Published on and written by Cyril Jarnias
The demand for a world-class education continues to grow in the Gambia, driven both by expatriate families and a growing internationally oriented Gambian middle class. Within a national education system largely inspired by the British model—with six years of primary school, followed by two cycles of secondary school and, at the end of Year 12, the West African Senior School Certificate Examination (WASSCE)—international schools offer a parallel pathway. They provide American, British, French, or hybrid programs, taught primarily in English or French, with degrees recognized beyond borders.
The international education system in the Gambia is structured around three main pillars: American, British/Cambridge, and French programs. These schools stand out for the quality of their curricula, their accreditations, their governance, and their results. The landscape is also enriched by a dynamic ecosystem of bilingual schools, international Islamic schools, and Cambridge centers.
A Gambian educational context oriented toward the international
The Gambian legal framework guarantees seven years of free and compulsory primary education, with a 6-3-3 structure (six years of primary, three of junior secondary, three of senior secondary). Despite this ambition, resources and infrastructure remain limited and the literacy rate hovers around 46%. Many students go to vocational training centers after Grade 9, while the best candidates continue on to the WASSCE and then to university or technical institutes.
International schools primarily serve two functions. On the one hand, they ensure educational continuity for children of expatriate families (diplomats, NGO executives, staff of international agencies or multinationals), allowing them to seamlessly re-enter an American, British, or French educational system upon a new assignment. On the other hand, they meet the growing demand from Gambian families who aim for access to foreign universities and seek international qualifications such as IGCSE, A-Level, the French baccalaureate, or the American high school diploma.
These schools share a few strong common characteristics: smaller class sizes, student-centered teaching approaches, a significant emphasis on technology and extracurricular activities, and most importantly, international accreditations that serve as a guarantee of quality and a gateway to higher education worldwide.
Banjul American International School (BAIS): the American pillar
Among the international schools in the Gambia, Banjul American International School holds a unique place. Founded in 1984 by members of the American diplomatic mission with the support of the U.S. Embassy, the school was long known as Banjul American Embassy School before adopting its current name in December 2016, more in line with its international student body and globalized curriculum.
Located in Fajara on Atlantic Road, in the greater suburbs of Banjul, BAIS defines itself as a private, non-profit school owned and governed by parents. Part of the board of directors is made up of parents—some of them alumni—elected to oversee strategy and approve the annual tuition fee schedules.
An intimate American school in the heart of the Gambia
BAIS claims to be the “most intimate” American international school on the African continent, with approximately 55 students spread across 16 classrooms on a campus of five buildings surrounded by manicured gardens, a sports field, a multi-sport court, and several playgrounds. Class sizes, typically ranging from 5 to 15 students, allow for individualized attention, a very close relationship between teachers and families, and great pedagogical flexibility.
The school welcomes children from 2.5 years old (Early Childhood/Pre-K program) up to 18–19 years old (Grade 12). The cycles are clearly structured:
| Division | Levels (US) | Approximate Ages |
|---|---|---|
| Early Childhood | Pre-K1 (3 years), Pre-K2 | 2.5 to 4 years |
| Elementary School | Kindergarten – Grade 4 | 5 to 10 years |
| Middle School | Grade 5 – Grade 8 | 10 to 14 years |
| High School | Grade 9 – Grade 12 | 14 to 18 years |
The youngest can follow a Pre-K program part-time or full-time, provided they are potty-trained. Students generally cannot continue beyond 19 years old, as the school requires high school candidates to have a realistic prospect of earning their diploma before their twentieth birthday.
A rigorous American curriculum in a global perspective
BAIS offers a program based on American standards, while adapting them to an international environment. The academic foundation rests on the AERO Standards (American Education Reaches Out), aligned with the Common Core State Standards for English and mathematics, as well as the Next Generation Science Standards for science. Instructional planning follows the Understanding by Design approach, which starts from the desired competencies to structure learning units.
In early childhood, the program draws inspiration from the Reggio Emilia approach, emphasizing exploration, play, and curiosity. In elementary and middle school, students follow a core curriculum including English, mathematics, science, and social studies, supplemented by specialized instruction in French, art, music, physical education, and technology. The school systematically integrates digital technology with reference to ISTE standards and structures sports practice according to NASPE standards.
