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Libbie, Josephus K. L., Saidu Challay et Claude A. Dimoh. « An Analysis of the Grammatical Errors in the Written English Compositions of JSS 1 Pupils in Five Junior Secondary Schools in Bo City, Southern Sierra Leone ». International Journal of Linguistics 15, no 2 (16 avril 2023) : 66. http://dx.doi.org/10.5296/ijl.v15i2.20910.
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This study focuses on the grammatical errors in the essays written by JSS1 pupils in five junior secondary schools in Bo city. It aims at identifying the errors occurring in the use English grammar by pupils, classifying the errors, determining their frequency levels and their sources. The descriptive survey design was used in this study, where out of a population of 853 pupils, 250 pupils were used a sample for this study. Each of the pupils was asked to write an essay, and the scripts were marked to identify all grammatical errors made by the pupils. From this study, it was discovered that out of 250 scripts, 32% of the pupils were not able to communicate their thoughts meaningfully. Out of the comprehensible scripts the following errors were identified and their frequencies: wrong use of tense 29.54%, errors in spelling 24.67%, errors in the choice of words 13.13%, wrong use of prepositions 7.79%, verb addition errors 5.84%, preposition addition errors 4.87%, pronoun addition, subject-verb agreement errors, wrong use of pronouns, plural and verb omission errors all received 1.62% each. The study further revealed that a good number of errors discovered from students’ writings were intralingual errors.
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Nwaubani, Ebere. « Kenneth Onwuka Dike, Trade and Politics, and the Restoration of the African in History ». History in Africa 27 (janvier 2000) : 229–48. http://dx.doi.org/10.2307/3172115.
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The removal from history follows logically from the loss of power which colonialism represented. The power to act independently is the guarantee to participate actively and consciously in history. To be colonized is to be removed from history except in the most passive sense.Kenneth Onwuka Dike (1917-1983) is a definite turning point in African historical scholarship. West Africa (28 September 1957) appropriately called him “The Pioneer Historian.” Robert July credits Dike with being “responsible for many of the advances in historical scholarship that marked the two decades following the conclusion of the Second World War.”Dike was born in Awka, Nigeria, on 17 December 1917. In 1933 he entered Dennis Memorial Grammar School (DMGS), Onitsha, Nigeria. After three years at DMGS, Dike spent another two years at Achimota College in the Gold Coast. From Achimota he moved on to Fourah Bay College, Sierra Leone. At the time, Fourah Bay was affiliated to, and awarding the degrees of, Durham University. This meant that through Fourah Bay, Dike took the B.A. (in English, Geography, and Latin) of Durham University. In 1943, he went home to Nigeria, but not to stay for long. In November 1944 he left, on a British Council scholarship, for the M.A. degree in History at University of Aberdeen. In June 1947 he graduated, taking a first-class honors (the best of his year) at Aberdeen. Four months later, Dike registered for his Ph.D. at King's College, University of London. Under the supervision of Vincent Harlow and Gerald S. Graham, he did a dissertation entitled “Trade and Politics in the Niger Delta, 1830-1879.” He earned his Ph.D. degree on 28 July 1950. With it he became the first African to “pass through professional training” in Western historical scholarship.
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Bretherton, Diane, Jane Weston et Vic Zbar. « School-Based Peace Building in Sierra Leone ». Theory Into Practice 44, no 4 (octobre 2005) : 355–62. http://dx.doi.org/10.1207/s15430421tip4404_9.
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Bulanda, Jeffrey J., et Sulaiman Jalloh. « A needs assessment for school social workers in Sierra Leone ». International Social Work 62, no 1 (11 août 2017) : 240–54. http://dx.doi.org/10.1177/0020872817725144.
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This study explored social-emotional needs of pupils in Sierra Leone and supportive services that could address those needs. A total of 135 teachers and school administrators were surveyed. Descriptive statistics and themes from qualitative data are presented. Recommendations are made to deploy school social workers in Sierra Leone to (1) facilitate individual education planning, (2) counsel school pupils, (3) consult with school staff, (4) engage parents in the education of their children, and (5) serve as a liaison with community stakeholders. Sierra Leonean social workers should be capacitated to integrate international best practices with local knowledge to ensure culturally competent practice.
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Osborne, Augustus, Richard Gyan Aboagye, Comfort Z. Olorunsaiye, Peter Bai James, Camilla Bangura, Abdul-Aziz Seidu, Jia B. Kangbai et Bright Opoku Ahinkorah. « Prevalence and predictors of lifetime amphetamine use among in-school adolescents in Sierra Leone. » BMJ Open 14, no 3 (mars 2024) : e080225. http://dx.doi.org/10.1136/bmjopen-2023-080225.
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ObjectiveThis study examined the prevalence of amphetamine use and its associated factors among in-school adolescents in Sierra Leone.DesignData for the study was sourced from the 2017 Sierra Leone Global School-based Health Survey. Percentages with confidence intervals (CIs) were used to present the prevalence of amphetamine use among in-school adolescents. A multivariable binary logistic regression analysis was employed to examine the factors associated with amphetamine use. The results were presented using adjusted odds ratios (aORs) with 95% CIs.SettingSierra Leone.ParticipantsA weighted sample of 1,314 in-school adolescents in Sierra Leone.Outcome measureLifetime amphetamine use.ResultsThe prevalence of amphetamine use was 6.1% (3.9%–9.5%). In-school adolescents who planned suicide were more likely to use amphetamine compared with those who did not (aOR 2.54; 95% CI 1.02 to 6.31). Also, the odds of amphetamine use were higher among in-school adolescents who received support from their peers (aOR 3.19, 95% CI 1.71 to 5.96), consumed alcohol (aOR 4.85, 95% CI 2.61 to 9.03), and those who had previously used marijuana (aOR 13.31, 95% CI 6.61 to 28.78) compared with those who did not receive any support, never consumed alcohol, and never used marijuana, respectively.ConclusionAmphetamine use is prevalent among in-school adolescents in Sierra Leone. There is a need to implement comprehensive public health policies that extend beyond school-based psychobehavioural therapies. These policies should specifically address the considerable risk factors associated with amphetamine use among in-school adolescents in Sierra Leone.
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Osborne, Augustus, Richard Gyan Aboagye, Comfort Z. Olorunsaiye, Peter Bai James, Camilla Bangura, Abdul-Aziz Seidu, Jia B. Kangbai et Bright Opoku Ahinkorah. « Alcohol use among in-school adolescents in Sierra Leone ». BMJ Open 14, no 4 (avril 2024) : e080222. http://dx.doi.org/10.1136/bmjopen-2023-080222.
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ObjectiveTo examine the prevalence of alcohol use and its associated factors among in-school adolescents in Sierra Leone.DesignData for the study was sourced from the 2017 Sierra Leone Global School-Based Student Health Survey, a nationally representative survey conducted among in-school adolescents aged 10–19 years using a multistage sampling methodology. Percentages were used to present the prevalence of alcohol use among in-school adolescents. Multivariable binary logistic regression analysis was performed to examine the factors associated with alcohol use among in-school adolescents. The results were presented using adjusted odds ratios (aOR) with their respective 95% confidence interval (CI).SettingSierra Leone.ParticipantsA weighted sample of 1730 in-school adolescents in Sierra Leone.Outcome measureCurrent alcohol use.ResultsThe prevalence of alcohol use among in-school adolescents was 10.7% (7.3, 15.3). In-school adolescents in senior secondary schools were more likely to use alcohol compared with those in junior secondary school (aOR=2.13; 95% CI 1.37, 3.30). The odds of alcohol use was higher among in-school adolescents who were truant at school relative to those who were not (aOR=2.24; 95% CI 1.54, 3.26). Also, in-school adolescents who were bullied (aOR=1.85; 95% CI 1.24, 2.76), ever engaged in sexual intercourse (aOR=2.06; 95% CI 1.39, 3.06), and used marijuana (aOR=3.36; 95% CI 1.72, 6.53) were more likely to use alcohol compared with those who were not. However, in-school adolescents who reported that their parents understood their problems (aOR=0.52; 95% CI 0.33, 0.82) had a lower likelihood of consuming alcohol.ConclusionOur study has shown that alcohol use is prevalent among in-school adolescents in Sierra Leone. Grade level, experiences of being bullied, history of sexual intercourse, truancy at school, and previous use of marijuana were the factors influencing alcohol use among in-school adolescents. The findings emphasise the necessity of creating school-based health interventions in Sierra Leone that can effectively identify in-school adolescents potentially vulnerable to alcohol-related issues. Also, existing policies and programmes aimed at reducing alcohol use among in-school adolescents need to be strengthened.
