By Fatou Sillah
The Ministry of Higher Education, Research, Science, and Technology (MoHERST), in collaboration with the World Bank, officially launched the Gambia Madrassah Integration Strategy (GMIS) 2025-2029 on Tuesday at the Sir Dawda Kairaba Jawara International Conference Center in Bijilo. The event was presided over by President Adama Barrow.
The GMIS initiative aims to incorporate Madrassah and Majalis education systems into The Gambia’s formal tertiary and higher education framework. A particular focus of the strategy is to enhance Technical and Vocational Education and Training (TVET) alongside Science, Technology, Engineering, and Mathematics (STEM) disciplines, thereby harmonizing religious education with national academic standards.
In his address, President Barrow described the GMIS as a “transformative roadmap” developed through extensive stakeholder consultations and comprehensive analysis. The strategy is founded on key pillars including resource mobilization and sustainability, governance and advocacy, information and communication, infrastructure development, project management, and capacity building.
Through these pillars, the President emphasized, the GMIS will align Madrassah education with The Gambia’s broader national development agenda, ensuring that graduates are equipped with relevant skills, qualifications, and opportunities for success.
“This landmark event is in sync with my government’s strong determination to provide inclusive and equitable education for every Gambian, regardless of any form of distinction. For generations, the parallel Madrassah and Majalis education systems have played an integral role in influencing and shaping the moral, spiritual, and academic fabric of our society. Today, we are acknowledging their historical contributions and charting a future where these institutions will be fully integrated into the country’s national education architecture,” he said.
Franklin Mutahakana, the World Bank Resident Representative in The Gambia, reaffirmed the World Bank’s dedication to supporting the country’s education sector. Highlighting the significance of Madrassahs, he noted that they constitute approximately 15 percent of all schools nationwide and serve a substantial student population. Mutahakana also cited findings from recent World Bank reports that underscore the need for integrating and strengthening the Madrassah education system.
“Among the report’s findings, three insights stand out. One, madrasas are open to change. School leaders expressed strong interest in integrating new subjects such as English, Science, and Apprenticeship while maintaining their religious identity.
“Number two, the study highlights the need for bridging programs to help students transition smoothly into higher education and skills training, especially in the areas of STEM and TVET. Number three, it brings attention to gaps in infrastructure and teaching capacity, particularly in rural schools, challenges that are well known across many parts of the education system,” he said.
Imam Ousman Jah, president of AMAANA, praised the initiative, emphasizing that for many years children in Madrassahs have received education in Islamic and human sciences but have lacked the same support and opportunities afforded to students in conventional schools.
“This strategy is here to change that scenario. Under the wisdom, leadership of His Excellency, President Adama Barrow and his government, this new plan will help all Gambian students, whether they are in the madrassa sector or in the conventional sector, to get the skills they need to build their better future,” he said.
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