From: prof A. M. Alghali [nuc@sierratel.sl] Sent: Friday, February 04, 2005 9:22 AM To: Asha Kanwar Cc: Krishna Alluri Subject: Scan Document Dear Prof. Kanwar, Please find attached a further edited version of the scan document. Yours faithfully A.M. Alghali. ENVIRONMENTAL SCAN ON EDUCATION IN SIERRA LEONE WITH PARTICULAR REFERENCE TO OPEN AND DISTANCE LEARNING (ODL) AND INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) Consultants: A. M. Alghali Edward D. A. Turay Ekundayo J. D.Thompson Joseph B. A. Kandeh This work was undertaken by the Consultants on behalf of Commonwealth of Learning for a national forum in Freetown, Sierra Leone from February 16 to 18, 2005. TABLE OF CONTENTS Page 1.0. Background and current education status in the formal and non-formal sectors in Sierra Leone 2.0. Current Policy on Formal and Non-Formal Education 3.0. Review on use of ICT and application for Formal Education and Reference on How this is being Implemented. 4.0. Use of ODL and ICT in Outreach and Extension Programmes in Sierra Leone 5.0. Possible Areas for ODL and ICT Intervention 6.0. Priority Areas for ODL policy Proposal 7.0. Plan of Action for Effective Implementation of ODL in Sierra Leone 8.0. Recommendations to the Government on ODL usage. 9.0. References 10.0. Appendices 1.0. BACKGROUND AND CURRENT EDUCATION STATUS IN THE FORMAL AND NON FORMAL SECTORS IN SIERRA LEONE. Sierra Leone was a British Colony founded in 1462 by Portuguese explorers. It gained independence in 1961 and became a republic in 1971. The country has experienced a mixture of democratic, civilian and military dictatorships in its 43 years of independence. Currently, civilian democracy is the political dispensation. Recently there was a devastating civil war spanning 11 years, which ended three years ago. The main reasons put forward by the perpetrators of the civil war were lack of and access to social-economic opportunities, non-participation in the economic life and tyrannical political dispensation. Currently, Sierra Leone enjoys a liberalized economy and relative peace. Sierra Leone that shares borders with Liberia and Guinea is located on the West Coast of Africa, (830 N, 11º30W). It has a coastline with the Atlantic Ocean. The total area is about 71,640 sq km of land and 71,620 sq km of water. A large part of the coastline of Sierra Leone consists of mangrove swamps. Freetown, the capital city, is situated on a peninsula bordered by the Atlantic Ocean. Sierra Leone is mostly a plateau about 300m above sea level comprising of rain forests, grasslands, wetlands and mountains. The climate is tropical, (hot and humid) with two distinct seasons - a rainy season between May and November and a dry spell between December and April. The natural resources include diamonds, gold, titanium ore, bauxite, iron ore. The main agricultural produce are rice, coffee, cocoa, cassava, sweet potatoes and oil palm. The major cities include Freetown, the capital and the regional headquarters of Bo, Kenema, and Makeni for the Southern, Eastern and northern provinces respectively. Some of the environmental issues include rapid population growth, over harvesting of timber, highly weathered soil from intensified crop farming and extensive cattle grazing, soil erosion and water pollution as a result of poor garbage and sewage disposal systems. Sierra Leone has a population of about five million with a higher proportion being female. Annual population growth is at a rate of about 4.0%. The birth and death rates are 46 births/1000 and 20 deaths/1000. Sierra Leone has one of the highest maternal mortality rates in the world and one of the lowest life expectancy. There are about 13 indigenous African ethnic groups in Sierra Leone who make up about 90% of the population. The Mende and Temne and associated groups form the significant proportion of the ethnic groups from the South-Eastern and Northern parts of Sierra Leone respectively both consisting an aggregate of about 30% each of the population. There is a sizeable number of Creoles in the western area and Krio is the lingua franca. The official language is however English. Christianity and Islam are the predominant religions practiced by the people. A minority of the population tenaciously cling to African religious beliefs. A third of the population live in the capital and other urban areas; and the rest in the rural areas. A skewed distribution is evident, with the Western and Eastern Areas being the most dense. Sierra Leone?s educational system which attracted several West African students in the colonial and post independent periods was in crisis by the early 1990s for various reasons including poor financial support inappropriate curricula, the start and intensification of the rebel war and a dim view of the value of education by the youths. The decline in enrolment at the primary and secondary and the near stagnation at the tertiary levels left many frustrated and prospective students disenchanted. Several student and other riots protesting against the lethargy of the then government in power (1968 ? 1992) served as a prelude to the crisis of the rebel war and the euphoria that greeted the advent of a military regime that promised to revamp the country?s economic and social fabric. This regime which was in power from 1992 to 1996 ushered in the New Education System (the 6-3-3-4) in 1993, issued the New Education Policy (1995), promulgated the Basic Education Decree and advanced the National Education Action Plan both in 1994. The return to civilian rule in 1996 initially provided an enabling environment for the new government to build on the foundation laid by the military regime of the National Provisional Ruling Council, to provide short, medium and long-term strategies for the implementation of the various aspects of the New Education Policy. A major document in this regard is the New Education Master Plan 1997 ? 2006. The Plan deals with all aspects of the system in the formal and non-formal sectors including support to basic education, education for the physically challenged, disadvantaged and gifted learners, women and girls education, technical/vocational and science education, tertiary education, adult continuing education, national languages and administration and management of education. The focus of the current government has been on implementing the 6-3-3-4 system of education which the policy regards as the key to Sierra Leone?s economic development. GOALS AND TARGETS. The goals and targets enunciated for education by the government inter alia, include: - Promotion of quality basic education (i.e the 6-3 in the 6-3-3- 4 system) that is free and compulsory by 2015. - A significant increase on the present 36% literacy rate and by at least 50% by 2015 in consonance with Goal Four of the Dakar Education For All (EFA) initiative. This is expected to be achieved through establishment of community education and technical/vocational centers. - Elimination of gender disparity in access to and participation in education by operating free junior secondary education for girls by 2006. - Provision of opportunities for increased access to education for the physically challenged and citizens in difficult circumstances. - Creating an environment that favours the empowerment of youths through education. - Using education as a potent tool for poverty alleviation - Encouraging active community participation in ownership of schools through increased decentralization. - Increasing by 30% the number of qualified teachers by 2015 using conventional and distance education approaches - Far reaching re-organisation and expansion of tertiary education by 2007 In furtherance of these goals and targets government allocated 23% of the National budget to the education sector and thus achieve the following: - - Starting 2000 parents of children attending primary schools in classes 1 to 6 were relieved of the burden of paying tuition fees and core textbooks were provided by government. These costs hitherto served as a determent to many children accessing basic education. - Government starting 2001 paid examination fees for all children in government assisted schools taking the National Primary School Examination (NPSE) to enter junior secondary school, the Basic Education Certificate Examination (BECE) and the School leaving West African Secondary School Certificate Examinations (WASSCE). - Grants in Aid, scholarships and study leave were also provided for many students more like (80%) in tertiary institutions. Subvention (up to 95% of costs) are currently provided to all the public institutions such as university, polytechnics and teachers colleges. - As a result of these interventions there has been a massive increase in primary school enrolment since the 1996/1997 academic year i.e. from 367,920 to 1,110,000 in 2003/2004. National Primary School Examination pass rate have increased from 16,972 in 1999 to 37,117 in 2003. In the area of tertiary level awards of grants in aid, the total for 11 institutions rose from 829 in 1995/1996 to 3,509 in 2002/2003. - Towards minimizing regional differences in girls access to secondary education, an affirmative action was initiated in 2003 whereby tuition fees were waived and uniforms and learning materials provided free of charge for girls in the Northern and Eastern regions. A total of 4,975 such girls have so far benefited. - In other areas of formal and non-formal education government has collaborated with a variety of local and international development partners to train teachers and construct or rehabilitate educational structures destroyed during the eleven years civil war which ended officially in 2002. Teacher training through