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Karim, Samuel, Exton Mohamed Zoker, Osman Tullah et Alicia Rebecca Yambasu. « Prevalence, causes, and effects of corruption in school administration in Sierra Leone ». AMCA Journal of Community Development 3, no 2 (20 août 2023) : 81–87. http://dx.doi.org/10.51773/ajcd.v3i2.246.
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Corruption has become one of the main challenges in the implementation of education in Sierra Leone, especially at the junior high school level. The happy crease in media reports about corruption in the administration of secondary schools in Sierra Leone evidences this. Corruption, as it is felt in the academic world, is defined as the misuse of public office for personal gain. Although several aspects of academic corruption can be seen in various definitions, this definition only includes aspects of administrative services such as the provision of teaching services, without considering other aspects of intellectual corruption involving students. Given this fallacy and for this study, administrative corruption includes all forms of corrupt practices that occur in academia or school administration and which have a direct negative effect on the quality and standards of educational malpractice exams, bribery, extortion, and favoritism) that exist in Sierra Leone. Methods, data collection techniques, and analysis techniques for conclusions are discussed in detail in this article
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Osborne, Augustus, Peter Bai James, Camilla Bangura, Samuel Maxwell Tom Williams, Jia Bainga Kangbai et Aiah Lebbie. « Bullying victimization among in-school adolescents in Sierra Leone : A cross-sectional analysis of the 2017 Sierra Leone Global School-Based Health Survey ». PLOS Global Public Health 3, no 12 (22 décembre 2023) : e0002498. http://dx.doi.org/10.1371/journal.pgph.0002498.
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Adolescent bullying victimization is recognized as a public health and mental health problem in many countries. However, data on bullying victimization’s prevalence and risk factors is scarce in sub-Saharan Africa Sierra Leone. This research aimed to determine bullying victimization prevalence and its associated factors among Sierra Leonean school-going adolescents. The Sierra Leone 2017 Global School-based Health Survey (GSHS) dataset was analyzed. The outcome variable was the respondent’s self-report of bullying victimization ("How many days in the previous 30 days were you bullied?"). Descriptive, Pearson chi-square and binary logistic regression analyses were conducted. The regression analysis yielded adjusted odds ratios (aOR) with 95% confidence intervals (CIs) and a significance level of p 0.05. Bullying victimization was prevalent among 48.7% of the in-school adolescents. Adolescents who drank alcohol [aOR = 2.48, 95% CI = 1.50–4.10], who reported feelings of loneliness [aOR = 1.51, 95% CI = 1.07–2.14] and who had attempted suicide [aOR = 1.72, 95% CI = 1.03–2.87] were also more likely to be bullied. Also, school truancy [aOR = 1.53, 95% CI = 1.24–1.88] among teenagers was associated with an increased risk of being bullied. Our findings suggest that bullying is a widespread problem among Sierra Leonean school-aged youth, and alcohol drinking, loneliness, suicide attempt and school truancy are potential risk factors. In light of the aforementioned causes of bullying in schools, policymakers and school administrators in Sierra Leone need to develop and execute anti-bullying policies and initiatives that target the underlying risk factors of bullying among teenagers.
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Edward, Hingha Foday Jr, M. Bockarie Vandi, Boi Bompay Lucy et B. Koroma Emmanuel. « Effect of Street Trade among School-Going Girls in Kenema City, Sierra Leone ». American Journal of Arts and Human Science 2, no 2 (27 mai 2023) : 15–23. http://dx.doi.org/10.54536/ajahs.v2i2.1509.
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The prevalence of street trading both at the national and international level has become a global concern and thus undermined economic development. School-going girls in Sierra Leone are the most vulnerable and their involvement in street trading cannot be over-emphasized. Street trading is the selling of goods or food items along the road, footway, or area without legal authority and it is normally associated with parents sending children of school age to trade as a way of boosting family income. This study investigates the effects of street trading on girls-child education in Kenema City. Similarly, challenges associated with street trading, its impact on girls-child education, and possible recommendations for curbing street trading were pinpointed. Sixty (60) respondents were interviewed in all, 50 school-going girls within the age bracket of 5-18 years and 10 parents (26 years and above). The findings of the study will be useful to the Government of Sierra Leone, Non-governmental organizations, policy-making institutions, and the general public. This study will also provide an insight on the causes of the street trade by school-going girls and suggest recommendations to curb this activity in Kenema city, Sierra Leone.
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Ameyaw, Edward Kwabena, Daniel Woytowich, Fred Yao Gbagbo et Padmore Adusei Amoah. « Assessing geographical variation in ovulatory cycle knowledge among women of reproductive age in Sierra Leone : Analysis of the 2019 Demographic and Health Survey ». PLOS ONE 19, no 4 (16 avril 2024) : e0300239. http://dx.doi.org/10.1371/journal.pone.0300239.
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Background Sierra Leone has poor indicators of reproductive health and a high prevalence of unintended pregnancies. To date, no study has explored determinants of ovulatory cycle knowledge in Sierra Leone. We investigated geographic region to determine where the needs for improved ovulatory cycle knowledge are greatest in Sierra Leone. Methods This is a cross-sectional study of women of reproductive age (n = 15,574) based on the 2019 Sierra Leone Demographic and Health Survey. Geographic region and sociodemographic covariates were included in a multivariate logistic regression model predicting the odds that participants possessed accurate knowledge of when in the ovulatory cycle pregnancy initiation is most likely. Results In Sierra Leone, 39.8% (CI = 37.4–40.9) of 15-49-year-old women had accurate knowledge of the ovulatory cycle. Women in the Northern and Southern regions possessed the highest prevalence of correct knowledge (46.7%, CI = 43.1–50.3 and 45.1%, CI = 41.9–48.2, respectively). Women from the Northwestern (AOR = 0.29, CI = 0.22–0.38), Eastern (AOR = 0.55, CI = 0.41–0.72), and Western regions (AOR = 0.63, CI = 0.50–0.80) had significantly lower odds of accurate ovulatory cycle knowledge compared to others. Women aged 15–19, those with a primary school education, and participants with a parity of none all had the lowest odds of correct ovulatory cycle knowledge as well. Conclusion Less than four in ten women in Sierra Leone had accurate knowledge of when in the ovulatory cycle pregnancy is most likely to occur. This suggests that family planning outreach programs should include education on the ovulatory cycle and the importance of understanding the implications of its timing. This can reduce the risk of unintended pregnancies throughout Sierra Leone, and can have an especially positive impact in the Northwestern, Eastern, and Western regions, where ovulatory cycle knowledge was significantly lower.
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Fayiah, Moses, et Muloma Seibatu Fayiah. « Long and short term implications of mineral mining operations in Sierra Leone : A review ». Natural Resources Conservation and Research 7, no 1 (7 avril 2024) : 4452. http://dx.doi.org/10.24294/nrcr.v7i1.4452.
