Many data needed for a comprehensive assessment of access, quality, relevance and affordability are already available on the website or can be collected from the Planning Directorate. The sources of data included:
A. Annual school reports or questionnaires filed with the central Ministry of Education or with other education authorities;
B. School surveys undertaken on specific issues from time to time;
C. School cluster monitors reports;
D. Statistical yearbooks published by the Ministry or the Gambia Bureau of Statistics;
E. Household surveys;
F. Population censuses; and
G. Studies and project reports prepared for the Ministry and Development Partners.
The fact that coordinating committee meetings emanated from an evidence base which studied process as well as plans and outcomes, rather than being written in the abstract and then field tested the agenda makes it unique. The strength of the minimum standard therefore is the fact that it is grounded in the reality of the situations it describes, and the processes it is trying to assist. No context, education system or SWAp is the same and, whilst basic education rights are universal, ways of achieving them are highly contextualized, the minimum standard helps strengthened the standards in the schools. This is therefore not intended as a step-by-step ‘how to’ manual, but rather to support creative thinking, inspiration and reflection. It is hoped that the readers will take the opportunities provided by CCM’s modality to strengthen the development of inclusive and equitable education systems, capable of providing quality education to all children and unleashing the powerful potential of education to realize wider rights and national development. Because the focus of this CCM is on systems and SWAps, the education related rights that are explored most fully are those relating to planned programmes of learning for children, which can be identified as being a part of an ‘education system’. This includes both formal and non-formal school-level (primary and secondary) education and madrassas education. There is also some reference to programmes to support the development of younger children, since these are often (but not always) included within the remit of education sector institutions. CCM members are from now on required to use their official email address, e.g.:
. Minutes of the CCM is attached in the relevant link.