conventional face-to-face instruction has been found to be inadequate to provide for the large numbers of people needing training. Thus starting 2001, a distance education training for upgrading existing primary school teachers has been in progress with support from the Commonwealth of Learning (COL), UNESCO, UNICEF and Plan Sierra Leone. There are at present 2000 unqualified and untrained primary school teachers enrolled on the Teachers Certificate Course operating in Freetown and eight districts of the regions. In view of the massive enrolment in pupil numbers as a result of the fee ? free education provisions, there are plans to train by distance mode, for one-year, teachers for the lower primary school level (classes 1 to 3) for the award of a Teachers Elementary Certificate. The emphasis on the 6-3-3-4 system education on technical and vocational skills training led to the establishment of the National Council for Technical, Vocational and other Academic Awards (NCTVA) by an Act of Parliament in 2001 to set examinations and ensure parity of esteem for all technical and vocational training. Five Polytechnics, of which three are now operational were also established with expectation to diversify the human resource training for various middle cadre vocations and careers. Specific Projects within the Ministry are worth mentioning for their actual and potential contribution to the overall national socio-economic development. (a) The Rehabilitation of Basic Education Project more popularly known by the name ?SABABU? (Local name meaning ?opportunity?). This project has been hailed as the largest funding in aid of education since Independence, valued at USD 42 million. It aims to construct and rehabilitate basic education facilities for 30% of schools nationwide. An estimated figure of ca. 600 junior secondary and primary schools are targeted for this intervention which also includes textbooks and furniture. Training of 6000 untrained and unqualified teachers is also targeted for this project. The project is funded by the World Bank and African Development Bank. (b) The Islamic Development Bank with a further USD 7 million aid package will also assist in the rehabilitation of 143 partly or totally destroyed primary schools. (c) The Arab Bank for Economic Development in Africa (BADEA) has earmarked a sum of USD 7.2m for rehabilitating the campus of Njala University College at Njala. (d) Under the Highly Indebted Poor Countries Initiatives (HIPC), USD 9m was approved by Parliament and used for reconstructing 83 primary, secondary, technical/vocational, institutions, teachers colleges and inspectorate offices. School furniture was also part of the package. Non-formal Education, largely undertaken by non-governmental and community based organisation such as Partners in Adult Education (PADE) have also been receiving inputs from government. Through the Islamic Development Bank intervention, 6,000 non-literates in three chiefdoms in the provinces are being trained yearly since 2003 in literacy and livelihood skills. With UNICEF support, the Government is implementing a three year non-formal primary education project targeting learners especially girls aged 6 ? 14 in settlements without formal school. In addition the government is taking over schools of the ?Complementary Rapid Education for Primary Schools Project? (CREPS) which target illiterate children who missed years of schooling during the war. Most of these initiatives are spin offs of recent legislations affecting various sectors of education, the most recent being the Education Act of 2004 which seeks to entrench basic education provision including measures to tackle non-compliance in access to education. A further step in ensuring community participation and ownership of education at the local level is the Local Government Act of 2004. Taken together with the Education Act 2004, the MEST is expected to delegate/devolve to District Education Committees authority for supervision of pre-primary and primary schools, junior secondary schools, centres for Adult Literacy and Community Education under the technical advice of the District Inspectorate Division. The Universities Act recently passed by Parliament in 2004 makes provision for the creation of multiple public universities to replace the current unitary university system and to also provide opportunities for the establishment of private Universities. The activities of the Universities to be created and the existing polytechnics are to be regulated by entrenched provisions of an earlier legislation, viz: the Tertiary Education Commission (TEC) Act of 2001. The World Conference on Education for All (WCEFA) in which Sierra Leone participated in Jomtien, Thailand in March 1990 served as the primary impetus for the development of programmes to increase access to education for disadvantaged groups particularly in the Third World countries. In the ten year period leading to the next major international gathering on education namely the World Education Forum held in Dakar (April 2000) the following developments related to the achievement of the Jomtien goals were reportedly achieved. The 1991 constitution of Sierra Leone currently in use, mentioned inter alia the provision of free adult literacy programmes. In 1992 concerned about the large number of out of school children particularly in the rural areas, UNICEF in collaboration with a local NGO, the People?s Educational Association of Sierra Leone (PEASL) launched a Non-formal Primary Education Project (NFPEP) to target children out of school in remote areas lacking formal schools. Girls aged 6 ? 14 years were specifically targeted for a three-year basic education course after which they would gain access to formal schools in other settlements. The country?s education long patterned after the colonial system, was revamped in 1993 with the introduction of the 6-3-3-4 education paradigm with its emphasis on basic education for all during the first nine years of schooling. The overriding concern with basic education for all was further underscored by the promulgation of a decree establishing the National Commission for Basic Education in March 1994 by the then military regime of the National Provisional Ruling Council (in power 1992-96). The decree emphasized the need for basic education for children as well as a resolve to strive to drastically minimize adult illiteracy in Sierra Leone (then reckoned at 80% nationally) by the year 2000. A significant milestone in Sierra Leone?s development in the field of education was the publication of the New Education Policy for Sierra Leone. in 1995. It enthroned the 6-3-3-4 paradigm as the national education system and formulated proposals dealing with various sectors (formal and non-formal) at various levels (primary, secondary, tertiary). The decade also witnessed the implementation of other projects designed to open access to marginalized groups such as the Literacy and Civic Education for Women Project to make 2,000 women literate in the rural areas; the Functional Political Literacy and Civic Education Project for slum dwellers in the Kroo Bay area in the West end of Freetown to ensure their effective participation in local and national politics. At about the same time a massive Accelerated Literacy Project was sponsored by the then Overseas Development Agency (now DFID) through the British Council in Sierra Leone aimed at conferring literacy skills on 10,000 non-literates in English in the Western Area over a period of 6 months. A comprehensive plan for education covering the decade 1997 to 2006 called the National Education Master Plan was crafted when the country returned to civilian rule in 1996. It dealt with the various levels of education and established links for developing the New Education Policy of 1995 The ravages of the eleven year rebel war hindered the development of the envisaged programmes but following the Dakar World Education Forum (2000) and the signing of various peace accords with the rebel forces the government renewed its determination to raise education to higher heights. Fee ? free primary schools, establishment of new tertiary institutions for manpower development such as polytechnics and a new role for technical and vocational training were subjects of parliamentary legislations. In 2002 the first draft of the Education for All (EFA), National Action Plan for Sierra Leone was crafted with focus on the six goals enunciated at the Dakar Conference. The goals cut across all sectors of education. In April 2004 a new all-embracing Education Act was enacted replacing the earlier one passed forty years ago. In 2004 a Universities Act was promulgated by parliament thus making room for more than one public university and paving the way for the establishment of private universities. DISTANCE EDUCATION IN THE FORMAL SYSTEM. There are few references to distance education in many of the documents cited above. The New Education Policy mentions the creation of an Open University without elaboration and refers to ?The use of distance learning? as part of the low cost training strategies envisaged by the Policy. The National Education Master Plan mentions the plan to upgrade teachers through the use of the distance education mode. The EFA National Action Plan makes a passing reference to the possible consideration of distance education as a mode in realizing education for all particularly through teacher education. The Education Act (2004) defines distance education but unlike other areas (e.g. non-formal) no policy directive is suggested. IMPLEMENTATION OF DISTANCE LEARNING PROJECTS IN FORMAL EDUCATION. The teacher upgrading programme for untrained and