Relevant bibliographies by topics / Education in The Gambia

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education in The Gambia'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Education in The Gambia"

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Hoare, K. "Effective health education in rural Gambia." Journal of Tropical Pediatrics 45, no. 4 (August 1, 1999): 208–14. http://dx.doi.org/10.1093/tropej/45.4.208.

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Foltz, J. D., and O. Gajigo. "Assessing the Returns to Education in The Gambia." Journal of African Economies 21, no. 4 (March 5, 2012): 580–608. http://dx.doi.org/10.1093/jae/ejs003.

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UDAH, Enang Bassey, and Pius A. OGUDO. "Stabilization Effects of Social Spending on Economic Growth in Selected West African Countries." Nile Journal of Business and Economics 7, no. 17 (April 30, 2021): 33–52. http://dx.doi.org/10.20321/nilejbe.v7i17.02.

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This paper investigated the stabilization effects of social spending on economic growth in two selected countries namely, Senegal and Gambia. Using time series data from 1980 to 2015 the paper evaluated the cyclical behaviour of social spending, the optimal size of public social spending and the efficacy of public social spending to smoothen out fluctuations in the output. Auto-Regressive Distributed Lag (ARDL) Bounds testing approach and error correction mechanism (ECM) within dynamic OLS framework as well as static OLS were used. The results showed that social spending on education and health was pro-cyclical in Gambia and Senegal, but social spending in education was more pro-cyclical in education in the Gambia and for Senegal, health. The study found that the optimal government size that maximizes growth of GDP in the Gambia was 74 per cent of GDP and in Senegal the optimal government size that maximizes growth of GDP was 67 per cent of GDP. The paper recommended among others that Government should review the expenditure framework, to ensure that resources committed to social spending are efficiently utilized, with more emphasis on health expenditure in the Gambia and education for Senegal.
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Barrett, Hazel, and Angela Browne. "Health, hygiene and maternal education: Evidence from The Gambia." Social Science & Medicine 43, no. 11 (December 1996): 1579–90. http://dx.doi.org/10.1016/s0277-9536(96)00054-8.

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Schweisfurth, Michele. "Democracy and Teacher Education: Negotiating practice in The Gambia." Comparative Education 38, no. 3 (August 2002): 303–14. http://dx.doi.org/10.1080/0305006022000014160.

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Brock, Joe. "Sixth form takes science to Gambia." Physics Education 43, no. 1 (December 12, 2007): 23–27. http://dx.doi.org/10.1088/0031-9120/43/1/f05.

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Pagano, Alicia I. "Urban Senegal and Rural Gambia: Computer and Community Education Programs." Childhood Education 62, no. 3 (January 1986): 182–85. http://dx.doi.org/10.1080/00094056.1986.10520731.

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Hegazi, A., R. L. Bailey, B. Ahadzie, A. Alabi, and K. Peterson. "Literacy, education and adherence to antiretroviral therapy in The Gambia." AIDS Care 22, no. 11 (August 13, 2010): 1340–45. http://dx.doi.org/10.1080/09540121003693514.

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Janneh, Fatou. "The Gambia: Citizenship and Civic Consciousness." Studies in Social Science Research 2, no. 3 (August 30, 2021): p96. http://dx.doi.org/10.22158/sssr.v2n3p96.

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Citizens are an important component of national development enterprise. This is because citizenship is crucial to the promotion of nationhood. But being a citizen alone means very little if it does not come with certain responsibilities and civic consciousness. Through the historical lens of The Gambia, this paper argues, an understanding of citizenship and civic consciousness is necessary for sustained national development. It draws an interrelation among these concepts. Therefore, supports for responsible citizenship through education and emphasizes education’s role in attaining national development. Also, refers to primary and secondary sources. It uses oral interviews, content analysis of government publications, academic journals, books, and media reports to provide context to the paper. The article suggests some viable strategies for sustainable national development in The Gambia such as free and fair election, informed citizenry, visionary leadership and vibrant civil society organizations.
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Ceesay, Ebrima K. "Assessing the Impact of COVID-19 Crisis on the Social- Economic Situation: Evidence from the Gambia." Journal of Humanities and Social Sciences Studies 2, no. 6 (November 30, 2020): 168–77. http://dx.doi.org/10.32996/jhsss.2020.2.6.19.