All students, from elementary through high school, participate in Service Learning projects aligned with the United Nations Sustainable Development Goals, and a Student Council enlivens the democratic life of the school. An annual musical mobilizes all classes and helps develop oral fluency and self-confidence.
A hybrid high school connected to the University of Nebraska
BAIS’s high school, gradually opened starting in the 2010s and fully operational since 2020, operates on a hybrid model. High school students take both in-person classes taught by BAIS teachers (notably in computer science, art, music, physical education, and certain cross-curricular modules) and online courses delivered through the University of Nebraska High School (UNHS) for core subjects: English, mathematics, science, social studies, and foreign language.
This model allows students to earn an American High School Diploma aligned with U.S. standards while remaining in the Gambia. It offers the opportunity to take Advanced Placement (AP) courses to accumulate college credits and strengthen their applications. BAIS is an official SAT test center and administers the PSAT, SAT, and AP exams on site.
Graduation requires at least 26 credits distributed among required subjects, as well as an independent research project and a community service project. Despite the youth of the program—the high school has only been around for a few years—the school has already graduated students accepted into top American universities, including Wellesley College.
Accreditations and international recognition
BAIS is accredited by the Middle States Association of Colleges and Schools (MSA-CESS), a recognized American accreditation agency, and is a member of the Association of International Schools in Africa (AISA). It presents itself as the only internationally accredited school in the Gambia. This dual recognition guarantees the quality of teaching, governance, and evaluation processes, and reassures families in international mobility as well as foreign universities.
The school maintains a historic relationship with the U.S. Embassy in the Gambia and receives an annual grant from the Office of Overseas Schools of the U.S. Department of State. This support funds ongoing teacher training, infrastructure development, and the stability of the educational offering.
Admission policy, diversity, and special needs
BAIS describes itself as inclusive, diverse, and non-discriminatory. The school welcomes students of all nationalities, languages, cultures, religions, and gender identities, within the limits of its ability to meet certain specific needs. The language of instruction is English, and candidates who are not yet comfortable in the language are interviewed and tested before admission. For Grades 11 and 12, the school requires a sufficient level of English to follow courses without intensive support.
For students with special educational needs, BAIS offers classroom accommodations and individualized plans. However, the school does not provide one-on-one support, therapy, or psycho-educational assessment on site. Families must therefore seek and fund these services through outside specialists.
The capacity is limited—the high school, for example, has only a few spots—so the school has defined a priority order for enrollment: returning students, children of staff members with fee waivers, siblings, children of diplomats and international research center personnel, then other requests based on application date. BAIS also gives priority to English-speaking students and families paying full fees over visiting/exchange students.
Tuition fees and financial aid
BAIS fees reflect the highly individualized nature of the service provided. Depending on the level, they vary significantly, with distinctions between families whose employer pays the tuition (Employer-Paying), partially supported families (Partial Employer-Paying), and fully self-financing families (Self-Paying). For a recent order of magnitude, we can cite:
| Level (examples) | Family Status | Recent Annual Fees* |
|---|---|---|
| Pre-K half-day | Employer-Paying | approx. USD 6,100 – 6,300 |
| Pre-K full-day | Employer-Paying | approx. USD 8,000 – 8,300 |
| Elementary (KG – Grade 5) | Employer-Paying | approx. USD 13,400 – 13,700 |
| Middle School (Grades 6–8) | Employer-Paying | approx. USD 16,400 – 16,700 |
| High School (Grades 9–10) special SP rate | Self-Paying | approx. USD 6,000 – 6,300 |
| High School (Grades 11–12) special SP rate | Self-Paying | approx. USD 7,500 – 7,800 |
Amounts vary by school year, exchange rate, and payment category.
In addition to tuition, the school charges an admission fee (USD 200 non-refundable), a substantial School Development Fee (approx. USD 4,500) for long-term investments, and annual re-enrollment fees for returning students. In return, the fees cover textbooks, supplies, and day trips, and the school does not require uniforms, which reduces some costs for families.
