TOWARD AN INTEGRATED UNIVERSITY OF THE GAMBIA
Conceptual Arguments, Rationale and Possible Next Steps
Written By: Peter Materu (Senior Education Specialist, World Bank)
Hans-Erik Edsand (Consultant, World Bank)
Draft
-1-
Table of Content
I.
Introduction
1
II.
Rationale for Integration
3
Vision 2020
Post-Secondary Education Fragmentation
The Gambia Education Policy and Tertiary Education Master Plan
Synergy, Strategy, Efficiency, Accountability and Integrity
Improved Quality and Relevance
Relevance to the Labor market
3
3
4
4
5
5
The Context
7
The Country
The Economy
The Education System
7
7
7
The Existing Tertiary System
9
Historical Background
9
Relative Strengths of the Four Institutions
11
Comparative Study of Enrollment and Graduation Rates
Faculty Numbers at the Relative Institutions
Institutional Matrix of Departments and Course-work
11
11
12
Strategic Policy Options
13
Issues for Consideration
Suggested issues to consider once there is agreement in principle
14
15
Implementation Process
17
Example 1: University of North Carolina State, USA
Example 2: The University of London, UK
Example 3: The Durban Institute of Technology, South Africa
17
19
21
VIII
Cost Implications
24
IX
Possible Next Steps
24
III.
IV.
V.
VI.
VII.
Annex 1:
The Existing Tertiary Institutions
26
University the Gambia (UTG)
26
Departments and Programs/Courses
Enrollments and Graduation Rates
Faculty and staff
Organizational structure and functions
Financial Situation
26
26
26
27
27
-2-
Gambia College (GC
28
Departments and Programs/Courses
Enrollments and Graduation Rates
Faculty and staff
Organizational structure and functions
28
29
30
30
Gambia Technical Training Institute (GTTI)
30
Departments and Programs/Courses
Enrollments and Graduation Rates
Faculty and staff
Organizational structure and functions
Finance
30
33
33
34
34
Management Development Institute (MDI)
35
Departments and Programs/Courses
Enrollments and Graduation Rates
Faculty and staff
Organizational structure, Ownership and Finance
35
37
37
38
Other Institutions in the Gambia
38
National Agriculture Research Institute (NARI)
38
International Trypanotolerance Centre (ITC)
39
-3-
TOWARD AN INTEGRATED UNIVERSITY OF THE GAMBIA
Conceptual Arguments, Rationale and Possible Next Steps
Draft
Introduction
1.
Changes brought about by the global transition to a knowledge economy have
important implications for education and training. There is a demand for higher skill
levels in most occupations, and a new range of competences such as adaptability, team
work, communication skills and the motivation for continual learning have become
critical. Thus, countries wishing to move towards the knowledge economy are challenged
to undertake reforms in the way tertiary education is managed and delivered. The
objective of these reforms is to build in sufficient flexibility to address increasing demand
for quality tertiary education; to respond to rapidly changing needs of the labor market;
and to raise the quality of education and training (through changes in content and
pedagogy) to meet the needs of highly competitive markets in a cost-effective manner.
2.
In small states, these challenges are compounded by the small size and fragility of
their economies and markets. Per unit cost for quality tertiary education is high compared
to per capita income, and the costs of establishing and operating full-fledged tertiary
institutions with all the key disciplines are unaffordable. Even rich small states like
Brunei, experience the problem of high unit costs because the number of students in these
institutions is small compared to the cost of providing quality education1. For poor small
states, the problem is compounded by brain drain as most of the well educated seek
better-paying jobs in stronger economies. It is for this reason that in many small
countries, the tendency has been to integrate all tertiary institutions under one umbrella so
as to minimize unnecessary overlaps and to ensure efficient utilization of human and
physical resources.
3.
With about 1.5 million people, The Gambia is one of the smallest countries in
Africa. Its economy is weak and fragile and the revenue base is weak. The Gambia
Education Policy2 clearly recognizes the need for cost effectiveness in its tertiary
education system and calls for evolution of the system into a single integrated entity with
the UTG as the apex. Though the policy makes an effort to describe the characteristics of
the resulting system, it does not provide for the approach to be used, nor does it provide a
specific timeframe for the proposed evolution (Box 1).
4.
The Gambia Department of State for Education (DOSE) has just completed the
development of a sector master plan which among others, calls for the integration of the
existing tertiary institutions into the University of The Gambia as provided for in the
policy. Earlier in the year, the UTG itself had also embarked on a strategic planning
process which culminated in agreement on a number of strategic objectives. The three
highest priorities for the University identified in the Strategic Plan are improvement of
conditions of service for the teaching staff, improved management and governance, and
1
2
Brunei, 1992. Higher Education in Small States.
DOSE/GoG, 2004. Education Policy 2004-2015.
-4-
Box 1 – The Gambia Education Policy 2004-2015 (extract)
“There are at present three institutions in The Gambia that together provide a variety of programmes at
the post-secondary level; the Gambia College in education, the Gambia Technical Training Institute
(GTTI) in technical and vocational education and the Management Development Institute (MDI) in the
area of management studies provide the trained and skilled manpower at the middle levels of services
and industry. All these institutions will be strengthened and expanded to offer better opportunities to the
people of The Gambia in their respective fields.
The Gambian tertiary and higher education system will evolve during the period of this policy around
the development of the UTG at the apex, with the existing three tertiary institutions constituting the
nucleus of the system. The major objectives of the tertiary programmes are:




To enhance the human resource development capacity of The Gambia to meet its national
development goals;
To ensure the availability of teachers for the education system at all levels;
To provide relevant, sustainable and high quality tertiary education and research to support
socio-economic, scientific and technological advances and development, and promotion of
excellence in the creation and dissemination of knowledge and ;
To produce men and women who can provide intellectual leadership to the emergence of a
nation wedded to the ideals of democracy and a socially, politically and economically selfreliant country in a globalised and interdependent world”.
integration of the other tertiary institutions with UTG. To underscore the strategic
importance of the integration process, the Plan calls for suspension of further expansion
for the time being.
The objective of this paper is to present conceptual arguments in support of the proposed
integration and to recommend possible alternatives for implementing the integration,
based on experiences with existing tertiary institutions, and drawing from global
experiences. For the purpose of this paper, a university defined is an institution of higher
education and of research, which grants academic degrees at both the tertiary and
quaternary (postgraduate) levels.
-5-
Rationale for Integration
Vision 2020
5. To guide its development, the country has developed a long term development
strategy - Vision 2020. Under the Vision 2020, The Gambia will be transformed into a
middle-income country. A number of challenges result from this ambitious plan, some of
which have been addressed within the Second Strategy for Poverty Alleviation (PRSP
II3). The long-term growth strategy of Vision 2020 is based on four strategic development
areas, namely:




