcing the message that investments in the education of girls benefit girls, their families, their communities and their nations."}, {"bbox": [97, 232, 1134, 419], "category": "Text", "text": "The gender gap is severe when looking at the teaching force: only 16.7% of SSE teachers are female. At secondary level, urbanised areas have a greater proportion of qualified and female teachers. In rural areas, the teaching workforce at senior secondary level is predominantly male and girl students (outside of Greater Banjul Area) rarely have exposure to female role models in secondary schools. The training and deployment of female guidance and counsellors also addresses a number of issues encouraging girls' attendance at school – increasing their sense of safety, feeling supported and having female role models within the school – all of which can positively influence their experience in the education system."}, {"bbox": [97, 444, 1134, 604], "category": "Text", "text": "While in-service teacher training falls under the mandate of the MoBSE, pre-service training is the responsibility of the MoHERST through The Gambia College. While the MoHERST is relatively new in The Gambia (from 2000), the Ministry is determined to provide quality education and to ensure equitable and affordable access to tertiary and higher education. Government has recently decided to transform the Gambia College into a fully-fledged University of Education.¹⁰ The action will support this development, with a specific attention to the Basse Campus."}, {"bbox": [97, 630, 1134, 738], "category": "Text", "text": "Many students dropping or even completing may not possess the necessary competencies to pursue tertiary education or entre the labour market. Government acknowledge the need to enhance the quality of teaching. The action will focus on strengthening national capacities across all SSE sector support institutions, including in-service and pre-service teacher training providers (i.e. The Gambia College and its regional campus)."}, {"bbox": [97, 763, 1134, 867], "category": "Text", "text": "For both MoBSE and MoHERST, it is essential to boost the participation of females across male dominated disciplines especially in science, technology, engineering and mathematics (STEM). This was highlighted by the Minister of MoBSE when recently launching the Mid Term Review of the National Education Sector Strategic Plan 2016–2030."}, {"bbox": [97, 894, 1134, 1081], "category": "Text", "text": "Competencies in mathematics is a requirement for entry to the University of The Gambia. In 2023, only 23.4% of boys and 19.8% of girls had a pass (including credit) in mathematics. This situation hampers' the enrolment of students to the Gambia College. With the upgrade of The Gambia College into a University of Education, the situation for prospective female teachers could worsen. This also affects the number of female teachers imparting on STEM subjects. Of the total number of students enrolled in 2022, only 593 (19.5%) were enrolled in STEM at the University of The Gambia.¹¹ Without the proper investment in STEM education for girls, the Gambia may be left out of achieving its developmental goals, including other global goals like the African Union agenda 2063."}, {"bbox": [97, 1107, 1134, 1188], "category": "Text", "text": "The Action is in line with the African Union's Agenda 2063 on Leveraging the Power of Africa's Youth, aspires to harness the power of Africa's youth demographic dividend by investing in their education, technology and innovation skills, and entrepreneurship."}, {"bbox": [97, 1213, 1134, 1531], "category": "Text", "text": "Children and youth living with disabilities in Africa are some of the most vulnerable in terms of education, innovation and adoption of emerging technologies. Estimations indicate that between 10% - 20% of the African population has a form of disability. Many African countries are guaranteeing the right to basic education, but this right is barely being respected for people living with disabilities. For example, Africa contributes about 80% of the world's total 140 million out-of-school children, the majority of whom are girls and children living with disabilities. Disability affects education progress: the attendance and completion rates decrease drastically from primary to lower secondary for children with or without functional difficulties. At the lower secondary level, attendance is estimated at 33% for children with no functional difficulties and 25 per cent for children with any functional difficulties and multiple functional difficulties. The youth living with disabilities are facing significant challenges in accessing platforms, resources, and support to realise their full potential and become value-adding global citizens. The African youth living with disabilities in Africa are most vulnerable because they live in environments lacking the necessary infrastructure, policies, and resources to fully participate in the digital"}, {"bbox": [86, 1572, 1143, 1621], "category": "Footnote", "text": "¹⁰ The Bill to enact this transformation will be presented to the National Assembly for approval at the 2nd ordinary session for 2024 (24 June to 24 July 2024)."}, {"bbox": [86, 1621, 564, 1645], "category": "Footnote", "text": "¹¹ University of the Gambia (UTG) admission data. 2022."}, {"bbox": [1130, 1655, 1143, 1676], "category": "Page-footer", "text": "6"}]