By Salieu Bojang
Abstract
The writer of this summarized piece (Salieu Bojang) presents a comprehensive strategy
for enhancing the professional development of teachers in the Gambia area. The program
emphasizes culturally responsive teaching, which emerged from the outcome of seminars on
mathematics’ relevance in the Gambia by Prof. Bukhari Sillah, Dr. Bubacarr Bah, Dr. Edrissa
Gassama, Lamin L. Dibba, Nafy Aidara and Atta Lowe, and that for National languages in The
Context of Sustainable Development of The Gambia by Amie Ceesay Jallow, Besenty Gomez,
Prof. Cherno Omar Barry, Fakebba Kujabi, Lamin Jarjou, Raki Jallow, and Richards Jammeh.
Furthermore, the author incorporates insights from Adama Makasuba’s report on ARPS
Media titled “Joint Statement by MoBSE & UNICEF: Over 46,000 Children in the Gambia Are
Out of School” and a WASSCE report from 2023–2024, as documented by Kerr Fatou. These
adaptable and practical plans can be replicated in other regions, providing a clear roadmap for
improvement based on their unique circumstances. The author also got clues from “purposeful
education: My bet against poverty,” a topic that was thoroughly discussed in a conversation with
Ebrima B. Sawaneh on an in-depth program with ARPS Media.
