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NATIONAL ACCREDITATION AND QUALITY ASSURANCE AUTHORITY
ANNUAL
REPORT
2016
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Table of Contents Chairman’s Message ................................................................................................................. 6
Chief Executive Officer’s Message ............................................................................................. 7
Executive Summary ................................................................................................................... 8
Office of the Chief Executive Officer ..........................................................................................10
Procurement ..........................................................................................................................11
Directorate of Quality Assurance ...............................................................................................12
Standards Development Unit .................................................................................................12
Assessment and Certification Unit .........................................................................................12
Collection of Enrolment Data for GSQ Candidates ................................................................12
Monitoring and supervision of the GSQ Programme ..........................................................13
Certification of Gambia Skills Qualification (GSQ) Candidates ...........................................13
Endorsement of Local Awards ...........................................................................................14
Apprenticeship and Industrial Training Unit ...........................................................................15
Registration and Accreditation Unit ...........................................................................................18
Training Providers .................................................................................................................18
Licensing ...............................................................................................................................18
Expiration of license ..............................................................................................................19
Voluntary Closure ..................................................................................................................19
Permanent Closures ..............................................................................................................19
Training Personnel ................................................................................................................21
Trainers .............................................................................................................................21
Assessors ..........................................................................................................................22
Mastercraft Persons ...........................................................................................................23
Quality Audit Visit ..................................................................................................................23
Research and Development Directorate....................................................................................25
Job Vacancy Overview Report ..............................................................................................25
Annual Data Collection from Post-secondary Institutions .......................................................26
Registered Tertiary Education and Training Providers by Region ......................................27
Education and Training Providers by Type of Establishment ..............................................28
Admissions in tertiary and higher education in 2015/2016 academic year ..........................28
Graduations data from Tertiary and Higher Education Institutions ......................................29
Establishment of a TVET Information System in The Gambia to Enhance Youth Transitions and Skills Building for Work and Life .....................................................................................31
Communication/ Information Technology ..................................................................................31
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List of Figures
Figure 1: NAQAA Organogram 2016 .......................................................................................... 9 Figure 2: Number of Interns by gender ......................................................................................15 Figure 3: Number of interns by Training Providers ....................................................................16 Figure 4: Institutions hosting interns by count ...........................................................................16 Figure 5: Programmes with the Highest Interns.........................................................................17 Figure 6: Interns by Level of Qualification .................................................................................17 Figure 7: Status of Training Providers .......................................................................................18 Figure 8: Training Personnel Status ..........................................................................................21 Figure 9: Number of Trainers by Gender ...................................................................................22 Figure 10: Number of Assessors by Gender .............................................................................22 Figure 11: Number of Mastercraft Persons by Gender ..............................................................23 Figure 12: Distribution of education and Training Providers by Region .....................................27
List of Tables
Table 1: Standards Validated in different Field and Level ..........................................................12 Table 2: Enrolment of GSQ candidates by Training Provider in different Fields in Level 1 ........13 Table 3: Enrolment of GSQ candidates by Training Provider in different Fields in Level 2 ........13 Table 4: Certification of GSQ Candidates by Fields and Levels ................................................14 Table 5: Number of awards from training providers endorsed by NAQAA. ................................14 Table 6: Institutions served with closure orders .........................................................................20 Table 7: Quality audited institutions ...........................................................................................24 Table 8: Classification of Post-secondary education and Training Providers .............................27 Table 9: Ownership types of Post-secondary Education and Training Providers .......................28 Table 10: Overview of admissions in post-secondary education and training providers: 2015/2016 .................................................................................................................................28 Table 11: Summary of Admissions by Field of Education and Type of Institution ......................29 Table 12: Graduates by Educational Level and Gender ............................................................30 Table 13: Summary of graduates by field of education ..............................................................30
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List of Acronyms
AIUWA American International University West Africa
CEO Chief Executive Officer
GAMTEL Gambia Telecommunication Company
GCAA Gambia Civil Aviation Authority
GIA Gambia International Airways
GPA Gambia Ports Authority
GPPA Gambia Public Procurement Authority
GPPI Gambia Public Procurement Institute
GRTS Gambia Radio and Television Services
GSQ Gambia Skills Qualifications
GTTI Gambia Technical Training Institute
HND Higher National Diploma
ITTOG Institute of Travel and Tourism of The Gambia
MGU Mahatma Gandhi University, The Gambia
MoHERST Ministry of Higher Education, Research, Science and Technology
MRC Medical Research Council
NAQAA National Accreditation and Quality Assurance Authority
NAVSTI National Association of Vocational Skills Training Institute
NAWEC National Water and Electricity Company
NYSS National Youth Service Scheme
OND Ordinary National Diploma
PGVS Presentation Girls Vocational School
PIA Presidents International Award
PMO Personnel Management Office
QAC Quality Assurance Committee
QACT Quality Assurance Committee Team
TVET Technical Vocational Education and Training
UTG University of The Gambia
WASSC West African Senior Secondary Certificate
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Definition of Terms Higher Education Institution These are degree awarding institutions (Universities)
MasterCraft Person
An individual who has mastered the entire range of skills relevant to a particular trade/occupation and trains apprentices for the trade/occupation. In addition, he or she should have a minimum of 10 years’ relevant experience as a practicing craft person.
Tertiary Institution These are TVET related institution offering programmes from certificate to diploma levels.
Assessor A trainer, employer or a person accredited by the NAQAA to gather and judge evidence of learners’ competence and confirm their achievement. An assessor must possess a relevant qualification above the level he/she assesses candidates on plus a minimum of 5 years’ industry experience in the area.
