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 2016 2017 2018 44.1% 44.5% 45.7% 43.9% 47.1% 49.8% 44.0% 45.9% 47.8% It should be noted that the education system has changed since the last reporting period. From the year 2000, the education system has been classified into three levels, namely Lower Basic Cycle, Upper Basic Cycle and Senior Secondary School. Progressive increase in general enrolment at both the Primary and Secondary schools was registered between the years 2010 to 2018. This increment is reflective of Government`s efforts to increase access to education for the girl child and to expose her to better opportunities in life. The Government engages in public sensitization programmes to encourage parents to make educating their female children, in addition to the male a priority. Furthermore, the Gender Training Manual and the Gender Action Pack were reviewed in 2015 to incorporate emerging issues and make teaching and learning in schools more gender responsive. In addition, The Child Friendly School Initiative (CFSI) supported by UNICEF promotes gender equality in enrolment of the girl-child in school, and eliminating gender stereotypes and disparities. Furthermore, it provides a healthy and protective environment for children through the provision of adequate water and sanitation facilities and discouraging corporal punishment and harassment. It promotes child-centred learning and encourages family and community-based local partnership to education. The CFSI is a powerful tool both for helping to fulfil the rights of children and providing them an education of good quality. The programme for Improved and Standards in Schools (PIQSS) was introduced as an improvement of the CFSI and emphasised on quality education for all. Tertiary level In 2007 both MoBSE and MoHERST continued to implement the national education policy 2004 – 2015 until 2011 when MoBSE reviewed and revised this policy in tandem with its mandate of basic and secondary education while MoHERST developed a new policy for tertiary and higher education (20142023) as well as a science, technology and innovation policy (2013-2022). In spite of the difference in 83