Dissertations / Theses: '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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Valterio, Beatrice. "Boundaries to the effective implementation of mother tongue education in a post-colonial context : A case study of The Gambia." Thesis, Högskolan Dalarna, Afrikanska studier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34515.

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The thesis focuses on mother tongue education in The Gambia, attempting to analyse factors affecting its implementation in public lower basic schools across the country. The work is based on a field study investigating the strategies and the controversies behind multilingual education, with reference to a project launched in 2015 and aimed at the introduction of the seven Gambian national languages beside English

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Baldeh, Musa. "The Perceptions of Gambian Basic and Secondary School Teachers About Outdoor Education." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166609.

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Outdoor education is believed to be a new teaching approach and method in the education framework which relates to learning through natural places using direct experience. However, the teaching approach that is mostly used in the Gambian schools is based on the traditional approach of teachings as well as many African countries. As a relatively new teaching technique, outdoor education is gaining recognition from many researchers who are developing a keen interest in it. Thus, the aim of the current thesis is to investigate the perceptions of Gambian Basic and Secondary school teachers about outdoor education. in that regard, six (6) Gambian teachers from different teaching subjects, grades, and regions reported their views about outdoor education. A qualitative approach methodology with the use of semi-structured interview was employed to get teachers perceptions. After the data collection, thematic analysis was used for analyzing the collected data from which three (3) themes emerged to report the participants’ opinions. The participants revealed their basic knowledge and perceptions about outdoor education and presented some characteristics and examples of how the practice outdoor education. They emphasized that they view outdoor education as a teaching approach with the use of outdoors. However, according to them, any teaching activity that involves using the outside the four corners of the classroom or the school premises, is considered outdoor education. They noted that outdoor education can take place in the form of excursions, fieldtrips, classes outside the class under a tree or within the school premises. Besides, although the teachers indicated that the main teaching approach, they use is still the traditional teaching and learning approach, they showed willingness to enrich their classes with use of outdoor education. They further revealed that the main places they conduct outdoor education is the school yard, under a tree, a visit to places of interest, excursions to various historical places or museums and the like. The Gambian teachers acknowledged many potentials of outdoor education to the students including stimulation of multi-senses, increased understanding, improved social relation and cooperation, boosting of their health and wellbeing, developing curiosity, and giving students a sense of freedom and happiness. However, participants also revealed several barriers that suppress them from doing outdoor education effectively. Among the barriers mentioned includes, inadequate funding, lack of support from parents and school administrators, lack of pedagogical training, tight schedule, and limited time. Thus, further research is needed to help testifying the results of the current study and give more insight into the field of outdoor education in the Gambia and Africa at large

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Gullichsen, Heléne. "Visual arts education according to the art teachers : A Minor Field Study in The Gambia on how art as a school subject is percevied." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper, KV, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-14330.

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The aim is to try to find out how art as a school subject, according to art teachers, is perceived in The Gambia and how the art syllabus in The Gambia and in Sweden are alike and/or different. This is done through a field study where interviews have been done and theories on art as a notion in West Africa have been searched for in books. Art as a school subject is, according to the people here interviewed, not fully accepted as a way of learning and gaining knowledge in The Gambia, and they feel that art education is not valued and appreciated enough.

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Sarr, Ousainou. "Leadership and Organizational Policies for Sustainable Development in The Gambia: Perspectives of Leaders of Public Institutions on the Role of Capacity Building." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1617365947816379.

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Rudolfsson, Sofia. "We have a vision : A vizualisation of the visions and pedagogic work in a Gambian pre-school." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65599.

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The aim of this study is to visualize the pre-school pedagogy in The Gambia and to discuss the Gambian pre-schools ideal view on pedagogy compared to the Swedish tradition. Through an ethnographically inspired study conducted at a Gambian preschool called SBEC bilingual international school, where I used Interviews and observations as a method to gather my empirical data, I sought answers to my overall questions which was: Which are the pre-schools main visions and values? What is the Gambian society´s view on pre-school education? And what is emphasized in the classroom work? In my results I found that the vision of the pre-school was designed to give something back to the Gambian society and have an impact on the country´s future. I also found that the schools vison had a large impact on the kind of work that went on in the classrooms. The view on the pre-schools in the society varied a bit depending on which perspective that was used. Those who were active in the world of education had a different view on the importance of pre-school education than for example the government in the country. In my discussion I compare my results in relation to the Swedish pre-school tradition and among other things I found that the two countries traditions regarding pre-schools had a common factor in the focus on nurturing the children but differed quite a bit when it came to their view on the pedagogic activities and how they were implemented.
Syftet med den här studien är att visualisera förskolepedagogiken I en gambisk förskola och diskutera den förskolans ideala syn på pedagogik jämfört med med traditionen i svenska förskolor. Genom en etnografiskt inspirerad studie, genomförd på en gambisk förskola som heter SBEC bilingual school, sökte jag svar på mina övergipande frågor genom att använda intervjuer och observationer för att samla in mitt empiriska material. De övergripande frågorna var: Vilka är förskolans huvudsakliga mål och visioner? Vad har det gambiska samhället för syn på förskolleutbildning? Och vad fokuserar arbetet i klassrummet på? I mitt resultat framkom det att förskolans vision var utformad för att kunna ge något tillbaka till det gambiska samhället och kunna påverka landets framtid. Jag fann också att skolans vision hade stor inverkan på vilken sorts arbete som pågick i klassrummen. Samhällets syn på förskolan varierade beroende på vilket perspektiv som användes. De som var aktiva inom utbildningsväsendet hade en annorlunda syn på vikten av förskoleutbildning än till exempel staten i Gambia. I dikussionen jämför jag mitt resultat i relation till den svenska förskolans tradition. Jag fann bland annat att förskolans traditioner i båda länderna hade en gemensam faktor när det gäller uppfostran av barnen men en annorlunda syn på den pedagogiska verksamhet och hur den implementeras.

