Effects of the School Improvement Grant (SIG) on Student Enrolment in Public Basic Schools in the Gambia

Modou Touray; Momodou Mustapha Fanneh

doi:doi:10.11648/j.edu.20221103.17

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Effects of the School Improvement Grant (SIG) on Student Enrolment in Public Basic Schools in the Gambia

Modou Touray, Momodou Mustapha Fanneh

Published in Education Journal (Volume 11, Issue 3)

Received: 15 March 2022 Accepted: 18 April 2022 Published: 27 June 2022

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Abstract

This study examined the effects of the School Improvement Grant (SIG) on student enrolment in public basic schools in The Gambia. The study uses both descriptive and inferential analysis to study the trends of school improvement grants and school enrolment from the 2014/2015 to 2018/2019 academic years. The study also runs an econometric estimation model of panel regression data analysis to assess the effects of the SIG program on enrollment and student performance taking into consideration other outcome variables that have effects on enrolment. The other outcome indicator variables that were considered in the model are class size, student-qualified teacher ratio, and student classroom ratio. Using school-level data over the period 2015-2019 across the country, the study results indicate that school improvement grants positively and significantly affect school enrollment. On the other hand, the study also indicates that school improvement grant has not had any significant effect on these key education outcomes. Finally, using survey response data from headteachers, teachers, education officers, and cluster monitors, the study revealed that delay in the release of the SIG, the inadequacy of the SIG to cover all the school activity costs, misapplication of the SIG by school heads, poor monitoring and evaluation of the SIG and limited coverage of the SIG are major challenges surrounding the efficiency of the SIG policy. The study, therefore, recommended the need for an urgent policy intervention to enhance effective disbursements and management of SIG for all public schools and that the government of The Gambia should make it a matter of policy to increase the amount of the school improvement grant. The study further suggested that basic learning materials and infrastructural facilities should always be provided by the government to schools to help cut down the burden on parents and to also promote effective teaching and learning.

Published in	Education Journal (Volume 11, Issue 3)
DOI	10.11648/j.edu.20221103.17
Page(s)	123-136
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

SIG, Enrolment, Class-Size, Student-Qualified Teacher Ratio

References

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APA Style

Modou Touray, Momodou Mustapha Fanneh. (2022). Effects of the School Improvement Grant (SIG) on Student Enrolment in Public Basic Schools in the Gambia. Education Journal, 11(3), 123-136. https://doi.org/10.11648/j.edu.20221103.17

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Modou Touray; Momodou Mustapha Fanneh. Effects of the School Improvement Grant (SIG) on Student Enrolment in Public Basic Schools in the Gambia. Educ. J. 2022, 11(3), 123-136. doi: 10.11648/j.edu.20221103.17

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AMA Style

Modou Touray, Momodou Mustapha Fanneh. Effects of the School Improvement Grant (SIG) on Student Enrolment in Public Basic Schools in the Gambia. Educ J. 2022;11(3):123-136. doi: 10.11648/j.edu.20221103.17

