#TAT Exclusive Read! Ndey’s story is a testament to the power of resilience and the transformative potential of education. Her journey inspires her community and beyond, challenging traditional norms and paving the way for future generations to follow in her footsteps. Ndey Sambou’s journey reflects a significant triumph over adversity. Despite facing the loss of her father at a young age and enduring the financial hardships that her family experienced, she remained steadfast in her commitment to education. The societal pressures to conform to early marriage and the lack of essential resources like electricity and internet access presented additional challenges. However, with the unwavering support of her family and assistance from the MRC Holland Foundation, she successfully earned her undergraduate degree from the University of The Gambia. As the first university graduate from Kass Wollof, Ndey is determined to give back to her community. She plans to teach basic computer skills to young people in her village, addressing a critical gap in technical education. The computer curriculum at Firdawsy Upper and Senior Secondary School often suffers from a shortage of skilled teachers. Ndey is ready to fill this void by offering computer literacy classes. Ndey’s overarching goal is to foster a nurturing environment where young people, especially girls, feel empowered to explore technology without fear. She envisions a future where girls in her village have access to quality education and the freedom to pursue their career aspirations. By doing so, she hopes to inspire them to become leaders and innovators, breaking the poverty cycle and contributing to a brighter future for Kass Wollof. Ndey Ceesay’s journey to prioritize education over traditional expectations reflects a significant cultural shift in her community. Initially, her mother, also named Ndey Ceesay, was hesitant about continuing her daughter’s education after her husband’s passing. In Kass Wollof, prioritizing a girl’s education over early marriage was not a common practice, and the concept was met with skepticism. Her mother’s initial reaction stemmed from a traditional viewpoint, where the value of education for girls was often underestimated. The challenges faced by the family, compounded by the father’s death, led to the belief that education might not result in significant opportunities for Ndey. This perspective highlights the societal norms and pressures that often influence decisions regarding girls’ education in certain communities.