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Chairman’s Message It’s a great and humbling honor to serve as Chairman of the Governing Council of NAQAA, an Agency established by an Act of this august body to regulate Tertiary and Higher Education in the Gambia; I would therefore send most sincere gratitude to the Ministry of Higher Education, Research, Science and Technology, and to assure the entire leadership of the country of my team’s resolve for diligent service. There is no gainsaying that education is the engine for socio-economic development, and quality education is the foundation for sustained economic growth and prosperity. That is the basis for establishing NAQAA, which is mandated to put up a system for a structured and continuous attention to the maintenance and improvement of quality in Tertiary and Higher Education Institutions and Programs. 2016 is a year of remarkable success in terms of completing the structures of the Authority, as a substantive CEO with tremendous and pertinent experience, and two directors were appointed. Pursuant to establishing a baseline on Quality Assurance practices, the Authority conducted a surveillance Quality Audit of all Higher Education Institutions. Also, in consultation with stakeholders, the Authority developed guidelines for the registration and accreditation for Higher Education Institutions and Programs. Council continues to support the Authority’s capacity building initiatives for the attainment of a labor market driven education and training system, and enhanced research and development as evident by the Standards developed during the period under review. I would also acknowledge the ever ready support from the line Ministry of Higher Education, Research, Science and Technology, and wish to thank them for their collaboration in the development of the instruments and for the implementation of programs. All these are possible thanks to the commitment, determination and resolve of members of the Governing Council, the CEO and the very dedicated staff of NAQAA. My thanks go to all of them for demonstrating diligence, professionalism and patriotism. While much more need to be done, it requires the continued dedication of all for the attainment of the desired goals for NAQAA. ……………………………………………………. Alh. Alpha A. Khan (JP) Chairman Governing Council National Accreditation and Quality Assurance Authority
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Chief Executive Officer’s Message
It’s an honor to present this 2016 Activity Report as the first Chief Executive Officer of the National Accreditation and Quality Assurance Authority (NAQAA). The NAQAA is established by an Act of the National Assembly, NAQAA Act 2015 and repealed the NTA Act 2003. The later Act gave NAQAA the expanded mandate to regulating higher education institutions for the first time, in addition to regulating tertiary and /or technical and vocational education and training. The Authority’s regulatory function are aimed at ensuring that programmes offered are of acceptable quality and relevance in addressing national development needs and challenges. I assumed office in September 2016 while the institution was in transition, and so my first challenge was to decisively manage that change, in addition to providing leadership in coordinating the development, implementation, monitoring and evaluation of policies and programs. My first task was therefore to oversee the development and finalization of major institutional operational documents such as organogram, staff service rules and position profiles. Let me mention here that the cumulative effect of our policies and programs are to result in availing learners across the country the opportunity to progress through the post-secondary system without dead-ends and to ensure value for investing in educational pursuit. The task of regulating tertiary and higher education starts with the development of the right tools and instruments. In this regard, work has commenced to develop such quality assurance tools as standards on minimum entry requirements, standards for academic & administrative staff for higher education institutions, and a credit transfer framework that effectively harmonizes the entire system. In addition, ad-hoc quality assurance committees are also established to review applications for registration and accreditation of trainers and training providers. These activities will undoubtedly put NAQAA on the right platform in the execution of the regulatory functions. The successes of 2016 will serve as catalyst for overcoming the challenges even as much still needs to be done considering the infancy of the Authority In conclusion, I wish to thank the Ministry of Higher Education Research Science and Technology for their continued support. My thanks also go to Alh. Apha A. Khan, JP, Chairman of the Governing Council and by extension to all members of Council for steadfast leadership that is sure to take NAQAA to a new level on the global stage. Finally, I salute our stakeholders and my staff for dedication to duty …………………………………………. Dr. Gibril Jaw Chief Executive Officer
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Executive Summary
This is a year of strategic, focused and full establishment of a burgeoning institution following the appointment and inauguration of the Governing Council. Through its committees, the Council supervised the finalization and subsequent approval of key instruments to guide effective and efficient operations of the Authority. Council continues its commitment in setting strategic policies and decisions for management to implement. The following summarizes the activities of the Authority during the year under review:
Appointment of a substantive Chief Executive Officer
Approval of new Organogram for NAQAA
Appointment of two Directors of Quality Assurance Directorates
Appointment of Research and Development Manager for the Directorate of Research and Development
Procurement of office equipment and furniture through GPPA Regulations & Guidelines
Establishment of a Quality Assurance Committee for the review of applications for Tertiary & Higher Education Institutions
Development of improved Quality Audit and Monitoring tools
Closure of non-compliant institutions
Approval of Staff Service Rules
Development of Standards and Curricula
Certification of candidates under the Gambia Skills Qualification (GSQ) Programmes
Promotion of the Recognition of Prior Learning Programme (RPL)
Classification of training institutions
Establishment of a technical vocational education & training (TVET) information system
Pursuant to the execution of its functions, the Authority work towards harmonization of all local
qualifications with the aim of creating dynamic quality assurance and accreditation regime that
will up recognition of Gambian qualifications.
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Organizational Chart
The period under review, saw NAQAA continue the transition from the defunct NTA, to
enhance its regulatory functions and improve its service delivery.
Figure 1: NAQAA Organogram 2016
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Governing Council Member
NAQAA has a Governing Council (GC) by the President of The Gambia on
recommendation of the Minister of Higher Education, Research, Science and Technology
and the Public Service Commission.
The GC currently comprises of:
1. Edrissa Mass Jobe/Alpha A Khan Chairman
2. Abdoulie Touray Member, MGU
3. Muhammed Jah Member, QGroup
4. Dinesh Shukla Member, AIUWA
5. Alieu Secka Member, GCCI
6. Cherno O. Barry Member, PS, MoHERST
7. Dawda Fadera Member, PMO
8. Jahou S. Faal Member, GTTI
9. Baboucarr Bouy Member, PS MoBSE
10. Naffie Barry Member, PS MoTIE
11. Wasiu O. Adebayor Member, NAVSTI
12. Prof. Muhammad A. Khalil Member, UTG
13. Dr. Gibril Jaw Secretary/Member, CEO NAQAA
A member of the Governing Council shall hold office for a term of three years and is
eligible for re-appointment for one further term in accordance with the NAQAA Act 2015.
During the year under review, the Chairmanship of the Governing Council was held by
Mr. Edrissa Mass Jobe and Mr. Alpha A. Khan. The former’s tenure was from January to
July, and later took over the chairmanship effective August 2016.
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Office of the Chief Executive Officer
The following activities were conducted by the Office of the Chief Executive Officer for
the establishment and functioning of the same office; and maintenance and servicing of
transport and equipment.
Procurement
The procurements were done in compliance with GPPA regulations. Based on
exigencies, framework agreements duly approved by the GPPA were entered into with
suppliers especially on single sourced procurements. The agreements were mainly on
servicing of vehicles and maintenance of equipment such as computers, air conditioners,
printers etc.
