The perceived effects of the Gambia’s 2022 senior secondary schools curriculum reform in Brikama

Modou Lamin Fatajo ()
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Modou Lamin Fatajo: Faculty of Business and Public Administration, University of The Gambia

Priviet Social Sciences Journal, 2026, vol. 6, issue 10, 47-58

Abstract: This study examined the effects of The Gambia’s 2022 senior secondary school curriculum reform on teaching and learning in public senior secondary schools in Brikama. A descriptive cross-sectional mixed-methods design was used, involving 370 respondents from five schools, including 119 teachers and administrators and 251 students. Data were collected through questionnaires and interviews and analysed using descriptive statistics and thematic analysis. Findings showed broad acceptance of the curriculum, with 96% of students viewing the reform as a positive step towards their educational needs, while most teachers and students preferred its subjects and study fields to the previous curriculum. The respondents perceived the curriculum as promoting collaboration, wider subject choices, and improved preparation for further education and employment. However, implementation challenges included inadequate orientation, limited teacher familiarity, shortages of textbooks and teaching materials, insufficient training, weak technology integration, teacher shortages, workload, and difficulties covering syllabi. Only 34% rated implementation as effective, 55% considered it moderate, while 10% rate it as ineffective. The study concludes that the curriculum has significant potential but requires stronger implementation support, continuous teacher training, adequate resources, improved technology, realistic time allocations, and regular monitoring and review.

Keywords: curriculum reform; teaching and learning; senior secondary education; curriculum implementation; teacher training; Brikama (search for similar items in EconPapers)
Date: 2026
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DOI: 10.55942/pssj.v6i10.2244

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