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Sey, Famata. "Na Nga Def, Sumole or How are You? : A Field Study Regarding Language of Instruction in the Gambia." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-11087.

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A field study was conducted in order to enquire which languages the teachers and the students were using, both during lessons and on breaks, and if and how several languages were used to instruct. Since colonialism, the Gambia has experienced many European influences, which has led to English as the official language and also the language of instruction. This means that the teachers have to teach in a language which is not their own, nor their students’ native language. The phenomenon is called submersion, which has been proved to be a less successive practice. Hence, the government of today is struggling against many obstacles in order to meet the Education for All-policy, and ensure high quality education in the Gambia. However, the low achievements among the students, should not be considered solely an effect of the language of instruction, but also the methods used for teaching.

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Paye, Ndèye Maty. "L'émergence d'une francophonie en Gambie : Représentations - Promotion - Obstacles : les résultats des enquêtes menées à Banjul et à Brikama en 2010." Thesis, Montpellier 3, 2012. http://www.theses.fr/2012MON30050/document.

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La Confédération Sénégambienne (1981-1989) résulte de l'association de deux États indépendants de l'Afrique de l'ouest: le Sénégal et la Gambie; afin de renforcer leur unité en s'appuyant sur leurs similitudes (géographie, langues, cultures...). Cependant, ce dessein se substitue rapidement, en une inquiétude de la classe populaire gambienne. Celle-ci soupçonne son voisin de cacher l'ambition d'annexer et de transformer la Gambie en une région sénégalaise. L'introduction de l'armée sénégalaise dans les territoires gambiens, après la tentative de coup d’État contre le PrésidentDawda Jawara, n'arrangera pas les choses et déclenche les hostilités. Une revendication identitaire et un nationalisme anti-sénégalais, sont nettement visibles dans la littérature, les discours politiques et médiatiques de l'époque. La langue anglaise et les traditions britanniques deviennent ainsi en Gambie des traits de démarcation. Simultanément, la langue française est perçue de façon péjorative, comme une langue sénégalaise à éloigner des frontières gambiennes. Elle cesse alors d'être une langue universelle. Toutefois, la dissolution du pacte confédéral en 1989 et la signature du Traité d'amitié en 1991, donne un nouvel élan positif, pour la promotion du français en Gambie. L’État gambien opte désormais pour l'ouverture au monde francophone, afin d'exhorter aux partenariats culturels, économiques, politiques … C'est dans ce cadre que cette thèse propose d'analyser les représentations, les attitudes que les Gambiens ont de la Francophonie (langue, espaces, habitants). Sont-elles restées négatives et confondues à l'espace sénégalais, ou ont-elles au contraire, évolué positivement ? Elle a aussi pour objectif de signaler les mesures prises pour la diffusion du français en Gambie et de rendre compte des obstacles rencontrés par les acteurs. Pour ce faire, une enquête de terrain a été menée en 2010, au sein de certains établissements scolaires, de l'université et de quelques organismes étrangers et nationaux à Banjul et à Brikama. Et c'est sur la base des résultats obtenus que notre travail s'articulera
Senegambia Confederation (1981-1989) results from the combination of two independent states of West Africa: Senegal and the Gambia to strengthen their unity based on their similarities : geography, languages, cultures … But this aim is quickly replaced by a concern. The Gambian people suspects his neighbor to hide the ambition to transform their country into a region of Senegal. The attendance of the Senegalese army in the Gambia after the attempted coup against President Dawda Jawara leads hostilities. Gambian nationalism appears in the literature, the media and political discourse. English and British traditions become symbols of identity in the Gambia. Simultaneously, French is perceived in a negative way, as a Senegalese language. The agreement between two countries is canceled in 1989. Since 1991, a new cooperation based on a friendship and partnership is born. Gradually, Gambian authorities promote the French language. Then, positive attitudes about French-speaking world are observed. This thesis analyze the Gambian representations of French: language, spaces and people. It will indicate steps and difficulties of the promotion. Our work will focus on the results of investigation conducted in Banjul and Brikama in 2010 in schools, at the university and some national and foreign agencies and national

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Camara, B. (Bully). "Effects of globalisation on Gambian education:focus on policy changes." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201512082268.

