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.

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.

Sierra Leone. Compilation of 2 thesis on the development of (1) secondary education and (2) government policy for education from 1882 to 1961 - covers cultural change, social change, educational needs, the extension of school facilities, financial aspectss, the role of UK, etc., and comments on changes in educational legislation. Bibliographys at the end of each study and statistical tables.

This book explores the impacts on personal and professional, local and global forms of belonging in educational spaces amidst rapid changes shaped by globalization. Encouraging readers to consider the idea of belonging as an educational goal as much as a guiding educational strategy, this text forms a unique contribution to the field. Drawing on empirical and theoretical analyses, chapters illustrate how educational experience informs a sense of belonging, which is increasingly juxtaposed against a variety of global dynamics including neoliberalism, transnationalism, and global policy and practice discourses. Addressing phenomena such as refugee education, large-scale international assessments, and study abroad, the volume’s focus on ten countries including Japan, Sierra Leone, and the US demonstrates the complexities of globalization and illuminates possibilities for supporting new constructions of belonging in rapidly globalizing educational spaces. This text will benefit researchers, academics, and educators with an interest in international and comparative education, multicultural education, and educational policy more broadly. Those interested in the sociology of education and cultural studies within education will also benefit from this volume.

Under various names – education and conflict, education and fragility, education and insecurity, etc – the understanding of linkages between education and violent conflict has emerged as an important and pressing area of inquiry. Work and research by practitioners and scholars has clearly pointed to the negative potential of education to contribute to and entrench violent conflict. This work has highlighted the struggle for education during and following periods of instability and demonstrated the degree to which communities affected by conflict prioritize educational opportunities. It has also offered powerful normative arguments for the importance of quality education for peacebuilding, reconciliation, postconflict reconstruction and development. In many instances, however, these important insights are derived less from rigorous research and scholarship in the social sciences than from the delivery and evaluation of educational programming in situations affected by conflict. This volume, therefore, seeks to broaden enquiry into education and conflict by exploring, through conceptual and empirical work, its linkages to broader theories and practices of development and peacebuilding. The volume begins with a conceptual and theoretical section, followed by a series of international case studies, before closing with three chapters focused on the case of Northern Uganda. Contributors present a diverse set of studies that together deepen understandings of the ways the education functions in various situations affected by conflict and the ways in which it might best be mobilized to contribute towards peacebuilding and development.