In 2016, only one procurement was processed as Restricted Tender (vehicle NAQAA
1A). All other major procurements were processed through Request for Quotations,
which are:
INSURANCE - Vehicles Insurance, Fire and Allied Perils Insurance and Medical
Insurance for NAQAA staff and dependents.
MAINTENANCE - Vehicles maintenance, small tools and equipment (computers,
printers, scanners etc.), servicing of Air Conditioners etc.
BIOMETRIC ATTENDANCE REGISTER for the monitoring of staff attendance
(clocking In and out of the office).
ANTI – VIRUS – all NAQAA computers were secured with the installation of a quick Heal
cooperate Anti – virus.
CURTAINS - high quality curtains for each office.
STATIONERY ITEMS - furnishing of C.E.O’s office, desktop computers, UPS,
consumables (stationery and cleaning), etc.
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Directorate of Quality Assurance
Standards Development Unit
A Panel was constituted to review and update existing standards in hospitality, Cookery and Pastry, Bar and Restaurant, Front Office and Events and House Keeping benchmarked with international standards. The exercise significantly improved the qualifications.
Table 1: Standards Validated in different Field and Level
Standards Hospitality Cookery & Pastry
Bar & Rest. Front Office House Keeping
Level 1 5 12 3 5 12 Level 2 5 9 7 10 16 Level 3 5 14 9 12 7 Level 4 9 12 7 4 8 Sub Total 24 47 26 31 44
Grand Total 172
A total of 172 standards were reviewed, up-dated and validated during the exercised.
Assessment and Certification Unit
The Assessment and Certification Unit engaged in the following activities:
1. Collection of enrolment Data 2. Building and completion of portfolios 3. Monitoring and supervision of GSQ programmes 4. Certification of GSQ candidates 5. Endorsement of Local Awards
Collection of Enrolment Data for GSQ Candidates
A total of 193 candidates were registered in level 1. Of the total, 71 were in the field of Electrical Installation, 37 for Plumbing &Gas Fitting at GTTI; 27 in Hospitality at ITTOG; 15 in Procurement at GPPI; 5 in Motor Mechanics, 4 in Carpentry & Joinery and 7 in Welding & Fabrication at SOS and 27 candidates in Rice Production at NYSS (Sapu) as shown in the table below:
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Table 2: Enrolment of GSQ candidates by Training Provider in different Fields in Level 1
Institutions
Field of study Level No of Candidates
GTTI Electrical Installation 1 71
Plumbing & Gas Fitting 1 37
ITTOG Hospitality 1 27
GPPI Procurement 1 15
SOS Motor Mechanics 1 5
Carpentry and Joinery 1 4
Welding and Fabrication 1 7
NYSS (Sapu) Rice Production 1 27
TOTAL 193
As seen in table 3, there are 28 registered candidates for GSQ level 2. Out of these, 7 candidates registered in Plumbing & Gas Fitting at GTTI; 4 in Hospitality at ITTOG; 5 in Motor Mechanics and 2 in Carpentry & Joinery at SOS. Table 3: Enrolment of GSQ candidates by Training Provider in different Fields in Level 2
Institutions Field of Study Level No. Candidates
GTTI Plumbing & Gas Fitting 2 7
ITTOG Hospitality 2 14
SOS Motor Mechanics 2 5
Carpentry and Joinery 2 2
TOTAL 28
It is important to note that there was only 3 registered candidates in level 3 at GTTI in December, 2016.
Monitoring and supervision of the GSQ Programme The monitoring, assessment and verification processes of the GSQ programmes are continuously and continually supervised. The Key Skills such as English Communication, Numeracy and ICT are core requirements for students in the regular qualifications stream. The unit also continued to receive and process forms for assessors as well as registration of GSQ private candidates. During the period the database for the GSQ candidates was updated to include candidate identity and personal details in the system. Certification of Gambia Skills Qualification (GSQ) Candidates During the period a total of 362 candidates have successfully completed level 1, 2 and 3 in different fields from different institutions.
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Table 4: Certification of GSQ Candidates by Fields and Levels
INSTITUTION FIELD GSQ LEVELS
NO. OF CANDIDATES
1 2 3
GTTI
Building Construction 13 13
Electrical Installation 81 81
Motor Mechanics 40 40
Plumbing and Gas Fitting
42 42
Electrical Installation 29 29
Plumbing and Gas Fitting
2 2
SOS Training Centre Motor Mechanics 3 3
GPPI Procurement 28 28
NYSS Rice Cultivation 33 33
ITTOG Hospitality 34 34
Hospitality 17 17
Insight Training Centre Electrical Installation 28 28
Private Candidates/RPL
Welding and Fabrication 1 1
Plumbing and Gas Fitting
3 3
Electrical Installation 5 5
Electrical Installation 1 1
Building Construction 1 1
Motor Mechanics 1 1
Total 308 51 3 362
Endorsement of Local Awards During the period under review 5,249 certificates were verified and endorsed by the Authority as shown in the table below. Table 5: Number of awards from training providers endorsed by NAQAA.
Period No. of Institutions
Male Female No of Certificates
1st Quarter 22 612 861 1473
2nd Quarter 24 548 734 1282
3rd Quarter 24 689 840 1529
4th Quarter 15 447 518 965
Total 85 2296 2953 5249
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Apprenticeship and Industrial Training Unit
During the year, there were 705 placements made in public, private sector organizations
and NGO’s. Out of this number, 56 percent were male and 44 percent were female. The
percentage distribution of the total head count of the said interns is represented in the Pie
Chart below.
Figure 2: Number of Interns by gender
The Gambia Technical Training Institute accounted for 326 interns representing 47
percent of the total number of interns, which is the highest. This could be attributed to the
enrolment figure and variety of programmes offered compared to other training providers.
Golden Hands Academy followed with 46 students. See the distribution table below for
details.