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Globalisation is the process through which the world has become increasingly interconnected and interdependent due to increased trade and cultural exchanges. This has resulted to the integration of economies, markets, cultures and policy making around the world. There has been a lot of research on the pros and cons of globalisation in national economies, immigration and education systems. This research contributes to the discussion of the effects of globalisation on Gambian education. The aim of the research is to describe the effects of globalisation on Gambian education. It is a qualitative research using qualitative content analysis. The previous and current Gambian education policies were the main sources of data. Globalisation theory was the lens used to look into what could be described as effects of globalisation. The findings show the presence of global actors in all levels of Gambian education, the sychronisation of educational aims with international initiatives and the push for the inclusion of educational technology in schools. I found these not only as effects of globalisation in Gambian education system but also as the driving forces of the changes in the education system. The findings and conclusions drawn from this research are not as such generalisable to other contexts. However, the findings will be handy for anyone who wants to understand the effects of globalisation in developing countries like The Gambia. The Gambia’s Ministry of Education may also use it to gauge the perspective of external partners/stakeholders of its education system. Similarly it could be used as a barometer to measure the quality of Gambian education policy in comparison to regional and international standards. Like any other research, the limitation of this research include issues with definitions, reliability of data sources, not knowing the margin of error and the fact that changes may have occurred since the publication of the data. However, most of the changes that have occurred since the publication of the documents were tracked and reflected in the reviews of the policies, which were also incorporated into the data. The debate surrounding globalisation and the dynamics of education policies was a challenge but I managed not to deviate from the focus of the research. The fact that I only considered education related documents in Gambian context is inline with qualitative analysis, which explores meanings and interpretations at a deeper level. The findings of this research are therefore reflections of the effects of globalisation on Gambian education.

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Rådelius, Elias. "“Shout to the people the reality, and they dance it!” : A case study on the synergies and challenges between music, youth empowerment, sustainable development and social change in the Gambia." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-36820.

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This case study examines the role of music and music-making for the youth in Brikama, the Gambia in terms of freedom of expression, sustainable development and social change. The study is situated within a project where young musicians with different backgrounds wrote and recorded their own songs during workshops with established musicians. The data was collected via interviews with the participants and instructors, observations and song analysis. The study uses Small’s (1998) theory of musicking to analyze the meaning of the musical events in the social context. Furthermore, it uses theories on the relationship between music and sustainability to analyze the role of music for the youth on an individual-, group- and societal level, but also on an organizational level. The study finds that on all four levels music and music-making holds many of the characteristics required for sustainable development and that it can foster resilience through creativity. However, it also shows that this requires the creation of inclusive spaces with an awareness of the cultural narrative and forces (such as limiting traditional values and gender issues) that might limit the capabilities of individuals, and the society, to reap these benefits. The study also shows how music, with its artistic characteristics, can offer pockets of freedom of expression to a certain but limited extent. Finally, the study shows how music can and should be incorporated more extensively by organizations working for sustainable development and social change, both as a tool to achieve other sustainability agendas, but also for the inherent characteristics of resilience and creativity that is found in music-making itself.
Denna fallstudie undersöker musik och musikskapandets roll för ungdomar i Brikama, Gambia, och dess relation till yttrandefrihet, hållbar utveckling och social förändring. Studien är genomförd inom ramen för ett projekt där unga musiker med olika bakgrund komponerade och spelade in sina egna låtar under workshops tillsammans med etablerade musiker. Materialet samlades in genom intervjuer med deltagarna och instruktörer, observationer och textanalys av låtarna. Studien använder sig av Smalls (1998) koncept musicking för att analysera den musikaliska situationens mening i sin sociala kontext. Dessutom används teorier om relationen mellan musik och hållbarhet för att analysera musikens roll för ungdomarna på en individuell-, grupp- och samhällsnivå, men även på en organisationsnivå. Studien visar på alla fyra nivåer att musik och musikskapande innehar många av de karaktärsdrag som krävs för hållbar utveckling och att det kan främja resiliens genom kreativitet. Dock visar studien att inkluderande sammanhang behöver skapas med medvetenhet om den kulturella kontexten. Detta för att kunna navigera de krafter (såsom negativa traditionella värderingar kring genus) som kan begränsa individers deltagande och i slutändan samhällets möjlighet att ta del av fördelarna. Studien visar också hur musik, med sina konstärliga karaktärsdrag, kan erbjuda ett visst utrymme för yttrandefrihet. Slutligen visar studien hur musik kan och bör inkorporeras till större grad av organisationer som arbetar för hållbar utveckling och social förändring, både som ett verktyg för att uppnå hållbarhetsagendor, men även för de inneboende karaktärsdragen resiliens och kreativitet som finns att hitta i själva musikskapandet.

