Prominent Gambian activist and human rights advocate Madi Jobarteh has sharply criticized Vice President Muhammed B.S. Jallow, demanding his resignation for allegedly spreading falsehoods about teachers’ salaries during a National Assembly session.
Jobarteh accused the Vice President of undermining the teaching profession, misleading lawmakers, and bringing the Office of the Vice President into disrepute.
Jobarteh argued that VP Jallow’s remarks on March 30, 2026, during the debate on the State of the Nation Address, misrepresented the dire working and living conditions of Gambian teachers. The Vice President reportedly stated that some teachers earn more than members of the National Assembly and suggested educators sometimes “behave like we are poor” despite taking home competitive pay, including allowances.
“Such dishonesty and incompetence demand accountability,” Jobarteh wrote. He contended that the comments were not only inaccurate but also dangerous, as they could discourage lawmakers from allocating more resources to teacher welfare in future budgets. “When lawmakers… are led to believe that teachers are among the highest-paid public servants, what incentive remains to allocate increased funding?” he asked.
Jobarteh highlighted the Vice President’s past role at the Ministry of Basic and Secondary Education (MoBSE), noting that studies conducted under his leadership had previously acknowledged teachers’ poor salaries and challenging conditions—conditions he claimed have not fundamentally improved. He criticized the VP’s Office for issuing what he called a “more deceitful press release” to defend the remarks, describing it as an attempt to sanitize falsehood with references to Jallow’s long association with education.
“Public office demands integrity, humility, and decency,” Jobarteh stated. Drawing on Gambian history, he cited the example of Sheriff Mustapha Dibba, who resigned in 1971 on principle. “In any society that values honor and accountability, the Vice President would do the needful and resign without delay to preserve what remains of his reputation,” he concluded, posing the question: “Will Vice President Muhammed BS Jallow resign in upholding his dignity, integrity, and honor?”
The controversy erupted after VP Jallow intervened in parliament, seeking to highlight progress in public-sector remuneration while addressing calls for better incentives for teachers and health workers. Critics, including members of the teaching fraternity, viewed the remarks as dismissive of genuine grievances over low base salaries, rising living costs, and difficult working conditions.
In response, the Office of the Vice President issued a clarification statement on Tuesday, April 7, 2026. The release emphasized that the Vice President “had no intention to offend or undermine the noble teaching profession.” It described his comments as made “in good faith” to express appreciation for improvements in teachers’ welfare within the civil service.
“His Excellency’s lifelong association with the education sector underscores his deep respect and commitment to the profession,” the statement read. It noted Jallow’s decades of service—from classroom teaching to high-level administration—and his role in championing policies to enhance educators’ dignity.
Acknowledging public concerns, the Vice President extended “heartfelt apologies to all teachers through the Gambia Teachers’ Union and to anyone who may have been affected” for any misunderstanding or unintended offense. The Office reaffirmed its commitment to advancing the welfare, dignity, and professional interests of teachers in The Gambia.
The swift apology appears aimed at de-escalating tensions, but Jobarteh’s statement reflects broader frustration among some sections of the public and civil society over perceived insensitivity toward frontline workers. Teachers and education stakeholders have expressed disappointment, with many arguing that base salaries remain insufficient despite allowances.
The Gambia’s education system, already grappling with quality and retention issues, relies heavily on a motivated teaching workforce. Stakeholders hope this exchange will ultimately lead to constructive dialogue and tangible improvements for teachers, rather than further division.