Accelerating private sector development;
Restructuring economic management;
Developing the human capital base; and
Institutionalising decentralised and democratic participatory government
structures, processes and systems.
6.
Implementation of these strategies has very significant implications for tertiary
education in the country. There is now a strong international consensus on the crucial
importance of a high quality mid- and high level human resource base for economic
growth. Recent studies by UNESCO and OECD4; and by the World Bank5 examining
the relationship between education and economic growth in sixteen emerging economies
found that investments in secondary and tertiary education are more beneficial than
previously thought, particularly in the least developed countries where the gap between
the current and potential levels of economic performance is the largest. The OECD study
concludes that high levels of upper secondary and tertiary attainment are important for
human capital to translate into steady growth. There is therefore a need to pay special
attention to the way in which tertiary education is delivered in the country – the capacity
to deliver, relevance of programs to the needs of the economy, quality and costs.
Post-secondary education fragmentation
7.
The Gambia supports at least 3 non-degree awarding State colleges: The Gambia
College, GTTI and MDI. The Government is unambiguous about the original government
policy objective, namely that the UTG was to gather and incorporate all post-secondary
institutions under its umbrella. According to the Permanent Secretary, DOSE, the UTG
had not set itself up ab initio in line with this policy. Yet, this remains the policy
objective of the government.
8.
So why have the 3 colleges not amalgamated with UTG? Although the subject of
merger has apparently been discussed, there does not seem to be a champion or leaderdriver for merger at the present time, nor does there appear to be a formally constituted,
appropriately empowered forum for this issue to be systematically addressed and taken
forward. There are anxieties on the part of the colleges, concerned about their autonomy;
and there are misgivings on the part of the UTG, concerned about the academic standards
3
The Second Poverty Reduction Strategy Paper is also called the Strategy for Poverty Alleviation II.
OECD, 2004. Innovation in Europe – Results for the EU. Iceland and Norway.
5
Bloom, D. 2005. Higher Education and Economic Development
4
-6-
of both the college staff and college qualifications. These and other reservations on both
sides are understandable and real, and will need to be addressed.
9.
The rationale for amalgamation is common sense enough. Unity is strength. The
Gambia lacks critical mass in terms of student numbers, academic person-power or
material resources to sustain multiple independent academic institutions at world-class
levels of excellence. There are benefits of economies of scale to be realized from close
collaboration: the sharing of space and staff, curriculum reform to permit articulation
between diplomas and degrees, and so forth. Degree and diploma or certificate courses
can and do co-exist at universities elsewhere on the continent, and there are existing
models for the satisfactory harmonization of academic rank and related benefits within
federated universities and colleges (the recent experience in South Africa offers relevant
experience) from which the UTG can draw.
The Gambia Education Policy and Tertiary Education Master Plan
10.
As stated in earlier sections, the Government Education Policy (2004-2015)
clearly states that the tertiary education system in the country should be integrated with
the UTG as the apex. During the just-completed strategic planning processes at the sector
and UTG levels, the need and value-added of integration were agreed upon6 7. This
position has been endorsed at the highest level of authority in the country. What remains
to be done is implementation.
Synergy, Strategy, Efficiency, Accountability and Integrity
11.
The value-added on an integrated tertiary system can be summarized through the
following attributes: Synergy, Strategy, Efficiency, Accountability and Integrity.
12.
Synergy can be looked upon as the strongest argument of joining together
different Universities, as it is evident that a combined chain of forces will achieve much
greater progress in a more rapid manner. Synergy will lead to a new level of enhanced
coursework, where the opportunity of using new facilities, such as laboratories in sister
universities will be possible. The State also clearly benefits from having a chance to
combine the knowledge from various Universities when attending to issues such as
economics, environment, health care, etc.
13.
Strategy is a major factor when creating a successful multi-campus system. By
having a common goal, each of the Universities will improve at the same speed and the
level of Education will stay high in different areas of education. From a strictly
economic perspective, a coordinated effort of raising funds for the University can be
achieved in a more effective manner than if several Universities would autonomously
reach out to different donors. Systematic strategy is also of great importance in academic
planning, where from a central perspective one can find redundant programs that can be
restructured or eliminated to better use of funds and manpower for higher-priority areas
that will benefit the state.
6
7
DOSE, 2005. Tertiary Education Master Plan (2005-2015).
UTG, 2005. Draft Five-Year Strategic Plan (2005-2010).
-7-
14.
Integration also improves internal efficiency and cost-effectiveness. If
implemented systematically, the resulting central governing system will be more costeffective as certain tasks that were initially scattered in each unit such as Governing
Councils, human resources management and academic management can be managed
under a single system. External efficiency (relevance to the labor market) is also
improved as program become more coherent and interrelated. In addition, the tertiary
education system attains a stronger unified voice in Government, the private sector and
civil society.
15.
Accountability to stakeholders, particularly the Government is improved. As
separate institutions, each strives to address what it perceives to be its own segment of the
labor force without paying much attention to what other institutions are doing, oftentimes
leading to duplication and unnecessary costs. As an integrated system the institutions
have collective responsibility for serving the needs of the labor market especially when
this is accompanied by a unified regulatory system, e.g. a unified national qualifications
framework.
16.
Internally and externally the integrity of an integrated institution is equally
important and potentially a great task for the central administration. Protecting a latent
integrity threat might be the head of the system’s single most important task.
Improved Quality and Relevance
17.
Small states have a youthful citizenry with over 40% of the population under 15
years of age. This puts pressure on access to education at all levels. Given the limited size
of the economy and the trend towards free basic education, secondary education is often
thinly spread, poorly funded and staffed by teachers who are themselves underqualified 8
leading to poorly qualified admissions to higher education. Experience from other small
states show that one way to address this problem if for higher education institutions to
participate more directly in improving secondary education through in-service training of
teachers particularly in mathematics and science; and offering preliminary/foundation
courses prior to commencement of degree studies. Integration of Gambia College into
UTG would provide a ready vehicle to achieve this objective.
Relevance to the Labor market
18.
Though there is no comprehensive labor market study done in the Gambia in
recent years, data obtained in a preliminary study conducted in 2005 reveal interesting
trends with important implications to tertiary education9. Among others, the report
concludes that there is a significant mismatch between existing areas of concentration by
tertiary institutions and the demand for skills in the labor market. This mismatch was
observed with respect to the numbers of graduates, level of skills (low, medium and high)
as well as in the areas of study being offered. For example, whereas tourism and fisheries
are areas of growing demand, none of the existing tertiary institutions offer courses in
8
Meek, V.L, 1992. Quality and Relevance of Higher Education in Small States. Paper prepared for the
Conference on Higher Education in Small Nation States, Darusalaam, Brunei, June.
9
Mendy, D. 2005. Labor Market Study of The Gambia. Preliminary Study Report for the World Bank.
-8-
these areas. In medicine, education and economics, the numbers being produced by the
UTG are significantly below the present demand.
19.
The report also concludes that given the consistently slow rate of growth (4% per
annum) in government employment – by far the largest employer of university graduates
- it is likely that if the economy does not grow at a high enough rate to enable increased
private sector production and demand for labor, unemployment especially of university
graduates, will result due to low overall absorptive capacity of labor in the economy.
Inevitably, this necessitates a shift to skills that enhance self employment. Achieving this
goal, requires a major review of curricular, program structure and admission numbers
across the entire tertiary education sector with a view to achieving a closer alignment
between programs offered and labor market demand. A move towards integration of the
existing tertiary institutions would provide an opportunity to undertake such a review and
to refocus the system such as to produce the desired combination of skills. An integrated
system under a single management and governance structure would also lend itself to
increased flexibility to adjust to future changes in market demand.
-9-
The Context
The Country
20.
The Gambia has population of about 1.5 million people and with a total area of
11,295 square kilometres; it is one of the smallest countries in Africa. The country is
close to being on track in achieving the MDGs but there are major development
challenges in health and education to be addressed. According to the Government’s
Poverty Reduction Strategy (PRSP II), agriculture, health and education are the priority
sectors.
The Economy
21.
Following the resumption of democratic rule in 1997, the country enjoyed
consistent growth, averaging 5.4 percent from 1998-2001, boosted by favorable weather
and strengthening of reforms. However, in 2002 real GDP declined by 3 percent,
compared with a target growth of 6 percent because poor rains reduced agricultural
production, with a halving of the groundnut harvest and a reduction of about one-third in
the output of other crops. The only sectors in the economy to show strong growth were
tourism and construction. Real GDP rebounded in 2003 with a growth rate of 7 percent,
and about 4 percent in 2004. The slowdown in 2004 occurred in spite of an increase in
groundnut production, and reflected lower growth in industry and services. According to
the World Bank, growth is projected to fall slightly in 2005, on account of uncertain
prospects in the agricultural sector.
The Education System
22.
The Gambia’s education sector has experienced an unprecedented expansion
since the country gained independence in 1965. The Gambia’s basic education cycle is
divided into two as follows:
a. Lower basic cycle comprising grade 1 to 6
b. Upper basic cycle comprising grades 7 to 9
23.
After completion of the basic education cycle, students may continue to senior
secondary schools or privately owned vocational training institutions. A lot of secondary
schools have been constructed in the past decade. After the senior secondary school level,
students may enter only the four existing tertiary institutions to further their education
locally.
24.
One of the most serious problems for The Gambia is that most Gambians
qualified for degree programmes leave their country to pursue their education elsewhere
overseas. But as the cost of university education overseas becomes increasingly
prohibitive, more and more are seeking opportunities to pursue their studies locally. In
addition, a significant number of students from the conflict-ridden neighbour countries
now seek opportunities for higher education in The Gambia.
- 10 -
25.
Until 1995, the only tertiary institutions that existed were The Gambia College
(GC), The Management Development Institute (MDI) and The Gambia Technical
Training Institute (GTTI). In 1995, thanks to the University Extension Program of the St.
Mary’s University, Halifax, Canada, a Bachelor of Arts degree was provided in the
country mainly targeting eligible Gambians who could teach in secondary schools.
Shortly thereafter in September 1999, the University of The Gambia was established.
- 11 -
The Existing Tertiary Education System
Historical Background
26.
The first attempt to create a post-secondary institution came in 1952 when a
teacher training college was created and later reconstituted as Yundum College in 1955.
Later in the early 1960s, a school of agriculture was created within the college to provide
pre-service and in-service training for agricultural extension workers for the Department
of Agriculture. During the same period, The Gambia Government, in collaboration with
the World Health Organization (WHO) founded the Gambia School of Nursing and
Midwifery as part of its plan to improve the health services in the country. The College
was again re-constituted as Gambia College in January 1978 by an Act of the Parliament.
27.
The Gambia Technical Training Institute (GTTI) was instituted by an Act of the
Parliament in 1980 to deliver training to fulfill the country’s need for mid-level technical
and vocational human resources. Like Gambia College, GTTI is under the Department of
State for Education (DOSE). Over the years, the level of education and training offered
by the Institute has expanded from basic craft level to advanced technology certificates.
GTTI now plans to offer degree programs in technical areas.
28.
The Management Development Institute (MDI) of The Gambia was established in
1982 as an institution under the Personnel Management Office (PMO). This was a crucial
step towards providing the country with vital management training as well as consultancy
and research to the public, private and NGO sectors. As the institution developed, MDI
has turned into an institution with programs, courses and services with great variation that
contributes a great deal to the country’s well being.
29.
In 1995, a Memorandum was signed by DOSE with the initiative of the NovaScotia Gambia Association, to connect Gambia with Mary’s University, Halifax, Nova
Scotia in Canada, establishing The University Extension Programme. After the passing of
the University of the Gambia Act in March 1999, the first University Council was
instituted in May the same year.
30.
The UTG has 4 faculties at the moment: science and agriculture, humanities and
social science, management studies, and medicine and allied health sciences. There are
plans to abolish the faculty structure and replace it with a more lean structure made of
departments. Overall student numbers are understandably still quite low, notwithstanding
the education ministry’s dictum that ‘university education should not be a preserve of the
elite, but should be affordable [read accessible] to the average Gambian’.
31.