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Sarr, Baboucarr Sulay. "Exploring Gambian secondary education : policy and practice in two case-study schools." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328356.

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The thesis is focussed on three related areas: i) policy-making perceptions of Gambian secondary schooling, and how their limitations can be improved through an awareness of institutional realities; ii) an examination of key intra-school features of secondary schooling in two case-study schools (a high, and a secondary technical school); iii) an examination of the perceptions a cross-section of typical modern-sector employers have of secondary education, and secondary school leavers; as well as the training and employment orientations that the two forms of secondary education tend to give school-leavers. The problem the research is concerned about is formulated through an illustration of the historical emergence of perceptions of the nature and role of Gambian secondary schooling. This is followed by an examination and analysis of subsequent and current policy perceptions of the function, nature, problems and solutions, associated with the two types of secondary schools. This offers part of the rationale for the research. Issues in the literature of education and development are used to put the Gambian situation in perspective, as well as to situate the thrust and justification of the research.Case-study data from the two schools are used to indicate the limitations of policy makers' perceptions of secondary schooling, and the benefits that can come from an informed dialogue between policy and schools. A comparative analysis of the two schools is used for the purpose of bringing out the less obvious, and perhaps more meaningful and tell-tale educational features about them. These are used to demonstrate the limitations of relying on aggregated assumptions about national school-types, as well as to indicate contextual features that one may use to qualify the application of cross-national educational factors. To the extent that part of the status of the data relating to school-leavers is in terms of outcomes of official policy on secondary education, it is used to exemplify the educational factors employers refer to when employing secondary school leavers. To complement this, there is also an examination of the extent to which type of secondary school attended is related to school-leavers' perceptions of post-secondary school opportunities. The presentation of the thesis is organised according to three clusters of chapters; background, data-based, and analytical. The background chapters consist of contextual historical information, issues in the literature, rationales, and methodological issues. The data-based chapters consist basically of policy issues, and the school case-studies. The analytical chapters consist of syntheses of policy perceptions and institutional features, and comparisons of the case-studies; as well as issues about the post-school context. They also provide the means of indicating theoretical and policy-orientated issues that the research attempts to draw attention to.

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Roberts-Holmes, Guy. "Towards an understanding of Gambian teachers' lives and careers." Thesis, University of Nottingham, 1999. http://eprints.nottingham.ac.uk/10925/.

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This research shows that Gambian teachers have complex reasons for joining and remaining in the teaching profession. It builds upon the literature concerning teachers' professionalism in developing countries by describing and analysing Gambian teachers' professional discourses. This thesis argues that Gambian teachers are active participants who create 'narratives of action' which assert their professionalism. Gambian teachers understand their work as professional through the overlapping moral discourses of nationalism and Islam. These professional discourses sustain and empower Gambian teachers who often work in difficult material conditions. Current literature on teachers' professional lives and careers is predominately North American and European. By providing a 'space' within which Gambian teachers' 'storied narratives' may be heard, this thesis geographically adds to the literature on teachers' professionalism. Gambian teachers' 'genealogies of context' are based upon histories, religions and cultures different to those found within Europe or North America. Thus Gambian teachers' professionalism is situated within specific geographical and cultural discourses. Despite the concept of a Gambian situated professionalism, the thesis discusses those professional discourses which are shared between Gambian teachers and teachers in Europe and North America. This work internationally develops the concept that there are different situated professional cultures of teaching and at the same time shared professional teaching discourses.

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Jah, Ousman. "Towards a new approach to teaching English language in the Gambian upper secondary school." Thesis, University of Exeter, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306754.

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Jammeh, Burama L. J. "Curriculum policy making : a study of teachers' and policy-makers' perspectives on The Gambian Basic Education Programme." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/2880/.

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This thesis aims at a critical understanding of how the curriculum policy making process is perceived by teachers and policy-makers in The Gambia, a former British colony. The complexity of curriculum policy issues requires this study to draw on multiple theoretical underpinnings in order to gain insight into curriculum policy relating to Basic Education in The Gambia. Therefore, curriculum theories and education policy literature including the issues of globalisation and national policy are engaged to frame the data collection, analysis and findings. Data obtained from semi structured interviews are used to analyse the perceptions. The thesis examines critically the historical and contemporary approaches to curriculum policy making, identifies the key policy players and analyses their significance in the construction of the national curriculum policy. The thesis further investigates experiences and views about the policy in practice and recommends a new approach to the curriculum policy making. Two levels of the curriculum policy making process are found to be influential in The Gambia: the international (global) and the national and local levels. While the global influences are profound on the strategic education policy, the national and local effects are stronger than the global impact on the operational policy (curriculum plans). The thesis argues that policy is not simply received and implemented as given. Although incidences of compliance are noted, curriculum policy guidelines developed by the Ministry of Education are continually interpreted, sometimes misunderstood and/or resisted by the teachers. Gaps between policy and the implementation are found, resulting from the resource constraints and the practitionersâ influences and impacts. A curriculum policy reform is recommended, recognising the centrality of teachers in the curriculum process, promoting the empowerment of the teachers and building their capacity to engage in informed policy mediation and to enable them to put their own policy into practice.