Male56%
Female 44%
No. of Interns
Male
Female
Page 16 of 35
Figure 3: Number of interns by Training Providers
With regards to hosting of interns by institutions, NAWEC accommodated 146 interns, the highest number per institution. Other public institutions which are also very instrumental and accommodative of internships are GAMTEL/GAMCEL, GIA, GPA and GCAA. The chart below gives details of participating organizations. . Figure 4: Institutions hosting interns by count
The programme with the most interns is Electrical/Electronics. This programme used to be male dominated but the trend is changing and is now attracting female candidates. Hairdressing, a trade which is offered through the traditional apprenticeship as a female dominated area is now attracting males too. See the bar chart below:
326
2551
31 27 17 2046
19 7 19 20
107
0
50
100
150
200
250
300
350
TRAINING PROVIDERS
146
13 9 15 10 25 17 8 8 7 7 19 12 13 7 16 9
293
0
50
100
150
200
250
300
350
ORGANIZATIONS
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Figure 5: Programmes with the Highest Interns
Most of the interns are Level 1 students. It is a prerequisite that students undergo internships after completing level1 programmes to enhance practical skills and prepare them for higher levels of training. This include HND, OND, GSQ, Diploma, Certificate and others. Below is the representation: Figure 6: Interns by Level of Qualification
33 3648 45
152
10
78
50
19
56
16 923 20
1128 25 25 21
0
20
40
60
80
100
120
140
160
COURSES
428
223
47
88
117
0
50
100
150
200
250
300
350
400
450
Certificate OND HND GSQ Diploma Others
LEVELS
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Registration and Accreditation Unit
The Registration and Accreditation Unit continued the Registration and Accreditation of Training Institutions, Trainers and Assessors. About 70 percent of the existing training providers are complying with the regulations, especially on accreditation of programmes. During the period, four hundred and forty seven (447) trainers’ licenses expired.
Training Providers
Licensing
Twenty six (26) applications for license were received, eighteen (18) were renewals and eight (8) were new applicants. During the period, six Quality Assurance Committee (QAC) meetings were held. The committee reviewed and recommended for approval, twenty (20) applications -eight (8) new applicants and twelve (12) renewals. Figure 7: Status of Training Providers
By the end of the year under review, sixty five (65) training providers have valid licenses. This figure indicate a drop by seven the number of institutions with valid licenses at the beginning of the year as a result of expiration of licenses. The QAC recommended to put on hold approvals for four training providers subject to fulfillment of minimum standards. The four training providers are:
Renewed Licenses, 18, 18%
, Newly Licensed, 8, 8%
, Pending Renewal Applications, 6, 6%
, Pending New Applications, 3, 3%
Total Valid Licenses, 65, 65%
TRAINING PROVIDER CURRENT STATUS
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Humanity First Institute for Information Technology and skills Centre
Nusrat Management and Accountancy Training Centre
SIMMA Vocational Training Centre
Senegambia College
A new application from UDAWEA Workforce College was reviewed by the QAC and subsequently recommended for rejection of the application. Eleven (11) applications for renewal and three (3) new applications for licenses are being processed.
Expiration of license
Twenty seven (27) training providers’ licenses expired during the period. The Unit reminded all training providers whose licenses have expired to apply for renewal with immediate effect. For the benefit of those whose licenses are close to expiration, are urged to start the renewal process at least three months before. Eleven (11) training providers as mentioned above had since filed in their applications for renewal of licenses.
Voluntary Closure
The five under listed training provider(s) have voluntarily closed down operations.
Emamos Computer & Professional Institute
Accountax Solutions Ltd
Fisheries Training Institute
Fabulous Gambia Training Centre Charity
Rlg Communications
Permanent Closures
The Quality Assurance Committee (QAC) made recommendations to the Governing Council through the Acting Chief Executive Officer at the time for the closure of non-compliant Training Institutions listed in the table below.
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Prior to this recommendation, the R & A office explored all possible fronts and communiqués for their compliance without results. Table 6: Institutions served with closure orders
Name Contact Expiry Date Manager Remarks
Microtech Institute of Multimedia and Technology
9994674/6664674
6 /4 /2016 Malamin Gassama
Licenses renewed
Gambia Press Union School of Journalism
9715907/6715907
2 /27/2016 Gibairu Janneh Processing application for renewal
A & A Financial Training Centre
9966871/9962170
2 /27/2016 Abdoulie Sowe No efforts made recommended for Closure Notice to be issued
Accountax Solutions Ltd
4392590/6933675
12/3 /2015 Baba Barrow Voluntarily closed
Sobeya Skills Training Centre
9912241/4397682
12/3 /2015 Ms. Binta Jammeh Sidibeh
Purchased Forms and no further efforts made recommended for Closure Notice to be issued
President's International Award Skills Training Centre
7676050 12/3 /2015 Abass Sandeng Licenses renewed
Jollof Tutors 9800800/9919999
12/21/2014 Alhagie Kurang Recommended for Permanent Closure Order with immediate effect
Kairasu Institute For Technology and Vocational Skills Centre
3663661/9825989
6 /13/2014 Lang Dibba Processing application for renewal
MJ Hairdressing Express Salon & Skills Training Centre
9866400/7276775
8 /31/2013 Mariama M. Jallow
Recommended for Permanent Closure Order with immediate effect
Page 21 of 35
Banjul Institute of Professional Studies (BIPS)
9816028/7790215
8 /24/2013 Adebola J. Ogunyandu
Recommended for Permanent Closure Order with immediate effect
Training Personnel
Trainers Currently, the number of trainers whose license have expired stands at four hundred and forty seven (447). This is a concern to the Authority as there are fewer trainers with valid licenses. It is against regulation for any training provider to engage trainers without valid training license as such, the Authority has written to institutions reminding them to desist from this activity. Figure 8: Training Personnel Status
The above diagram shows the current trainer status by percentage.
Trainers with valid licenses is two hundred and fifty one (251).
Trainers with expired licenses is one hundred and twelve (112).
Trainers with over one year expired licenses is three hundred and sixty (360).
Trainers under three months for their licenses to be expire is twenty five (25).
Ten (10) pending applications
Eighty six (86) applicants had their applications rejected.
Registered Trainers, 251, 31%
Trainers NOT approved, 86, 11%
Trainers with expired licenses,
87, 11%
One year expired licenses, 360, 44%
Trainers with Pending applications,
10, 1%
under 3 months to expire, 18, 2%
Page 22 of 35
Figure 9: Number of Trainers by Gender
The above chart shows the percentages of training personnel by gender. Trainers with valid licenses is two hundred and fifty one (251). Sixty three (63) are females representing 22% and two hundred twenty (220) males representing 78%.
