THE REPUBLIC OF THE GAMBIA’S COMBINED REPORT ON THE AFRICAN CHARTER ON HUMAN & PEOPLES’ RIGHTS &
INITIAL REPORT ON THE PROTOCOL TO THE AFRICAN CHARTER ON THE RIGHTS OF WOMEN IN AFRICA
Additionally, a home-grown school feeding framework has been initiated for regions 2 to 6 with the view
of expanding coverage to all regions to encourage attendance of children from less privileged
backgrounds.
Gender Mainstreaming in Education:
Gender mainstreaming strategies contained in the Education Sector Strategic Plan, ESSP 20042015 are:
i.
Minimising educational costs, especially for girls;
ii.
Increasing the number of child-friendly school environments;
iii.
Equity in gender participation at the Parent Teachers Association (PTAs), governing
boards and management levels of schools.
Equity in gender participation in school management is being promoted through the School
Management Structures (former PTAs). The School Management Committee (SMC) brings on
board people who know the most about the learners and their educational needs, as well as about
local values and realities and is the route to more responsive system. It provides the space for
community participation and is more equitable as poor households have a stronger and more
effective voice in local community institutions in which they play a role in framing priorities and in
holding school providers accountable.
The School Curriculum:
Reviews and updates of the curriculum have also resulted in a more relevant and, therefore, more
responsive curriculum to stakeholder needs especially gender concerns. A framework for the Early
Childhood Development programme has been developed and is in use in the centres. A curriculum
Framework to guide both material development and teaching and learning in lower and upper basic
schools has been developed and published in 2011. Priority is now accorded to curriculum research
to inform policy and practice. Teaching syllabuses are also in place from lower basic to senior
secondary levels. The Ministry of Basic and Secondary Education developed a Life Skills Manual in
2008 for Grades 4 to 9 of the lower basic cycle with the support of United Nations Fund for
Population Activities (UNFPA) and the World Bank. HIV/AIDS has been mainstreamed into the life
skills programme. The Gender Training Manual and Gender Action Pack have been reviewed to
ensure gender responsive pedagogy and gender responsive school environment. Moreover,
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