Among the many challenges facing the UTG are:
Underfunding: The University is funded as a government department directly from
the Department of Education. Clearly, then, the governing council has no real control
over the budget, and is thus deprived of the ‘teeth’ and the flexibility to ‘steer’ the
business of the institution. Money is tight – the financial allotment to the UTG is not
- 12 -
adequate for its needs, and this necessarily has a negative impact on morale at staff
level, and commitment at Council level.

Space constraints: Lack of appropriate accommodation for teaching (own classroom,
library and laboratory space), and for the university’s staff and administration is
perhaps the UTG’s most pressing problem. The university operates from borrowed,
often dilapidated offices and lecture rooms. The university has pinned its hopes on an
initiative announced by Government to build a new campus at some location outside
the city of Banjul, with the help of resources from a friendly country. Even if this
expectation were realistic and the financial resources were immediately available, it
would probably take up to 10 years until the new campus were planned, constructed,
equipped, and commissioned for occupation. At this stage of the university’s
development, there are as yet no specific plans or a forecast regarding the future
academic structure, size and content of the UTG and it is therefore unlikely that
anyone has an idea of what the size and shape of such a new campus would be. What
is urgently required for the immediate short-to-medium term is decent
accommodation appropriate to the UTG’s current needs.
32.
As Table 1 shows, the combine total enrollment of the four tertiary education
institutions in The Gambia is less than 5000 students, making it one of the smallest in
Africa.




University of the Gambia (UTG)
Gambia College (GC)
Gambia Technical Training Institute (GTTI)
Management Development Institute (MDI)
Table 1: Comparative data on the four tertiary institutions in the Gambia
Academic Staff (2005)
Students
Enrolled
(2003
Certificates/
Diplomas
Bachelors
Master
PHD/MD
UTG
GC
GTTI
1609
16
10
68
18
21
12
58
6
3
32
1
0
124 (58)
38 *
83 *
MDI
1019
1
2
4
1
8 **
()
*
**
Staff
Number
Total
Expenditure
Unit
Cost
D 15,039,964
D 15,944,782
Number of Part Time Lectures
Total number of Teaching Staff (including part-time)
Full-time Teaching Staff. Information on part-time staff not available
Annexes 1 provide more information on each of these institutions, including the
programs offered, enrollment figures, staff numbers and qualifications as well as
organizational structure and governance (as of the time of writing this note). In Table 2,
an attempt is made to compare the relative strengths of the programs offered four
institutions.
- 13 -
Table 5.4 Comparing the Four Institutions and their Relative Strengths.
Institutions
Departments
UTG

GC
GTTI
Courses and Certificates Offered
MD

Medicine and Allied Health
Sciences
Science and Agriculture


Economics and Management
Humanities and Social Sciences
BA
BA

Public Health (Nursing and
Midwifery)
Higher National Diploma; SRN and SCN

Education

Agriculture

Business Studies
BSc


Primary Teachers’ Certificate (PTC)
Higher Teachers’ Certificate (HTC)






Financial Accounting Foundation (AAT
Foundation)
Financial Accounting Intermediate (AAT
Intermediate)
Financial Accounting Advanced (AAT Technician)
Associating of Certified Chartered Accountant
(ACCA)
Business Management Foundation (ABE
Certificate)
Certificate in Software Applications
Technician Certification in Computer Science and
Information Processing
Craft Courses
Technician Certificate
Architectural Draftsmanship Certificate
Certificate in Motor Vehicle Systems
Technician Certificate in Motor Vehicle Systems
Advanced Technician Diploma in Motor Vehicle
Systems
Technician Certificate Applied Mechanical and
Electrical Engineering
Levels I, II and III Electronics Servicing Certificate
Certificate in Electrical Installations
Certificate and Diploma in Electrical and
Electronics Engineering
Certificate and Diploma in Refrigeration and AirConditioning
Technician Certificate in Welding and Fabrications
Technician Certificate in Welding and Fabrication
Higher Teachers Certificate (HTC) Technical
Further and Adult Education Teachers Certificate
(FAETC)
Institute of Commercial Management (ICM)
Legal Studies Programme
P.M.O.
Prison Officer's Course
Pre-Vocational Foundation
HAD, CGA





Computer Literacy



Construction

Engineering












MDI
Courses and Degree/Diplomas Offered
Professional Development Unit





Banjul Skills Training Annex

Business Studies


Certificate in Commercial Studies
Level I/Certificate in Business Studies)

Accountancy

Information Technology




AAT Foundation (NVQ Level 2)
AAT Intermediate (NVQ Level 3)
AAT Technician (NVQ Level 4)
Certificate in Information Technology



Management Studies
Gender and Development Studies
Common Wealth Youth







Common Wealth Youth programme
- 14 -
Diploma in Software Applications
Technician Diploma in Computer
Science and Information Processing
Technician Diploma

Diploma in Motor Vehicle Systems
Technician Diploma in Motor Vehicle
Systems
Diploma in Electrical Installations



Diploma in Business Studies
Diploma in Business Studies - Level II
Advanced Diploma in Business Studies

Diploma in Information Technology
Applications
Diploma in Management.
Gender & Development Diploma