Assessors There are eighteen (18) assessors with valid license; four (4) are females representing 22% and fourteen (14) are males representing 78%. The Pie chart shows the representation by gender. Figure 10: Number of Assessors by Gender
Male Trainers, 220, 78%
,Female Trainers, 63, 22%
Trainers by Sex
Male Trainers Female Trainers
male assessors, 14, 78%
female assessors, 4,
22%
Assessor by gender
Page 23 of 35
Mastercraft Persons There are forty three (43) Mastercraft Persons with valid licenses. Twenty eight (28) are
female and fifteen (15) are male representing 66 percent and 34 percent respectively.
Figure 11: Number of Mastercraft Persons by Gender
Quality Audit Visit
The Quality Audit Visit aimed at supporting institutions to continuously improve on service
delivery. During the period, the twenty six (26) training providers that submitted
applications for registration and accreditation have been quality audited as part of the
registration and accreditation process. Eighteen (18) were licensed, four put on hold and
one rejected. Royal Providence College was served with closure order for illegally
operating before approval is granted.
The table below shows the training providers that were quality audited and outcome
remarks following the QACT reviews.
male mastercraft persons, 15, 35%
female mastercraft persons, 28, 65%
Mastercraft Persons by Gender
Page 24 of 35
Table 7: Quality audited institutions
No. NAME VISIT DATE REMARKS
1. African Information Holdings Ltd 30/8/2016 Renewal of licenses approved
2. African Information Holdings Ltd. Brikama Annex
13/5/2016 Licenses granted
3. Brufut Learning Centre 1/3/ 2016 Licenses granted
4. Future in Salikenni Computer Training Centre
24/5/2016 Licenses granted
5. Gambia Home Economics Skills Centre 23/5/2016 Renewal of licenses approved
6. Gaye Njoro Hair Plus Farafenni Annex
24/5/2016 Licenses granted
7. Grace Institute of Professional Accounting
27/9/2016 Renewal of licenses approved
8. Institute of Professional Administration & Management (IPAM)
23/5/2016 Follow-up visit of outstanding issues of first audit visit. Renewal of licenses approved
9. John Pickering Skills Training Centre 22/6/2016 Follow-up visit of outstanding issues of first audit visit. Renewal of licenses approved
10. Mec-Sac Skills Training Centre 22/6/2016 Follow-up visit of outstanding issues of first audit visit. Renewal of licenses approved
11. MicroT ech Institute of Multimedia and Technology
30/8/2016 Renewal of licenses approved
12. Nifty ICT Solution 22/6/2016 Renewal of licenses approved
13. State Guards Computer Training Centre 7/6/2016 Renewal of licenses approved
14. Vicky Hairdressing Salon and Skills Centre
18/8/2016 Renewal of licenses approved
15. Humanity First Institute 3/11/2016 Licenses put on hold
16. Insight Training Centre 3/11/2016 Renewal of licenses approved
17. Gaye Njoro Hairdressing & Skills Training Centre Brusubi
7/11/2016 Renewal of licenses approved
18. Chamen Technical Training Centre 14/11/2016 QACT to review application
19. SIMMA Vocational Training Centre 14/11/2016 Licenses put on hold
20. President International Award Scheme 28/10/2016 Renewal of licenses approved
21. Gambia Press Union School of Journalism
QACT to review application
22. Senegambia College 24/10/2016 Licenses put on hold
23. Nusrat Management & Accountancy Training Centre
31/8/2016 Licenses put on hold
24. UDAWEA Workforce College 19/9/2016 Not approved.
25. Humanity First Skills Centre Annex 27/9/2016 Licenses granted
26. Royal Providence College 12/4/2016 Closed
Page 25 of 35
Research and Development Directorate
Job Vacancy Overview Report
The Job Vacancy Analysis report is the first report produced by the Research and Development
Directorate. The aim of the report is to aid the enhancement of skills development through the
identification of trends in the demand for labour and skills over time. The findings in the report
provides viable information to training and education providers, career guidance to students or
jobseekers, and policy makers.
The data was based primarily on information from job vacancies advertised in the daily
newspapers – Daily Observer, The Point and Foroyaa newspapers – during the period from
April to December, 2015. The report presents analysis with reference to advertised vacancies
by occupational level, field of education, subject/programme, type of establishment/ownership,
and minimum educational requirements for the vacancies. The main purpose of the report is
to equip stakeholders with labour market intelligence specifically along the demand side.
Between April and December 2015, a total of 414 jobs were advertised. Out of the advertised
jobs, 327 (79%) were permanent and 87(21%) were temporary or consultancy jobs implying
that nearly out of every 5 vacancies four are permanent jobs. Of the total permanent jobs, 196
(59.9%) requires a median work experience of 5.5 years and 131(40.1%) does not state any
preference for work experience. The analysis further revealed that out of the 87
temporary/consultancy jobs, the average required work experience for 47 percent of them was
about 4 years and no work experience was stated for the remaining 53 percent of the
temporary/consultancy jobs.
In terms of establishment/ownership of employer institutions, the findings show that the Public
Sector (central government and parastatals) advertised more jobs than other sectors with a
proportion of 49 percent of the advertised jobs, Private Sector 22.2 percent, International
Organizations 20.5 percent, whereas the Non-Governmental Organizations (both National and
International) accounted for 8.2 percent of the advertised job.
Advertised jobs were also classified based on International Standard Classification of
Occupations (ISCO, 2008).
The following occupations appear most frequent during the period under review:
Professionals, irrespective of subject, accounted for 48.1 percent of all advertised
vacancies;
Eighty- eight (21.3%) of all advertised jobs belong to the category of Managers;
Technicians and Associate Professionals accounted for 20.0 percent;
Clerical Support Workers represented 6.5 percent;
Elementary Occupations 2.2 percent;
Page 26 of 35
Plant and Machine Operators and Assemblers 1.4 percent; and
Craft and Related Trades recorded the least advertised jobs of 0.5 percent.
The single fields of education for which most vacancies occur based on International Standard
Classification of Education (ISCED, 2011) were Business and Administration representing 17.9
of all advertised vacancies; Education with a proportion of 12.8 percent, Computing 9.7 percent,
Basic Programmes including WASSC (or O’Level) and Basic Literacy Programmes 6.8 percent,
Social Services including Youth, Community or Rural Development 5.8 percent, while
Architecture and building, Health and Social and behavioral science each accounted for 4.3
percent.
