Informal Institutions and Educational Attainment in The Gambia: A Case Study from 2021 to 2026

This case study examines the role of informal institutions—specifically, community-based learning groups (CBLGs) and traditional apprenticeship networks—in shaping educational attainment in The Gambia between 2021 and 2024. It addresses the research problem of how these non-formal structures function within, and often in lieu of, a constrained formal education system, particularly in rural communities. Employing a rigorous qualitative methodology, the research draws on 47 semi-structured interviews, 12 focus group discussions, and sustained participatory observation across three rural districts. The analysis reveals that these informal institutions provided critical, adaptive educational pathways during and after the disruptions caused by the COVID-19 pandemic. Key findings indicate that CBLGs, often led by retired teachers or educated youth, significantly supported secondary-level continuation for girls facing socio-economic barriers. Concurrently, traditional apprenticeships in sectors like agriculture and tailoring offered viable skill acquisition, yet often reinforced gendered divisions of labour and occurred at the expense of formal certification. The study concludes that these indigenous structures are not merely compensatory but are integral to the educational ecosystem. Their potential, however, is constrained by a lack of formal recognition and resource integration. The significance lies in advocating for a hybrid model of education policy, one that formally acknowledges and strategically partners with these community-driven institutions to foster a more resilient, inclusive system aligned with local realities and sustainable development goals.