Business Management
Intermediate(ABE Diploma I)
Business Management Advanced (ABE
Diploma II)
Strategic Policy Options
33.
There are various possible options for implementing the proposed integration.
These could be in the form of:
a. Co-operation with Memorandums of Understanding (as attempted in the past), with
each institution retaining autonomy of governance and budgets.
b. Linkages – formal arrangement tying the institutions together with specific functions,
obligations, and expectations. This could be implemented through a mutually agreed
Link Agreement that specifies the areas of cooperation (e.g. staff sharing; joint
admissions, etc.). Here too, each institution retains its autonomy.
c. Affiliation to UTG whereby the UTG Senate oversees the academic functions in all
the other tertiary institutions. These institutions remain largely autonomous with
respect to administration and finances.
d. Merger – all the tertiary institutions come under one umbrella – the University of The
Gambia. Under this option, there could be various variations. For example:
o A unit could be fully incorporated and lose its corporate identity
o A unit could maintain administrative autonomy but its academic functions
would be administered by the University Senate; and the unit would be
governed under the University Council. Such a unit would be headed by a
UTG Council-appointee who would be answerable to the UTG Senate on all
academic matters. The unit might continue with its current non-degree
programs but might also acquire an expanded mandate such as to offer
undergraduate degree programs or to conduct research.
o A unit might be converted to an academic unit of the UTG – such as a School
of Engineering or School of Education.
34.
Options (a) and (b) are very similar to the semi-formal arrangement that existed
between UTG and the other tertiary institutions until a few months ago. Though no
formal evaluation of this arrangement has been conducted, discussions with the parties
involved suggest that the arrangement did not work well.
35.
Option c) would be ideal if the UTG were a well-established, high quality
institution with tested quality assurance mechanisms and an impeccable reputation
nationally and internationally. In this situation, UTG would, through the affiliation, assist
the other tertiary institutions raise their academic standards and possibly start offering
degree programs themselves. Unfortunately, UTG does not as yet have this capacity.
36.
Option (d) is the most demanding but it offers several advantages over the other
three. First, it allows the elimination of unnecessary overlaps in
administrative/governance structures and academic programs, thus improving internal
efficiency. Secondly, with a complete merger, it is possible to achieve better utilization of
facilities and equipment through central timetabling, ensuring a careful match between
class sizes and available space. Third, it provides an opportunity to thoroughly reexamine and restructure the delivery of tertiary education services in the country such
that it becomes better aligned to the development needs of the country as outline in
Vision 2020, the Poverty Reduction Strategy II and the Education Policy. The literature
- 15 -
suggests four possible modes that could be considered for the affiliation of other tertiary
institutions to the UTG:
37.
Constituent College mode where a currently non-university institution would
come under the tutelage of the UTG with administrative autonomy and limited academic
autonomy. The expectation is that it would in future remain a college of the university
with full administrative and financial autonomy; with the powers to offer degrees and do
research; and with an increased level of academic powers. Typically, such colleges have
a College Academic Board with powers to regulate the teaching and learning process, but
under the oversight of the University Senate (e.g. Imperial College in the UK which is
part of the University of London). Admissions, approval of new study programs,
recruitment and performance appraisal of academic staff and examinations are fully
regulated by Senate. The College could have several faculties and/or departments.
38.
Campus College mode whereby an institution would become a campus of the
university, with limited administrative autonomy. All academic matters would be under
the full control of the UTG Senate. The institution would essentially function as a faculty
but with an elevated level of administrative autonomy. Given the short distances between
the institutions, this mode would likely be quite feasible.
39.
Institute mode. The term “institute” is used in various ways in tertiary education.
The most popular use refers to an academic unit dedicated to a specific discipline of
study or/and research. An institute within a university usually has limited administrative,
financial and academic autonomy.
40.
Faculty mode where each institution would become a faculty of the UTG.
Faculties would have several departments. Normally, faculties have very limited
administrative autonomy and no academic autonomy.
Issues for Consideration
41.
In deciding which mode of integration would be most suitable, there are a number
of questions to be considered:
 What would the merged entity look like? Would it be functional? How could the
whole become greater than the parts?
 How will the non-university level functions be structured?
 Timing of the process – when and in what steps will the integration process be
implemented. Will the integration take place all at once?.
 Decisions about how, whether, and under what conditions to go forward.
Questions include:
o Is there a preferred arrangement by Government? What kind of
arrangement makes the most sense?
o Is this a mutually agreed upon arrangement or a shot gun marriage?
o Who will cover the costs of integration?
o What is the financial condition of each of the potential partners? Are there
outstanding liabilities? If so how much? Can these liabilities be
eliminated before merger? What would be the University’s obligations if
- 16 -
the liabilities can not be settled ahead f the merger ? Would the DOSE
cover those costs?
o What is the staffing situation in each institution? Are they compatible
with those of the University? How could these be harmonized?
o What are the titles of staff in each unit to be merged? Are they compatible
with those of the university? Do all of the staff meet requirements for
teaching or research staff titles? If not, how would they be integrated into
the staff structure? Would it be necessary for all staff to have universitylevel titles?
o Would there be opportunities for staff to gain University teaching/research
staff titles with further qualifications?


Can you devise a staffing structure that would represent a division of labor
between university and non-university instruction that works as a division of labor
and not a hierarchy? How can the merger be structured in a way that does not
create two or more classes of teaching staff and thus lower morale for those at the
lower end?
Quality assurance. What are the implications of merger for quality assurance?
How can quality be maintained or even improved through the integration process?
42.
Obtaining answers to the questions above would require some analytical work.
This would necessarily require institutional assessments with respect to:
o Financing and expenditure patterns ( a financial audit)
o Physical facilities and equipment – are there deferred maintenance costs.
If so who will pay them?
o Staffing/personnel system and implications to the integration
o Academic programs
o Governance and management
o Student issues
Suggested issues to consider once there is agreement in principle
43.
Once all the affected parties are in agreement on moving forward with the
integration process, the following are issues that could form part of the implementation
program.
 Memorandum of understanding about the merger/affiliation/linkage
 Develop a plan for the merger clearly defining the new mission of the University
and the relationship of the new entities to it, the obligations of each, the timetable,
and the date for formal merger.
 Establish a new administrative structure recognizing the altered structure.
 Review the budgets of each unit involved to be sure it is in balance. Check for
liabilities.
 Review the governance system and provide appropriate means for those of faculty
status to participate.
 Review the personnel system and determine appropriate titles and loads in the
new system. Notify all new staff of their positions and titles in the new system.
Be sure that the work expectations of each institution are appropriate and
- 17 -








reasonable in terms of the university staff loads. Provide a mechanism for appeals
for those who need it.
Review salaries. People with similar functions should have similar salaries.
However, unless funding is available no changes should be made until the second
year. No salary should go down unless it is out of line because of a temporary
adjustment (e.g. for a dean). Provide a mechanism for appeals for those who need
it,
Information systems should be examined for compatibility. Future investments
should focus on compatibility and integration.
Information systems for staffing, budgets, and student records should be
examined. Compatibility should be sought. If systems are not compatible at the
present time, plans should be made to put all budget and staffing records together.
Review student fees in the institutions involved. Be sure fees are compatible
given the type of education offered. That is, fees should be equalized for
comparable education with the expectation that certificates and diplomas would
have different and lower fees set according to costs and other factors.
Review the facilities of the new entities involved. How can the collective
facilities be used more efficiently? Can some be used for evening classes or on
Saturday? What is the level of use at the present time?
Review retirement plans of new institutions. Will there be additional liabilities
for the University.
Review health plans of new institutions. Any liabilities for the University?
Review establishing legal instruments (Acts of Parliament) to conform to the new
set up.
- 18 -
Implementation Process
44.
Unlike the business world, there are no standard models or templates for
implementing mergers or even linkages between educational institutions. There are,
however, several examples of such mergers, the most recent ones being the on-going
mergers between and among universities and technicons in South Africa. These examples
can serve as rich sources of information and lessons that could be applied in The Gambia
case. Three such cases are described below.
Example 1: University of North Carolina State, USA10
Background
45.
In 1931, North Carolina together with Georgia created the first statewide
university. North Carolina began its multi campus governance by joining together the
three major public institutions. In 1960, North Carolina University agreed to add 3
previously autonomous universities under its system, which resulted in North Carolina
containing 6 universities, which functioned as campuses under the same central
governing body (Board of Governors). The University also maintained 10 other
universities with their own board of trustees and a president. Until 1971, the 6 integrated
universities were entirely governed by the central body (100-member board of trustees
and one president), without each institution having its own board of trustees.
Challenges and mitigations
46.
Without a separate board of trustees and chancellors at each of the integrated
universities, quality assurance and approval of new recommendations for improvement
fell behind. The solution to better oversee the needs of each of the universities came in
1972. The ten previous separate universities were merged with the University of North
Carolina resulting in a system of 16 integrated universities. However, under the new
structure, significant decision-making power was delegated to each of the 16 universities,
enabling them to better decide on any essential changes in their education programs. In
addition, it was decided that decisions by the central governing body regarding any
individual institution would not to be implemented without the recommendations from
the institutions in question.
Current structure
47.
The power of the President and the Board of Governors is now limited to a
specific number of tasks, while the individual institutions are granted greater
responsibilities with a more decision making role. Each university has a board of
trustees. The integrated University of North Carolina follows statutes that specify the
different powers and responsibilities. Among others, the statutes affirm that:


10
The President “Shall be the chief administrative officer of the University.”
The Chancellors are administratively responsible to the President and through the
President to the Board of Governors.
Sanders, J.L. 2001. Successful Multi-Campus Governance, the North Caroline Model.
- 19 -