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Farjas, Bonet Anna. "El procés migratori gambià a comarques: el cas de Banyoles, Olot i Salt." Doctoral thesis, Universitat de Girona, 2002. http://hdl.handle.net/10803/7969.

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Els assentaments de gambians, tal com succeeix amb la majoria dels assentaments d'immigrats, tendeixen a la concentració en zones determinades. Per aquest motiu, aquesta tesi se centra en les comarques de Girona, perquè és on s'hi troba l'índex més alt d'aquesta població de tot l'Estat espanyol i es posa el focus d'atenció als municipis de la demarcació que acullen més gambians, concretament Banyoles, Olot i Salt. De la mateixa manera, aquesta tesi vol introduir específicament el grup ètnic soninké o sarahule, bàsicament perquè a la demarcació de Girona és l'ètnia majoritària. Abans d'ubicar els assentaments, ens endinsem en el context d'origen dels immigrats gambians, posant èmfasi especial en l'escolarització a Gambia i també en les migracions soninké. Un cop analitzem els assentaments, ens aproximem a les trajectòries migratòries gambianes, així com en les estratègies que s'utilizen per portar a terme el projecte migratori, l'accés als canals d'informació sobre l'existència de diferents destins on hi ha oportunitats de treball, etc. Ens aproximem també a la integració dels immigrats gambians a la demarcació de Girona fent una aproximació de la inserció d'aquest col·lectiu en la societat de destí, abordant diferents vessants de la seva integració laboral, espaial, entre d'altres. Una integració que dependrà tant del resultat de la voluntat individual de cada immigrant, com també dels serveis que possibilitin la integració, així com de l'accés als propis mecanismes d'integració que té la nostra societat (accés al treball, a un habitatge, etc.)
Molts dels immigrats gambians instal·lats a les comarques gironines tenen i han tingut fills i filles, podent parlar, per tant, d'una "segona generació" de gambians. Es fa una aproximació als fills i filles d'aquest col·lectiu introduint-nos en la socialització d'aquests nens i nenes, en els valors dels pares i mares en relació amb l'educació dels seus fills i filles, als canvis en l'estructura familiar un cop realitzat l'assentament en el país de destí i en les relacions de la familia amb amics i parents del mateix grup ètnic. Es fa una anàlisi de la situació escolar dels tres municipis d'estudi, analitzant la distribució d'alumnat d'origen estranger en aquests municipis, així com les estratègies educatives dels mestres que escolaritzen alumnat d'origen gambià. Es posa èmfasi especial en una estratègia bastant seguida pel col·lectiu gambià, fonamentalment d'ètnia sarahule, que ha estat la d'enviar els fills i filles a Gàmbia per temporades lllargues.
Gambian settlements, like the majority of immigrant settlements tend to be concentrated in certain determined areas. This study is centred on the province of Girona for this very reason, and because it is where the highest number of this group of people are to be found. This focuses special attention on three towns within the Girona province which have large numbers of Gambians, Banyoles, Olot and Salt. At the same time this thesis concerns the Soninke or Sarahole group because it is the largest ethnic group in the province of Girona. After analysing the context of origin of these immigrants (placing special emphasis in the schooling in Gambia), we investigate the migratory strategies of the Gambian immigrants as well as the strategies which they use to undertake their migratory project, such as the social networks which the migrants use, access to information channels about different destinations where there are work opportunities, etc. We also look at the integration of Gambian immigrants in the country of settlement. In short, an approximation is made as to the insertion of this collective into the society of the country of destination, and covering the different aspects of their integration: work, religion and spatial relationships among others. Many of these immigrants have, and have had children, and therefore a "second generation" of Gambians can now be referred to. This thesis focuses special attention on the lives of the children within this collective; investigating their socialisation, the values of their parents in the upbringing of their children, the changes of family structure once settlement has been established in the country of destination, the relationships of the family with friends and parents of the same ethnic group and their schooling in the Girona province. Emphasis is placed on a strategy followed by the Gambian collective, mainly the Sarahole ethnic group, which is that of sending children to Gambia for long periods of time.

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Hough, Carolyn Ann. "Disruption and development kanyalengs in the Gambia /." Diss., University of Iowa, 2006. http://ir.uiowa.edu/etd/53.

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Reiches, Meredith Wayden. "Female Adolescent Energy Expenditure in the Gambia." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10031.