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Sierra Leone is among the few countries endowed with substantial mineral resources deposits in Africa. This review throws light on the long- and short-term positive impact of the mining sector in Sierra Leone. Over the past decade, the revenue derived from mineral mining has had little impact on the economic development of the country. According to history, extensive mineral mining operations is traced back to the early 1930s. Nonetheless, the inception of mineral extractions in Sierra Leone has been characterized by political instability, war, biodiversity loss, corruption, hardship among others. Based on available literature, mineral extraction in Sierra Leone has directly or indirectly impacted the 1), environment (ecosystem and biodiversity) 2), governance and leadership (stakeholder’s consultation) and 3) economic growth and development. The common negative impact are environmental pollution, degradation and social issues such as sexual violence, teenage pregnancy, early marriage, prostitutions, school dropout and spread of transmissible diseases among other issues. The source of data for this review was acquired from the secondary source. Information was source from both published and unpublished materials of interest. Key words such as mineral mining, mineral resources, mining benefits, mining policies, mining challenges were searched for important information on the subject matter. In some mining edge communities across Sierra Leone, protest and other human right abuses perpetrated by company’s authorities and security officials is common within these communities in Sierra Leone. On the other hand, mineral mining has served as a means of sustainable livelihood booster for deprived mining edge communities in Sierra Leone. Additionally, some mining edge communities in Serra Leone enjoy better economic conditions from the cooperate social responsibility (CSR) scheme of most mining companies. Alternately, mineral mining has also been a source of political tension and tradeoff between local resident and mining companies/governments. To remedy this situation, the government in recent years, has enacted many policies, legislations and regulations that supports the judicious extraction and management of minerals for the benefits of all in Sierra Leone. It is therefore recommended that, best international practices and standard operating procedures related to mining extraction be adopted and applied across all mining sites in Sierra Leone. This will help in mitigating the human right abuses trade-off between mining communities and mining companies for a better future.
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White, Jane J., et Jeanne Tabachnick. « Children In and Out of School in Sierra Leone ». Teaching Education 8, no 1 (janvier 1996) : 83–90. http://dx.doi.org/10.1080/1047621960080111.
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Sengova, Joko. « The national languages of Sierra Leone : a decade of policy experimentation ». Africa 57, no 4 (octobre 1987) : 519–30. http://dx.doi.org/10.2307/1159897.
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Opening ParagraphThis article deals with the national languages of Sierra Leone and their use in education since 1978. Language information relevant to the period under review as well as language policy and its implementation are focal parts of our discussion.There exists in practice if not in theory a formal mother-tongue education programme at primary school level in specially selected pilot schools of all four geographical regions of Sierra Leone. This programme was initiated in 1978 within the framework of a national language policy later spelt out in a working UNESCO study of 1981. Similarly, adult literacy education has gained rapid expansion over the same period although this sector of indigenous language education is mostly handled by so-called nongovernmental agencies such as CUSO Sierra Leone, the People's Educational Association (PEA), and similar bodies. To this extent the recommendations and proposals of the Dalby report concerning the implementation of a national language policy for Sierra Leone have seen practical implementation as well as some degree of experimentation in formal and non-formal education. In short, the bare bones of this experimental framework are illuminated by practice.
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Atherton, Paul. « Data-Driven Decision-Making : School Infrastructure Planning in Sierra Leone ». Childhood Education 98, no 5 (29 août 2022) : 64–68. http://dx.doi.org/10.1080/00094056.2022.2115823.
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Fayiah, Moses, Alie Turay, Muloma Fayiah, Sanjay Singh et Vasily Verkhoturov. « Multi-cropping : A land-use pattern that supports livelihood activities and prevents land degradation in Sierra Leone ». Glasnik Srpskog geografskog drustva 103, no 1 (2023) : 433–46. http://dx.doi.org/10.2298/gsgd2301433f.
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Land is a precious resource that requires adequate management attention to harness its potential of sustaining life and enhancing livelihood for all. The emergence of multi-cropping practices in Sierra Leone has negative and positive outcomes regarding environ-mental degradation. This article tries to synthesize multi-cropping land use challenges, benefits and role in tackling land degradation. The study was conducted in Mile 91 surrounding communities, Yoni Chiefdom, Tonkolili District, Northern provinces, Sierra Leone. A total of 100 respondents were randomly selected and interviewed. Additional data was collected through observation, group discussions and desktop review. The study reveals that multi-cropping practices, farming and deforestation were the main drivers of land-use change in the study. The key challenges facing the sustainable management of lands in Sierra Leone are obsolete land policies, complex land tenure system and conventional shifting cultivation practices. The land ownership system is strictly communal, with only a few families owning family bushes. The influx of recruited workers from overseas and other parts of Sierra Leone has positive and negative denotation. The study found that social problems like land confrontations, increase in food prices, school dropout rate, and dilution of traditional beliefs and norms are common in the study area. It is concluded that land-use change by multi-cropping is affecting the sustainable land management plan across the country. It is recommended that the government review past land policies and land tenure systems to tackle land confrontations soon.
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Kargbo, John Abdul. « A Rationale for Public and School Library Cooperation in Sierra Leone ». Public Library Quarterly 27, no 2 (juillet 2008) : 157–66. http://dx.doi.org/10.1080/01616840802115017.
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Thulla, Philip F. Y., Samba Moriba, Dickson Adom et Madiana N. S. Mensah-Gborie. « The Rate of Reading Poverty After the COVID-19 Pandemic School Shutdown and Specific Intervention Strategies for Lower Primary School Pupils in the Southern Province and Western Area of Sierra Leone ». Journal of Language Teaching and Research 13, no 4 (1 juillet 2022) : 689–96. http://dx.doi.org/10.17507/jltr.1304.01.
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The study investigates the rate of reading poverty after the COVID-19 pandemic school shutdown and specific intervention strategies for lower primary school pupils in the southern province and western area of Sierra Leone. Randomised experiments of mixed-methods reading interventions for 100 struggling readers in class 5 and 20 English teachers selected from 10 primary schools (5 in the south and 5 in the Western Area) were carried out. The rate of reading poverty and proficiency was first determined in the selected classes using the Access Center method of reading assessment. Two intervention strategies were administered, and the scores for each intervention strategy were measured and compared. The findings reveal that over 70% of the pupils tested in reading in the south mispronounced or skipped five or more words when reading. The overall scores for pupils in the Western Area were relatively lower (a majority scoring less than 30%). The READ 180 reading intervention strategy is recommended to be introduced as the preferred teaching method at the pre-primary and primary school levels in Sierra Leone because of its proven potentiality to increase reading proficiency more than the popular Direct-teaching Model.
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Conteh, O'bai. « Gender and Other Inequalities in Secondary Education in Post-Conflict Sierra Leone : Exploring the Experiences and Outcomes of Girls in Schools ». International Journal of Higher Education Pedagogies 5, no 2 (19 mai 2024) : 19–40. http://dx.doi.org/10.33422/ijhep.v5i2.624.