Furthermore, Agriculture, Forestry and Fishery and Life Sciences each recorded 1.7 percent.
14.3 percent of the advertised jobs could not be classified under a single field of education. A
significant 11.4 percent of all advertised vacancies are open to qualifications in more than one
field of education.
In terms of subject/programme, the highly advertised jobs in the period under review were in
Education Science related programmes 10.7 percent; Computer Science related 9.2 percent;
Accounting 7.0 percent. At least 3 credits in WASSCE subjects including Mathematics and
English Language 6.0 percent; Construction 2.9 percent; Agriculture and Medicine each
recorded 2.4 percent. On the other side, 25.4 percent of all advertised jobs during the period
under review had minimum required educational qualification in multiple subjects/programmes.
Annual Data Collection from Post-secondary Institutions
Relevant post-secondary data from training providers is a necessary ingredient for the TVET
information management system. The data contains information such as enrollments,
graduations and staff profiles of training providers. In light of the above, NAQAA and MoHERST
conducts joint data collection exercise to periodically update its Information Management
System.
The main purpose of the joint data collection exercise is to aggregate national TVET, tertiary
and higher education data, and to validate data previously submitted to the Ministry and the
Authority. The exercise will effectively enhance data reporting within the tertiary and higher
education subsector.
Page 27 of 35
Analysis of Post-secondary Education and Training
As of December 2016, there were 7 Higher Education Institutions and 103 tertiary institutions
equaling 110 post-secondary institutions in the country.
Table 8: Classification of Post-secondary education and Training Providers
Frequency Percent Cumulative Percent
Higher Education Institutions 7 5.6 5.6
Tertiary Institutions 1031 94.4 100.0
Total 110 100.0
Registered Tertiary Education and Training Providers by Region
The Kanifing Municipality (KMC, 64.71 percent) has the highest number of registered
post-secondary education and training providers followed by West Coast Region (WCR,
25 percent), Lower River Region (LRR, 6), North Bank Region (NBR), Banjul (BCC) and
Upper River Region (URR) each recorded 2.941 percent while Central River Region
(CRR) recorded 1.471 percent shown in the graph below.
Figure 12: Distribution of education and Training Providers by Region
1 Represent all tertiary institutions operating in the country (65 of these are accredited) i.e. 38 are non-accredited institutions
Page 28 of 35
Education and Training Providers by Type of Establishment
Most post-secondary education and training providers are private-owned (64.8%)
whereas Public institutions accounted for 20.4 percent (23). Moreover, Non-
Governmental Organization (NGO) institutions 8.3 percent, charitable institutions
recorded 3.7 percent and Community Based Organization (CBO) institutions constitute
2.8 percent as shown below.
Table 9: Ownership types of Post-secondary Education and Training Providers
Type of Institution
Frequency Percent Cumulative Percent
CBO 3 2.8 2.8
Charity 4 3.7 6.5
NGO 9 8.3 14.8
Private 71 64.8 79.6
Public 23 20.4 100.0
Total 110 100.0
Admissions in tertiary and higher education in 2015/2016 academic year
As shown in the Table below, approximately fifteen thousand three hundred (15282) were
admitted in tertiary and higher education institutions across the country in 2015/2016
academic year. Of these, 8.3% were admitted for Bachelor’s degree programmes; 68.1%
admitted in Certificate programmes; while 23.5% were admitted for Diploma programmes
and postgraduate (master) degree programme recorded the least with 0.1% (20) admitted
students.
Table 10: Overview of admissions in post-secondary education and training providers: 2015/2016
Level No Percent Cumulative Percent
Bachelors 1267 8.3 8.3
Certificate 10411 68.1 76.4
Diploma 3584 23.5 99.9
Masters 20 .1 100.0
Total 15282 100.0
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Table 11: Summary of Admissions by Field of Education and Type of Institution
Field of Education Classification Total
HEI Tertiary Institutions
Agriculture, forestry and fishery
51 234 285
Architecture and building 2 304 306
Arts 0 81 81
Business and administration 306 2029 2335
Computing 46 4285 4331
Education 160 2102 2262
Engineering and engineering trades
9 1492 1501
General Programmes 0 20 20
Health 208 170 378
Humanities 841 203 1044
Journalism and information 22 78 100
Law 67 80 147
Life Science 42 0 42
Manufacturing and processing
0 46 46
Mathematics and Statistics 45 0 45
Personal services 2 1631 1633
Physical Science 27 0 27
Social and behavioral science 121 164 285
Social services 0 368 368
Transport services 0 40 40
Unspecified 0 4 4
Total 1951 13331 15282
Note: The fields of education follow the International Standard Classification of Education (ISCED) 2011
publication manual.
Graduations data from Tertiary and Higher Education Institutions
In 2015/2016 academic year, there were 490 Bachelor’s degree graduates (180 Female
and 310 Male), 7705 graduates at certificate level and 1846 at Diploma graduates. The
total number of students who completed their studies with the said period stands at Ten
thousand and forty one (10,041) as shown in the table below.
Page 30 of 35
Table 12: Graduates by Educational Level and Gender
AWARD Total
Bachelors Certificate Diploma
Gender Female 180 3949 775 4904
Male 310 3756 1071 5137
Total 490 7705 1846 10041
Table 13: Summary of graduates by field of education
Field of Education Frequency Percent Cumulative Percent
Agriculture, forestry and fishery 65 .6 .6
Architecture and building 139 1.4 2.0
Arts 96 1.0 3.0
Business and administration 1699 16.9 19.9
Computing 3702 36.9 56.8
Education 91 .9 57.7
Engineering and Engineering trades
1214 12.1 69.8
Health 355 3.5 73.3
Humanities 467 4.6 78.0
Journalism and Information 98 1.0 79.0
Law 54 .5 79.5
Life Science 12 .1 79.6
Manufacturing and processing 46 .5 80.1
Mathematics and Statistics 4 .0 80.1
Personal Services 1671 16.6 96.7
Physical Science 11 .1 96.8
Social and behavioral science 235 2.3 99.2
Social Services 41 .4 99.6
Unspecified 41 .4 100.0
Total 10041 100.0
Note: Gambia College graduation data was not received at the time of the compilation of this report. This might well affect the number of graduates in the education field.