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This study assesses the social and economic impact of COVID-19 pandemic in the Gambia. The data used in this paper was generated from online survey questionnaire, in which the participants were asked about certain questions in which coronavirus affect social and economic in the Gambia. The questionnaire was designed to help Gambia to understand covid-19 impacts on their social and economic situation. The results of this study reveal that coronavirus pandemic affected the people in the Gambia in a number of ways; 1) 84 percent said they should not open borders to more countries while only 16 percent said they should open borders. 2) In the Gambia, 61 percent of the respondents said the environmental factor that is serious hit due to covid-19 outbreak is the energy sector. 3) 44.2 percent of the respondent said that covid-19 will have fluctuation in growing on the GDP and trade in the Gambia. 4) Due the serious impact of covid-19 on the societies, 48.8 percent of the respondent in the Gambia said they are very worried that they or someone in their family will be exposed to the coronavirus outbreak. 5) 70.5 percent of the respondent said the outbreak will have negative impact in the economy of the Gambia. 6) As the result generated from the survey, 58 percent of the respondent said in the Gambia, due to covid-19 the recession will happen over the next year. 7) 65.4 percent of the respondents said government implemented an education response for continue of learning in the Gambia while educational institutions are closed.8) 55.1 percent of the respondent said their enterprise used online learning programmes and resources and 32. 1 percent said their enterprise used video conferencing tools and 15.4 percent said their organization used printed materials such as new papers or posters and 9 percent said multimedia including podcasts and YouTube and 6.4 percent, which is the least said TV are used for staff development and training during covid-19 pandemic.9) 50 percent of the respondent to this question of the survey said their organization had planned new training programmes or activities in response to the covid-19 e.g University of the Gambia training their staffs for quality teaching and learning for their students. The implication of the results from this online survey is that it has serious impacts in the Gambia especially in economic situation, employment, consumption, investment and energy. Another policy implication is that, high co2 emission will affect national parks, wildlife and forests’, and poverty, food insecurity and hunger will rises and poor agriculture, the domestic and international migration will be reduces, remittances reduces and those left behind will be seriously affected in terms of health, food security, education, energy and so on especially women, children, elderly and disable that are left behind.
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Dissertations / Theses on the topic "Education in The Gambia"

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Cole, Prince Taiwo. "Training and learning in the informal sector in the Gambia." Thesis, University of Huddersfield, 1999. http://eprints.hud.ac.uk/id/eprint/5982/.

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Over the last 30 years or so, there has been growing international interest in the "informal sector" of the economy in developing countries, and there is now the recognition that to operate successfully as artisans in the informal sector, "apprentices" require a range of knowledge and skills. The general aim of the present, qualitative study, was to investigate how apprentices in informal sector enterprises in two trades (the Motor Vehicle trade and the Tie-dye trade) in The Gambia learn at the workplace and how such learning was facilitated. Twenty enterprises were selected for the study, ten in each trade. A variety of data collection methods were employed, namely, (a) individual, semistructured interviews of the entrepreneurs (who owned these enterprises), and of the apprentices, (b) observations of the tradespersons and apprentices at the workplace, (c) accounts of "critical events", and (d) documentary studies. The study has shown that (a) the tradespersons did not demonstrate to the apprentices the procedures for the tasks that they were undertaking, (b) the apprentices were not allowed to practise on the tasks that the tradespersons were contracted to und(rtake; (c) the apprentices practised their skills privately in their leisure time. (d) the tradespersons did not explain to the apprentices the theories underpinning the technical procedures; and for the apprentices, the term "theory" referred to the technical procedures, as such, rather than to the scientific and technological concepts and principles underpinning the procedures, (e) although the apprentices were often outwardly passive they did observe closely the tradespersons at work and made associative links with their own previous knowledge and experience. What has also emerged from the study is that apprentices' learning at the workplace in the informal sector is: (a) a multi-dimensional process, largely self-motivated and conditioned by the rigid hierarchical structure of the workplace. (b) (i) productivity-driven, (ii) atheoretical, (iii) unplanned, (iv) unstructured, (v) facilitated through role modelling. The study compared the concepts of learning which emerged from the study with the traditional concepts of learning and teaching in Vocational Training Institutions. This study has also shown that the tradespersons failed to assess formally competent performance at the workplace. There was no end-of-apprenticeship assessment for the apprentices in the Tie-dye trade; and in the Motor Vehicle trade, the assessment was adhoc. Importantly too, from the entrepreneurs' perspective, the workplace was about production and not about apprentice learning. The tradespersons were expected to concentrate on their jobs and not on training, in sharp contrast to the apprentices' expectation that the tradespersons should concentrate on skills training.
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Wong, Tinadale. "An evaluation of a peer health education programme in The Gambia, West Africa." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ37824.pdf.