unqualified primary school teachers took off in 2001 and now covers eight out of the twelve districts in the country and there is a current enrolment of 2000 students serving mostly in remote areas of the country. The students follow the same syllabus as the conventional teacher college students for the same duration. The first batch of students for the Teachers Certificate graduated in 2004. In the period before the launch of the project there was a needs assessment survey followed by a COL-Sponsored workshop on instructional materials design and development including editorial skills. All of the modules now in use by tutors and students on the programme were produced during workshops funded by the Sierra Leone government, Plan Sierra Leone, COL and other donor agencies. Apart from personnel of the teachers colleges, University of Sierra Leone staff members also benefited from the training on materials development for distance learners. This in a modest way is to realize government?s aim to ensure ?the production of teachers of high quality and in sufficient quantity? (NEP.P.19) EDUCATIONAL BROADCASTING is mentioned in the 1995 Education Policy and its significance for the 6-3 segments of the 6-3-3-4 systems is emphasized. But 1995 the UNIT has been dormant having had a very short period of existence. The policy seeks to revamp it for the effective implementation of programmes for children between 6 and 14 years, to accelerate the level of literacy from 20% to 75% by 2005 and to ensure the participation of women and girls in non-formal education programmes. To quote: ?Quality radio programmes can be beamed relatively cheaply all over the Country but particularly to rural areas where populations are thinly dispersed and access by road difficult. The broadcasts will be of immense benefit to all learners.? There are plans to rename the school Broadcasting Unit, ?the Educational Broadcasting Division? and it is expected that all schools, colleges and adult education classes shall be encouraged to possess at least one radio set each, and where the national television signals are within reach, one television set. IMPLEMENTATION. The Civil war disrupted the communications network nationwide. Thus the Division is yet to be fully functional. However, since the end of the war several private and public FM broadcasting stations have been established across the country and there is one FM 95.1 Radio Education unit housed at the Ministry of Education, Science and Technology with UNESCO support. Current Status of Educational Institutions in the Country Reference has already been made to the 6-3-3-4 system of education which is the national education paradigm comprising of six years of primary education, three years of junior secondary school, three years of senior secondary school and four years of university / tertiary education. This system which came into existence in 1993 resulted in increased access to basic education (the first nine years of the system) in terms of increased number of primary and secondary schools and student enrolment as the following data indicate (Tables 1-8): Table 1. Number of Primary Schools in the various Regions. Province No. of Schools Eastern Northern Southern Western Area 748 1759 1122 386 4015 SOURCE: Ministry of Education, Science & Technology list of primary schools. Table 2. Number of Secondary Schools in the various Regions Province No. of Schools Government Government Assisted Private Total Eastern Northern Southern Western Area 1 3 3 9 55 73 53 55 - - - 25 56 76 56 89 16 236 25 277 SOURCE: Ministry of Education, Science & Technology Lists of Secondary Schools Table 3. Private Secondary Schools in the various Regions Regions No. of Secondary Schools Eastern Western Northern Southern - 15 1 - SOURCE: Ministry of Education, Science & Technology Lists of Secondary Schools Table 4. Age distribution of primary school pupils by region, 2003 (percentages of total enrolments rounded) Age Regions Eastern Western Northern Southern < 5 Female 7 Male 5 5 4 5 4 5 7 6 - 11 Female 57 Male 53 68 61 64 56 64 61 12 - 15 Female 22 Male 28 25 31 27 31 25 23 > 15 Female 9 Male 14 2 3 4 9 6 7 SOURCE: Sierra Leone Integrated Household Survey (SLIHS) cited in Bennell, P. et. al. p. 78). Adapted for the ODL Environmental Scan). Table 5. Enrolment of children attending government-assisted primary schools on a per year basis for the period 200-/to 2003/04. Year Enrolment Increase over pervious year (%) 2000 / 01 456,000 - 2002 / 03 967,000 112 2003 / 04 1,110,000 15 SOURCE: Bennell, P. et al. p.18 Table 6. Class 1 Enrolment on a per year basis for the period 2001/02 to 2003/04. Year Enrolment Increase over previous year (%) 2001 / 02 228,000 - 2003 / 04 299,000 31 Source: Bennell, p. et al. pp.18. Note: According to the National Recovery Committee Survey, 200,000 non-registered children were in primary-level education in May, 2003. Table 7. Enrolment of Adult Literacy Learners by level and sex (1998 ? 2003). Level Sex Total Male Female Beginners Stage 1 Beginners Stage 2 Beginners Stage 3 Intermediate Advanced Advanced Special 729 360 620 569 422 278 597 242 441 380 278 122 1326 602 1061 949 700 400 Note: Adult Literacy provision by the people?s Education Association of Sierra Leone (NGO). SOURCE: Ekundayo Thompson, Nana Pratt and Morie Kabo. Report of the Evaluation of the Partners in Adult Education Programme 1998 ? 2003, p. 17. Table 8. Partners* in Adult Education Enrolment in Adult Literacy and Skills training by year and sex. Year Enrolment Male Female Total 1998 1138 720 1855 1999 1744 997 2741 2000 4050 4870 8920 2001 4265 4326 8591 2002 4033 5514 9547 2003 3254 2047 5301 18,759 (50%) 18,474 (50%) 37,223 *Four partners viz, People?s Educational Association of Sierra Leone, Sierra Leone Adult Education Association, Division of Extra-Mural Studies, Fourah Bay College, Partners? Women Commission. Source: Ekundayo Thompson et. al. ibid p.43. Other Educational Programmes Available Are: Non-Formal Primary Education Comprehensive rapid Education For primary schools programme Adult literacy Various skills training (TVE) Training of ex-combatants Tertiary Institutions Several Higher Education Institutions exist in the country. These are mainly Public Institutions comprising of the University, Polytechnics and Teacher Training Colleges. The University of Sierra Leone The University of Sierra Leone established in 1972 has four constituents, namely: Fourah Bay College, Njala University College, College of Medicine and Allied Health Sciences and Institution of Public Administration and Management. This is the premier tertiary institution in the country. A brief synopsis of each of the constituents is give below: Fourah Bay College established in 1827 by the Church Missionary Society (CMS) of London as an institution for training African Clergymen and schoolmasters. It became affiliated to Durham University in England in 1876 for degree granting purposes. The first qualifications were awarded in 1879. The relationship with Durham University continued until 1972 when the University of Sierra Leone Act was passed by Parliament. Fourah Bay College served as a higher education provider for many West Africans wishing to obtain a University qualification, a function it continued to provide until the end of colonial rule in the 1960?s. Today Fourah Bay College has about 2600 students in four faculties, namely: Arts, Social Science and Law, Pure and Applied Sciences and Engineering Njala University College has its origins in the government established agricultural station built in 1912 at Njala in the Southern region of the country. The station trained Agricultural Technicians and Extension Agents. In 1964, with the support of the Government of Sierra Leone and the University of Illinois in the U.S., the station was upgraded into a University College with two faculties i.e Education and Agriculture. In 1972 together with Fourah Bay College they constituted the University of Sierra Leone under a unitary system. A third faculty of Environmental Sciences was incorporated into the college in 1989. It has a current student population of about 2,500. The College of Medicine and Allied Health Sciences is the third constituent college of the University of Sierra Leone established in the 1988/89 academic year and trains students in Basic Medical, Clinical and Pharmaceutical Sciences. It has a current student enrolment of about 400. Institute of Public Administration and Management (IPAM) came into existence in 1980. It is an off-campus institute of the University. Some 800 students are currently enrolled in various degree and sub-degree programmes such as B.Sc. Applied Accounting, B.Sc. Financial Services, Master of Business Administration, and Diploma in Business Administration, Data Processing etc. The University has in-campus institutes based within Fourah Bay College such as the Institute of Library, information and Communication Studies (INSLICS), the Institute of Marine Biology and Oceanography (IMBO) and the Institute of Population Studies (IPS). In campus Institutes similarly based at Njala University College include Home Sciences, Continuing Education and Educational Services. The minimum entry requirements for undergraduate degree courses at the University are 5 WASSCE passes at credit levels including English for direct entry students mainly from school. Over the last five years access courses for entry into the faculties of Pure and Applied Sciences and Engineering have been conducted with a view to increasing the number of students in those disciplines. A similar are academic year taught access programme exists for courses in the faculties at Njala University College which