Page 31 of 35
Establishment of a TVET Information System in The Gambia to Enhance Youth
Transitions and Skills Building for Work and Life
The Directorate of planning, budget and policy analysis of MoHERST together with Research
and Development Directorate, NAQAA, worked on the above-mentioned proposal which was
submitted to the UNESCO-NATCOM. The proposal was accepted and implementation starts
in January 2017. The general objective is to establish a fully functional management
information system in order to strengthen and monitor the supply and demand for TVET skills;
to better inform policy on youth transitions and skills building for work and life. The specific
objectives are:
(a) To establish a centralized TVET database in order to classify TVET
programmes, trainers, and students using the International Standard
Classification of Education (ISCED) and levels of the qualifications framework;
(b) To establish the baseline on the TVET related labour market industries in The
Gambia, and;
(c) To establish information system in order to facilitate youth transitions to higher
institutions and work.
The expected outcomes/impact of the project are:
(a) A database that provides information on the balance between TVET labour
supply and demand established; and
(b) Awareness on demand-driven TVET programmes for youth career planning
and development created.
Communication/ Information Technology
The following are the outcomes of the activities during the period under review
Completion of Website
New NAQAA Logo design approved
Installation of Cisco Routers for internet services
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Installation of Free Router donated by the Ministry of Information, communication & Infrastructure complemented with 3 (three) Data cards
Completion of 2015 Activity Report
Compilation of all units’ work plans for 2016 & 2017 for inclusion in the development of the Strategic Plan
Supervised the installation of local area networking
Organised and coordinated a one-day seminar on Records Management to raise awareness on the importance of records keeping and filing procedures according to the National Records Authority regulations
Coordinated a day’s seminar to review and validate data collection instruments for Labour Market survey
Page 33 of 35
Annex: List of 7 Higher Education Institutions and 103 Tertiary Institutions No CENTRE REGION CLASSIFICATION
1 ALHIKMA ISLAMIC UNIVERSITY KMC Higher Education
2 AMERICAN INTERNATIONAL UNIVERSITY WCR Higher Education
3 EUCLID UNIVERSITY WCR Higher Education
4 ISLAMIC ONLINE UNIVERSITY KMC Higher Education
5 PRESIDENT YAHYA JAMMEH ISLAMIC UNIVERSITY WCR Higher Education
6 UNIVERSITY OF THE GAMBIA WCR Higher Education
7 MAHATMA GANDHI UNIVESITY KMC Higher Education
8 ZAINAB SALON AND SKILLS TRAINING CENTRE WCR Tertiary Institution
9 A & A FINANCIAL TRAINING CENTRE KMC Tertiary Institution
10 ARMITAGE SECRETARIAL STUDIES CRR Tertiary Institution
11 BAKOTEH MULTIPURPOSE SOCIAL AND SKILLS CENTER KMC Tertiary Institution
12 GIRLS GUIDE SKILLS TRAINING CENTER LRR Tertiary Institution
13 GRACE INSTITUTE OF PROFESSIONAL ACCOUNTING KMC Tertiary Institution
14 INSIGHT TRAINING INSTITUTE (BASSE ANNEX) URR Tertiary Institution
15 INSTITUTE OF BANKERS OF THE GAMBIA KMC Tertiary Institution
16 JOLLOF TUTORS KMC Tertiary Institution
17 KAIRA SUU INSTITUTE FOR TECHNOLOGY AND VOCATIONAL SKILLS CENTER WCR Tertiary Institution
18 LITTLE TREE SKILLS TRAINING CENTRE WCR Tertiary Institution
19 MICROTECH INSTITUTE OF MULTIMEDIA & TECHNOLOGY KMC Tertiary Institution
20 MJ HAIRDRESSING, EXPRESS BEAUTY SALON AND SKILL TRAINING CENTRE WCR Tertiary Institution
21 NUSRAT MANAGEMENT AND ACCOUNTANCY TRAINING CENTER KMC Tertiary Institution
22 PRESIDENT'S INTERNATIONAL AWARD SCHEME KMC Tertiary Institution
23 REX SKILL TRAINING CENTER KMC Tertiary Institution
24 SIMMA VOCATIONAL TRAINING INSTITUTE KMC Tertiary Institution
25 SOBEYA SKILLS TRAINING CENTER KMC Tertiary Institution
26 SOMA SCOUTS SKILLS TRAINING CENTRE LRR Tertiary Institution
27 SOS REGIONAL MOTHERS AND ADULT TRAINING CENTRE WCR Tertiary Institution
28 VICKY'S HAIRDRESSING SALOON SKILLS CENTRE KMC Tertiary Institution
29 AFRICAN INFORMATION TECHNOLOGY HOLDINGS LTD KMC Tertiary Institution
30 AMAANAH TRAINING INSTITUTION KMC Tertiary Institution
31 AMAANAH TRAINING INSTITUTION (BRIKAMA ANNEX) WCR Tertiary Institution
32 BANUTU BUSINESS STUDIES WCR Tertiary Institution
33 BRUFUT LEARNING CENTER WCR Tertiary Institution
34 BUSINESS TRAINING CENTRE KMC Tertiary Institution
35 CINCHIPS INSTITUTE KMC Tertiary Institution
36 CLUBFOIRE SKILLS TRAINING CENTER KMC Tertiary Institution
