The Ministry of Basic and Secondary Education (MoBSE) in The Gambia has warned private school teachers against embarking on unauthorised “sit-down” protests, saying such actions disrupt learning and bypass established grievance procedures.
In a statement issued on Wednesday, the Ministry expressed concern over what it described as the increasing frequency of protest actions by some private school teachers without prior engagement with either the Ministry or the Gambia Teachers’ Union (GTU).
MoBSE urged teachers, school administrators, and other education stakeholders to channel complaints relating to welfare, remuneration, and working conditions through the Ministry’s Regional Directorates, the Ministry’s Headquarters, or the GTU.
According to the Ministry, using these official channels ensures that grievances are properly documented, legally reviewed, and addressed in a timely and effective manner.
The Ministry also warned that abandoning classrooms to protest salaries or other concerns without first exhausting the established dispute resolution mechanisms would no longer be tolerated.
It stressed that uninterrupted teaching and learning remain critical to students’ academic progress, noting that disruptions to the school calendar undermine learning outcomes.
While reaffirming its commitment to protecting the welfare of both public and private school teachers, the Ministry said it would continue to balance teachers’ rights with its responsibility to ensure the delivery of quality education across The Gambia.
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The Ministry of Basic and Secondary Education’s warning against unauthorised “sit-down” protests by private school teachers has caught my attention, particularly the mention of disrupting learning and bypassing established grievance procedures. As someone who has worked with international students, I’ve seen how crucial it is for educational institutions to have clear channels for addressing concerns, especially when it comes to visa requirements and cultural fit. In my experience, a significant number of students from Africa and Asia face unique challenges in adapting to new educational systems, and having a structured grievance process can make a huge difference. The parallel between the need for established procedures in education and the importance of understanding local rules in recreational activities, like the ones I enjoy in my free time, is something I have been thinking about because it highlights the value of clear guidance and support in various aspects of life. I wonder if the Ministry’s efforts will lead to a more stable and supportive environment for both teachers and students in the long run.
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