Ministry of Higher Education, Research, Science and Technology

University education in The Gambia covers degree-awarding institutions legally established as institutions of higher learning. Besides degree programmes (Bachelor’s, Master’s and Doctorates), these institutions may offer certificates, diplomas, advanced diplomas or their equivalents.

Prior to the establishment of the university extension programme, organised in 1997 in collaboration with St Mary’s University in Canada, Gambians sought university education overseas. It was not until 1999 that the first university, UTG, was founded. This public university has since reduced the heavy dependence on external universities for training.  while four private universities are now in operation, keen interest has been shown by potential proprietors to start new universities or run campuses affiliated to universities operating elsewhere. Access to online education is also rising, although this controversially calls to question the adequacy, relevance and quality of some of the courses. All of these issues have to be addressed through a well-coordinated management framework.

Research and Development in the higher education sector embraces all aspects of research, and involves partnerships and collaboration within and outside the country. Regrettably, in The Gambia, the depth and scope of R&D and its contribution to national development are not substantially sufficient, and, therefore, need to be augmented significantly for it to have a decisive impact on the economy. Lessons learnt from ‘high-income countries’ and the rising nations in Asia and Africa cogently point to the essentiality of inputting considerable levels of investments and dedicated service in R&D.

Tertiary and higher educational institutions established to conduct professional education and training in various fields of study in The Gambia are principally the UTG, GC, MDI and GTTI. Other institutions include: GTMI, GTHI, CHN and RDI. Together, they offer long and short courses in teacher education, nursing and midwifery, public and environmental health, agriculture, tourism and hospitality, information and communication technology (ICT), management and rural development. 

A recently concluded tracer study on Gambian graduates indicates that there is a high employment rate (≈100%) associated with the professional programmes, as opposed to a high unemployment rate (14% - 23% in 2008 and 32% - 68% in 2010) for the TVET programmes. The study also suggests that a high proportion of those employed from the professional programmes are in the public sector/parastatals (46% - 100%), whereas a high proportion of TVET graduates are employed in the private sector/family businesses (52% - 82%).

In addition to what is provided above on TVET, it suffices to say that a well-defined system exists that caters for training in technical and vocational knowledge and skills from apprenticeship to managerial levels, as enshrined in The Gambia Skills Qualifications Framework (GSQF). The framework addresses TVET qualifications, which include programmes in certificates, diplomas and degrees or their equivalents. In spite of the merits associated with this framework, it is important to situate the GSQF within an overall National Qualifications Framework that runs across the entire education system from ECD to university education. The absence of an NQF, for instance, continues to debar TVET graduates from pursuing higher education at the UTG. Thus, there is a need to institute a well-managed, unified education system with clear-cut pathways for ‘continuing’ education and lifelong learning.