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Adolescence is a life history transition of individual and evolutionary importance: the body begins to allocate energy available above maintenance costs away from somatic growth and towards reproductive function. This study investigates how both distal, intergenerational effects and proximal, seasonal changes in energy availability impact the way adolescent female bodies allocate energy among linear growth, fat and lean mass, activity, and metabolic function. The research follows up on a prenatal supplementation study conducted by the British Medical Research Council in rural Gambia between 1989 and 1994. Pregnant women were randomized to receive daily supplements of 1015 kcal either from week 20 of pregnancy until delivery or during the first 20 weeks of lactation. The 67 adolescent daughters included in the follow up study were born to women in both groups during the rainy agricultural season, the period of the year associated with weight loss, poor perinatal outcomes, and high impact of the pregnancy supplement on birth weight. Anthropometry, body composition, daily saliva, weekly serum, and weekly fasting urine samples for C-peptide of insulin were collected during one month each in the 2009 rainy agricultural season, the 2010 dry harvest season, and the 2010 rainy agricultural season. Participant heart rates were calibrated to oxygen consumption each season, and 24-hr accelerometer and heart rate data were recorded to estimate free-living energy expenditure. It was found that pregnancy supplementation status did not predict infant or adolescent phenotype in the study sample. Maternal postpartum weight, however, was a powerful positive distal predictor of adolescent size. The daughters of heavier mothers produced less leptin per unit fat mass. Under conditions of high energy expenditure and low intake, adolescent women who were growing in height mobilized adipose stores and acquired lean mass, while developmentally older women maintained fat stores at the expense of lean mass. Married adolescents in the sample were older, had lower fasting C-peptide of insulin, had higher absolute energy expenditure, and spent more of their total energy budgets in activity than did unmarried peers.
Human Evolutionary Biology

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27

Ouattara, Korotoumou. "Credit, risk, and insurance in rural Gambia /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487849377295198.

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Smith, Brenda Ann. "The history, development and contributions of Eta Sigma Gamma, from 1967-1982 /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487585645578442.

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Faal, Ebrima A. "An analysis of economic & social accounting prices in the Gambia /." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61851.

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30

Loum, Momodou. "An analysis of the Gambia coup of 1994." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ52357.pdf.

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31

Degeorges, A., and BK Reilly. "Eco-Politics of Dams on the Gambia River." Routledge, 2010. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000830.

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In the 1980s, USAID (US Agency for International Development) funded an environmental assessment of dams on the Gambia River, which determined that construction of the Balingho anti-salinity barrage would result in adverse unmitigative environmental and social consequences. Attempts by host country politicians, USAID and UNDP (United Nations Development Programme) to discredit this process made it necessary to take the matter to the Natural Resource Defense Council. A case study of the events surrounding these dams and their potential construction illustrates the ‘big dam’ paradigm and its potential harm to people, their livelihoods and the environment in Sub-Saharan Africa.

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32

Hernlund, Ylva. "Winnowing culture : negotiating female "circumcision" in the Gambia /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/6474.

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Loum, Momodou Carleton University Dissertation Political Science. "An Analysis of the Gambia coup of 1994." Ottawa, 2000.

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34

Thompson, Craig. "An explication of tourism entrepreneurship in The Gambia." Thesis, University of Strathclyde, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248281.

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35

Aronsson, Emma, and Camilla Persson. "Fånga dagen i undervisningen : en etnografisk studie i Gambia." Thesis, Kristianstad University College, Department of Teacher Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-3682.

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I detta arbete har vi sökt och erhållit kunskaper om hur lärare fångar dagen i undervisningen i Gambia, genom kvalitativa metoder bestående av intervjuer och observationer. Vi vill ta hem kunskaperna till Sverige, ta lärdom och bygga broar för att dels kunna utveckla vårt eget lärande och dels knyta till oss kunskaper om den gambiska kulturen. Vi har studerat genom ett etnografiskt synsätt eftersom vi befann oss mitt i denna annorlunda kultur under vår sista verksamhetsförlagda utbildning. Lärarna i vår undersökning tycker att de fångar dagen i undervisningen bland annat när de ser samtliga elevers engagemang och motivation, när läraren är ämnesmässigt kunnig och förberedd, när läraren anpassar undervisningen på rätt nivå, när dagen avslutas positivt och när de ser gott resultat och uppförande hos eleverna. De menar även att läraren måste vara mycket engagerad, väl förberedd både mentalt och ämnesmässigt, motiverad, använda kroppsspråket och rösten.

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Perfect, David Michael Rodney. "Organised labour and politics in the Gambia, 1920-1984." Thesis, University of Birmingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556582.

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37

Byass, Peter. "Microcomputer support for health care delivery in the Gambia." Thesis, University of Nottingham, 1990. http://eprints.nottingham.ac.uk/12413/.

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Microcomputer support for health care delivery is a relatively new concept in developing countries, despite serious shortages of human expertise. In this light, the concept of microcomputer-based decision support for patient management at the rural health centre level in The Gambia is discussed and developed. Possible methodologies are devised and evaluated, taking into account constraints imposed both by feasibility of hardware for the rural African setting and by appropriate software techniques. Clinical data were collected for a pilot system, which was implemented using a Bayesian methodology, and assessed, with encouraging results. Further sources of data were then considered in order to generalise the pilot system into a prototype, which was implemented on a portable solar-powered microcomputer. The evaluation of this prototype system, and the difficulties involved in undertaking rigorous evaluations of this type of decision aid, are described and discussed. Whilst it is not proven that major health benefits would arise from the widespread introduction of such systems, the results of this preliminary study suggest that this type of approach merits further consideration and development.