Discounts are available for large families (a decreasing scale per child) and for full-time staff. Payment plans in dollars or dalasis, in quarterly or annual installments, are possible.
Marina International School: the British/Cambridge benchmark
Another major institution on the Gambian educational scene, Marina International School is one of the oldest international schools in the country. Founded in 1958 by a group of Gambians and British expatriates, it is located in the heart of Bakau Newtown, a few kilometers from Banjul. The campus houses both the Junior School (Nursery to Year 6) and the High School (Year 7 to Year 13 / Form 1 to Form 7).
A non-profit community school
Marina presents itself as a non-profit foundation owned by the parent-teacher association (PTA). The PTA elects a Board of Governors responsible for strategic management, appointment of the head, and financial oversight. This governance model, similar to BAIS’s, reinforces the sense of community and family ownership.
The school welcomes over 1000 students aged 3 to 18, coming from multiple countries with no nationality restrictions.
Cambridge and British National Curriculum from nursery to A-Level
Marina follows a dual reference: the Cambridge International Curriculum and the British National Curriculum. The school is a Cambridge International examination center, allowing it to administer a wide range of international qualifications:
| Cycle / Level | Main Diplomas and References |
|---|---|
| Primary (Years 1–6) | Cambridge Primary / Cambridge Primary Checkpoint |
| Lower Secondary (Forms 1–3) | Broad program based on the UK National Curriculum |
| Upper Secondary (Form 4–5) | Cambridge IGCSE |
| Sixth Form (Form 6–7) | AS Level and A Level |
In the Junior School, the Early Years Foundation Programme (EYFP) is used in Nursery and Reception. From Year 1, progression follows the British National Curriculum with an active pedagogy oriented toward creativity and independent thinking. Subjects assessed in primary include English, mathematics, science, history, geography, French, and ICT, supplemented by art, music, and physical education as non-examined disciplines.
The assessment system and academic progression criteria for students in Years 3 to 6.
Learning is assessed continuously throughout the school year.
Formal exams are held in February and June for students in Years 3 to 6.
Promotion to the next grade depends on the student’s academic results and behavior, ensuring a solid academic standard.
After Year 6, admission to the High School is generally based on results from external standardized tests, without necessarily taking Gambian national exams.
In secondary school, students follow a broad core curriculum up to Form 3, then specialize in Form 4 and 5 with subject combinations organized by groups (Languages, Humanities, Sciences, Mathematics, Creative/Technical/Vocational subjects) in preparation for IGCSEs. The Sixth Form offers AS and A Level streams, the preferred gateway to British, European and many international universities.
COBIS accreditation and a very rich school life
Marina International School is an accredited member of the Council of British International Schools (COBIS), a quality label recognized in the British sphere. This accreditation is gaining importance in the Gambia, especially as the country is cited as the second in West Africa to host a COBIS-accredited school.
The school emphasizes a “holistic” educational approach, encompassing academic achievement but also students’ social, emotional, and physical development. Extracurricular activities are particularly extensive: science clubs, debates, sports, arts, robotics, cooking, martial arts, swimming, tennis, theater, and various hobby clubs. Sports days, science fairs, cultural performances, and other events punctuate the year.
The school
This dense school life is illustrated through testimonials from alumni and current students, who mention a “family” environment, constant academic support, numerous opportunities for taking responsibility (head boy/head girl, club leadership), and a strong openness to the world.
Tuition fees and positioning
Marina being non-profit, its fees are perceived as high for the Gambian context but generally lower than BAIS’s. Fees vary by age, nationality (differentiated rates for Gambian and expatriate families), and sometimes by cycle. Additional costs include meals, uniforms, books, and some extracurricular activities. For non-Gambian students, examples of fees amount to several hundred dollars per term, i.e., annual totals in the range of a few thousand dollars, compared to the USD 5,000–10,000 range that is the average for the country’s international schools.