are mainly science and education based. Postgraduate degrees in various disciplines is also provided in the University. The University of Sierra Leone Act of 1972 provides the legal framework for the University?s operations. The administrative organs include the Court, Senate and Standing Committees of the various colleges. This structure will remain largely unchanged in implementing the recently promulgated Universities Act of 2004. Other Institutions Milton Margai College of Education and Technology (MMCET) has a student roll of about 3000. It has the status of a Polytechnic and brings together the Milton Margai College of Education, the Freetown Technical Institute and the Hotel and Tourism Training Centre. MMCET offers courses leading to the Higher Teachers Certificates (HTC) and B.Ed degrees. There are also certificate and diploma courses in Engineering, Hotel and Catering, Performing Arts, Agriculture and Social Sciences. Makeni Teachers? College The Polytechnics Act of 2001 upgraded the Makeni Teachers College into the Northern Polytechnic incorporating the Islamic College Magburaka and the Magburaka Trade Centre. It has since 2004 resumed operations in Makeni after the rebel war. It has a student population of about 1000 students. Courses offered include the Teachers Certificate TC and HTC. Eastern Polytechnic This institution established in 2001 under the Polytechnics act is made up of the Bunubu Teachers College and the Kenema Trade Centre, both in the Eastern region. It has a student enrolment of about 1500 pursing various technical, vocational and teacher education courses for TC, HTC and Bachelor of Engineering. Bo Teachers College, The Universities Act of 2004 provides for the incorporation of this college into the new Njala University, along with Njala University College, the Paramedical School and school of Hygiene in Bo. Its present enrolment is about 1200 students. Currently it runs courses for TC and HTC. Freetown Teacher?s College (FTC) The college has a student enrolment of about 1000. The college has recently become a dual mode institution training teachers by conventional and distance modes for the Teachers and Higher Teachers Certificates. FTC will be merged with Freetown Trade Centre to form the Freetown Polytechnic presently. Port Loko Teacher?s College This college located in the Northwest of the country trains teachers for the TC and HTC and will be constituted into a polytechnic in the near future. Freetown Trade Centre The Freetown Trade Centre offers artisanal courses for lower level personnel for both the public and private sectors of the economy. This Institution has about 1000 students. The above list of institutions is not exhaustive as there are many Private Techvoc Institutions providing skills training for a wide variety of clientele. The activities of these institutions are mostly regulated by the NCTVA. CROSS BORDER PROVIDERS OF EDUCATION IN SIERRA LEONE. Cross border education is yet to gain much appeal in Sierra Leone, probably as a result of current legislation for University education which prohibits the setting up of other Universities other than the University of Sierra Leone i.e. the University Act of 1972. This is likely to change and open up Sierra Leone to cross border providers with the coming into being of the new universities act legislated by Parliament in December 2004. This legislation is still awaiting the presidential assent for it to become implementable. However there are a few cross border provisions in the form of packaged programmes delivered at local institutions by Sierra Leonean Tutors for certificates awarded by the external institutions. For examples: 1. Undergraduate and Postgraduate degrees in Social Sciences and Computing at IAMTECH packaged by St. Clements University in Turks and Caicos Inlands, British West Indies. 2. Certificates and Diplomas Programmes in Accounting, Commercial, Secretarial and Management at the College of Business studied packaged by a college in London, UK. 3. Preparation of students for G.C.E. ?O? and ?A? Level examinations following syllabi developed by London University by Private schools such as Lebanese and Limount schools. 4. Providers mostly in UK, USA and Australia advertise a few correspondence and ODL courses at the degree and sub-degree levels mainly in social sciences and the arts in the local newspapers. Tuition is mostly by printed materials, Audio and Videocassettes and tutorials by Internet chats and E-mailing. 5. There is an ongoing advertisement using fliers for programmes commencing September 2005 leading to Bachelor Degrees in Education, Music, Business Administration and Ministerial Studies at ?Herald College? purported to be an affiliate of Messenger College, USA. The Advert States ? our degrees are recognized by the US Council for Higher Education Accreditation (CHEA) through the Accrediting Agency ? TRACS?. It should be pointed out that these provisions are not quality assured locally at the present time and recognition of the qualifications on offer are suspect. This is inspite of the fact that there is an entrenched institution created by an act of Parliament in 2001 with responsibility for effecting these vital regulatory functions i.e. the Tertiary Education Commission (TEC). The TEC is still grappling with having in place policies and guidelines for robust mechanisms in regulating and recognition of cross border education provisions. Notwithstanding, the WTO/GATS agreement has classified education as a tradable commodity that can be freely traded amongst Nation States. Indeed the world is today witnessing a burgeoning trade in cross border education for all kinds of careers, vocations and professions running into billion of dollars annually with the United Kingdom, United States of America, Australia, Canada and India in the forefront. With the limited institutions, facilities and infrastructure for tertiary education, the growing numbers of Senior Secondary Schools leavers, the new legislation catering for the establishment of multiple public and private universities and the quest for making money by cross border providers; Sierra Leone has the potential of becoming very attractive for cross border education. The Government, through the TEC, should therefore stand ready with clear guidelines and regulations to ensure quality assurance and parity of esteem for the qualifications the foreign cross border providers would be awarding. That they will come rushing is inevitable ? it is a trend gaining currency across Africa. For example, Kenya now has over ten cross border education campuses and programmes. Relevant data on the educational sectors in Sierra Leone are attached as Appendices. I - XI 2.0. CURRENT POLICY ON FORMAL AND NON-FORMAL EDUCATION. 2.1. POLICY AND LEGAL FRAMEWORK. The policy and legal framework for education in Sierra Leone is established by the following official documents: Constitution of Sierra Leone1991 New Education Policy 1995 National Education Master Plan 1997-2006 Education For All National Action Plan 2004 Sierra Leone Poverty Reduction Strategy Paper 2004 Education Act 2004 University Act 1972, which is to be replaced by the Universities Act 2004 Provision of quality, relevant, and equitable learning opportunities for all, is the policy thrust, and the overarching objective of education in Sierra Leone. The importance of education as the key to human development is recognized in all the national social and economic development policies and practices. In 1964, three years after the attainment of political independence, an Act of Parliament i.e., the 1964 Education Act promulgated the first national policy on education. This Act provided the framework for all other policies on education namely, the 1970 Policy White Paper on Education, the 1976 Education Review, and the 1979 Education Sector Review. Other social/human development policies such as: the National Youth Policy, the National Policy on the Advancement of the Status of Women, and the National Policy on Gender Mainstreaming have strong education/capacity building components. Sierra Leone?s economic situation declined between the 1970s and 1990s due to the global oil crisis, bad governance and macro-economic distortions. The quantitative and qualitative decline was further aggravated by the eleven-year rebel war. The decline has persisted for over three decades and has manifestations in low primary and secondary school enrolment, low retention, high drop-out and high adult illiteracy rates. According to the Draft Poverty Reduction Strategy Paper (PRSP) Education Sector Review of 2004, the adult illiteracy rate now stands at over 60 percent of the population. It is against the background of inefficiency in education that the Government of Sierra Leone with the active support of the international development partners initiated fundamental structural reforms. Access, quality, equity, and relevance constitute the policy orientation of the on-going reform measures whose objectives include: · Development of broad-based education system · Provision of increased access to basic education for all citizens · Improving the quality and relevance of education · Upgrading technical and vocational educational institutions · Promoting literacy and numeracy in adult education as well as formal education · Reducing poverty through education 2.1.1. DEVELOPMENT OF A BROAD-BASED EDUCATION SYSTEM. The 6-3-3-4 education system was introduced in 1993. It consists of nine years of basic education i.e. six years of primary education and three years of junior secondary education for all primary school completers. At the end of primary education all students sit for the National Primary School Examination (NPSE), proceed to junior secondary level education and sit for the Basic Education Certificate Examination (BECE), after three years. Successful BECE candidates proceed to senior secondary school for another three years at the end of which they sit for the West African Secondary School Certificate Examination (WASSCE). Those who fail the BECE may either repeat the examination or find their way into technical/vocational institutions or employment. On the basis of performance in the WASSCE, students who meet the requirements for undergraduate work may proceed to the university for a four year degree course. The externally moderated examinations i.e. NPSE, BECE and WASSCE emphasize Mathematics, the sciences and a number of new subjects. The government pays the examination fees for all the candidates in government-assisted schools taking these three examinations. The objective of the policy of examination fees payment by government is to mitigate the financial burden on parents, guardians and students and to ensure that all students are externally assessed to ascertain the level of their learning achievement. 