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Weber, Martin Willi. "Infection with the respiratory syncytial virus in the Gambia." Thesis, Open University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262711.

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Ankers, Philippe. "Les strongles gastro-intestinaux chez le bétail en Gambia /." [S.l : s.n.], 1995. http://www.ub.unibe.ch/content/bibliotheken_sammlungen/sondersammlungen/dissen_bestellformular/index_ger.html.

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40

Amara, Sakpa S. "Environmental change and flooding in the Gambia River Basin." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358523.

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It is argued in this thesis that the climate signal shows more strongly in the runoff regime of the Gambia River Basin (GRB) than the signal from deforestation. Partial and multiple regression was used to partition the effects on runoff of rainfall characteristics and deforestation over the GRB since the turn of this century. The expected shorter, higher more rapidly responding wet season flood peaks which result from deforestation have not occurred in the GRB. Rather, peak floods have fluctuated since the beginning of the century, but showing a clear declining trend similar to the rainfall regime. The large size (z 7550 km') of the sub-catchments of the GRB inhibit synchronisation of the rapid runoff that is associated with deforestation. Furthermore, deforestation, as it occurs in the GRB, takes place piece-meal as small plots of land are cleared. The nature of clearance of vegetation is important; the vegetation cleared is either replaced with another type of vegetation, for example, groundnuts or millet, or is soon allowed to recover after a cropping phase. Surface and sub-surface hydrological processes within the GRB are therefore not subjected to the severe form of alteration that characterise massive and total clearance of vegetation schemes in urban development. However, deforestation has significantly affected low flowsthere are now longer periods of lower dry season flows, and these are ascribed to the diminishing recharge of ground water. By augmenting overland flow and reducing interception and infiltration, deforestation causes a reduction in ground water recharge, which is an important component of dry season flows. Both climate change and deforestation have worked in parallel to cause a fluctuating but declining flow regime of the Gambia River. This, in turn, affects both the agricultural potential and productivity of the GRB.

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Peto, Thomas Julian. "Long-term efficacy and effectiveness of hepatitis B vaccination in The Gambia : Gambia Hepatitis Intervention Study (GHIS, 1986-90) and subsequent nationwide immunisation programme." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558367.

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Yamuah, Lawrence Kweku. "Healthcare provision in The Gambia : the role of health informatics." Thesis, City University London, 2003. http://openaccess.city.ac.uk/7646/.

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While technological advances in computing and telecommunications are revolutionising the way many organisations work, healthcare systems in The Gambia are very much lagging behind. No proper patient records or filing systems are in place. Delivery of effective healthcare depends on availability of routinely collected, good quality health data to provide useful information that is accessible when and where it is needed. Presently, in The Gambia, there is considerable scope for improvement in relation to such data. Electronic patient record system is long overdue. This research, focuses on the development of a Health Information System (HIS) capable of providing doctors, nurses and other healthcare professionals with quick and easy access to the appropriate information needed to care for their patients. A systems analysis has been undertaken to identify the full need for patient health data, the range of users and the extent of present paper-based provision. From this analysis, a requirements specification has been produced for a proposed health information and administration system (HIAS) to become operational and also successful in terms of efficiency and effectiveness. The requirements specification has taken the form of a series of precise statements of needs, buttressed with a corresponding justification in each case. By assessing what information and communication technology (lCT) is required and feasible, affordable and available in The Gambia, based on the extensive fieldwork involving interviews, observational study and questionnaires, a design specification (the logical and physical framework for the proposed ,IUAS) has also been produced as a precursor to the development of the proposed HIAS prototype. The approach,used will aid any implementor to progress from the proposed system to a fully functional one in an efficient and timely manner. Constraints in the programme of research were such that it was not possible to continue on with a prototype implementation based on this design. Hence it is now for The Gambia government to study and implement the proposed system. Several recommendations have been made in the areas of policies to be implemented, resources needed and training and motivation. In conclusion, the study has demonstrated the value or role of health informatics in the provision of health care in a developing country. It has contributed in the understanding of the complexities of the problems in The Gambia and developing countries, building this understanding in terms of requirements analysis and design specification and in methodological issues.

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Hainsworth, Marie. "Participatory training methods in rural credit unions in the Gambia." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396531.

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44

Moore, Sophie Elizabeth. "Long term health effects of early malnutrition in the Gambia." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621751.

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45

Braithwaite, Vickie. "Predictors of rickets in the Gambia : fibroblast growth factor-23." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607859.

