By Fatou Dahaba
In a significant move to enhance life skills among young Gambians, a high-profile dissemination workshop unveiled research outcomes from the Aflatoun program, a collaborative effort to integrate social and financial education into primary schools. Organized by ChildFund, the University of The Gambia, Aflatoun International, the Ministry of Basic and Secondary Education (MoBSE), and the University of Utrecht, the event highlighted progress and challenges in equipping children with essential skills for responsible citizenship.
The workshop presented findings from a study involving 450 Grade 9 teachers and over 2,000 students across 90 primary schools in Regions 3 and 5. The research assessed the program’s impact on students’ knowledge, attitudes, and daily practices in social and financial matters. Key revelations showed teachers enthusiastically adopting active learning methods, marking a positive shift in classroom dynamics. However, student outcomes showed limited improvement over the nine months, underscoring the need for stronger emphasis on curriculum mastery and support systems.
Vice President Muhammed B.S. Jallow, who launched the dissemination, praised the research as a vital tool for evidence-based educational policy. “This initiative aligns perfectly with the Recovery-Focused National Development Plan, prioritizing human capital development and economic empowerment,” he stated. Jallow emphasized that modern education must go beyond literacy to foster critical thinking, responsibility, and societal contribution. “Education today must prepare our young people not only to read and write, but also to think critically, act responsibly, and contribute meaningfully to society.”
ChildFund Country Director Musukuta Komma highlighted the program’s role in empowering children and teachers. She stressed innovative teaching strategies and community-of-practice engagements as foundations for transformative education. Komma called for sustained partnerships: “We invite all stakeholders—government agencies, development partners, donors, and civil society—to invest in teacher capacity building, monitoring and evaluation, and resource mobilization for training materials and community engagement.”
Louis Moses Mendy, Permanent Secretary at MoBSE, described the integration of life skills and financial education into the national curriculum as a milestone. He advocated for competency-based reforms to address real-world challenges, noting, “Education is the foundation of progress. Continued focus on teacher training and curriculum support is vital.”
Dr. William Jabang from the University of The Gambia provided deeper insights into the findings. While teachers readily embraced active learning, student gains were modest. “Introducing active learning without strengthening curriculum knowledge is like teaching someone to drive without giving them fuel,” he analogized. Jabang viewed the results positively: “These findings are not a verdict; they are a compass. They show competency-based education is achievable if supporting structures are strengthened.”
The Aflatoun program, long supported by ChildFund in The Gambia, aims to build financially literate and socially aware youth. Stakeholders are committed to addressing gaps through enhanced teacher support and policy integration, signaling a promising path toward a more empowered generation.
