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Colonial education was instituted in Sierra Leone as a consequence of the activities of British philanthropic and missionary bodies from the late 19th to mid 20th century. It was largely in the hands of Christian missionaries introduced in the form of evangelism and as part of Western missionary enterprise. Such education basically ignored the achievements and contributions of the indigenous populations and for the most part, did not cultivate the African student's self-esteem and pride. The author gives details of policies, programmes and statistical outcomes. It is important, particularly for policy makers, as it may serve as input to the debate on future education policy development and has the potential for contributing to research literature on implementation of educational policies. Sierra Leoneans should access the previously lacking and relevant knowledge of the development of education during the fifty years of Independence, as presented in this book. As such, it will also be a valuable resource for college and university lecturers.
After a decade-long civil war, Sierra Leone witnessed an unprecedented surge in school enrollments at the primary and then the secondary levels. Committed to the Education for All objectives, the government further encouraged greater access to school. The country must now negotiate the transition from postwar recovery to regular delivery of education services. The main tasks ahead include reaching the remaining out-of-school children and improving the quality of the learning environment and, ultimately, of learning outcomes. Success will depend on the unrelenting, strong commitment of the government, the capacity of providers to effectively deliver education services, and a sustainable financial framework. This report uses the latest census, survey, and administrative data to explore the current status of the education sector. It emphasises the needs of the poor, as well as the elimination of disparities across regions, between urban and rural areas, and between boys and girls. It also lays an analytical foundation for the preparation of a long-term strategy for the education sector.
The Government of Sierra Leone’s new Medium-term National Development Plan (MTNDP) 2019–2023 has been founded on a strong political commitment to deliver devel-opment results that would improve the welfare of Sierra Leone’s citizens. The plan charts a clear path towards 2023 en route to the goal of achieving middle-income status by 2039 through inclusive growth that is sustainable and leaves no one behind. For the next five years, the Free Quality School Education Programme is the government’s flagship programme to provide a solid base to enhance human capital development and to facilitate the transformation of the economy.
Sierra Leone is a country located in West Africa, bordered to the north and northeast by Guinea, to the southeast by Liberia, and to the west and southwest by the Atlantic Ocean. The country has a tropical climate characterized by two seasons: the dry season from November to April, and the wet season from May to October. The official language is English, although Krio, a Creole language, is widely spoken. Sierra Leone has a diverse population made up of Temne, Mende, Limba, and Krio peoples, among others. Sierra Leone gained independence from Britain in 1961 and experienced a period of political instability and civil war, which lasted from 1991 to 2002. The civil war was fought between government forces and the Revolutionary United Front (RUF), a rebel group that aimed to overthrow the government. The conflict was characterized by violent attacks on civilians, including chopping off limbs, sexual violence, and the use of child soldiers. Since the end of the war, Sierra Leone has made progress in democratization and economic development, although it still faces challenges such as poverty, corruption, and high youth unemployment rates.
Sierra Leone. Educational planning - report on national planning in respect of primary education, secondary education, technical education, vocational training, rural development and teacher training. Covers current and future trends, financial aspects and administrative aspects, supplies and equipment (buildings), etc. Statistical tables.
“Learning can be acquired by reading books, but the much more necessary learning, the knowledge of the world, is only to be acquired by reading men, and studying all the various facets of them.” (Phillip Stanhope, 4th Earl of Chesterfield). Indigenous Knowledge in Traditional Upland Rice Farming is a result of living and studying the rice farmers in the southern region of Sierra Leone, West Africa, over years of extension and rural development work. It is a result of years of effort trying to unearth how farmers generate and share information from their knowledge which remained unknown to professionals who attempt intervention projects aimed at addressing the constraints the farmers faced. These ventures often fail to get the desired results with a waste of time and resources due to the lack of knowledge and understanding on the underpinning knowledge in a system they want to correct. It gives an insight into this farming system in a way that can be applicable to other farming systems in the country and elsewhere around the world. Fortunately, the information collected into this book was done before the rebel war in Sierra Leone, which claimed the lives of the majority of the seasoned and knowledgeable farmers. There is currently a drive by the government of Sierra Leone to encourage entrepreneurship in agribusiness around the country to improve agriculture and food production, in order to alleviate the problem of food shortages in the country. This book offers an opportunity for those with the capital to grasp the fundamental principles underlying the practices in the farming system, the major source of food production in the country, as an insurance for their capital investments. This book can be translated into the local languages for the adult education of young farmers in the country who have not had the opportunity to have learned from their parents and older farmers through the method of oral traditional learning, as a result of the decade of rebel war which may have claimed their lives.
Sierra Leone and Liberia have made remarkable recoveries since their civil wars. Ban Ki Moon was in Freetown this month to bring an end to the UN Security mission and set the UN presence on a conventional development footing from 1st April 2014. In Liberia there has been a gradual drawdown of the peacekeeping mission which will approximately halve the UN military presence by 2015. However both countries remain fragile with high unemployment and concerns about corruption. The devastating Ebola outbreak in Sierra Leone and Liberia demonstrates the dangers of ignoring the least developed countries in the world. The weak state of the health system in both countries has greatly reduced the effectiveness of the response to Ebola. There is an alarming lack of capacity in the health system, including a shortage of skilled clinicians.The Committee have determined that the scale of the Ebola crisis now unfolding in Sierra Leone and Liberia, may well be connected to declining levels of international support for health system improvements in what remain two of the poorest and least developed countries in the world.
Lessons in School Improvement from Sub-Saharan Africa describes the planning, delivery and evaluation of an improvement programme by EducAid. The evaluation showed that children in schools, whose teachers had taken part in the programme, made more progress in literacy, attendance and behaviour than children in control schools.