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This study extends limited research on understanding gender and education in post-conflict contexts. The study goes beyond the descriptive analysis of equality in terms of numbers but rather focuses on the gendered processes and conditions of learning (i.e., The content of what girls learn and how they learn). It gives an account of how schooling experiences produce and reproduce inequalities in secondary education. This critical analysis utilizes the intersectionality framework to illustrate how the intersection of multiple identities such as gender, social class, sexuality, culture, and location influences girls' learning experiences and outcomes in secondary school in post-conflict Sierra Leone. I particularly draw on girls’ explanations of these issues as they negotiate and are affected by them. Therefore, a detailed qualitative ethnographic study was conducted in a secondary school from the south region of Sierra Leone to explore gendered experiences and their intersecting inequalities in everyday schooling. This is to understand the gendered institutional life of the school and as far as possible do this through the voices and perspectives of those within the school, especially the girls. What this research does is to broaden the in-school research knowledge by focusing on investigating the gendered process of learning, everyday formal and informal in-school interactions, cultures and practices and the intersection of gender with other social identities like sexuality, Socioeconomic status (SES), Location and Traditions. I also tracked how these new directions of knowledge influence girls' performance, retention, and attainment. This study adopted a qualitative research method using an ethnographic approach to examine the pupils’ and teachers' detailed secondary schooling experiences. This was achieved by using in-depth interviews to explore students’ individual personal experiences of secondary schooling. The studied participants were purposively selected based on the established parameters for this study. The findings of this study revealed a highly gendered school environment, and that the intersection of multiple identities, such as gender, social class, sexuality, culture, and location, exacerbates inequalities in secondary education and influences girls' learning experiences. Additionally, the study highlighted the impact of societal factors, such as early marriage and teenage pregnancy, on girls' educational outcomes, especially in a post-conflict context like Sierra Leone.
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Corby, Richard A. « Educating Africans for Inferiority under British Rule : Bo School in Sierra Leone ». Comparative Education Review 34, no 3 (août 1990) : 314–49. http://dx.doi.org/10.1086/446950.
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Bledsoe, Caroline. « The cultural transformation of Western education in Sierra Leone ». Africa 62, no 2 (avril 1992) : 182–202. http://dx.doi.org/10.2307/1160454.
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AbstractThe introduction of European schooling into West Africa in the late eighteenth century set in motion a profound cultural transformation. The Mende of Sierra Leone, the target of some of the earliest educational experiments in West Africa, began to reinterpret the Western ideals about the free dissemination of knowledge that were imposed on them. Focusing less on what is taught than how it is taught, the article shows that the Mende have transformed ideals about imparting knowl-edge according to local cultural tenets about secrecy and the control of knowledge. These tenets hold that, since valued knowledge is a key economic and political commodity, teachers, as proprietors of knowledge, deserve compensation for imparting it: a model of education manifested most strikingly in the region's famous secret societies. As was the case with more ‘traditional’ knowledge, the chief cultural idiom by which children acquire ‘civilised’ knowledge in school, and thus advance in the modern world, is through ‘buying’ or ‘earning’ blessings from those who teach them. By addressing ideologies of knowledge, power, and secrecy, the article sheds new interpretive light on the evolution of education in a country—indeed, among the very ethnic group—that comprised a keystone of nineteenth century British educational experiments in Africa.
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Bolaji, Stephen Dele, Sullay Jalloh, Bisi Imonitie et Abdulai Walon-Jalloh. « Reversing the Trend of Educational Disparity in West Africa ». International Journal of Learning and Development 8, no 2 (23 juin 2018) : 130. http://dx.doi.org/10.5296/ijld.v8i2.13089.
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This study was an outcome of research report on closing the gap of educational disparities in two West Africa countries (Nigeria and Sierra Leone). Both countries were among the 155 countries that agreed at the World Conference on ‘Education for All’ in Jomtien (1990), to make primary education accessible to all children and to massively reduce illiteracy before the end of the decade. There has been little demonstrated success since the implementation of the UBE program over a decade ago. Findings from the analysed data collected through document analysis and interview with thirty bureaucrats in the capital Territories of the two countries revealed that more than eight million children of school age (six to 15 years) are still not in school in Nigeria (Bolaji, Campbell-Evans and Gray, 2016; NUT, 2008; UENSCO, 2006; World Bank, 2007, UBEC, 2004), and over 28% of school-aged children are out of school and those children that have dropped out of school are engaged in domestic and economic slavery in Sierra Leone(World Bank Report, 2014; UNICEF Report, 2009; 2015). Meeting the United Nations (UN) Millennium Development Goals (MDGs), which aim to achieve compulsory universal basic education for all children 2050, is in serious doubt in both countries because of the issue of implementation. This study advocates regional managerialism of education as alternative approach to achieving education for all in 2050.
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Samonova, Elena, Dympna Devine et Wendy Luttrell. « Under the Mango Tree : Photovoice With Primary School Children in Rural Sierra Leone ». International Journal of Qualitative Methods 21 (janvier 2022) : 160940692110531. http://dx.doi.org/10.1177/16094069211053106.
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In recent decades, photovoice has become a popular method in research that involves children as active research participants. This paper focuses on the procedures and methods of gathering and interpretation of data from a photovoice project with children in rural Sierra Leone. Photovoice in this project was an integral part of a more wide ranging multi-modal study on gender, well-being and schooling of primary school children. The inclusion of photovoice as an additional method of data collection added another lens through which we could understand children’s everyday experiences and encourage their active involvement in the research process. The paper discusses the steps of analysis, showing the benefits of the combination of visual and textual methods and presents reflections on the work with relatively young primary school children with no prior experience with photography.
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Oppong Asante, Kwaku, Emmanuel Nii-Boye Quarshie et Henry K. Onyeaka. « Epidemiology of suicidal behaviours amongst school-going adolescents in post-conflict Sierra Leone ». Journal of Affective Disorders 295 (décembre 2021) : 989–96. http://dx.doi.org/10.1016/j.jad.2021.08.147.
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Mason, Miriam, David Galloway et Andrew Joyce-Gibbons. « Closing the attainment gap : Collaboration between schools in Sierra Leone ». Educational and Child Psychology 35, no 1 (juin 2018) : 27–39. http://dx.doi.org/10.53841/bpsecp.2018.35.1.27.
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BackgroundUK government policy views collaboration with outstanding schools as a way of helping apparently less successful schools to close the attainment gap. However, there has been little debate about criteria for defining a school’s success or failure. Moreover it is unclear which aspects of outstanding schools could readily transfer to other schools. These questions applied when EducAid, an NGO with schools for disadvantaged children in Sierra Leone, was asked to provide a programme of workshops for teachers in neighbouring schools.Aims(i) To establish whether EducAid’s results justified agreeing to the request; (ii) To identify key features of EducAid schools that could be transferable to neighbouring schools; (iii) To propose key features of an evaluation.MethodsCollection of national and local data and analysis of key features of EducAid schools that could, and could not, transfer to other schools.FindingsThe limited available data supported a decision that EducAid schools should offer workshops for other schools. Key components of the programme are identified, with a design including an ambitious evaluation framework.ConclusionsTo our knowledge, this is the first time that teachers in successful schools have been asked to provide a structured programme of workshops for teachers in neighbouring schools. Discussion focuses on the challenge of inter-school collaboration in a low-income country. This includes the tension between the models of pedagogy and interpersonal relations promoted in the CPD and the constraints imposed by the public examination system.
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Willard, Rachele E., Ashley Buscetta, Hasmin C. Ramirez, Cheedy Jaja et Vence L. Bonham. « Insights on Sickle Cell Disease Therapies in Sierra Leone ». Blood 142, Supplement 1 (28 novembre 2023) : 5068. http://dx.doi.org/10.1182/blood-2023-181163.