The Chancellors are also responsible to their boards of trustees as the executors of the
Policies and the directives that those boards adapt to pursuant to their delegated
power.
Central Governance Responsibilities
 The definition of institutional missions and allocation of degree and other major
academic programmes to institutions.
 Establishment of enrollment levels for each institution.
 Appointment of the President of the University. The President appoints his or her
principal staff and the chancellors.
 Appointment of the principal administrative officers and tenured faculty of the
sixteen institutions from nominations made by the boards of trustees of the
institutions.
 Preparations of the comprehensive University budget and its advocacy before the
governor and the General Assembly.
 Determination of tuition fees and other charges at the institutions.
Institutional Responsibilities
 Final authority over aspects of institutional life and operations that necessarily differ
among institutions ranging in enrollment from 700 to 27,000, and in degree offerings
from only bachelor’s degrees to the wide array appropriate to major research
universities.
 Student admission
 Graduation standards
 Student services
 Student discipline
 All personnel decisions
 Campus physical planning and development
 Fund-raising
 Conferral of honorary degree and awards
 Alumni relations
 Athletics
 Countless other issues that can complicate relations between institutions and their
many constituencies. These are left for local decision.
 Administration of budgets, personnel systems, and purchasing are carried on directly
between the institutions and the relevant agencies in Raleigh (state headquarters).
Lessons learned
48.
The (integrated) University of North Carolina evolved over a period of 40 years to
become what it is today - a very well functioning multi campus system. Three key lessons
from this example are:
(i)
Integration of institutions is a process, not a one-off activity. Those
responsible have to carefully monitor the performance of the integrated
system and be prepared to make adjustments in order to improve quality and
effectiveness.
- 20 -
(ii)
(iii)
Autonomy does not have to be granted in a uniform manner across all
institutions. Each of the individual institutions in a multi campus system has
different characteristics that must be dealt with in a manner that best suits the
institution in question.
In an integrated system of education institutions, roles, responsibilities and
power relations must be clearly defined and supported by appropriate legal
instruments. As much as possible, issues that might complicate relations
between institutions should be left to local decision making.
Example 2: The University of London, UK11
Background
49.
The University of London was created in 1836 and is one of the oldest
Universities in England. In its early days, the University was open to everyone, which
was important during that period of time, considering that the other two existing
Universities (Oxford and Cambridge) required their students to be members of the
Church. The University of London continued to grow until 1929 when the original Senate
was restructured and scaled down to fifteen members. A second body called the Court
was created. The Court seized control of the University financial situation and acted as a
guardian of its property. A major responsibility of the Court was to allocate funds
received from the Treasury and Local Authorities among the various schools of the
University. All academic decision was still determined by the Senate. The Second World
War halted the evolution of all universities in England, but it started up again in 1944 as
the war drew to its end. Perhaps prompted by Margaret Thatcher’s economic
restructuring during the 1980s onwards, the University went through a period of
institutional mergers that led to the development of some very large multi faculty
Constituent Colleges. Most of these were as large, if not larger than other universities
elsewhere in the UK. In this period many of the University's powers devolved to its
Constituent Colleges and in 1995, the University ceased to be a funding body for the
Colleges.
Challenges and mitigations
50.
The University of London has taken a proactive stance in addressing challenges
during its path to become one of the finest universities in England. Already in 1878 it
made a remarkable change in the British education system, allowing women to enter the
University. In 1929, the institution went through a restructuring of the original Senate,
scaling down to 15 members, resulting in a more organized Senate. The biggest change in
the history of the institution took place in 1995 when the central governing body of the
University decided to cease being a funding body for its Colleges. This meant a major
delegation of powers and responsibilities from the centre to its member Colleges,
allowing each of the Colleges to make more appropriate decisions for its individual
needs.
11
The University of London, The Vice-Chancellor’s consultation on the future for the federal University
- 21 -
Current structure
51.
At present, The University of London consists of nineteen self-governing
Colleges, as well as several centrally operated academic institutions and activities. These
central activities are known as the Central University, which is responsible for carrying
out certain tasks for the member universities and colleges. The Central University
consists of a main Council that includes the following members.










The Chancellor
The Vice-Chancellor
The Deputy Vice-Chancellor
The Pro-Vice-Chancellor for Medicine
The Heads of the Colleges
Pro-Vice-Chancellor Appointed Representative from the Institutes
Academic Members Elected by the Senate
Student Members
Four Lay Members (external to the University) appointed by her Majesty in
Council
21 Lay Members (external to the University) appointed by the Council at least 13
shall be Graduates of the University
Central Governance Responsibilities
 To support and assist the Colleges, their staff and students in their own missions;
 To provide a range of services of benefit to the Colleges, their staff and students;
 To maintain, through the Colleges collectively, the highest international standards of
the University of London degrees and in the appointment of Professors and Readers;
 To facilitate co-operation, collaboration and other mutually beneficial links among
the Colleges and other parts of the federation;
 To achieve the highest international standards in teaching and research in the
centrally managed academic activities - the University of London Institute in Paris,
the School of Advanced Study and the University Marine Biological Station;
 To serve the academic communities of the federation, region, nation and beyond
through the work of the School of Advanced Study and the University of London
Research Library Services;
 To represent and promote the views and interests of the Colleges and the federation
and to articulate and reinforce - regionally, nationally and internationally - the
particular kind of higher education to which the University and the Colleges are
dedicated;
 To make available, in conjunction with the Colleges, awards of the University of the
Highest Academic Standards throughout the UK and overseas through the External
System; and to manage its resources, including the estate, efficiently for the benefit of
the federation.
Institutional Responsibilities
 Commitment to undergraduate and postgraduate teaching in a research environment,
which draws on many different traditions, practices and methods in a wide variety of
- 22 -