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Suso, Saiba K. "Exploring Faculty’s Perspectives of the Influence of Leadership Styles on Motivation Towards Work at University of The Gambia (The Gambia) and University of Cheikh Anta Diop (Senegal)." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1617366671748483.

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Borén, Jenny. "Gambians don’t like maths? : A Minor Field study on how mathematics is taught in a primary school in the Gambia." Thesis, Stockholm University, Department of Mathematics and Science Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-41081.

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In this text about the mathematics education in a primary school in the Gambia, I am researching what this mathematics education consists of and what surrounding factors might be affecting it. The pupils of the school in question speak several different languages. This language situation is one of the factors considered in the research. A connection between the real life led by the pupils and their mathematics education was a second factor. The third factor is financial resources or the lack thereof. I wanted to see if a lack of sufficient financial resources was visible in forming the education and the teaching of the pupils. The teaching of mathematics in the school seemed to be based on behaviourism, but could perhaps take benefit from the ethnomathematics perspective. Through observations, analyzing documents and an interview, I realized that the government had set ambitious objectives for the teachers to follow, but due to lack of economical resources, as far as my study found, these are not achieved. As ambitious objectives, which are not followed by sufficient funding is an issue not only applicable in Gambian schools and since Sweden is a growing multicultural society, I can use my knowledge from this study in my work in Swedish schools.


MFS - Minor Field Studies
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McGlynn, Caroline. "Language in education policy and practice in post-colonial Africa : an ethnographic case-study of The Gambia." Thesis, University of East London, 2013. http://roar.uel.ac.uk/3968/.

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This thesis examines the interaction between the language in education policy and classroom practices in The Gambia, West Africa. This examination takes place against a background of current and vigorous academic debate regarding policies for language in education and the learning and teaching of students, particularly in post-colonial countries. Using an ethnographic case study this thesis builds on the analysis of more than 38 hours of data collected during classroom observations of 10 teachers in three schools. Conversational interviews were held with 10 teachers and field notes from all observations were produced. Stimulated recall interviews were held with four teachers. The findings of this research suggest that the language in education policy currently in use in The Gambia is regularly subverted by the teachers and students in order to meet the pragmatic and pedagogic needs of the classroom. It was noted that the local languages were used differently in the urban sites, where evidence of a language amalgam was recorded, when compared with the rural sites, in which a phenomenon of serial monolingualism was observed. The impact of historical, political and cultural norms also affected the language in all the sites in the study. The thesis argues that there is an observable subversion of the language in education policy and different language practices are present as a result of heteroglossic conflict (Bakhtin 1981). The conflict is caused by the imposition of a monolingual language in education policy on a multilingual community. The findings reveal that the teachers and learners have developed a repertoire of pedagogic techniques, some of which are geographically specific, in order to present a demonstration of effective teaching and learning. In answering the research questions this thesis demonstrates that local languages do have a place in classroom interactions and that a reconsideration of the current English Only policy would be appropriate. There are few studies of language use in classrooms in The Gambia. This research therefore makes a significant contribution to this literature and to the ways in which language use is theorised.
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Dawson, Angela Jane Public Health &amp Community Medicine Faculty of Medicine UNSW. "Learning and curriculum design in community health nurse education: a picture of a journey on the river Gambia." Publisher:University of New South Wales. Public Health & Community Medicine, 2008. http://handle.unsw.edu.au/1959.4/42597.