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@article{10.11648/j.edu.20221103.17,
  author = {Modou Touray and Momodou Mustapha Fanneh},
  title = {Effects of the School Improvement Grant (SIG) on Student Enrolment in Public Basic Schools in the Gambia},
  journal = {Education Journal},
  volume = {11},
  number = {3},
  pages = {123-136},
  doi = {10.11648/j.edu.20221103.17},
  url = {https://doi.org/10.11648/j.edu.20221103.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221103.17},
  abstract = {This study examined the effects of the School Improvement Grant (SIG) on student enrolment in public basic schools in The Gambia. The study uses both descriptive and inferential analysis to study the trends of school improvement grants and school enrolment from the 2014/2015 to 2018/2019 academic years. The study also runs an econometric estimation model of panel regression data analysis to assess the effects of the SIG program on enrollment and student performance taking into consideration other outcome variables that have effects on enrolment. The other outcome indicator variables that were considered in the model are class size, student-qualified teacher ratio, and student classroom ratio. Using school-level data over the period 2015-2019 across the country, the study results indicate that school improvement grants positively and significantly affect school enrollment. On the other hand, the study also indicates that school improvement grant has not had any significant effect on these key education outcomes. Finally, using survey response data from headteachers, teachers, education officers, and cluster monitors, the study revealed that delay in the release of the SIG, the inadequacy of the SIG to cover all the school activity costs, misapplication of the SIG by school heads, poor monitoring and evaluation of the SIG and limited coverage of the SIG are major challenges surrounding the efficiency of the SIG policy. The study, therefore, recommended the need for an urgent policy intervention to enhance effective disbursements and management of SIG for all public schools and that the government of The Gambia should make it a matter of policy to increase the amount of the school improvement grant. The study further suggested that basic learning materials and infrastructural facilities should always be provided by the government to schools to help cut down the burden on parents and to also promote effective teaching and learning.},
 year = {2022}
}

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TY  - JOUR
T1  - Effects of the School Improvement Grant (SIG) on Student Enrolment in Public Basic Schools in the Gambia
AU  - Modou Touray
AU  - Momodou Mustapha Fanneh
Y1  - 2022/06/27
PY  - 2022
N1  - https://doi.org/10.11648/j.edu.20221103.17
DO  - 10.11648/j.edu.20221103.17
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 123
EP  - 136
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20221103.17
AB  - This study examined the effects of the School Improvement Grant (SIG) on student enrolment in public basic schools in The Gambia. The study uses both descriptive and inferential analysis to study the trends of school improvement grants and school enrolment from the 2014/2015 to 2018/2019 academic years. The study also runs an econometric estimation model of panel regression data analysis to assess the effects of the SIG program on enrollment and student performance taking into consideration other outcome variables that have effects on enrolment. The other outcome indicator variables that were considered in the model are class size, student-qualified teacher ratio, and student classroom ratio. Using school-level data over the period 2015-2019 across the country, the study results indicate that school improvement grants positively and significantly affect school enrollment. On the other hand, the study also indicates that school improvement grant has not had any significant effect on these key education outcomes. Finally, using survey response data from headteachers, teachers, education officers, and cluster monitors, the study revealed that delay in the release of the SIG, the inadequacy of the SIG to cover all the school activity costs, misapplication of the SIG by school heads, poor monitoring and evaluation of the SIG and limited coverage of the SIG are major challenges surrounding the efficiency of the SIG policy. The study, therefore, recommended the need for an urgent policy intervention to enhance effective disbursements and management of SIG for all public schools and that the government of The Gambia should make it a matter of policy to increase the amount of the school improvement grant. The study further suggested that basic learning materials and infrastructural facilities should always be provided by the government to schools to help cut down the burden on parents and to also promote effective teaching and learning.
VL  - 11
IS  - 3
ER  -

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Author Information

Modou Touray

Gambia Nation Commission for UNESCO, Banjul, The Gambia
Momodou Mustapha Fanneh

School of Business and Public Admin., University of the Gambia, Kanifing Campus, Kanifing, The Gambia

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APA Style

Modou Touray, Momodou Mustapha Fanneh. (2022). Effects of the School Improvement Grant (SIG) on Student Enrolment in Public Basic Schools in the Gambia. Education Journal, 11(3), 123-136. https://doi.org/10.11648/j.edu.20221103.17

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ACS Style

Modou Touray; Momodou Mustapha Fanneh. Effects of the School Improvement Grant (SIG) on Student Enrolment in Public Basic Schools in the Gambia. Educ. J. 2022, 11(3), 123-136. doi: 10.11648/j.edu.20221103.17

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AMA Style

Modou Touray, Momodou Mustapha Fanneh. Effects of the School Improvement Grant (SIG) on Student Enrolment in Public Basic Schools in the Gambia. Educ J. 2022;11(3):123-136. doi: 10.11648/j.edu.20221103.17