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Introduction: Ongoing sickle cell disease (SCD) gene therapy clinical trials in the United States and other high resource countries have shown promising results, and several therapies are under U.S. Food and Drug Administration review in 2023. Despite these advances, the current evidence-based practices are not accessible to much of the world's sickle cell population. As treatment advances are made for SCD, the integration of these therapies in sub-Saharan African countries-which have the highest prevalence of SCD-requires a global partnership. Sierra Leone ranks 9 th in burden in sub-Saharan Africa with annual SCD births between 4000-5000. Efforts are underway in Sierra Leone to improve awareness and healthcare infrastructure for the SCD population; however, the country still lacks a national screening program for diagnosis and faces challenges in providing comprehensive care across the lifespan. This study examines adult SCD patients' knowledge of current evidence-based care and novel gene therapies in Sierra Leone. Methods: In 2021-2022, a cohort (n=123) of adults living with SCD in Sierra Leone were surveyed as part of the INSIGHTS Study (NCT02156102). A mixed-methods recruitment strategy was used, including via public service announcements hosted on local radio stations, information disseminated via a WhatsApp group, and snowball sampling. Recruitment was conducted in two settings, one urban (Freetown) and one rural (Kono). Participants completed this cross-sectional study from September 2021-February 2022. Questions were asked regarding participants' perspectives and knowledge of hydroxyurea, the current standard of care treatment for SCD, and novel experimental gene therapy. Results: The mean age of respondents was 23.6 years (range 18-63). The majority of respondents were female (65.6%), educated at or above the senior secondary school level (78.7%), and students (70.3%). Respondents predominantly had the HbSS genotype (89.4%). Most study participants lacked awareness of hydroxyurea and gene therapy (93.5% had never heard of hydroxyurea; 95.1% had never taken hydroxyurea; 94.8% had never heard of gene therapy for SCD treatment) (Table 1). Despite this gap in knowledge, the majority (95.0%) agreed that genetic research is a necessary way to learn about treatments for SCD (Table 1). Discussion: Our results highlight disparities in current standard of care treatment and knowledge in a country with a high prevalence of SCD. While our cohort indicated a favorable attitude toward SCD research and a willingness to participate, these results highlight a significant barrier for successful implementation of current treatment and the adoption of curative genetic therapies in limited resource settings like Sierra Leone. Given the significant lack of knowledge around hydroxyurea, it is important that public health initiatives and research should be directed toward both established standard of care and creating awareness of experimental therapies.
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Bah, Yakuba M., Jusufu Paye, Mohamed S. Bah, Abdulai Conteh, Victoria Redwood-Sawyerr, Mustapha Sonnie, Amy Veinoglou, Joseph B. Koroma, Mary H. Hodges et Yaobi Zhang. « Achievements and challenges of lymphatic filariasis elimination in Sierra Leone ». PLOS Neglected Tropical Diseases 14, no 12 (28 décembre 2020) : e0008877. http://dx.doi.org/10.1371/journal.pntd.0008877.
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Background Lymphatic filariasis (LF) is targeted for elimination in Sierra Leone. Epidemiological coverage of mass drug administration (MDA) with ivermectin and albendazole had been reported >65% in all 12 districts annually. Eight districts qualified to implement transmission assessment survey (TAS) in 2013 but were deferred until 2017 due to the Ebola outbreak (2014–2016). In 2017, four districts qualified for conducting a repeat pre-TAS after completing three more rounds of MDA and the final two districts were also eligible to implement a pre-TAS. Methodology/Principal findings For TAS, eight districts were surveyed as four evaluation units (EU). A school-based survey was conducted in children aged 6–7 years from 30 clusters per EU. For pre-TAS, one sentinel and one spot check site per district (with 2 spot check sites in Bombali) were selected and 300–350 persons aged 5 years and above were selected. For both surveys, finger prick blood samples were tested using the Filariasis Test Strips (FTS). For TAS, 7,143 children aged 6–7 years were surveyed across four EUs, and positives were found in three EUs, all below the critical cut-off value for each EU. For the repeat pre-TAS/pre-TAS, 3,994 persons over five years of age were surveyed. The Western Area Urban had FTS prevalence of 0.7% in two sites and qualified for TAS, while other five districts had sites with antigenemia prevalence >2%: 9.1–25.9% in Bombali, 7.5–19.4% in Koinadugu, 6.1–2.9% in Kailahun, 1.3–2.3% in Kenema and 1.7% - 3.7% in Western Area Rural. Conclusions/Significance Eight districts in Sierra Leone have successfully passed TAS1 and stopped MDA, with one more district qualified for conducting TAS1, a significant progress towards LF elimination. However, great challenges exist in eliminating LF from the whole country with repeated failure of pre-TAS in border districts. Effort needs to be intensified to achieve LF elimination.
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Bolten, Catherine. « The agricultural impasse : creating "normal" post-war development in Northern Sierra Leone ». Journal of Political Ecology 16, no 1 (1 décembre 2009) : 70. http://dx.doi.org/10.2458/v16i1.21692.
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This article analyzes the notion of "normal" post-war development in Makeni, northern Sierra Leone in light of the fact that local people, the national government, and NGOs appear to be at an impasse concerning agricultural practices. I argue that fundamentally different perspectives on what construes desirable post-war development are causing this deadlock. The government adopted the Convention on the Rights of the Child (CRC) to make the country more attractive donors (and more resistant to donor fatigue), thus making primary education compulsory and removing important child labor from farms. NGOs, believing that the government's adoption of the CRC meant that Sierra Leoneans agreed with universal education, design and fund agricultural programs from which child labor is excluded. Local people are torn between wanting their children—whom they dutifully send to school—to have a better future outside of agriculture, and needing their assistance to ensure operating farms in the present. These children, once they either finish or drop out of school, rarely return to the villages. Lacking any other means to recruit labor, farmers argue passionately that they need mechanization in order to ensure future food security, and are usually rebuffed by NGOs who call them lazy. Local people yearn for a life where they can have educated children and productive farms, and resist efforts by their government and aid organizations to "develop" their children without replacing their labor. This labor has been diminishing since diamond mining and education created alternatives to farming beginning in the 1930s. Where the international community assumes that the labor-poor, low-level subsistence farming that existed before the war is the norm that should be recreated in the aftermath, local people resist these initiatives that will only recreate the end-state of years of agricultural deterioration. Their idea of a "normal" world is one where large farms can provide farmers with the cash and surpluses they need to live in dignity.Keywords: agriculture, education, child labor, mechanization, NGOs, Sierra Leone, Africa
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Jonsyn-Ellis, Felixtina E. « Aflatoxins and Ochratoxins in Urine Samples of School Children in Mokonde, Southern Sierra Leone ». Journal of Nutritional & ; Environmental Medicine 10, no 3 (janvier 2000) : 225–31. http://dx.doi.org/10.1080/13590840050134890.
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Kargbo, John Abdul. « The Need For Networks Among Public, Academic, and School Libraries in Metropolitan Sierra Leone ». Public Library Quarterly 28, no 4 (décembre 2009) : 344–53. http://dx.doi.org/10.1080/01616840903343963.
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Alpha, Mohamed, et Lahai Koroma. « An investigation into the benefits of using activity - oriented teaching techniques and strategies to teach Mathematics in lower primary schools in Sierra Leone. (A Case Study of four primary schools in Kenema City, Sierra Leone) ». International Journal of Innovation in Engineering 2, no 2 (25 avril 2022) : 54–59. http://dx.doi.org/10.59615/ijie.2.2.54.
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An investigation into the benefits of using activity - oriented teaching techniques and strategies to teach Mathematics in lower primary schools has been carried out in Sierra Leone. Four (4) primary schools in the Kenema City were selected for the research work; College Practicing School, Methodist Primary School, The Door International Academy Primary School and St. Paul’s Primary School. The variations in the characteristics in each of the schools selected were meant to provide balanced information and avoid biasness in the data collection process. 160 of class four pupils (40 from each of the Schools) and their Mathematics Teachers were selected for this research work. Stratified Sampling and Simple Random Sampling (SRS) methods were used to select pupils. Questionnaires and interview schedules were carefully designed to solicit information with regard to the appropriate teaching methodology that could be used to teach mathematics in lower primary schools. The results obtained were analyzed in a simplified manner using tables and calculating percentages. It was concluded in this research work that activity method is the best methodology to be used to teach mathematics in the lower primary schools and that the School Authorities should endeavour to make available the necessary teaching and learning materials for the effective teaching of mathematics.