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46

Carter, Tracey Lynn. "The historical role of griots in Gambian politics." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1971495761&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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47

Fjällborg, Tove, and Ulrika Olsson. "Lekfullt lärande och magiska rytmer? : Erfarenheter från en resa till byn Berefet i Gambia." Thesis, Karlstads universitet, Musikhögskolan Ingesund, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-12901.

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Syftet med detta arbete är att undersöka hur musik används och lärs ut i den lilla byn Berefet i Gambia. Under ett första besök i byn tyckte vi oss nämligen se att barn och vuxna musicerade med stor glädje och kunskap. Anledningen till ämnesfokus var att vi ville hitta vägar till ett mer naturligt och glädjefyllt sätt att undervisa som musiklärare här i Sverige. Undersökningen har genomförts med hjälp av kvalitativa intervjuer med tre lärare och tre andra invånare i byn. Svaren har vi sedan analyserat utifrån ett musiketnologiskt perspektiv och jämfört med vad andra forskare och författare inom musiketnologi och pedagogik har kommit fram till. Resultatet visar på att det vardagliga musicerandet i Berefet inte är så utbrett som det verkar vid en första anblick. Det visar sig att barnen i byn i första hand lär sig och övar upp sina musikaliska kunskaper i sin hemmiljö, och att de då lär sig av äldre släktingar och familjemedlemmar.
The purpose of this study is to examine how music is being used and how it is taught in the small village of Berefet in The Gambia. During our first visit to the village, it seemed to us that both children and adults used music in a very natural, knowledgeable and, at the same time, joyful way. We, as music teachers from Sweden, would like to learn from the citizens in Berefet and find new methods of teaching music in a more intuitive and enjoyable way. The research has been conducted through qualitative interviews with both teachers and inhabitants of the village. We have analyzed the collected data from a music ethnological perspective and compared our results with findings from other studies and literature concerning music ethnology and pedagogy.Our study indicates that a daily practicing of music in Berefet isn’t as widely spread as initially assumed. It appears that the children in the village learn and practice music primarily in their home environment, and that they learn from their older relatives and family members.

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48

Glase, Sofia, and Uckermann Elmgren Victoria von. "Kärleksjakt i Gambia : Europeiska kvinnors semesterromanser med afrikanska män i paradiset." Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17603.

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På Gambias stränder flockar sig turister, en del reser på grund av miljön, andra för kulturen och en del för att få känna kärlek av en ung, lokal man. När äldre kvinnor från Europa reser för att träffa en yngre man i Gambia kallas det för semesterromanser. Syftet med denna uppsats är att undersöka de semesterromanser som sker i Gambia mellan europeiska kvinnor och afrikanska män och på vilka sätt detta är en del av sexturismen. Att denna turism många gånger kallas för semesterromanser gör den inte fri från att kopplas samman med både sexturism och prostitution. Semesterromanser är ett mycket komplext begrepp som tolkas olika beroende på vem som tolkar. Det intressanta är att se semesterromansers karaktär och hur det på så vis kan kopplas ihop med annan verksamhet. Grunden i arbetet är att genom observationer och intervjuer förstå hur denna turism fungerar, hur länge den har funnits, varför den sker och om det nödvändigtvis måste ses som prostitution. Genom att ha varit på plats i Gambia har en etnografisk studie varit möjlig att bygga uppsatsen på. Uppsatsen grundar sig i kvalitativ metod och innehåller observationer, fältstudier och intervjuer. Genom att hantera en stor mängd teoretiskt material har sedan riktlinjer för vad sexturister, sexturism, sexköpare och prostitution är för något kunnat förtydligas och analyseras.
On the beaches of Gambiathere are many tourists, some traveling because of the environment, some for the culture and others to feel love of a young, local man. When older women from Europe traveling to meet a younger man in Gambiait is called traveling romance. The purpose of this paper is to investigate the traveling romance that take place in The Gambia between European women and African men and in which ways this is a part of sex tourism. Just because this kind of tourism often is referred to as traveling romance it does not mean it is free from the association with sex tourism and prostitution. Traveling romance is a very complex concept that is interpreted differently depending on who is interpreting. What is interesting is to see traveling romance´s character and how it thus can be linked to other activities. The basis of this work is, through observations and interviews, to understand how this type of tourism is functioned, for how long it has existed, why it happens and if it necessarily has to be seen as prostitution. By having been in Gambia, an ethnographic study has been possible to build this essay on. The essay is based on qualitative method and contains observations, field studies and interviews. By managing a large amount of theoretical material guidelines for what sex tourists, sex tourism and prostitution is has been able to be clarified and analysed.

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Golightly, E. K. O. "Interaction between nutritional deficiences and Plasmodium falciparum malaria in the Gambia." Thesis, Brunel University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381530.

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Able-Thomas, Uriel. "Photovoltaics for the Gambia : implementation strategies for renewable energy technology transfer." Thesis, Northumbria University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386605.

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Dissertations / Theses on the topic 'Education in The Gambia'

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