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Thirty years after the concept of primary health care (PHC) was declared the path to health for all, a crisis continues in human resources for health in Africa. This involves the low prioritisation of education and training for primary health care personnel (PHCP) which is crucial to effective practice in severely under-resourced settings. The curriculum required for this education, involving pictures and textual materials, must meet the needs and capacities of the learners so that learning transfer can occur and community health needs are met. This research set out to establish the basis upon which text and pictures should be incorporated into curriculum to address the requirements of community health nurses (CHNs) in The Gambia. A pragmatic, three phased, mixed methodological design was selected for this study. Curricula for African PHCP were first collected and examined using content analysis to determine the rationale for pictures and text. The second phase employed psychometric testing and statistical analysis to establish if learning style preferences for pictures and text were important in Gambian CHN learning. In the final phase, interviews with CHN students explored their preferences for pictures and text and how these preferences should be accommodated in curriculum. The research found that much of the PHCP curriculum analysed was generic, used traditional didactic approaches and focused on written knowledge-based assessment. Learning style preferences were not found to be a consideration and were unidentifiable in this context. Socio-cultural factors significantly impacted upon student CHN learning, but were not adequately addressed in the curriculum materials examined. In addition, CHNs preferred practical learning through primary, multi-sensory experiences. These findings support the conclusion that the localisation of CHN curriculum is required in order to provide a socio-cultural context for learning that is meaningful, rich, interactive and responsive to learner needs. This demands a reconnection with PHC principles of equity and participation which should underpin this curriculum. The thesis argues that an ecological framework better articulates the link between PHCP education and training, practice, and community needs, and should serve to guide curriculum design. Six strategies are identified that could be extended to African PHCP course design.
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Bojang, Y. E. "Transition from primary to secondary in The Gambia : The impact of the Common Entrance Examination on teaching, learning and the curriculum in the upper primary school." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378719.

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Hellenberg, Johanna. "”Education is for life, not just for school” : En jämförande studie om läs- och skrivutveckling i Gambia och Sverige." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14510.

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This report describes a comparative study about reading- and writing development in “A-towns school” in The Gambia and in “Villaskolan” in Sweden. The purpose of this study is to compare two teachers in Sweden with two teachers and two volunteers from the school in Gambia, with focus on their thoughts and methods on teaching reading and writing at each school and in their social context. The aim is also to observe and describe how classroom environment at both schools can encourage students to read and write. The theoretical base of this study is rooted in a sociocultural perspective but I have also chosen to illuminate behaviorism and cognitivism. The study is qualitative and the main research methods are interviews and observations of the classrooms. My conclusions are, even though considerable differences in approach and conditions, teachers in both schools work hard and show dedication towards their students. Another finding is that teachers use different techniques and working methods to achieve the same goal -to teach their students to read and write based on what is required of them in their cultural and social context. The different ways of teaching have been caused by the existence of different perceived needs based on culture and tradition. One conclusion is also that read and write requirements for students in the Gambia and Sweden are different from each other. In Sweden there is clearly a higher demand for more advanced reading - and writing skills while one person in the Gambia is perceived to be able to read and write if he/she can handle basic administrative tasks.
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Ackers, William James. "The impact of development assistance on national capacities for research, evaluation and policy and planning in education in developing countries." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341774.

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Carlberg, Lovisa, and Emelie Entoft. ""...boys should always be prioritized before girls..." : A Minor Field Study of gender awareness in Gambian schools." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-369410.