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Sahr Braima, Peter, et John Tamba Borway. « ASSESSING THE EFFECTIVE IMPLEMENTATION OF SIERRA LEONES NATIONAL POLICY ON RADICAL INCLUSION TO ADDRESS GENDER INEQUALITY AND PROMOTE EQUAL ACCESS TO GIRLS EDUCATION ». International Journal of Advanced Research 11, no 12 (31 décembre 2023) : 667–79. http://dx.doi.org/10.21474/ijar01/18030.
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Muigua and Deem emphasize the importance of gender equality in educational opportunities, pointing out that education is a fundamental human right and a driver of socio-economic development. According to Kamara, Sierra Leone`s radical inclusion policy is a remarkable case study that highlights the relevance of gender equality in education provision. This study used a purposive sampling technique to sample 15 students, 5 parents, 5 teachers, 5 school administrators, 5 policymakers, and 5 community members. Barrie also discusses the challenges faced by children in poverty and the benefits of education, as well as government efforts to improve transparency and accountability in primary education in Sierra Leone. Wechter, Terrell, Gupta, and Peterson state that free quality school education (FQSE) is a key policy priority of the Government of Sierra Leone in national transformation through education. According to the 2018 Global Gender Gap Report, Iceland accounts for 85% of the total gender gap, making it the most gender-equal country. A total of 40 participants were randomly selected, who were involved in developing targeted strategies that address the unique challenges girls face in accessing quality education.Both qualitative and quantitative methods of data analysis were used to analyze the data collected using percentages, and graphs, for data collected through questionnaires, whereas a description of findings was used for data collected through interviews and data collected through observations. The study aims to assess the effective implementation of Sierra Leones national policy on radical inclusion to address gender inequality and promote equal access to girls education. Gender equality has improved significantly, from the basic level of students in primary and secondary education to undergraduate and postgraduate levels, as well as the number of lecturers and teachers in schools and universities in general.The result revealed that the National Policy on Radical Inclusion in schools for excluded and marginalized children has been effectively carried out as indicated in the results from the perspectives of women beneficiaries, it is shown that the majority of them believe that women beneficiaries of radical inclusion policies value the policies and that they are beneficial to their lives and that progress has been made in the awareness and implementation of this policy, which is having a positive impact on women beneficiaries which is an indication that the governments objectives have been achieved.
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Kamara, Alhaji Bakar. « Investigating Teenage Pregnancy in Sierra Leone. Case Study : Portee Community in the East End of Freetown ». Frontiers in Education Technology 5, no 2 (14 avril 2022) : p18. http://dx.doi.org/10.22158/fet.v5n2p18.
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This study attempts to answer the question related to the causes and effect related to pregnancy on the educational and holistic development of our school going teenage girls and as well as out of school going teenage girls. Firstly, this study endeavors to identify prescription of the respondent on the causes of teenage pregnancy. It also looks at the different perceptions about teenage pregnancy and the way it should be combated. The respondents also agree that parents don’t talk about the consequences of planned or unplanned indulgence of sex. Secondly, this study attempted to find out the causes of teenage pregnancy and its effects on holistic development of our country as perceived by the respondents in terms of community factor. The finding shows that the respondents agreed to all indicators stated in the questionnaire. A self-made questionnaire was employed to gather data of the study, average weighted mean was used to find out the extent of teenage pregnancy among school going teenage girls as well as out of school going teenage girls. T-test was used to test the significant difference of the extent of the educational development when respondent was grouped according age, educational attainment, type of school attended and the socio-economic status of the family. Step-wise regression analysis was used to analyze which among the causes of teenage pregnancy greatly affect the respondent educational development.
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Moyi, Peter. « An Examination of Primary School Attendance and Completion among Secondary School Age Adolescents in Post-Conflict Sierra Leone ». Research in Comparative and International Education 8, no 4 (janvier 2013) : 524–39. http://dx.doi.org/10.2304/rcie.2013.8.4.524.
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S. B., Lawrence, Allieu F. B. S. et Rashid B. K. « Understanding Vision Impairment : A Comprehensive Study of Uncorrected Refractive Errors among Primary School Teachers and Pupils in Nongowa Chiefdom, Kenema District, Sierra Leone ». African Journal of Health, Nursing and Midwifery 7, no 2 (22 mars 2024) : 20–46. http://dx.doi.org/10.52589/ajhnm-8rxgk66g.
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Introduction: Uncorrected Refractive Error (URE) is a major concern globally, particularly in developing nations like Sierra Leone, where limited access to eye care services poses challenges. Aim: This study, conducted in Nongowa Chiefdom, Kenema District, Sierra Leone, aimed to investigate the prevalence of URE and associated knowledge, attitudes, and practices among primary school pupils and teachers. Methods: Descriptive cross-sectional designs, incorporating both qualitative and quantitative methods were used. A structured survey questionnaire and visual acuity screening tools were used to assess uncorrected refractive errors among 692 randomly selected participants, data analysis involved descriptive statistics and qualitative content analysis. Results: The study involved 374 pupils and 318 teachers from 145 public and 14 private schools, uncorrected refractive error prevalence was 66%, with hypermetropia most prevalent and blindness at 0.13%. Girls contributed 29% of cases compared to boys' 25%. Ages 5-17 were most affected. Public schools accounted for 91% of cases, with peri-urban areas contributing 24% and urban areas 76%. Economic status and education influenced prevalence. Teachers played a crucial role in promoting eye health education. Economic factors may have influenced observed differences in refractive errors. Conclusion: The study highlighted the multifaceted nature of URE, involving demographic, economic, and educational factors. Addressing these complexities through targeted interventions is crucial for mitigating the burden of visual impairment in the region.
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Kamara, Alhaji Bakar. « Challenges of Teachers on Teaching Practice : A Case Study of Students of Freetown Teachers’ College in Sierra Leone ». Asian Journal of Interdisciplinary Research 3, no 1 (6 février 2020) : 32–37. http://dx.doi.org/10.34256/ajir2012.
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As the Ministry of Education, Science and Technology focuses on the agenda for free and quality education in all stages of teaching and learning in Sierra Leone, It is obvious that Teachers are at the center of all school activities. To ease the challenges of teachers in teaching, it is important to search for the problems of teachers on teaching practices. This study was conducted to find out some of the challenges that teachers on teaching practice experience in schools in Sierra Leone. The result will help to shed light on the aspect of the training exercise that needs to be improved to increase quality in schools. The study investigated the main challenges that teachers on teaching practice from Freetown Teachers College encounter in Social Studies and Business. Even though teaching practice teachers do their best to enrich students with their wealth of experiences, yet still, they got their obstacles that hinder their ability for effective teaching. The study employs qualitative procedures with a case study design where the main actor’s informant interview, observation focus group discussion and documentary review as the main methods of data collection. The respondents covered, 10 teaching practice teachers, 10 heads of schools, 9 college lecturers and 1 teaching practice coordinator of Freetown Teachers Polytechnic. The result revealed some problems in posting of student for teaching practice to various schools, payment of salaries to teaching practice teachers, school support, teaching methods, classroom environment, and language proficiency.
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Turay, Abu Bakarr. « The nexus between poverty and socio-economic characteristics of the household and household head : Evidence from Sierra Leone ». Net Journal of Social Sciences 9, no 3 (septembre 2021) : 53–65. http://dx.doi.org/10.30918/njss.93.21.016.
