Gambia
The figures from The Gambia, tracked since 2000, reveal continued challenges in mobilizing adequate resources for public education. The latest available data (2023) indicates that 2.70% of GDP was spent on public education—below the international benchmark of 4–6% and below the regional average. Similarly, education represented only 12.44% of total government expenditure, under the recommended 15–20% target and below the regional average. Public spending per school-age person was USD 37.75 (2018), also beneath regional levels. These figures underscore the need for sustained and equitable public investment to ensure quality education for all.
To complement these figures, national-level insights from our members highlight key policy priorities for ensuring equitable and sustained education financing in The Gambia.
Read our members’ education financing brief
The Gambia’s public financial effort toward education remains insufficient when measured against international and regional standards. In 2023, only 2.70% of GDP was allocated to public education spending, and 12.44% of total government expenditure was directed to the sector—both well below the global reference targets.
Public expenditure on education as a % of GDP
Public expenditure on education as a % of total public expenditure
Public spending per school-age person, at USD 37.75 (2018), further highlights the financing gap. Strengthening domestic resource mobilization and prioritizing education within national budgets are key to achieving sustainable progress in access and learning outcomes.
Public spending per school-age person
Equity indicators show progress toward gender parity but continued inequalities across income groups. The gender ratio in 2020 stood at 1.07, above the regional average, indicating near parity and a slightly higher participation of girls in schooling. Meanwhile, the wealth parity index was 1.84, suggesting that children from the richest households were almost twice as likely to attend school as those from the poorest. While this gap is below the regional average (indicating relatively greater equality), socioeconomic disparities persist and require targeted measures to address poverty-related barriers to education.