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The aim of this study is to investigate in what ways a gender perspective is present in Gambian public schools. In particular we are interested in if, and if so how, teachers in the Gambian school express gender awareness. To collect data, ten semi-structured interviews and ten observations are conducted with teachers from two rural regions in the Gambia. The collected data is analysed using Hirdmans gender system theory with the main focus on four central concepts from the theory, where this study’s analysis has its foundation. Studies of previous research show that boys get more attention than girls in the classroom and that a separation between the sexes occur in different ways. The results in this study show that the teachers are aware of the term gender equality based on the interviews, thus, some utterances show that different expectations and norms occur in the Gambian society depending on the sex. The boys receive most attention from the teachers in practise, regardless if it is positive or negative.
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Books on the topic "Education in The Gambia"

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Sowa, Mary Beth. The Gambia. Washington, D.C: American Association of Collegiate Registrars and Admissions Officers, 1995.

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Jakobsen, Trine Paludan. 1993-94 community education survey report: The Gambia. Banjul, the Gambia: Central Statistics Dept., Ministry of Finance and Economic Affairs, 1995.

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Lahire, Nathalie. Youth employment and skills development in The Gambia. Washington DC: International Bank for Reconstruction and Development/The World Bank, 2011.

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Njie, N. S. Z. Assessment of teacher's profile in the Gambia. [Banjul: Ministry of Education, Youth, Sports, and Culture, 1991.

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McNamee, Colleen. Nova Scotia-Gambia Association Peer Health Education Program : final report. Serrekunda: Nova Scotia-Gambia Association, 2003.

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Mitchell, Claudia. If not now, then when?, if not the Gambia, then where?: An evaluation of the African Girls' Education Initiative (AGEI) in the Gambia. Dakar Yoff, Senegal: UNICEF, West and Central Africa Regional Office, Education Section, 2003.

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Gambia. National Coluncil For Civic Education (NCCE). Activity report on ActionAid funded public sensitization on voter education: National Council For Civic Education (NCCE). Gambia: National Council For Civic Education (NCCE), 2010.

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Musselman, Lytton J. Striga distribution, research and education in Senegal, the Gambia, and Guinea-Bissau. Norfolk, Va: Old Dominion University Research Foundation, 1985.

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Suwareh, Baboucarr Alieu. An evaluation of the role of the regional education officers in the Gambia. Birmingham: University of Birmingham, 1996.

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Mulkeen, Aidan. Multigrade teaching in Sub-Saharan Africa: Lessons from Uganda, Senegal, and the Gambia. Washington, D.C: Africa Region Human Development Department, World Bank, 2009.

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Book chapters on the topic "Education in The Gambia"

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Colley, Kabba E. "Science Education in Gambia." In The World of Science Education, 7–25. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-089-9_2.

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Bouva, Jessica, and Duncan R. Wielzen. "Pioneering Interreligious Education in the Gambia." In Interfaith Education for All, 201–14. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-170-4_16.

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Yonemura, Akemi. "Higher Education Systems and Institutions, Gambia." In The International Encyclopedia of Higher Education Systems and Institutions, 1051–55. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_451.

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Yonemura, Akemi. "Higher Education Systems and Institutions, Gambia." In Encyclopedia of International Higher Education Systems and Institutions, 1–4. Dordrecht: Springer Netherlands, 2019. http://dx.doi.org/10.1007/978-94-017-9553-1_451-1.

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Sawo, Musu Bakoto. "Personal Narrative: Let Girls Be Girls—My Journey into Forced Womanhood." In The Palgrave Handbook of Critical Menstruation Studies, 93–97. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_9.

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Abstract Musu Bakoto Sawo takes readers through her personal journey as a former child bride. In demonstrating the relationship between menarche and child marriage, she explains how parents deny girls their right to education by sending them to their marital homes prematurely. Sawo explores the factors that contribute to the high prevalence of child marriage in The Gambia and identifies mechanisms that support curbing it. The chapter then moves to drawing attention to her activism and work in debunking social norms that prevent girls from reaching their potentials. Sawo concludes by sharing her optimism in the eradication of harmful traditional practices in The Gambia and her dream for Gambian women and girls: empowering, uplifting, and safe spaces.
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Sarr, Baboucarr, and Keith Lewin. "School Climates in The Gambia." In Educational Innovation in Developing Countries, 185–213. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-13104-4_8.