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Household poverty is widespread in Sierra Leone, affecting about 6 out of every 10 persons, which calls for urgent policy action. This study used the 2018 Sierra Leone Integrated Household Survey (2018 SLIHS) and a logistic model to analyze the influence of socio-economic characteristics of the household and household head on poverty. The analysis has shown that living in rural areas, having no formal education, or being unemployed, significantly increases the probability of a household being in extreme poverty. Other factors contributing to household extreme poverty status were: have a large household size with many children below 10 years, being separated from a spouse (widowed or divorced), being disabled, and working in the agriculture sector. On the other hand, the characteristics that decrease the probability of a household being poor include being a female household head, having at least secondary school education (notably tertiary education), residing in urban areas or cities, working in the services sector, and being single or married. Therefore, enhancing service delivery through a viable decentralization process, and supporting easily accessible quality education programmes, especially tertiary education, are critical for meaningful poverty reduction across all sections of the population. Keywords: Poverty, household, socio-economic characteristics, logistics model.
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Osborne, Augustus, Bashiru Mohamed Koroma et Camilla M. Bangura. « Menstrual Hygiene Management- A Study among Adolescent Girls in Five Schools in Bo District, Sierra Leone ». Journal of Clinical Case Studies Reviews & ; Reports 2, no 4 (31 août 2020) : 1–6. http://dx.doi.org/10.47363/jccsr/2020(2)134.
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Menstruation can place significant impacts on girl’s health and education if they are not properly informed about effective menstrual hygiene management. The present study was undertaken to assess the knowledge and practices of menstrual hygiene among adolescent girls in five schools in Bo district, Sierra Leone and to assess the restrictions practiced by them during menstruation. A cross sectional study design was carried out among 103 in November 2019. A self-administered structured questionnaire at schools was used for data collection. Data was collected regarding their knowledge about menstruation, from where they get information and practices followed to maintain menstrual hygiene, problems faced while attending school during menstruation and facilities available in school, etc. The analysis part was done with the help of SPSS version 25. Age of respondents varied between 12-21 years with the mean age of 16.5. 69.9% of the girls don’t know from were menstrual bleeding occurs. Majority of the girls are using sanitary pads as absorbent during menstruation. 42.7% of the girls said they have been restricted from praying when seeing their menses and 49.5% of the girls said they feel their school is uncomfortable to keep hygiene during menstruation. The findings led to the conclusion that the girls have deficient knowledge and inadequate practices regarding menstruation and its management.
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Allela, Melisa Achoko, Betty Obura Ogange, Muhammad Ibn Junaid et Prince Brainard Charles. « Effectiveness of Multimodal Microlearning for In-service Teacher Training ». Journal of Learning for Development 7, no 3 (19 novembre 2020) : 384–98. http://dx.doi.org/10.56059/jl4d.v7i3.387.
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To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.
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Kamara, Alhaji Bakar. « Government Interventions in Promoting EducationThe Educational Development in Sierra Leone Since the End of the War in 2000 ». International Journal of Research and Innovation in Social Science 06, no 09 (2022) : 135–44. http://dx.doi.org/10.47772/ijriss.2022.6903.
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Sierra Leone’s educational system has made a remarkable recovery in several interventions over the years. The Government of Sierra Leone is firmly committed to building a solid foundation for quality education. With this priority given to the education sector, the Government is firmly committed and puts a premium on resource allocation to the education sector for sustainable development. Representatives of the ministry of education, universities authorities and communities, were also engaged in focus group discussion for an in-depth idea about the topic under review. Additional information was sought from literature published by the institutions, especially the Ministry of education and Universities. The research was limited to the Western Area. The instruments used to collect data include a questionnaire, interview and discussion. The data were analysed qualitatively. Various parameters were analysed, such as compulsory Education by law, Free Primary education, principles of Discrimination, the building of schools all over the country, Distance Education programs, Guidance and Counselling in Schools, Emphasis on Girl child education, and Quality education for quality life in Sierra Leone, Promoting accessibility and many more. This research yielded a very fruitful result in the development of the country over these years to the present. Compulsory Education with the strict conditions attached to it increased the roll of pupils in schools. Today illiterate parents can boast of literate children, wherein such children give birth to children that they can take care of in terms of basic needs such as education, food, morals, shelter, clothing etc. With adult education all over the country, there is a considerable reduction in illiteracy countrywide. Education is made accessible throughout the country, with at least a secondary school in all the chiefdoms. The teachers are made available in schools that are in remote areas. Guidance and Counselling help correctly place school pupils in their excellent careers in life, making education relevant and meaningful. The researcher recommended that the Government maintain continuity in its policies, continue to promote Guidance and Counselling in schools and establish a local languages department at the Ministry of Education, Science and Technology.
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Zuilkowski, Stephanie Simmons, et Theresa S. Betancourt. « School Persistence in the Wake of War : Wartime Experiences, Reintegration Supports, and Dropout in Sierra Leone ». Comparative Education Review 58, no 3 (août 2014) : 457–81. http://dx.doi.org/10.1086/675905.
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Reilly, Anita. « Adolescent girls' experiences of violence in school in Sierra Leone and the challenges to sustainable change ». Gender & ; Development 22, no 1 (2 janvier 2014) : 13–29. http://dx.doi.org/10.1080/13552074.2014.902239.
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Tony, Patrick George. « The perception of junior secondary school teachers on their performance in Bo District, Southern Sierra Leone ». Educational Research and Reviews 18, no 12 (31 décembre 2023) : 415–24. http://dx.doi.org/10.5897/err2023.4372.
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Kamara, Alhaji Bakar. « The Influence of Wharfs on School Children : A Case Study of Portee Wharf in Freetown, Sierra Leone ». Asian Journal of Interdisciplinary Research 2, no 3 (23 septembre 2019) : 128–40. http://dx.doi.org/10.34256/ajir19311.
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The focus of this research is to investigate the influence of wharfs on school children. Therefore it will report the findings of the result on the influences of wharfs on school children with specific case on Portee Wharf in Freetown, Sierra Leone in West Africa. In this regard, the introduction describes the research area, stating the statement of the problem, the overall goal and specific objectives that will be attained in this study, justification for selecting the topic, problems to be encountered during the course of carrying out this research and major influences. Besides, an indication of the methods used to investigate the topic will also be highlighted. Moreover, the studies will analyze the actual responses of the respondents of the activities of the wharf on school-going children. It will address the questionnaire in accordance with the following: Background information of respondents, this investigated areas such as sex, age, religion, occupation and tribe; It enquires about the activities of the wharfs, reasons and consequences of children engaged in wharfs and strategies to control problems that may emanate from the wharf. The paper will show the findings, gives the summary, conclusion and recommendations of problems identified while carrying out the research.
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Cannonier, Colin, et Naci Mocan. « THE IMPACT OF EDUCATION ON WOMEN'S PREFERENCES FOR GENDER EQUALITY : EVIDENCE FROM SIERRA LEONE ». Journal of Demographic Economics 84, no 1 (mars 2018) : 3–40. http://dx.doi.org/10.1017/dem.2016.12.
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Abstract:We use data from Sierra Leone where a substantial education program provided increased access to education for primary-school age children but did not benefit children who were older. We exploit the variation in access to the program generated by date of birth and the variation in resources between various districts of the country. We find that an increase in schooling, triggered by the program, has an impact on women's attitudes toward matters that impact women's health and on attitudes regarding violence against women. An increase in education reduces the number of desired children by women and increases their propensity to use modern contraception and to be tested for AIDS. While education makes women more intolerant of practices that conflict with their well-being, increased education has no impact on men's attitudes toward women's well-being. Thus, it is unclear whether the change in attitudes would translate into behavioral changes. Consistent with this finding, education (on this margin) has no impact on women's propensity to get married, their age at first marriage or age at first birth.