2.1.2. PROVISION OF INCREASED ACCESS TO BASIC EDUCATION. The Government is committed to ensuring that the right to basic education is open to all and is exercised by all. To this end, the policy of providing increased access to basic educational opportunities for all is given effect by a number of non-formal/adult education programmes and projects including the Non-Formal Primary Education (NFPE) Project, the Complementary Rapid Education for Primary Schools (CREPS) Project, and the Illiteracy Eradication Project. The target groups of these projects are out-of-school children, youths and adults. Provision of educational opportunities for girls and women is emphasized especially for girls in educationally marginal areas such as the Northern and Eastern Regions, where positive discriminatory measures in favour of girls? education have been taken. These measures are evident in the policy of free junior and secondary education. 2.1.3. IMPROVING THE QUALITY AND RELEVANCE OF EDUCATION. Among the measures taken by the Government to improve the quality and relevance of education are revision and adoption of relevant curricula, procurement and distribution of teaching and learning materials including science equipment and laboratory chemicals and infrastructural developments such as new schools and additional classrooms. The School Inspectorate Division in the Ministry has been strengthened in terms of human and other resources. 2.1.4. UPGRADING TECHNICAL AND VOCATIONAL EDUCATION. Technical and vocational education (TVE) centres have been established nationwide and these have targeted unemployed youths, more so ex -combatants since 2000. The demand for TVE can be gauged by the proliferation of TVE centres in the urban areas. Many of these centres, which are privately owned, provide training opportunities for junior and senior secondary school level dropouts. The Government in 2001 established the National Council for Technical, Vocational and other Academic Awards (NCTVA), with the main aim of moderating and coordinating examinations for these centres to promote quality assurance and parity of esteem of the sub degree certificates and diplomas awarded. 2.1.5. PROMOTING LITERACY AND NUMERACY IN ADULT EDUCATION AS WELL AS FORMAL EDUCATION. Government actions in this direction include establishment of a National Commission for Basic Education and a Non-Formal Education Council with remit to advise on non-formal education programmes including their designs, structures, contents and implementation. 2.1.6. DISTANCE EDUCATION, AND ICT-MEDIATED LEARNING. Distance education and ICT-mediated learning are emphasized in the reform initiatives that include re-structuring and upgrading of the School Broadcasting Unit in support of the 6-3-3-4 system. An upgraded Division for Educational Broadcasting has been proposed to replace the School Broadcasting Unit. One of the objectives of the proposed Educational Broadcasting Division is ?To produce and deliver quality educational radio and television programmes to complement and enrich lessons in formal and non-formal education classes?. 2.1.7. LEGAL FRAMEWORK FOR DISTANCE EDUCATION. The Education Act of 2004 gives effect to the policies set out in the New Education Policy (GOSL 1995), and the National Education Master Plan 1996-2007. It makes provision for operationalizing the 6-3-3-4 education system. Reference is made to ?distance education? without any elaboration on how it can be used to deliver education and training. The implication that can be drawn from its lack of elaboration is that providers of education can flexibly determine how distance education can be utilized. However, there would be need as with any other educational programme for the programmes to be quality assured. 2.2. ODL POLICY-RELATED INITIATIVES. Open and Distance Learning (ODL) policy-related initiatives are discernible in the following: (i) Training of teachers and other education personnel through distance education; (ii) Training of educational administrators in distance education; (iii) Establishment of ODL Resource Centres; (iv) Setting up of FM Radio Station; and (v) Technology-mediated learning. 2.2.1. TRAINING OF TEACHERS THROUGH DISTANCE EDUCATION. Distance education has been adopted as a strategy to drastically reduce the large number of untrained and unqualified primary school teachers nationwide. Towards this end, the Sierra Leone Government has initiated a policy on training and embarked on a training strategy to prepare primary school teachers and other education-sector personnel through distance education. This training strategy is expected to contribute to personnel capacity building and achievement of the Education For All (EFA) Goals by 2015.It further enhances effective implementation of the 6-3-3-4 system. Untrained and unqualified primary school teachers are now being trained up to Teachers? Certificate (TC) level at Freetown Teachers? College, through distance education. The Ministry also plans to train teachers for the first three years of primary school by distance education leading to the one-year Teachers? Elementary Certificate (TEC). The Division of Extra-Mural Studies (DEMS), Fourah Bay College, University of Sierra Leone in co-operation with the University of Ghana (Legon), is implementing a Commonwealth Youth Programme (CYP) Diploma Course in Youth in Development Work through distance education. DEMS also offers ?Distance Education? as an elective course for the award of the taught Master?s Degree in Adult Education. The Institute of Public Administration and Management of the University of Sierra Leone also offers a distance education module for one semester for the MA in Educational Administration Programme. Similarly ?Distance Education? is one of the courses for the award of the 12 calendar month Master?s Degree in Educational Administration at Njala University. This elective three credit-hour course is taught during the first and second semesters of the academic year. 2.2.2. TRAINING OF EDUCATIONAL ADMINISTRATORS IN DISTANCE EDUCATION. Action to ensure effectiveness in the administration of education by training through distance education has been taken by the Ministry of Education, Science and Technology (MEST). About twenty educational administrators are currently being trained by the Indira Gandhi National Open University (IGNOU), through distance education. The training lasts for one academic year and leads to the award of Post-Graduate Diploma in Distance education. Possibilities for further training leading to the award of a master?s degree in distance education exist. 2.2.3. ESTABLISHMENT OF ODL RESOURCE CENTRES. With support from UNESCO, the MEST is in the process of establishing ODL resource centers countrywide. These centers will serve both formal and non-formal education clientele. 2.2.4. SETTING UP OF FM RADIO STATION. To operationalise the policy on educational broadcasting, the MEST with UNESCO support has set up a frequency modulation transmitting station in Freetown; actual transmission on FM 95.1 Radio Education will commence soon. The radio coverage is expected to extend country wide with the purchase of a bigger transmitter. 2.2.5. INFORMATION TECHNOLOGY-MEDIATED LEARNING. Under the aegis of the MEST, training of science teachers is being facilitated by the use of television and video. Training workshops are being organised to enhance the capacities of science teachers in conducting experiments added with video recordings. 2.3. INTERVENTIONS BY SOME NON-GOVERNMENTAL ORGANISATIONS. 2.3.1. THE INSTITUTE OF ADVANCED MANAGEMENT AND TECHNOLOGY. The Institute of Advanced Management and Technology (IAMTECH), formerly a computer training centre, has partnered with St. Clements University to prepare Sierra Leoneans for undergraduate and post-graduate qualifications through the internet and local supervision. 2.3.2. THE AFRICAN DEVELOPMENT AND EMERGENCY ORGANISATION (ADEO). This is an NGO originally from Kenya, which commenced operations in Sierra Leone in 2002 in co-operation with UNHCR. The organisation with headquarters in Kenema in the Eastern region claims in its brochure that its ?education department is presently implementing Distance Education for Learners in Senior Secondary Levels 1,2,3?. In addition ADEO claims that it ?has trained Sierra Leonean Teachers to master skills in writing distance education materials such as printed modules in various secondary school subjects, production of distance education audio cassettes and to efficiently handle distance education tutorials and serve as internal examiners?. 