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Baldeh, Matarr, and Caroline Manion. "Education for All and the Global-Local Interface: A Case Study of The Gambia." In Globalization, International Education Policy and Local Policy Formation, 59–80. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4165-2_5.

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Sæther, Eva. "The Art(s) of Getting Lost: Halting Places for Culturally Responsive Research Methods." In The Politics of Diversity in Music Education, 15–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_2.

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AbstractThis chapter revisits the ideas of radical empiricism and sensuous scholarship, embedded in current music education research. Focusing on the development of methodological implications of cultural responsiveness and arts-based research methods, the chapter argues for epistemic openness. The discussion is located within the author’s own experiences of course development for Swedish music teacher students in Gambia, field studies in multicultural classrooms in Sweden, and research design that includes the fiddle, opening up for music to ask the questions. Borrowing from anthropological research the concepts of radical empiricism and sensuous scholarship, music education researchers might find useful tools to approach project planning, to perform the analysis of the material and to communicate the results in culturally responsive forms that inform both research and praxis. By studying music transmission with culturally sensitive research methods, this chapter suggests possibilities to do more than observing and reporting. There is a possibility to engage with different knowledge systems and politics, in all types of retrieved material – and to generate inclusive knowledge building.
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James, Kedrick. "Brave New Network: The Gambit of Living Automated Lives." In The Precarious Future of Education, 195–223. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-48691-2_9.

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Bergstresser, Heinrich. "Gambia." In Afrika Jahrbuch 2001, 98–102. Wiesbaden: VS Verlag für Sozialwissenschaften, 2002. http://dx.doi.org/10.1007/978-3-322-91356-2_13.

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Conference papers on the topic "Education in The Gambia"

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Jadama, Langsajo Mustafa, Ismaila A. Touray, and Lamin Fatajo. "GENDER ISSUES IN EDUCATION IN THE GAMBIA." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0279.

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"Knowledge Management Adoption and the role of HRM: Evidence from The Gambia Public Organizations." In International Conference on Economics, Education and Humanities. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed1214171.

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Jonga, Modou. "Fiscal Challenges of Decentralisation in Gambia." In Proceedings of the Third International Conference on Social Transformation, Community and Sustainable Development (ICSTCSD 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/icstcsd-19.2020.15.

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Heijboer, Dirk, Mustapha Leigh, Hans De Vroeg, Bert Te Slaa, Leo Beumer, and Jentje Van Der Weide. "COASTAL PROTECTION AND MANAGEMENT IN THE GAMBIA." In Proceedings of the 28th International Conference. World Scientific Publishing Company, 2003. http://dx.doi.org/10.1142/9789812791306_0319.

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"Factors Affecting Knowledge Sharing in the University of The Gambia." In 5th International Conference on Studies in Humanities and Social Sciences. Emirates Research Publishing, 2016. http://dx.doi.org/10.17758/erpub.ea1216027.

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Kaplan, Adriana. "FGM surveys on Knowledge, Attitudes and Practices in the Gambia." In Female Genital Mutilation/Cutting at the intersection of qualitative, quantitative and mixed method research. Experiences from Africa and Europe. Academic & Scientific Publishers, 2017. http://dx.doi.org/10.46944/9789057187162.6.

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Danso, Sunkung, Silas Emovwodo, and Muhammad Saud. "Ecowas Common Trade Policy: Challenges And Opportunities – Gambia And Nigeria." In Proceedings of the International Conference on Research and Academic Community Services (ICRACOS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/icracos-19.2020.11.

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Sonko, Saikou, and Tsung-Juang Wang. "Mitigating High Energy Consumption for Residential Buildings in The Gambia." In 34th International Symposium on Automation and Robotics in Construction. Tribun EU, s.r.o., Brno, 2017. http://dx.doi.org/10.22260/isarc2017/0128.

