Dr. Amadou Jallow’s study at the University of The Gambia examines the impact of double-shift schooling (DSS) on student learning.
More than 70% of public schools in The Gambia use this system. While DSS has improved access to education, it has also led to poor learning outcomes. Only 13% of students can achieve basic reading skills.
DSS is used in over 45 countries and divides student attendance into morning and afternoon shifts. This setup reduces teaching time and can cause students to become tired, especially in private schools.
During a discussion about these findings, Professor Pierre Gomez highlighted the need for evidence-based changes and investment in education.
Louise Moses Mendy argued that the DSS system is not sustainable and called for its end by 2030 to improve the quality of education.
She emphasized the importance of basic learning and teamwork among all stakeholders to improve educational outcomes in The Gambia.