British International School Gambia (BISG): the new high-end British generation
More recently arrived on the scene, British International School Gambia, located in Kotu, has quickly positioned itself as a high-level British institution. The school welcomed its first cohort in September 2022 and already has about 150 students from around twenty nationalities, supervised by 22 qualified teachers.
New infrastructure and an ambitious project
BISG operates in a modern four-story building, accessible from Bertil Harding Highway via two entrances. Classrooms are air-conditioned, equipped to contemporary standards, and designed to facilitate active learning, digital use, and collaborative work. The community describes itself as inclusive, multicultural, warm, and success-oriented.
The current structure covers Year 7 (Form 1) to Year 13 (Form 7), corresponding to the entire British secondary phase, including the Sixth Form. The stated ambition is clear: prepare students not only for IGCSEs and A-Levels, but also for global university and professional life, by cultivating critical thinking, creativity, intellectual curiosity, empathy, and determination.
COBIS accreditation and British anchoring
BISG is accredited by the Council of British International Schools. This recognition, obtained in 2023, was praised by the British High Commissioner to the Gambia, who sees it as an important milestone for the Gambian education sector. Concretely, it means the school is audited against British system standards, its programs are aligned with international requirements, and its practices in governance, child protection, and professional development are robust.
The curriculum draws on international British frameworks, with a strong emphasis on STEM (science, technology, engineering, and mathematics), the arts, and physical education. The school multiplies sports activities (clubs, competitions), music (orchestra, choir, dance, string instruments), theater, robotics, and coding to give students transferable skills valued by universities and employers.
A holistic approach centered on student voice
BISG emphasizes a very holistic vision of education. A broad co-curricular program allows students to explore varied passions: performing arts, sports, robotics, digital art, and much more. The Student Council, entirely student-led with representatives from each class, is responsible for suggesting improvements and participating in school life.
The high school offers a structured citizenship component with community service and fundraising actions, aimed at raising students’ awareness of local and global issues, and strengthening their sense of responsibility and ability to act. Academically, it delivers IGCSE and A-Level programs, which require great rigor, as well as skills in writing, analysis, and research.
Inclusion and special needs
BISG welcomes students of varied profiles, but remains transparent about its capacity to support special educational needs. The school states it has limited resources for students with special needs and indicates it can support mild needs, provided an early psycho-educational assessment. The building, constructed on four levels without an elevator, effectively limits the admission of students with significant mobility impairments.
The French offering: École Française de Banjul
For French-speaking families—whether expatriates from Europe, Africa, or the ECOWAS region—the École Française de Banjul represents the main hub for schooling in French. Founded in 1984, it is located in Bakau on Kairaba Avenue, behind the Alliance Française, and is part of the network of the Agency for French Education Abroad (AEFE).
An AEFE network school
Membership in the AEFE means the school follows the official French curriculum, is subject to inspection by the French National Education system, and participates in the network’s evaluation and continuous training programs. It welcomes students from preschool (age 2) up to the final year (12th grade), under a non-profit association status.
Instruction is primarily in French, but some courses are taught in English to promote practical bilingualism. The school is coeducational and welcomes an international community, composed of French-speaking students from various backgrounds as well as Gambian or English-speaking families.
Educational organization and environment
In primary school, the École Française de Banjul follows the typical French system structure with five levels (CP, CE1, CE2, CM1, CM2), divided into two cycles:
| Cycle | Included Grades |
|---|---|
| Cycle 2 | CP, CE1, CE2 |
| Cycle 3 | CM1, CM2 and 6e (first year of middle school) |
Facilities include a library, six classrooms—one equipped with an interactive whiteboard—an art room, computers with internet access, and a multi-sports field. The school year is divided into two main semesters, from September to July, with a set of holidays aligned with the French calendar adapted to the local context.
Registration and tuition fees are denominated in euros. For instance, they may include a one-time registration fee and annual fees for books in primary school. The range of these fees generally remains lower than those of American schools and some high-end British schools, especially for families benefiting from AEFE (Agency for French Education Abroad) assistance programs.
Bilingual and international Islamic schools: SBEC / Shiloh and Al-Furqan
Alongside the American, British, and French pillars, the Gambia has several bilingual and/or Islamic schools that follow an international approach, notably SBEC International School (also called Shiloh International School) and Al-Furqan Islamic International School.