3.0. REVIEWS ON THE USE OF ICT IN THE POLICY AND APPLICATIONS FOR FORMAL EDUCATION WITH REFERENCES ON HOW THIS IS BEING IMPLEMENTED. 3.1. POLICY OBJECTIVES AND STRATEGIES. The 1991 constitution currently in use asserts that the government shall promote ?the study and application of modern science, technology, commerce and business. On the media and its related practices, it is stated that the print and electronic media such as dailies, magazines, radio and television shall at all times be free to uphold the fundamental objectives contained in the constitution and highlight the responsibility and accountability of the government to the people. A national policy on ICT is almost non-existent at the present time. However, provisions for ICT utilization are embedded in the National Science and Technology Policy with assertions like making Science and Technology education compulsory in the basic education system by integrating it into the curricula of all schools and at all levels. ?It is further stated that the rapid development and exploitation of ICTs shall be targeted?. The objective identified was to facilitate the widespread use of ICTs in the country through: (a) the creation of a regulatory environment for the harmonious development of ICT; (b) improving the human resources capacity for ICT usage in the country; (c) promoting and facilitating private sector participation in ICTs; and (d) establishing linkages with regional and international ICT organizations/institutions. Among the strategies suggested for meeting the objective the following are relevant: a) ensuring the acquisition, production and distribution of instructional/educational materials, and basic electronic media and other facilities. b) establishing Internet facilities in schools and higher education institutions to improve ICT literacy, standards, practices and guidelines for the development and acceleration of the exploitation of the technology. c) transforming the traditional public library systems into a network of electronic libraries and the establishment of new ones. d) establishing an ICT centre of excellence where intensive, practical and quality training courses could be provided to reorientate professionals and other workers in the public and private sectors. e) creating an enabling environment and incentives for private sector investments in the manufacturing of a selected range of ICT components and equipment. f) promoting regional, sub-regional, bilateral and multilateral co-operation in ICT. 3.2 IMPLEMENTATION Though there are many Internet centers/cafes in Freetown, it is clear that their use for educational purposes is minimal. However one key project established after the war, which is making use of ICT in education, is the ?Knowledge Aid Project? sponsored by an NGO in the U.K. The project provides computers to selected secondary schools in Freetown as well as the Milton Margai College of Education and Technology and the Freetown Teachers College, which runs the teacher upgrading programme by distance education. Through the project, untrained teachers download instructional materials for their classes. It also provides CD libraries for schools in key subject areas such as Science and Mathematics. In areas with infrequent power supply, such as remote provincial towns and villages the project encourages teachers to use the CD materials provided for teaching in schools. Furthermore it hopes to target selected educational websites whose contents could be downloaded. Major constraints to the implementation of this project are the costs of telephone connection and the charges involved which are very high at the moment. This has the potential of delaying the spread of the technology to schools and other institutions. The erratic supply of electricity even in Freetown can also be limiting. All the major tertiary institutions like the University and Polytechnics have computer centers for training students and giving concessionary access to staff and students for Internet use. 4.0. USE OF ODL AND ICT IN OUTREACH AND EXTENSION PROGRAMMES IN SIERRA LEONE. INTRODUCTION. Open and Distance Learning (ODL) approaches are not new in Africa. Several countries including Tanzania, Ghana, Botswana, Lesotho and Malawi have a long and interesting record in ODL. Open and Distance Learning provides educational opportunities for all categories of people, who could not access formal institutions of learning for skills and knowledge development. It covers situations where learners have infrequent access to a teacher either working on the instructional materials independently or where help is provided in contiguous modes. Working at home in a self-directed learning situation is the norm. In the informal sector sensitization in the form of Radio and TV discussions broadcast messages, drama and skills acquisition programmes are the common ODL modes. Information Communication Technologies (ICTs) are normally integrated into ODL opportunities and used alongside print materials. ICTs cover a wide array of electronic media such as radio, television, video, audio-tapes computer-assisted learning modes incorporating multi-media such as CD ? Rom, DVD, the internet and World Wide Web. Examples in the successful use of ICTs include the Radio schools of Latin America, ?Radio primaria? and ?Telescundoria? of Mexico and the supervised study groups of Zambia and Malawi. Extended educational opportunities to large numbers of children and adults who were previously deprived because of the social class into which they were born are provided. Thus distance education utilizing ICTs, has helped to address class-based limitations in educational choices. THE SIERRA LEONE ODL AND ICT SITUATION. The use of ICTs in ODL in Sierra Leone is gaining currency as the ODL Policy-related initiatives in 2.2 above indicate. However, in outreach and extension programmes use of ODL and ICT is gaining momentum. There are limited outreach and extension programmes to service the educational and training needs of learners many of whom are unemployed and far less productive and inefficient in many of their livelihood engagements. Formal in-school learning systems in Sierra Leone respond more to traditional clientele who acquire education and/or training conferring benefits that society has identified as fundamental for socio-economic development. The provision of such education or training entails pre-determined programmes designed with a general focus on human resource development for national gains. The non-formal outreach and extension programmes coordinated and/or facilitated by the Non-formal Division of the Ministry of Education, Science and Technology often cater to those learners who may not fit into the formal education system. The People?s Educational Association (PEA) of Sierra Leone an NGO, subsidized by the Government plays a major role in servicing the non-formal education sector of the general population. Currently, ODL opportunities are limited to sectors such as Teacher Education, Health and Agricultural Extension Agents, Social mobilization and Adult Education facilitator training in Sierra Leone. For instance Fourah Bay College, University of Sierra Leone conducts a Diploma in Youth in Development programme through distance education, while the Freetown Teachers? College runs one for the untrained and unqualified teachers? in primary schools. Other examples of ODL and ICT use can be found in the health and agriculture sectors in Sierra Leone. In the health sector ODL and ICT use can be discerned in the inclusion of Telemedicine in the Instructional mode for clinical training of medical students and doctors in the College of Medicine and Allied Health Sciences (COMAHS), University of Sierra Leone. This training involves the use of Internet chats and e-Mailing to discuss critical medical cases. Case history, laboratory tests, X-rays, histology and clinical findings are mounted on the Internet for discussion during grand rounds at COMAHS and two overseas centres (i.e. one in Oxford, United Kingdom and the other in the United States of America). This way competence in the training, diagnosis and management of disease conditions are greatly enhanced. Also, interesting cases of medical importance are usually mounted to share in the experience of other members taking part in the network. Similarly ODL and ICT are used extensively in the Government of Sierra Leone/World Bank assisted programme on HIV/AIDS Sensitization and Awareness raising campaign. This USD15M programme implemented by the secretariat for HIV/AIDS Response Project (SHARP) has as its main objectives the reduction of HIV/AIDS transmission and the mitigation of its impact on the population. The project uses the multisectoral approach by engaging information, education and communications strategies in intensive sensitization and awareness raising via the print and electronic media. The modes of delivery include: (a) broadcast messages and focused audience orientated segmented messages utilizing Posters, Pamphlets/booklets and audiocassettes. (b) radio and television discussions and dramas. (c) utilizing the world wide web for an expansive outreach directed at both national and international clienteles. (d) distribution of Video and TV Sets to Community based and non-Governmental Organizations, Community Associations and clubs for group viewing of HIV/AIDS sensitization and awareness raising materials at resource centres in remote communities. In the Agricultural Sector ODL and ICT use will form the main thrust in the just signed agreement between the Government and FAO for a training programme to target the right to food, farmers field