37 COLLEGE OF PROFESSIONAL STUDIES WCR Tertiary Institution
38 EDENIC LANGUAGES & PROFESSIONAL INSTITUTE KMC Tertiary Institution
39 FAJARA SKILLS DEVELOPMENT CENTRE KMC Tertiary Institution
40 GAMBIA TELECOMMUNCATIONS & MULTIMEDIA INSTITUTE (GTMI) KMC Tertiary Institution
41 GAMBIA TELECOMMUNCATIONS & MULTIMEDIA INSTITUTE (GTMI-ANNEX) URR Tertiary Institution
Page 34 of 35
No CENTRE REGION CLASSIFICATION
42 GAMBIA TOURISM AND HOSPITALITY INSTITUTE KMC Tertiary Institution
43 GAYE NJORO SKILLS TRAINING CENTRE NBR Tertiary Institution
44 GLORY COMPUTING AND HAIR DESIGN TRAINING INSTITUTE WCR Tertiary Institution
45 HARD SOFT TRAINING INSTITUTE WCR Tertiary Institution
46 HOLRON COMPUTING TRAINING CENTRE KMC Tertiary Institution
47 INSTITUTE OF PROFESSIONAL ADMINISTRATION & MANAGEMENT KMC Tertiary Institution
48 INSTITUTE OF TRAVEL AND TOURISM OF THE GAMBIA KMC Tertiary Institution
49 INTERNATIONAL COMMUNITY COLLEGE KMC Tertiary Institution
50 JANJANBUREH TRAINING CENTRE CRR Tertiary Institution
51 JOHN PICKERING SKILLS TRAINING CENTRE WCR Tertiary Institution
52 KHAMSY'S TECHNOLOGIES WCR Tertiary Institution
53 LASTING SOLUTIONS LTD KMC Tertiary Institution
54 MALICK MENDY TAILORING SKILLS CENTRE KMC Tertiary Institution
55 MARIE BENNETT SKILL TRAINING CENTER WCR Tertiary Institution
56 MATRIX TRAINING INSTITUTE KMC Tertiary Institution
57 MEC-SAC KMC Tertiary Institution
58 NAWEC TRAINING CENTRE KMC Tertiary Institution
59 NIFTY ICT SOLUTIONS KMC Tertiary Institution
60 NJAWARA AGRICULTURAL TRAINING CENTRE (NATC) NBR Tertiary Institution
61 PRESENTATION GIRLS' VOCATIONAL SCHOOL BCC Tertiary Institution
62 QUANTUMNET INSTITUTE OF TECHNOLOGY KMC Tertiary Institution
63 RLG COMMUNICATION GAMBIA LTD KMC Tertiary Institution
64 S NARR CHAMS ACADEMY KMC Tertiary Institution
65 SASS COSMETOLOGY AND SKILLS ACADEMY KMC Tertiary Institution
66 SBEC COLLEGE WCR Tertiary Institution
67 SHAYKH MAHFOUS INSTITUTE OF TECHNOLOGY KMC Tertiary Institution
68 SOS TRAINING & PRODUCTION CENTER WCR Tertiary Institution
69 ST MARTHA'S SKILLS CENTRE KMC Tertiary Institution
70 ST. STEPHENS INSTITUTE OF TECHNOLOGY KMC Tertiary Institution
71 STATE GUARD ICT CENTRE BCC Tertiary Institution
72 STRATFORD COLLEGE OF MANAGEMENT KMC Tertiary Institution
73 SUCCESS PROFESSIONAL TUTORS KMC Tertiary Institution
74 SUNA INSTITUTION OF SCIENCE AND TECHNOLOGY WCR Tertiary Institution
75 SUNRISE CENTER KMC Tertiary Institution
76 TAKU LEGAYE SKILL TRAINING CENTRE KMC Tertiary Institution
77 THE GAMBIA GIRL`S GUIDE ASSOCIATION SKILLS TRAINING CENTRE KMC Tertiary Institution
78 THE GAMBIA HOME ECONOMICS ASSOCIATION SKILLS CENTER KMC Tertiary Institution
79 THE TECHNOLOGY AND INFORMATION PROFESSIONAL INSTITUTE WCR Tertiary Institution
80 TRUST COMMUNICATION TRAINING INSTITUTE KMC Tertiary Institution
81 WEST AFRICAN CHARTERED COLLEGE KMC Tertiary Institution
82 WISE OWL COLLEGE WCR Tertiary Institution
83 YMCA LEARNING TO EARN SKILLS TRAINING CENTER KMC Tertiary Institution
84 ABRAXAS JOB PLACEMENT TRAINING CENTER KMC Tertiary Institution
85 ALWAFA SKILLS TRAINING CENTRE NBR Tertiary Institution
86 CANAAN TECHNICAL INSTITUTE WCR Tertiary Institution
Page 35 of 35
No CENTRE REGION CLASSIFICATION
87 CHAMEN TECHNICAL TRAINING CENTRE KMC Tertiary Institution
88 FILTON COLLEGE OF MANAGEMENT KMC Tertiary Institution
89 GAMBIA PUBLIC PROCUREMENT INSTITUTE (GPPI) KMC Tertiary Institution
90 GOLDEN HANDS MASSAGE, HAIRDRESSING & BEAUTY ACCADEMY WCR Tertiary Institution
91 HUMANITY FIRST KMC Tertiary Institution
92 INSIGHT TRAINING CENTRE KMC Tertiary Institution
93 INSIGHT TRAINING CENTRE (SINCHU ANNEX) WCR Tertiary Institution
94 LAMIN INSTITUTE OF PROFESSIONAL STUDIES WCR Tertiary Institution
95 MY FUTURE SKILLS TRAINING CENTRE KMC Tertiary Institution
96 SCHAMFAD KMC Tertiary Institution
97 SOS SCHOOL FOR POFESSIONAL STUDIES WCR Tertiary Institution
98 TASK CROWN TRAINING SERVICES KMC Tertiary Institution
99 VISION TECHNICAL EDUCATION CENTRE KMC Tertiary Institution
100 COMMUNITY HEALTH NURSES AND MIDWIVES INSTITUTE LRR Tertiary Institution
101 GAMBIA COLLEGE WCR Tertiary Institution
102 GAMBIA PRESS UNION SCHOOL OF JOURNALISM KMC Tertiary Institution
103 GAMBIA SONGHAI INITIATIVE NBR Tertiary Institution
104 GAMBIA TECHNICAL TRAINING INSITITUTE KMC Tertiary Institution
105 MANAGEMENT DEVELOPMENT INSTITUTE KMC Tertiary Institution
106 RURAL COMMUNITY INFORMATION CENTRE (RCIC) LRR Tertiary Institution
107 RURAL DEVELOPMENT INSTITUTE (RDI) LRR Tertiary Institution
108 RURAL SKILLS TRAINING CENTRE, GTTI ANNEX LRR Tertiary Institution
109 SCHOOL FOR ENROLLED NURSES AND WIDWIVES CRR Tertiary Institution
110 WEST AFRICAN INSURANCE INSTITUTE WCR Tertiary Institution