SBEC International School: pioneer of English–French bilingualism
Founded in 2001 by a Gambian couple, SBEC is presented as the first truly bilingual (English–French) school in the country. Based in Bijilo, with other sites in Sukuta and the Serrekunda area, it welcomes children from 8 months up to about 16 years, covering crèche/daycare, foundation, junior school, and high school (Forms 1 to 6).
SBEC is organized into four sections: Early Childhood Development, Arabic, Primary, and High School. Its educational program merges the British National Curriculum, the Cambridge International Curriculum, and elements of the French system to ensure in-depth bilingualism. In high school, students can choose from Arts, Science, and Commerce streams, opening the door to many higher education opportunities.
The school is accredited by the Association of International Schools in Africa (AISA) and by Cambridge UK. It aims to “nurture” global citizens proficient in two languages, with an emphasis on personal integrity, respect, global citizenship, and “freedom within limits.” Classes are capped at 25 students to maintain individualization.
Al-Furqan Islamic International School: between Islamic and academic programs
Al-Furqan Islamic International School (AFIIS) offers another international pathway, combining solid academic instruction with a strong Islamic dimension and Quran memorization. Founded in 2015 after the return to the Gambia of an educator trained in the UK, the school started with primary and then gradually expanded.
The school day begins at 8 a.m. with an assembly including the recitation of the Fatiha, a morning invocation, and the national anthem. This is followed by Quranic studies until late morning. A maktab (evening class) is also offered from 5 p.m. to 7 p.m. for children enrolled elsewhere who wish to pursue Quranic studies.
Academically, Al-Furqan prepares students for Checkpoints, IGCSEs, and A-Levels, with a staged structure:
| Al-Furqan Level | Approximate Equivalent |
|---|---|
| Foundation (Nursery/Reception) | Preschool / early childhood |
| Primary (KS1 & KS2) | British primary |
| Lower Secondary (KS3) | Middle school (pre-IGCSE) |
| Upper Secondary (IGCSE, KS4) | Cycle leading to IGCSEs |
The goal is to train students capable of pursuing university, in the Gambia or abroad, while acquiring a solid religious education.
Emerging Cambridge centers: Gateway Learning Academy (GLA)
Another fast-growing player, Gateway Learning Academy International (GLA), founded in 2017 and based in Brusubi Phase 1, positions itself as a “holistic” education center, backed by the Cambridge system. The school is officially a Cambridge Approved International School Center and operates under the combined supervision of the Gambian Ministry of Basic and Secondary Education and Cambridge International.
GLA already has over 300 enrolled students, from crèche to high school.
The school emphasizes a supportive learning environment, with two heads of school (for primary and secondary) responsible for academic monitoring. It offers numerous extracurricular activities—themed days (Color Day, Art Day), leadership clubs, field trips, inter-house sports—and a fully digitalized admission process (online form, assessment, offer, bank payment, uniform and badge purchase).
Families find here a more recent and often more affordable Cambridge alternative to the major historical institutions, with a strong community dimension.
Early childhood and preparatory schools: Rainbow, Zenith, Young Explorers
For families with young children, the Gambia also has several strong international or English-language structures at the preschool and primary level.
Rainbow Early Development Centre, in Fajara, groups crèche, nursery, and primary for children aged 3 to 11. Instruction is in English, in an environment designed for early childhood, with proximity appreciated by expatriate residents.
Number of students enrolled at Zenith Preparatory School, a reputed international private school.
Young Explorers Montessori Nursery embodies another trend: the rise of small Montessori structures in Fajara, focusing on child autonomy, hands-on learning, and early language immersion.
Cost of international schooling: a strategic investment
Tuition fees at the best international schools in the Gambia remain far higher than those of local public or private schools. According to recent data, international schools often range between USD 5,000 and 10,000 per year, with peaks above USD 12,000 or 15,000 for the most elite institutions or for high school grades. By comparison, regular Gambian private schools typically charge between USD 500 and 2,000 per year, and the University of Gambia charges less than USD 1,000 annually for national students.