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@article{10.11648/j.edu.20221103.17,
  author = {Modou Touray and Momodou Mustapha Fanneh},
  title = {Effects of the School Improvement Grant (SIG) on Student Enrolment in Public Basic Schools in the Gambia},
  journal = {Education Journal},
  volume = {11},
  number = {3},
  pages = {123-136},
  doi = {10.11648/j.edu.20221103.17},
  url = {https://doi.org/10.11648/j.edu.20221103.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221103.17},
  abstract = {This study examined the effects of the School Improvement Grant (SIG) on student enrolment in public basic schools in The Gambia. The study uses both descriptive and inferential analysis to study the trends of school improvement grants and school enrolment from the 2014/2015 to 2018/2019 academic years. The study also runs an econometric estimation model of panel regression data analysis to assess the effects of the SIG program on enrollment and student performance taking into consideration other outcome variables that have effects on enrolment. The other outcome indicator variables that were considered in the model are class size, student-qualified teacher ratio, and student classroom ratio. Using school-level data over the period 2015-2019 across the country, the study results indicate that school improvement grants positively and significantly affect school enrollment. On the other hand, the study also indicates that school improvement grant has not had any significant effect on these key education outcomes. Finally, using survey response data from headteachers, teachers, education officers, and cluster monitors, the study revealed that delay in the release of the SIG, the inadequacy of the SIG to cover all the school activity costs, misapplication of the SIG by school heads, poor monitoring and evaluation of the SIG and limited coverage of the SIG are major challenges surrounding the efficiency of the SIG policy. The study, therefore, recommended the need for an urgent policy intervention to enhance effective disbursements and management of SIG for all public schools and that the government of The Gambia should make it a matter of policy to increase the amount of the school improvement grant. The study further suggested that basic learning materials and infrastructural facilities should always be provided by the government to schools to help cut down the burden on parents and to also promote effective teaching and learning.},
 year = {2022}
}

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TY  - JOUR
T1  - Effects of the School Improvement Grant (SIG) on Student Enrolment in Public Basic Schools in the Gambia
AU  - Modou Touray
AU  - Momodou Mustapha Fanneh
Y1  - 2022/06/27
PY  - 2022
N1  - https://doi.org/10.11648/j.edu.20221103.17
DO  - 10.11648/j.edu.20221103.17
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 123
EP  - 136
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20221103.17
AB  - This study examined the effects of the School Improvement Grant (SIG) on student enrolment in public basic schools in The Gambia. The study uses both descriptive and inferential analysis to study the trends of school improvement grants and school enrolment from the 2014/2015 to 2018/2019 academic years. The study also runs an econometric estimation model of panel regression data analysis to assess the effects of the SIG program on enrollment and student performance taking into consideration other outcome variables that have effects on enrolment. The other outcome indicator variables that were considered in the model are class size, student-qualified teacher ratio, and student classroom ratio. Using school-level data over the period 2015-2019 across the country, the study results indicate that school improvement grants positively and significantly affect school enrollment. On the other hand, the study also indicates that school improvement grant has not had any significant effect on these key education outcomes. Finally, using survey response data from headteachers, teachers, education officers, and cluster monitors, the study revealed that delay in the release of the SIG, the inadequacy of the SIG to cover all the school activity costs, misapplication of the SIG by school heads, poor monitoring and evaluation of the SIG and limited coverage of the SIG are major challenges surrounding the efficiency of the SIG policy. The study, therefore, recommended the need for an urgent policy intervention to enhance effective disbursements and management of SIG for all public schools and that the government of The Gambia should make it a matter of policy to increase the amount of the school improvement grant. The study further suggested that basic learning materials and infrastructural facilities should always be provided by the government to schools to help cut down the burden on parents and to also promote effective teaching and learning.
VL  - 11
IS  - 3
ER  -

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