schools and school gardening in remote parts of the country using audio cassettes and print materials. The project is sponsored through FAO and the Ministry of Agriculture, Forestry and Food Security (MAFFS) using German funds. Similarly the Commonwealth of Learning jointly with Njala University College, University of Sierra Leone is concluding a project proposal and preparing a desk research needs assessment for training of extension agents employed by MAFFS in aspects of vegetable production in peri-urban Freetown. This project, which aims at increasing vegetable production and sustainable improvements in livelihood skills to reduce poverty at the farm level, will depend solely on ODL using ICT and print modes of delivery. Other initiatives utilizing ICT for learning and access to scientific literature by students, Academics and Researchers in fields such as Agriculture, food, Nutrition and related biological, health, environmental and social sciences at Njala University College and the Agricultural Research Institutions are the AGORA and TEEAL projects provided by FAO and UNDP respectively in collaboration with a range of public and private sector partners. AGORA (Access to Global Online Research in Agriculture) provides online access to over 400 scientific journals while TEEAL (The Essential Electronics Agriculture Library) provides literature in the form of CD-ROMS. Through these means, up to date literature for teaching, research and Publication, and curricula reviews become accessible at the college library to students, Academics and Researchers. There are many technically competent professionals who are also trainers of apprentices interested in a variety of technical/vocational fields. For example apprenticeship is a popular mode of training in Auto Mechanics, Tailoring, Masonry, Carpentry, Welding, General Housing Construction and Home Appliance Repairs. The technicians though qualified by experience and could work proficiently, may be found wanting in the theoretical foundations of their vocations. Furthermore many of them do not have the appropriate training attitudes, approaches/methods and techniques and therefore do not demonstrate discernment in their interaction with apprentices. Often such trainers find it difficult to train apprentices to a fine completion. Thus it is not uncommon to find trainees dropping out of apprenticeship programmes. These professionals certainly need reorientation and training in Apprenticeship Education. Often they employ methods and training exercises, which are inappropriate and outrageously abusive of fundamental human rights. Another example worth considering in this presentation is in the Health Sector. There are many public health workers with less than adequate competence for the types of duties expected of them. For example, the nurses? aides in the rural communities could provide better services if they are properly trained. Very often many of them have little or no formal training and qualification in modern health care methods, for example traditional birth attendants helping with delivery. These people perform operations in unhygienic and unorthodox circumstances. They need appropriate training in order to become effective, efficient and more productive. Similarly, nurses, doctors and other paramedics are variously trained in their vocational choices of occupational aspirations, but may not have exhaustively mastered all concepts, knowledge and skills, particularly new emergent ones. Also, their public relations and communication skills, styles and orientations in delivering service are sometimes counter productive. ODL AND ICT OUTLOOK FOR SIERRA LEONE. Nationally ODL could be used in addressing the crisis attendant to the high illiteracy and dropout rates from the formal educational sector and the large number of unemployed adults. Priority areas to be considered for ODL and ICT applications in the formal and non-formal education sectors could be Small and Medium Enterprises Management/Operations, Agricultural Production, Home Management/Economics, Health, Literacy, Textiles/Clothing, Metal Works, Home Appliance Repairs, and other Technical and Vocational endeavours. Utilization of ODL in Sierra Leone would therefore call for creative approaches in design and structure of the programmes to meet the learning and training needs of the many Sierra Leoneans not catered for by the current traditional formal and non-formal delivery systems. Through ODL and ICT remedial and refresher courses not requiring professionals to leave their places of work for any period could be mounted to improve on competence. A practical parallel could be drawn from the professional development programme for primary and secondary school administrators, most of who were never prepared for educational administration. These administrators are currently benefiting from ODL training mounted by the Indira Gandhi National Open University. Through a multimedia approach, written information and audiotapes can be made available to various groups of ODL learners. Group learning by radio and television programmes in regional centres where learners could infrequently meet for tutorials as may be deemed necessary, is feasible and can be very rewarding for the nation. In these centres, learners can develop practical skills using equipment not easily accessible in their home environment. The use of such facilities including ICTs would: Ø Ensure consistency in teaching quality. Ø Bring experts/technocrats into the classroom to enhance better understanding the contents of courses Ø Ensure access to education in the learners? own time Ø Provide entertainment and therefore motivate students. Ø Sustain the interest of learners Such increase in the use of ODL and ICT delivery opportunities in Sierra Leone would further expand the clientele base beyond those currently offered by normal in-school and non-formal education system; thus providing improved educational access to more people of different backgrounds, for examples, non-professionals, professionals, vocational, technical and those with leisure orientations. Often each learning opportunity targets a specific group with its own situation/ circumstances that would permit short, medium or long-term programmes to be implemented with tolerable family and economic inconveniences. Thus the educational delivery systems, ODL and ICT included, would have to be chosen to ensure effectiveness and efficiency in meeting the national development needs, while considering the influences of special considerations. Sierra Leone should therefore take full advantage of all systems including ODL and ICT opportunities, to improve on the human capital for its economic growth as a nation. 5.0. PRIORITY AREAS FOR ODL AND ICT INTERVENTIONS. 1. Training of adult and non-formal education teachers and facilitators for participation in a mass illiteracy eradication campaign. Reducing the high rate of illiteracy (i.e. 76% of women and 40% of men are illiterate) can be tackled using a combination of conventional and ODL methods. Training a critical mass of adult literacy teachers and facilitators would contribute immensely in attaining the EFA National Action Plan Goal of achieving 50% increase in the present adult literacy nationally by 2015. Literacy education programmes designed using ODL and ICT as key components would be necessary for accelerating the process of literacy acquisition in Sierra Leone. Mobilization and sensitization of communities through targeted television and radio programmes for the proposed illiteracy eradication campaign could be one mode to facilitate this. Community radio and television listening and learning groups could be established in centers nationwide as a strategy in this regard. 2. HIV/AIDS Sensitization ? Mounting and dissemination of well articulated anti-HIV/AIDS messages through video recordings for television viewing groups in established centres. Training of community-based facilitators and provision of the necessary ICT for effective and efficient programme implementation is a way forward in the fight against the spread of HIV and AIDS. 3. Use of video recordings for the training of community health personnel in various disciplines. The recordings could be combined with print materials as instructional pathways. 4. Creation of linkages with external agencies? educational programmes using ODL especially in Africa, for example the University of South Africa, the National Open University of Nigeria (NOUN), Zimbabwe Open University and the African Virtual University that are involved in the production of teaching and learning materials for post-secondary schools. 5. Development of programmes for professional/occupational training. Areas to be considered would include: a) Teacher training for untrained and unqualified teachers. b) Adequate training for medical workers in various fields especially in rural communities where they may be the only recourse for emergency medical attention. c) Adult education programmes such as literacy and remedial/bridging courses mostly for adults who want to qualify to enter university/other tertiary institutions attempting the WASSCE public examinations. d) Youth programmes geared towards engaging their minds and challenging their creativity to make useful contributions in society. e) Programmes for retirees and others who may wish to change careers/occupations or read for leisure. f) Technical/Vocational programmes in various fields. g) Peace and Civic Education h) Creation of country-wide access to education and electronic media. i) Production of teaching and learning materials including pictorial and printed documents. 