The higher cost of international schools is explained by concrete advantages: smaller class sizes, internationally qualified teachers, modern facilities (laboratories, libraries, sports and digital equipment), and demanding international accreditations. Families should also budget for additional expenses such as uniforms, paid extracurricular activities, meals, and sometimes international exam fees (IGCSE, A-Level, AP, etc.).
For many parents, the question becomes strategic: investing in an international education in the Gambia can avoid costly boarding schools abroad, while keeping children at home during their teenage years. BAIS explicitly mentions this goal: enabling families to “keep children at home” while offering a world-class education.
Choosing your international school in the Gambia: some benchmarks
Faced with the growing diversity of offerings, families—whether Gambian or expatriate—must weigh several criteria.
For studies in the United States, Canada, or some Asian universities, prioritize schools offering an American High School diploma with AP courses (like BAIS). For the UK, Europe, or English-language universities in Africa, look toward institutions preparing for IGCSEs and A-Levels (like Marina, BISG, SBEC, or GLA). Finally, for studies in France, Quebec, or the Francophone network, families will find a suitable track at the École Française de Banjul or in some bilingual schools in the region.
The second criterion relates to the educational environment: class size, importance of sports and arts activities, level of pastoral care, educational philosophy (more traditional or more focused on projects, community service, creativity). BAIS, for example, emphasizes its “family” character and extremely small classes; Marina and BISG offer a particularly wide range of extracurricular activities within larger communities.
Budget is a determining criterion. Schools like Zenith or certain local bilingual structures offer a good academic level at more affordable fees, with the possibility of later entering an international high school for key exams (IGCSE, A-Level, baccalaureate…). Conversely, families with a larger budget can opt from primary school for the best-endowed schools for long-term educational support.
Finally, physical accessibility and inclusion must be closely examined. Some buildings, like BISG’s four-story structure without an elevator, may pose problems for students with limited mobility. Other schools clearly state limits in supporting special needs or require prior proficiency in English or French from a certain level onward.
The development of international schools runs parallel to the strengthening of national quality assurance mechanisms. The National Accreditation and Quality Assurance Authority (NAQAA), established by parliamentary law in 2015 to oversee post-secondary education, works toward harmonizing programs, controlling standards, and recognizing diplomas, in collaboration with other national and international agencies.
Although the NAQAA agency focuses mainly on higher education, its development indicates a general trend in the Gambia toward increased demands for evidence of quality, transparency, and alignment with the country’s skills needs. International schools, through their accreditations (such as MSA, COBIS, AEFE, Cambridge, AISA), serve as a laboratory by importing and adapting global frameworks, which positively influences the entire national education system.
Conclusion: a discreet but strategic educational crossroads
The Gambia, a small West African country, today offers a range of international schools that is surprisingly rich given its size. Around a few pillars—Banjul American International School for the American offering, Marina International School and British International School Gambia for the British/Cambridge offering, and École Française de Banjul for the French offering—a constellation of bilingual, Islamic, Montessori, and Cambridge schools unfolds, including SBEC, Al-Furqan, GLA, Rainbow, Zenith, and others.
For families, the challenge is no longer so much finding an international school as identifying the one that best matches an educational project, a budget, and a specific university horizon. In any case, these schools help anchor the Gambia on the map of international education, offering children from around the world—as well as a new generation of Gambian students—the opportunity to be educated locally while keeping the world as their horizon.
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Cyril Jarnias is an independent expert in international wealth management with over 20 years of experience. As an expatriate himself, he is dedicated to helping individuals and business leaders build, protect, and pass on their wealth with complete peace of mind.
On his website, cyriljarnias.com, he shares his expertise on international real estate, offshore company formation, and expatriation.
Thanks to his expertise, he offers sound advice to optimize his clients' wealth management. Cyril Jarnias is also recognized for his appearances in many prestigious media outlets such as BFM Business, les Français de l’étranger, Le Figaro, Les Echos, and Mieux vivre votre argent, where he shares his knowledge and know-how in wealth management.