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Murray, Rianna T., Laura Briggs Drew, Christina Memmott, Ya-Maila Bangura et Elisabeth F. Maring. « A community’s experience during and after the Ebola epidemic of 2014—2016 in Sierra Leone : A qualitative study ». PLOS Neglected Tropical Diseases 15, no 2 (25 février 2021) : e0009203. http://dx.doi.org/10.1371/journal.pntd.0009203.
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Background The 2014–2016 Ebola epidemic devastated families and communities throughout West Africa. Due to its high mortality rate and infectious nature, most Ebola research to date has focused on healthcare response and interventions; however, little is known about the experiences of Ebola survivors and communities. This qualitative study aimed to better understand the lived experiences of community members, including children, during and after the Ebola epidemic in Sierra Leone. Methods During June 2016 and June 2017, we conducted four focus groups comprised of primary school students, female caretakers, male caretakers, and teachers, and two individual in-depth interviews with local nurses in Calaba Town, a small village outside of Freetown. Interviews were recorded, transcribed verbatim, and coded using a modified grounded theory methodology. Findings All participants shared that they experienced significant challenges during and after the Ebola epidemic. During the epidemic, participants endured daily life challenges pertaining to fear, financial distress, and school closures. They also experienced suffering, loss, isolation, grief, and compromised culture. Confusion and distrust were also prevalent during the epidemic, with participants reporting confusion around Ebola transmission and distrust in the government and healthcare services. We also found that the struggle for food and grief stemming from the loss of loved ones continued more than a year after the epidemic ended. Despite Sierra Leone being declared Ebola-free, stigma and fear persisted and community members shared their continuing distrust of the government due to their actions during and after the epidemic. Conclusions The findings of this qualitative study reveal that the Ebola epidemic was a traumatizing period for the Calaba Town community, and that confusion and distrust toward the government health care system have continued. Future studies should explore the extended impact of the epidemic on communities, including long-term psychological, social, and economic consequences of this outbreak.
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Bockarie, Sandy A. « School-community integration : A concept in teacher education as proposed by the Bunumbu reform in Sierra Leone ». International Journal of Educational Development 11, no 3 (janvier 1991) : 255–58. http://dx.doi.org/10.1016/0738-0593(91)90025-4.
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Kamanda, Mamusu, Nyovani Madise et Sylke Schnepf. « Does living in a community with more educated mothers enhance children's school attendance ? Evidence from Sierra Leone ». International Journal of Educational Development 46 (janvier 2016) : 114–24. http://dx.doi.org/10.1016/j.ijedudev.2015.09.008.
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Fofana, Ibrahim Yahaya, et Stella Baindu Fortune. « Challenges of Curriculum Implementation in Junior Secondary Schools ». SMART MOVES JOURNAL IJELLH 8, no 11 (28 novembre 2020) : 183–215. http://dx.doi.org/10.24113/ijellh.v8i11.10853.
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Since the inception of Western Education in Sierra Leone, frantic efforts have been made to formulate policies in order to improve the quality of education. It has been acknowledged by various educationists that curriculum implementation is instrumental in improving the quality of education in any society. Therefore, it is seen as an approach which improves students’ academic achievements, equipping graduates with sufficient knowledge and skills for them to survive academically and socially in this modern world.
On that note, the development of school curriculum is very significant in the life of a nation. The National School Curriculum as a program of learning is supposed to be a highly sensitive document as it contains the aspiration of the nation, preparing its citizens to face future challenges. It is supposed to be a document of hope.
Notwithstanding the wide recognition and acceptance accorded the roles of curriculum as a career of national philosophy in Sierra Leonean Educational system, there seems to be challenges in the implementation of this important blue print. This could not be disassociated with inadequate trained and qualified teachers in the field/classroom; community/volunteer teachers unpaid; ill-trained and sometimes confused graduates and inadequate Teaching Learning Materials; lack of guidelines for the implementation of curriculum and the complexity of managing the curriculum coupled with inadequate training regarding curriculum implementation. Capacitation of teachers is essential in the successful implementation of any curriculum as they are the main role-players in promoting quality education. This and other related problems should be a cause for concern.
By and large, the researcher is optimistic that although people are different and despite the negativity and inadequacies surrounding the curriculum, there is hope that with time and effort and given the total commitment of all stakeholders to implement the curriculum, success can be attained. Especially with the President’s (Retired Brigadier Julius Maada Bio’s) New Direction Agenda on education in Sierra Leone. Therefore, it can be concluded that the aim of the study and primary research questions which were explored, namely the Challenges towards Curriculum Implementation in Four Selected Junior Secondary Schools in Kpanga Chiefdom, Pujehun District, were adequately addressed and answered.
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Tupps, Cara, Ibrahim Kargbo-Labour, Jusufu Paye, Sanjaya Dhakal, Mary H. Hodges, Alexander H. Jones, Stacy Davlin et al. « Community-wide prevalence and intensity of soil-transmitted helminthiasis and Schistosoma mansoni in two districts of Sierra Leone ». PLOS Neglected Tropical Diseases 16, no 5 (20 mai 2022) : e0010410. http://dx.doi.org/10.1371/journal.pntd.0010410.
Texte intégralRésumé :
In Sierra Leone, nationally powered school-based surveys have documented significant progress in the control of soil-transmitted helminthiasis (STH) and schistosomiasis. In order to assess the district-level prevalence and intensity of infection among key at-risk groups outside of school age children (SAC), we conducted a multi-stage, cluster-sample household survey in Bo and Kenema districts in May 2018. From both districts, we examined 1,282 pre-school age children (PSAC), 730 school age children (SAC), and 517 adults over 14 years (including 387 women of reproductive age, or WRA) for STH and Schistosoma mansoni infection using Kato Katz technique. In Bo, STH prevalence was 8.0% (95% Upper Confidence Limit 10.2%) in PSAC, 6.4% (95% Upper Confidence Limit 9.0%) in SAC, 14.1% (95% Upper Confidence Limit 17.4%) in all adults and 11.9% (95% Upper Confidence Limit 17.4%) in WRA. In Kenema, STH prevalence was 18.1% (95% Upper Confidence Limit 20.5%) in PSAC, 17.3% (95% Upper Confidence Limit 20.7%) in SAC, and 16.9% (95% Upper Confidence Limit 20.5%) in all adults and 16.9% (95% Upper Confidence Limit 22.6%) in WRA. Hookworm species were the most prevalent of STH in both districts overall. The overall prevalence of S. mansoni was <10% in Bo and <20% in Kenema, and was similar across age groups. No moderate or heavy intensity STH infections or heavy intensity S. mansoni infections, as per World Health Organization (WHO) classification, were detected in either district. Sanitation variables, such as toilet access and quality, were independently associated with STH and S. mansoni infection. In Kenema, STH prevalence in SAC was within the WHO-defined range for annual treatment, whereas a previous nationally-powered survey estimated it to lie within the range of treatment once per two years. By utilizing community-based sampling, we were able to assess prevalence among WRA and make recommendations based on current guidance from WHO. To continue toward elimination of STH and S. mansoni as a public health problem, resources should be mobilized to increase access to and uptake of improved sanitation at community and household levels.
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Peltzer, Karl, et Supa Pengpid. « Suicidal ideation, plans, and attempts : Prevalence and associated factors in school-going adolescents in Sierra Leone in 2017 ». Journal of Psychology in Africa 31, no 6 (2 novembre 2021) : 637–44. http://dx.doi.org/10.1080/14330237.2021.2001993.
Texte intégral