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Naxin Cui, J. Schmid, and A. Chen. "Data and performance evaluation of a PV hybrid system in Gambia." In 2009 IEEE 6th International Power Electronics and Motion Control Conference. IEEE, 2009. http://dx.doi.org/10.1109/ipemc.2009.5157432.

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Weerakkody, Niranjala. "Mobile Phones and Children: An Australian Perspective." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3252.

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Mobile phones in Australia record one of the world’s highest rates of ownership among children under 18. This paper examines issues of mobile phones and Australian children and the various discourses (systematic frames) used in discussing their effects. These are the optimistic (gains); pessimistic (losses, costs or harms); pluralistic (technology per se is neutral but how it is used matters); historical development (importance and skills learnt); futuristic predictions (promises and dangers); current uses (connectivity, convergence and interactivity); and techno-realist view (as a mixed blessing). Taking the Justification View of Technology that sees technological adoption as a gamble and borrowing from Joshua Meyrowitz, it examines how mobile phones have eroded parental power over how, when, where and with whom their children communicate, while at the same time, becoming a ‘digital leash’ for parents to re-establish their control and an ‘umbilical cord’ of children to remain connected with parents at all times.
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Reports on the topic "Education in The Gambia"

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Rusina, Tamara. Political administrative map of the Islamic Republic of The Gambia. Edited by Nikolay Komedchikov and Alexandr Khropov. Entsiklopediya, July 2007. http://dx.doi.org/10.15356/dm2016-08-29-4.

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Manthiram, Arumugam, and S. Landsberger. 81.114- University Reactor Infrastructure and Education Support / Prompt Gamma-ray Activation Analysis of Lithioum Ion Battery Cathodes. Office of Scientific and Technical Information (OSTI), November 2006. http://dx.doi.org/10.2172/894912.

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Ceesay, Ismaila Ceesay. Impact of COVID-19 Pandemic on Civil Society Organisations in The Gambia. West Africa Civil Society Institute (WACSI), March 2021. http://dx.doi.org/10.15868/socialsector.38379.

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Abney, James, Joyce Barr, Dave Buller, Evelyn Crawford, Jefferson Ewing, Craig Franklin, Gail Jennings, Brent Johnson, Mike Joyner, and Stanislav Korostelev. Education. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada524048.

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Arcano, Joseph, Gregory Boddorf, Ralph Butler, Karen Carleton, Jim Edens, George Fadok, Thomas Frooninckx, Denise Hanley, Daniel Hughes, and Hassan Maamoun. Education. Fort Belvoir, VA: Defense Technical Information Center, January 2004. http://dx.doi.org/10.21236/ada525285.

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Belue, Lisa M., Carmen L. Branham, Shirley R. Bryant-Harper, Joanne T. Callahan, and Thomas A. Carlson. Education. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada424432.

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Birmingham, Rob, Jerry David, Alan Davis, Darryl Dean, and Debbie Fix. Education. Fort Belvoir, VA: Defense Technical Information Center, January 2003. http://dx.doi.org/10.21236/ada425295.

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Hoxby, Caroline. The Economics of Online Postsecondary Education: MOOCs, Nonselective Education, and Highly Selective Education. Cambridge, MA: National Bureau of Economic Research, January 2014. http://dx.doi.org/10.3386/w19816.

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Chowdry, Haroon, Luke Sibieta, and Alastair Muriel. Education policy. Institute for Fiscal Studies, April 2010. http://dx.doi.org/10.1920/bn.ifs.2010.0098.

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Anthony, Carrie R., Kathy A. Baran, Deborah Cafarelli, Dennis J. Day, Andy Docherty, Stephen D. Ford, Joseph A. Grebe, Stephen C. Herkins, Paul S. Jerome, and Jay E. Johnson. Education Industry. Fort Belvoir, VA: Defense Technical Information Center, January 2007. http://dx.doi.org/10.21236/ada474987.

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