By Ebrima Mbaye
Across senior secondary schools in The Gambia, the familiar swirl of rented graduation gowns and elaborate photo shoots is giving way to a quieter, more understated tradition: the classic speech and prize-giving ceremony. In a move backed by the Ministry of Basic and Secondary Education (MoBSE), several institutions this year opted to celebrate student achievement without the financial fanfare that has become synonymous with school-leaving events.
For generations, graduation day in Gambian schools has been a spectacle of pride and pageantry. Students in flowing gowns posed for photographs that would later adorn family albums, while parents beamed under the weight of expectations. The day marked not just the end of secondary education but a cultural rite of passage, blending academic closure with social celebration. Yet this year, in schools from urban Banjul to rural Bansang, the gowns were absent, replaced by neatly pressed school uniforms and a sharper focus on prizes, speeches, and recognition of academic excellence, leadership, and discipline.
The policy shift, quietly encouraged by MoBSE, has reopened longstanding questions about the true purpose of school-leaving ceremonies: Should they prioritize spectacle and memorable experiences, or return to their roots as affordable, achievement-centered events?
Schools leading the change include St Peter’s Technical Junior and Senior Secondary School, Ming Daw Upper and Senior Secondary School, John Pickering Senior Secondary School, Bansang Senior Secondary School, Armitage Senior Secondary School, and Fatima Senior Secondary School in Bwiam. The atmosphere at these events remained joyful—applause echoed through school halls, parents still wiped away tears of pride—but the emphasis had clearly shifted from external pomp to internal substance.
Educators involved in the transition describe it as a necessary correction to years of escalating costs. What began as modest gatherings have, over time, ballooned into events demanding hired gowns, professionally decorated stages, catering services, and hired photographers. For many families already stretched by school fees, uniforms, and transportation, the added pressure of graduation expenses created unnecessary barriers.
A teacher at Ming Daw Kutubo Sanneh, one of the schools that fully embraced the traditional format, welcomed the ministry’s direction. “Graduation ceremonies had gradually become expensive for many families,” the educator noted. “Some students and parents felt pressured to spend money on gowns, decorations, photography, and other arrangements. The speech and prize-giving ceremony allows us to celebrate students’ achievements in a more inclusive and meaningful way.”
Principal , Madam Kumba Kongira Bah showing love to her best grade 9 student during the prize giving ceremony
Ousman Jarra, another teacher involved in organizing this year’s events, echoed the sentiment. “The focus should be on the journey students have completed, the lessons they have learned, and the contributions they have made to their schools. Recognizing excellence through prizes, speeches, and encouragement is what truly matters,” he said.
The financial burden is not abstract. In a country where many households navigate tight budgets, the expectation to participate fully in elaborate graduations could exclude or embarrass students from lower-income backgrounds. By stripping away these extras, organisers argue, schools are restoring equity—ensuring every child can stand proudly on merit rather than means.
Students themselves offered a mix of nostalgia and acceptance. For Buba Cham, the absence of the gown was bittersweet. “I would have loved to wear a graduation gown because it is something many students dream of,” he admitted. “But I also appreciate the fact that the ceremony focused more on our achievements and the effort we put into our studies.”
Amfaal Taal expressed similar feelings: “It was not about the gown; it was about celebrating how far we have come. Seeing our teachers, parents, and friends recognise our efforts was the most important thing.”
Not all students were fully convinced. Sulayman Ceesay of St Peter’s Technical argued that the gown carries deep emotional weight.
“Graduation is a once-in-a-lifetime moment for many students. The gown, pictures, and celebration make it special. But we understand the need to control costs and maintain the educational purpose,” he said.
The debate extends beyond individual schools. It touches on broader questions about the role of education in Gambian society. Supporters of the ministry’s approach maintain that reducing unnecessary expenditure democratizes the celebration, allowing every student—regardless of financial background—to participate fully. Critics worry that removing symbolic elements like gowns risks diminishing one of the most anticipated milestones in a young person’s life, potentially lowering morale or the sense of accomplishment.