institutions, offering unsurpassed opportunities to students from all countries who are
able to benefit from its courses so that they attain the highest academic standards and
develop to the most exacting intellectual level;
Dedication to the prosecution of research across all fields of study at the highest
international standards;
Seeks to contribute to the public welfare in the work of its graduates and its staff and
in the results of its research, enriching and advancing culture, education, the
humanities and social sciences, the performing and creative arts, science, engineering,
technology, medicine and public affairs;
By its significant presence in London seeks to make a major contribution to the
economic, scientific and cultural life of the metropolis;
Seeks to represent nationally and internationally the highest standards and enduring
values of the university tradition, including academic freedom, intellectual integrity
and equality.
Lessons learned
52.
There are many lessons to be learned from observing University of London during
its long path of development:
i. Need for a well structured Council that includes present and previous student
members. This can help the University understand areas that need attention in order
to improve learning effectiveness as well as relevance to the labor market
ii. The need to be proactive in identifying and addressing problem areas,
iii. The importance of delegating some decision-making powers to the individual
institutions so as to better address individual needs of each institution.
Example 3: The Durban Institute of Technology, South Africa12
Background
53.
The Durban Institute of Technology was created on April 2002 as a result of the
merger between ML Sultan Technikon (MLST) and Technikon Natal (TN). There had
been discussions about a possible merger between the two institutions for more than a
decade, but no action was taken due to race concerns. MLST was established to provide
education for Indian children and was from the beginning funded through donations by
indigenous sugar cane laborers. MLST received a large donation from Hajee LM Sultan
who also wanted the school to be open to indigenous students as well. In the contrary,
Technikon Natal was formerly established to serve the white population of the old South
Africa. The two institutions were separated by a crooked white fence that was finally
broken down when the two institutions in 2002 merged to become the Durban Institute of
Technology.
Challenges and Mitigation
54.
There were many difference and complications between the two institutions that
had for many years made it difficult to merge. The obvious racial factor was cultural
12
Ncayiyana, D. 2005. Opportunities and Challenges of Academic Merger: The Case of the Durban
Institute of Technology (unpublished).
- 23 -
diversity. Both institutions were afraid to loose their cultural and historical diversity in a
possible merger. Change in academic standards as well as job losses was also regarded as
a potential risk as different programs would be eliminated. Many people also expressed
concern over lack of understanding of what was happening to the institution and what
effect it was going to have on their lives.
55.
The major obstacle that threatened this long awaited merger was the widely
different internal financial situations of the institutions. TN was in severe financial
difficulties and was unable to provide a financial record despite several requests from
MLST. On the contrary, MLST’s financial situation was very strong with approximately
R120 Million in reserves. This created a conflict of interest for MLST who pressed for a
delay of the merge until TN could prove its financial status. However, with the
unwavering commitment of the Minister of Education to see this merger go through, the
merger finally took place on 1 April 2002, with a strong assurance by the Minister to
ensure financial stability for the new institution.
56.
The new institution also went through a tough period with unstable management
positions that complicated the situation. This created confusion and mistrust among the
people involved. In response to this unfortunate development, the Council agreed on two
initiatives. The first thing that they did was to establish a Change Management Office
(CMO) which was placed under the leadership of a senior executive reporting directly to
the VC and bore the title of Special Assistant to the VC for Change Management.
Secondly and maybe most importantly, was to make a “climate survey” by an outside
consultant to evaluate the attitude of people through the use of questionnaires and focus
groups. This enabled the Council to have a better picture of the important issues and
target them accordingly. This emphasizes the importance of having a well structured plan
with central management positions in place prior to the merger.
Current Structure
57.
A 5-person Interim Council was established upon creation of the Durban Institute
of Technology to sit for no more than 6 months. This Council had the responsibility to
manage the every day activities at the new institution as well as ensure that a substantive
Council is established.
58.
The Interim Council appointed by the Minister consisted of 3 members drawn
from the former TN council and 3 from the former MLST council in order to preserve the
institutional history and ensure stability in the merger process. This was not the best of
alternatives as the competitiveness between the former institutions continued and made it
harder for the newly merged Institution to integrate.
Lessons Learned
59.
The most important lesson to learn from the Durban Institute of Technology is the
great importance to have a well structured plan before initiating the merge. This includes
having key management positions in place as well as a good communication with the
people involved in the affected institutions so as to avoid confusion and mistrust13. It is
13
Ncayiyana, D. 2005. Strategic Communication in Times of Change (unpublished).
- 24 -
also imperative to respect the individual needs of the separate institutions in terms of
culture and history in order to maximize positive cooperation and participation from all
participants.
- 25 -
Cost implications
60.
The integration process involves several cost components. These include:
1. Cost of hiring consultants to do institutional assessment;
2. Staff time for those involved in management and implementation of integrationrelated activities;
3. Investments in staff development to achieve agreed targets
4. Upgrade of facilities to support new/merged study areas
All these costs need to be carefully calculated and catered for. The institutional
assessments will form a useful basis for determining the costs involved in cost items 3 &
4. For item 1, it would be advantageous to include individuals external to the affected
institutions in order to ensure objectivity.
Possible Next Steps
61.
It is imperative from the case studies cited above that the integration process has
to be participative for the resulting integration to work well. Also, it is necessary that
there is a stable and visionary leadership to steer the process and to address issues that
arise in the course of the process in a timely and swift manner. DOSE’s leadership is
therefore critical. The following could be a practical, step-by-step approach to the
integration process:
1. Set up a Task Team to guide the integration process. This should include senior
representatives of the four tertiary institutions.
2. Interview key stakeholders, including DOSE management, institutional leaders,
staff, students, the private sector and civil society to obtain their views on the
proposed integration.
3. Study related global experiences and identify possible options and models for
implementing the integration.
4. Conduct a comprehensive institutional assessment of each of the four institutions
(enrollment, staffing, programs, facilities & equipment, financing, management,
etc.)
a.
Assess student intake against existing capacity at each institution and
identify opportunities for more optimal utilization/necessary adjustment.
b.
Assess study programs offered by each institution and identify overlaps,
opportunities for improvement and new areas to be addressed.
c. Assess staff at the colleges. Identify staff that directly qualify to be retained as
academic staff for the various programs as well as those who might qualify
after a period of staff development. Project staff requirements – faculty,
technical, administrative and support staff demands for existing and new
programs.
- 26 -
d. Survey the existing physical space, facilities & equipment and suggest
additional, immediate, intermediate and long-term space requirements for
effective implementation of the envisaged programs.
e. Assess financing patterns and expenditure trends in each institution;
identifying potential cost-cutting/consolidation areas; and propose a possible
course to integrate the financial management systems.
5. Prepare a detailed short and long-term plan for capacity development: (a)
infrastructural development (b) human resources development.
6. Prepare a budget for the start up activities of the integrated university for the
Academic year 2006/2007. Assess feasibility of finding this budget based on
subvention, fees and self-generated income trends for previous years, including donor
funding.
7. Prepare costing of the entire integration process and propose sources of funding,
including strategies for fundraising.
8. Prepare a synthesis report proposing a model to be adopted (with justification) for the
integrated university; a timeline, work plan and cost schedule for its achievement; and
recommendations on key decisions to be taken, documents to be developed and any
further consultations to be made in implementing the proposed model.
9. Obtain Government approval of the proposed integration strategy, including
implementation plan and financial implications.
10. Revisit the legal documents on the establishment of each of the four tertiary
institutions and identify information/provisions that are relevant to the integration
exercise; and implement necessary amendments.
11. Final approval by Cabinet/National Assembly
- 27 -
Annex 1: The Existing Tertiary Institutions
University of the Gambia (UTG)
Departments and Programs/Courses
The University of the Gambia consists of the following departments. A more detailed
description of the courses offered as well as requirements could not be found.




Medicine and Allied Health Sciences
 Pre-Clinical Science Division
 Clinical Science Division
Science and Agriculture
Economics and Management
Humanities and Social Sciences
Enrollments and Graduation Rates
In 2000, the University had roughly 380 students, and 20 fulltime academic staff
members. Regardless of serious hampering of areas such as (1) finance, (2) staffing, (3)
research, (4) physical and academic infrastructure, and (5) the lack of a University
Campus, UTG has remained resilient and today has an increasing enrollment rate. A
more detailed enrollment development between 2001-2003 can be found in Table 1.
The poor data collection by the Institute has resulted in a lack of Graduation rates and
thus cannot be provided.
Table 1.1 Enrollment 2001-2003 (UTG)
Enrollment/Year
Medicine and
Allied Sciences
Science and
Agriculture
Economics and
Management
Humanities and
Social Sciences
Total/Year for
Institution
2001
2002
2003
40
45
63
46
94
65
38
74
51
50
118
76
174
331
255
TOTAL/Department
in 3 years
148
205
163
244
TOTAL in 3 Years
760
Faculty and staff
The University of The Gambia is a young institution with a small economy, which makes
it harder for the institution to keep qualified faculty for a long period. The University of
the Gambia currently faces the challenge of having many part-time lectures and visiting
professors. This is particularly true for the department of Medicine and Allied Health
Sciences with 66% of faculty being from other countries. This creates difficulties for
students to consult with teachers and faculty governance as well as it brings instability to
- 28 -
the programmes. The increase of full time faculty is a crucial step for the sustainability
for the University and needs immediate attention. The current number of faculty
members at the Institution is explained in more detailed in Table 1.2.
Table 1.2 Number of Faculty (UTG)
Department
Medicine and
Allied Sciences
Science and
Agriculture
Economics and
Social Sciences
Humanities and
Social Sciences
Number of Faculty
50
29
22
33
TOTAL
134
Organizational structure and functions
The University of the Gambia’s governing body consists of a Council with the task of
understanding necessary institutional changes and taking new directions to improve the
Universities program selection and economical situation. As for any young institution,
the financial situation of the University of the Gambia is a critical issue that needs
constant attention. The income and expenditure situation for the University is portrayed
positively in the last, “Long Range Financial Planning” with a positive remaining balance
of income over expenditures. Despite the positive analysis done for the future, it still
leaves The University of the Gambia in a current rigid economic situation with the need
of external donor assistance. The generated revenue as well as the expenditure for the
University in the academic year 2003-2004 is explained in table 1.3.
Financial Situation
Table 1.3 Generated Revenue and Expenditures at University of the Gambia (2003-2004)
Generated Revenue
Total student Fees (Tuition and
Fees)
Bad Dept
Government Subvention
Donations and Grants
Generated Income
Endowment Income
Other Income
Total
Amount
20,389,739
-11,150,312
5,260,267
--761,960
35,000
0
D 15,296,654.00
Expenditures
Amount
Salaries(all personnel)
Fringe Benefit
Entertainment
Training and Development
Tel, postage, supplies
Food services
Student Expenses
7,862,446
270,307
108,915
357,259
527,267
17,112
889,490
Library
Utilities
Instruction
Vehicle Expenses
Buildings, Rent, Grounds
Outside Services
Meetings/Governance
Dept Service
Capital Expenses
Renewal and Replacement
Other Expenses (travel, etc)
11,000
152,973
1,315,272
656,470
1,062,465
71,429
203,554
408,031
300,595
10,000
815,379
Total
FINAL BALANCE: D 256,690
- 29 -
D 15,039,964
Gambia College (GC)
Departments and Programs/Courses
Gambia College is composed of four departments. Located on the Brikama Campus are
the programmes of Education, Public Health, Nursing and Midwifery and Agriculture.
Nursing and Midwifery is located close the Royal Victoria Hospital (RVTH). Due to its
distance, among other factors, the Nursing and Midwifery program has little contact and
involvement with the Brikama campus.
There has been a great effort to expand the Education department, which today is by far
the biggest department of student enrollment per year. The duration of the PTC and HTC
programmes is 3 years and should admit approximately 300 students each year. A more
detailed explaining of the enrollment and graduation rates can be found in table 1.3.
Education Department
The Primary Teacher’s Certificate (PTC) prepares students to work with the Gambian
Lower Basic School Curriculum. The program lasts three years. The first year consists of
classes at Gambia College and the remaining 2 years of practice as trainee-teachers in
primary schools around the country. Details of entry requirements can be found in Annex
1.

