Minister Gomez iterated his strong conviction that the entry requirements for pre-service teachers must undergo a rigorous review to ensure that only qualified individuals are selected for the noble profession.
Prof Gomez made these remarks on Wednesday during a two-day validation convergence held by his ministry in collaboration with the Gambia College Transformation Committee (GCTC) at the Bakadaji Hotel in Kololi. The ceremony was centered on the transformation of the Gambia College into University of Education.
Prof Gomez said that by raising the bar for entry, there would be a guarantee for “a pool of educators who possess not only academic excellence but also the passion and commitment required to shape the minds of our future leaders.”
He added: “This implies that our policies must be redirected to create a motivating work environment for our noble education personnel.
“In our pursuit of excellence, we acknowledge the need for a comprehensive and streamlined approach to pre-service teacher training, and to address the longstanding issue of teacher quality. I strongly propose that we refocus our effort and energy on a practical pre-service teacher training, accompanied by priority investments, funding and resourcing.”
Prof Gomez rationalised that this comprehensive focus aims to equip educators with the necessary skills, knowledge and tools from the beginning, reducing the need for post-training. He added that by doing so, they allocate resources more efficiently, minimising negative returns and optimising the impact of their investments in education.
Moreover, he indicated that in their pursuit of excellence, they propose a holistic review of the curriculum to align with the current and future demands of the country's education system.
He noted that the curriculum must be dynamic and continually evolve to meet current and future demands the education system', which includes incorporating innovative teaching methods, embracing technology, and fostering critical thinking and analytical skills.
He said this forward-thinking approach will enable them to produce not just teachers but transformative educators who can adapt to the evolving needs of society.