Primary Teacher’s Certificate
 Primary Teacher’s Certificate 1
 Primary Teacher’s Certificate 2 (on Teaching Practice)
 Primary Teacher’s Certificate 3 (on Teaching Practice)
The Higher Teacher’s Certificate (H.T.C) is a course that train students for future
teaching in Upper Basic School. The students will, upon graduation, be able to teach two
subjects of specialization. The duration of the HTC program is 3 years, where two years
are spent in the College specializing in two subjects. On the remaining year, students
work as teacher trainees in the Upper Basic Schools. Details of entry requirements can be
found in Annex 1.

Higher Teacher’s Certificate (HTC)

Higher Teacher’s Certificate 1

Higher Teacher’s Certificate 2

Higher Teacher’s Certificate 3 (on Teaching Practice)
The information on the Public Heath, Nursing and Midwifery and Agriculture is very
weak and no detailed information could be found. This is a crucial problem that is in need
of immediate attention. The basic core structure of the courses offered can be found
below.
Public Health and Nursing
- 30 -

HND (Higher National Degree)
 PH HND 1
 PH HND 2
 PH HND 3


SRN
SCN
Agriculture

HAD
 Agric HAD 1
 Agric HAD 2

CGA
 Agric CGA 1
 Agric CGA 2


Live Science
NYSS
Enrollments and Graduation Rates
The enrollment and graduation rate for 2002-2004 is explained below in table 1.4 and
1.5.
Table 1.4 Enrollment/year from 2002-2004 (Gambia College)
Enrollment/Year
PTC
HTC
2002
2003
2004
346
170
384
315
244
176
Total PTC/HTC
900
735
Public Health
96
Nursing
110
TOTAL
1635
- 31 -
Agriculture
Total/Year for
Institution
80
661
414
560
Table 1.5 Graduation Rates from 2002-2004 (PTC and HTC) (Gambia College)
Year
PTC
HTC
Total/ Year for
Institution
2002
221
244
465
2003
227
262
489
2004
310
271
581
Total/PTC/HTC in 3 years
758
777
TOTAL in 3 Years
1535
Faculty and staff
Gambia College faculty and staff situation should be an area of focus to achieve the
success of the institution in the future. It is important to constantly have as a goal to
increase the quality of current faculty as well as balance the number of staff to a required
level.
In October 2004, Gambia College had 294 staff members, which could be regarded as a
high number considering the size of the institution. An assessment of necessary
administrative requirements for the institution to function properly must be made.
Eliminating any superfluous staff would benefit the institution financially. The Education
department is in great need of increasing the number of qualified teachers as it suffers
from large class sizes. Emphasis on creating classes with fewer students should be a
priority to increase the quality of education.
Organizational structure and functions
When the Gambia College Act was passed in 1989 the first college Council was
established in 1990. Today Gambia College still functions under the same institution
structure, which enables Gambia College to govern the institution with greater autonomy
than before 1990. The council has the power to establish new courses of instruction,
creating new diplomas and certificates and other awards in Education, Health and
Education. Gambia College also has a board of Governors appointed, that further
contributes to the independence of the institution.
Gambia Technical Training Institute (GTTI)
Departments and Programs/Courses
Gambia Technical Training Institute is composed of the following six departments:


Computing Department
Construction Department
- 32 -




Engineering
Business
Professional Development Unit
Banjul Skills Training Annex
Each of the six departments consists of different section that all offers a variety of
programs and courses. By completion of the programs students are awarded with either a
certificate or a diploma. A detailed more detailed description of the programs/courses
offered can be found below.
Computing Department


Certificates:
 Certificate in Software Applications
 Technician Certification in Computer Science and Information Processing
Diplomas:
 Diploma in Software Applications
 Technician Diploma in Computer Science and Information Processing
Construction Department
Sections within The department:





Timber Vocations
Trowel Vocations
Plumbing Vocations
Architectural Draftsmanship
Technician Programmes

Certificates/Diplomas
 Architectural Draftsmanship Certificate
 Craft Courses
 Technician Certificate
 Technician Diploma
Engineering
Sections within the Department:


Electrical Engineering.
Electronics Engineering
- 33 -




Mechanical Engineering
Automotive Engineering
Refrigeration and Air Conditioning
Welding and Fabrications

Certificates/Diplomas
 Certificate in Motor Vehicle Systems
 Diploma in Motor Vehicle Systems
 Technician Certificate in Motor Vehicle Systems
 Technician Diploma in Motor Vehicle Systems
 Advanced Technician Diploma in Motor Vehicle Systems
 Technician Certificate Applied Mechanical and Electrical Engineering
 Levels I, II and III Electronics Servicing Certificate
 Certificate in Electrical Installations
 Diploma in Electrical Installations
 Certificate and Diploma in Electrical and Electronics Engineering
 Certificate and Diploma in Refrigeration and Air-Conditioning
 Technician Certificate in Welding and Fabrications
 Pre-technical Engineering Preparatory Course
Business
The business department offers courses with duration of 9 months resulting in certificates
or diplomas from the following specializations:

Certificates/Diplomas
 Financial Accounting Foundation (AAT Foundation)
 Financial Accounting Intermediate (AAT Intermediate)
 Financial Accounting Advanced (AAT Technician)
 Associating of Certified Chartered Accountant (ACCA)
 Business Management Foundation (ABE Certificate)
 Business Management Intermediate (ABE Diploma I)
 Business Management Advanced (ABE Diploma II)
Professional Development Unit

Certificate/Diploma
 Higher Teachers Certificate (HTC) Technica
 Further and Adult Education Teachers Certificate (FAETC)
 Institute of Commercial Management (ICM)
 Legal Studies Programme
 P.M.O.
- 34 -


Prison Officer's Course
Pre-Vocational Foundation
The legal studies programme offers two different courses, called A-level Law and
Diploma in Law. The A-level Law’s duration is one academic year and costs D$2,000.00.
The Diploma in Law takes two years to complete and costs D$5,000.00.
Banjul Skills Training Annex
GTTI also consists of a annex in Banjul called the Banjul Skills Training Annex. They
offer various types of vocational training programs.
Enrollments and Graduation Rates
GTTI offers a series of courses with high demand in the job market. This demand has
resulted in an increase in enrollment during the last couple of years. A detailed table
describing the number of enrolled students as well as the graduation rates in 2001-2003 is
available in table 1.4 and 1.5. GTTI still suffers from a poor data collection, particularly
in the Professional Develop Unit and the Banjul Skill Training Annex.
Table 1.6 Enrollments 2001-2003. (GTTI)
Engineering
Professional
Development
Unit
Banjul Skills
Training Annex
Total/Year for
Institution
281
348
337
457
276
406
75
211
109
-------
1379
1435
1609
966
1139
395
---
Banjul Skills
Training Annex
Total/Year
-------
745
639
666
Year
Business
Studies
Computer
Literacy
Construction
2001
2002
2003
376
409
427
190
191
330
TOTAL/Department
in 3 years
1212
711
TOTAL in 3 Years
4423
Table 1.7 Graduation Rates 2001-2003 (GTTI)
Year
Business
Studies
Computer
Literacy
Construction
Engineering
Professional
Development
Unit
2001
2002
2003
310
210
231
102
150
146
198
163
161
135
116
128
-------
TOTAL/Department
in 3 years
751
398
522
379
TOTAL in 3 Years
2050
- 35 -
Faculty and staff
Capacity building for more qualified faculty is a critical and constant focus for GTTI,
which at the moment has a low number of faculty compared to the number of staff at the
institution. It is imperative to increase the amount of faculty as the current ratio between
student and teacher is close to 25:1. Another issue that the institution faces is the number
of qualified faculty. Currently 32% of the faculty only hold a level of Certificate, while
38% teaches with a diploma level; 26% have a first Bachelor degree, and 3% hold a
Master degree, while 1% has no background qualifications.
The latest number of faculty is recorded at 108 while the other staff at the Institution is as
high as 210. This is a very high number of staff specially when comparing the situation to
Gambia College. In order to improve the institutions economy, it is necessary to make
changes in the staff versus faculty ratio. Nevertheless, a more thorough assessment needs
to be done before such decisions can be made.
Organizational structure and functions
The Gambia Technical Training Institute is a Government-owned institution but has a
board of Governors appointed.
Finance
The financial situation for GTTI is of great importance for future development of the
institution. Strong emphasis needs to be put on the Institutional spending and a
comparison with the yearly revenue must be done to understand where future savings can
be made. The 2004 GTTI Generated Revenue together with the Government Subvention
is described in table 1.6.
Table 1.8 GTTI Generated Revenue
GTTI Generated Revenue
Amount
Tuition Fees
Registration Fees
Identification Cards
Consultancy Fees
Contribution Towards Training Material
Sale of Other Material
Interest on GTTI Loans
Hire of Facilities
Foundry Income
Production Unit Income
Assorted Income
7,689,718.00
217,275.00
48,287.00
365,228.00
37,820.00
7,150.00
27,181.00
99,282.00
14,118.00
1,932,343.00
48,089.00
Government Funding
5,458,291.00
TOTAL
D 15,944,782.00
- 36 -
Management Development Institute (MDI)
Departments and Programs/Courses
The management Development Institute is composed of the following six departments:






Business Studies
Accounting
Information Technology
Management Studies
Gender and Development Studies
Common Wealth Youth Programme
Each department offers Certificates and Diplomas upon completion of the programs.
MDI also suffers from certain restrain in the data collection, with particular concern on
the Gender and Development studies and Common Wealth Youth Programme. Further
explanation on the enrollment rates, graduating rates is available below.
Business Studies

Certificate/Diploma:
 Certificate in Commercial Studies
 Diploma in Business Studies - Level I/Certificate in Business Studies
 Diploma in Business Studies - Level II
 Advanced Diploma in Business Studies
Accounting

Certificate/Diploma:
 Association of Accounting Technicians Foundation (NVQ Level 2)
 Association of Accounting Technicians Intermediate (NVQ Level 3)
 Association of Accounting Technicians Technician (NVQ Level 4)
Information Technology
MDI maintains the most modern Computer and Information Technology system in The
Gambia with 14 Pentium computers, including internet access, MS Office 2000 and extra
equipment. The following courses are offered in the Information Technology department.

Certificate/Diploma:
 Certificate in Information Technology
 Diploma in Information Technology Applications
Management Studies
- 37 -
Since MDI's inception, the Economic Management & Private Sector Development
department has been one of the key areas of MDI's programmes. The majority of current
activities are centered on consulting and training requests from the public, private and
NGO sector. It has also been selected as the key trainer for the National Executive (NEX)
training programmes, which have been set up by the government's Policy Analysis Unit,
in association with the United Nations Development Program (UNDP). The Management
Studies department offers certificates or diplomas for the following courses.

Certificate/Diploma:
 Economic Management & Private Sector Development
 Civil Service Management Development
 Civil Servant Induction
 Strategic Planning
 Strategic Management for the Army/Police
 Management Enhancement Techniques for the Private Sector
 Sports Administration
Gender and Development Studies
The Gender and Development Diploma is designed to equip students with background
theoretical knowledge and practical skills and tools to bring to their work. The course is
appropriate for those working in development from front-line grassroots implementers
and practitioners to project coordinators and middle-management. The Gender and
Development Studies department is very appropriate for senior decision-makers and
policy-makers in the government and NGOs. The following certificates or diplomas are
earned at the department.

Certificate/Diploma:
 Gender and Management
 Gender & Development Diploma
 Gender-Responsive Project Cycle Management
 Gender-Responsive Project Implementation
 Gender Mainstreaming in Programme Planning, Capacity Building and
Organizational Change
 Practicum or Internship
Common Wealth Youth Programme
No specific course information other than the one below could be found concerning the
Common Wealth Youth Programme except for a Youth Leadership course.
- 38 -
Enrollments and Graduation Rates
The enrollment rate at MDI together with the Graduation rate is explained in table 1.6
and 1.7 for the academic years 2002-2004.
Table 1.9 Enrollments 2002-2004 (MDI)
Accountancy
Information
Technology
Management
Studies
Gender and
Development
Studies
Common
Wealth Youth
Programme
Total/Year
for
Institution
136
279
322
306
514
501
114
144
89
62
60
98
21
22
30
20
-----
659
1019
1040
737
1321
347
220
73
20
Enrollment/Year
Business
Studies
2002
2003
2004
TOTAL/Department
in 3 years
TOTAL in 3 Years
2718
Table 1.10 Graduation Rates 2002-2004 (MDI)
Accountancy
Information
Technology
Management
Studies
Gender and
Development
Studies
Common
Wealth Youth
Programme
Total/Year
for
Institution
132
270
315
300
500
480
100
130
89
62
60
95
21
22
---
20
-----
635
982
979
717
1280
319
217
43
20
Graduates/Year
Business
Studies
2002
2003
2004
TOTAL/Department
in 3 years
TOTAL in 3 Years
2596
Faculty and staff
The faculty situation is as critical for MDI as for any other institute in the Gambia. MDI
has suffered from loss off faculty due to low salaries and other related factors. The
institute had more academic faculty in 1992 than in 2003. Today the faculty level at the
Management Development Institute is as low as 8 full time employees, which are
responsible for the entire selection of programmes offered at the Institution. On the
positive side, MDI has a high number of the teachers who hold post-secondary degrees.
The University currently has a total of 56 full time employees, all from senior Managers
to Professional and supplementary staff.
- 39 -
Organizational structure, Ownership and Finance
The Management Development Institute has a board of Governors that consists of seven
members (4 permanent secretaries, 1 Director of a prostate organization, the Director
General of the Institute and one representative from the private sector. The board of
governors is responsible for the administrative affairs that concern the institution. A
meeting takes place every three months in accordance to the mandate of the MDI Act.
When new activities need to be implemented, the Board of Governors acquires the power
to urge for financial or technical assistance to accomplish the task.
The Director General with help from a Deputy Director-General, a Registrar and five
Departmental Coordinators are responsible for the daily activities within the Institution.
The Director General is appointed by the President but must have the support and
recommendation by six out of the seven board members.
Other Institutions in the Gambia
National Agriculture Research Institute (NARI)
NARI has about 25 senior staff in the areas of livestock, corps, fisheries, and forestry.
They want strong collaboration with UTG but they are not interested in a merging with
UTG and believe that trust needs to be built between the institutions. An MOU could be a
positive initiative to encourage further collaboration, but basically they want to encourage
one-to-one cooperation. The Director-general of NARI, Dr. Sidi Sanyang expresses his
concern that there has not been sufficient linkage between NARI and UTG. The director
further explains problems of a one-way movement of staff going to UTG. Dr. Sanyang is
open to the possibility of NARI staff supervising students at UTG if the costs of the
instructions are covered by UTG. Enhanced collaboration between NARI and UTG
should be most realistic especially as Dr. Sanyang serves on the UTG Senate.
International Trypanotolerance Centre (ITC)
ITC is a regional organization lead by, Dr. Abdou Fall, and funded by the Government of
the Gambia, IDRC, the African Development Ban, IDA among others. The main target of
ITC lies in the area of bio-technology but they also focus on social sciences and science
in general. ITC has worked together with UTG for some time and UTG is interested in
enhanced collaboration, but this has not yet been initiated. Due to their regional work
load, ITC does not consider a merger as a good option, but they do believe in closer
linkages between the institutions in terms of joint research projects, developments of
proposals and continued work together. ITC could have several scientists work as
lectures at UTG to improve education quality, as long as UTG covers part of the staff
salaries.
- 40 -