6.0. PRIORITY AREAS FOR AN ODL POLICY PROPOSAL. The following are proposed for consideration in developing an ODL policy: 1. Use of ODL for the training of personnel for critical development sectors such as education, health, social mobilization and agriculture. 2. Address issues of quality assurance and parity of esteem in distance education and the need to improve on the efficiency through service delivery e.g. quality assurance in the training of teachers through distance education. 3. Removal of import duties and other taxes from materials and equipment to be used for ODL training. 4. The role of research in the use of ODL and ICT in education, Health, Agriculture and Social Sciences etc. 5. Inclusion of ODL courses in the curricula for teacher training. 6. Promotion of the use of solar energy for rural electrification more so for enhancing access to ICT among the rural and urban poor. 7. Training in instructional materials development. 8. Establishment of Distance Education Division or Task Force on Distance Education or Distance Education or Special Initiative/Commission/Council within MEST. 9. Pave the way for an Open Learning College /University similar to the ones in Namibia and Botswana ? NAM., COL and BOCODOL. 10. Establishment of FM stations that would reach every chiefdom in the country in the medium to long term. 11. Recognition of ODL qualifications by stakeholders and the general pubic. 7.0. PLAN OF ACTION FOR EFFECTIVE IMPLEMENTATION OF ODL INITIATIVES IN SIERRA LEONE. Areas to be Addressed Strategies Time Frame Responsibility Resource Comment Short Term: (1 - 6 months) 1) Needs Assessment Surveys on: A) HIV/AIDS B) Agric. Ext. Agents Training C) Resources Assessments for ODL D) Identification of Areas for ODL intervention in the areas of Health and Social mobilization. 2) Creation of linkages with established ODL providers. Medium Term (1year): 1) Actual Projects Identification (one each in: a) Agric- b) Health c) Social mobilization d) Education 2) Training in the use of ICT. Areas to be Addressed Desk search and field visits/work ? ? ? ? Formal contacts networking. Desk and field work visits Training workshops Strategies April to August 2005 ? ? ? ? ? Sept. ? 2005 to August 2006. ? Time Frame Responsibility Resource Comment 3) Training in instructional materials design and production. 4) Establishment of broadcasting units and ICT study centres. 5) The establishment of a distance education special initiative commission/council. 6) Formulation of national ODL policy. 7) Development of curricula for various training programmes e.g. Teacher training, Vocational/Technical etc. 8) Development of robust quality assurance guidelines and recognition of ODL qualifications on offer. Training workshops Identification/ Procurement/ Distribution/ operationali-zation. Consultations/ Promulgation Consultations/ Promulgation. Curricula development workshops Review of existing guidelines from/ other places for adoption ? ? ? ? ? ? Areas to be Addressed Strategies Time Frame Responsibility Resource Comment Long Term (1- 3) years) 1.Training on adult Literacy / teacher education and other vocations. 2.Training of community health personnel in various disciplines. 3.Paving the way for an open learning College/University Training programmes ? Consultation and promulgation Sept. 2005 to August 2008 ? ? 8.0. RECOMMENDATIONS TO GOVERNMENT ON ODL USAGE. Considering the opportunities to be harnessed by the wide spread use of ODL and related activities in enhancing access, quality, relevance and equity in acquiring education and training, the following recommendations are made for the active consideration of the Government: 1. Adoption of ODL as an acceptable delivery mode alongside others for education and training in the country. 2. The Government should set up unit within the Ministry of Education, Science and Technology that would coordinate and monitor ODL activities in the country. 3. The Government should formulate and promulgate a policy framework for ODL and related training in the country. 4. The Ministry of Education, Science and Technology should as a matter of urgency direct TEC and NCTVA to have in place clear guidelines and regulations for accreditation, quality assurance including examinations for programmes courses and recognition of qualifications awarded after programmes of study following ODL and related training. 5. Establishment of an open college/university in the medium to long term under the Universities Act of 2004. 9.0. REFERENCES. Alghali, A. M. (2004), Address by the Acting Vice-Chancellor at Congregation Ceremony of The University of Sierra Leone, (USL) 18th December, 2004. Bennell, P. Harding J and Rogers-Wright, S (n.d) Poverty Reduction Strategy Paper (PRSP) Education Sector Review First Draft. Government of Sierra Leone (GOSL) (1972), University of Sierra Leone Act. - (1991), A Framework of a National Plan of Action for Sierra Leone of Basic Education for All by the year 2000. - (1991), The Constitution of Sierra Leone 1991. - (1994), The National Commission for Basic Education Decree. - (1994), The National Education Action Plan. - (1995), New Education Policy for Sierra Leone. - (1996), National Education Master Plan, 1997 ? 2006. - (2001), Tertiary Education Commission (TEC) Act. - (2001), National Council for Technical, Vocation and other Academic Awards (NCTVA) Act. - (2001), The Polytechnics Act. - (2003), Sierra Leone National Youth Policy. - (2003), National Science and Technology Policy. - (2003), Local Government Act. - (2004), The Education Act. - (2004), Education for ALL: National Action Plan. - (2004), The Universities Act. Kabbah A. T. (2004), Address by the Chancellor of the University of Sierra Leone, His Excellency Alhaji Dr. Ahmed Kabbah, at the University Congregation in December, 2004. Mansaray, M (2003), ?Contemporary Direction in Education Expansion? paper presented at a seminar on Educational Developments Njala University College, USL (Unpublished). New Era (2004), Newsletter of the Ministry of Education Science & Technology (MEST). Redwood-Sawyerr, J.A.S. (2002), ?Access to University Education? Unpublished paper. Thompson, E. J. D., Pratt N, and Kabo, M.M. (2004), Report of the Evaluation of the Partners in Adult Education Programme 1998 ? 2003 (Unpublished). Turay, E.D.A. (1998), ?Sierra Leone? in Draper J, (ed) Africa: Adult Education Chronologies in Commonwealth countries. Cape Town: University of the Western Cape pp. 68 ? 76. 10.0. DATA ON EDUCATION IN SIERRA LEONE. APPENDIX 1: ENROLMENT: PRIMARY SCHOOL GROSS AND NET ENROLMENT RATES BY REGION (PERCENTAGES ROUNDED). SOUTH EAST NORTH WESTERN AREA GER NER GER NER GER NER GER NER FEMALE 115 73 127 79 108 69 128 87 MALE 117 71 138 73 122 68 143 88 SOURCE: Sierra Leone Integrated Household Survey (SLIHS), cited in Bennell, P. et al. (n.d.) Draft PRSP Education Sector Review p.78. APPENDIX 2: 2003 PRIMARY AND SECONDARY SCHOOL GROSS ENROLMENT RATES BY LEVEL AND LOCATION (PERCENTAGES ROUNDED). PRIMARY JUNIOR SECONDARY SENIOR SECONDARY FEMALE MALE FEMALE MALE FEMALE MALE URBAN 134 144 60 82 47 16 RURAL 103 115 14 26 9 13 SOURCE: SLIHS, cited in Bennell et. al. ibid p.19 APPENDIX 3: JUNIOR AND SENIOR SECONDARY SCHOOL GROSS AND NET ENROLMENT RATES BY REGION 2003. JUNIOR SECONDARY SCHOOL SOUTH EAST NORTH WEST GER NER GER NER GER NER GER NER FEMALE 46 19 23 4 24 11 97 16 MALE 66 34 50 7 40 15 68 17 SENIOR SECONDARY SCHOOL GER NER GER NER GER NER GER NER FEMALE 30 11 13 2 14 4 74 11 MALE 46 13 16 3 21 3 126 16 SOURCE: SLIHS, cited in Bennell et al. p. 27. APPENDIX 4A: ENROLMENTS AT CONSTITUENTS OF THE UNIVERSITY OF SIERRA LEONE 1993/94-2003/04. University of Sierra Leone 1993/94 1999/2000 2001/02 2002/03 2003/04 Fourah Bay College 1576 1800 2055 2245 2800 Njala University College 988 1100 1500 2000 2069 College of Medicine and Allied Health Sciences 91 160 105 300 - Institute of Public Administration and Management 357 328 412 900 SOURCE: SLIHS, cited in Bennell et al. p.85. APPENDIX 4B: ENROLMENTS AT EXISTING POLYTECHNICS AND TEACHER EDUCATION COLLEGES Institution 1993/94 1999/2000 2001/2002 Milton Margai College of Education and Technology 709 753 1050 Eastern Polytechnic 316 475 1010 Makeni Teachers? College 558 390 780 Bunumbu Teachers? College 522 496 829 Port Loko Teachers? College 494 498 805 Freetown Teachers? College 346 429 870 Total 2945 3041 5344 SOURCE: SLIHS, Cited in Bennell et al. ibid p.85 APPENDIX 5: 2002 ADULT LITERACY ENROLMENTS BY REGION. REGION FEMALE MALE TOTAL SOUTH 780 1490 2270 EAST 540 1080 1620 NORTH 910 640 1510 WEST 1060 1550 2610 TOTAL 3290 4760 8050 SOURCE: Ministry of Education, Science and Technology (Cited in Bennell et al. ibid. p.85 APPENDIX 6: LITERACY RATES* BY GENDER, YEAR, NATIONAL AVERAGE AND SOURCE OF DATA. Year Gender Rate National Average Source of Data 1985 Male Female 36.4% 22.8% (30.0%) Central Statistics Office (CSO) 1995 Male Female 31.0% 11.0% (21.0%) CSO 1998 Male Female 36.0% 23.0% (29.5%) UNDP 2000 Male Female (36.0%) HDR * Based on definition of ability to read easily or with difficulty SOURCE: Government of Sierra Leone (2004) Education for All (EFA) National Action Plan. p.6. APPENDIX 7: NON-FORMAL PRIMARY EDUCATION (NFPE) ENROLMENT. Year Enrolment Male Female Total 1998 1999 2000 2001 2001 2003 800 915 980 1340 1560 2711 650 661 728 780 798 804 1450 1576 1708 2120 2358 3515 8306 (66%) 4421 (34%) 12,727 SOURCE: Ekundayo Thompson et al. (2004) Report of the Evaluation of The Partners in Adult Education Programme 1998 ? 2003. APPENDIX 8: PRIMARY SCHOOL COMPLETION RATES BY AGE GROUPS AND LOCATION (PERCENTAGES ROUNDED). AGE URBAN RURAL FEMALE MALE FEMALE MALE 10-14 15 (59) 17(74) 5(63) 4 (69) 15-19 54 (21) 57 (26) 11(23) 16(43) 20-29 40 (14) 64 (11) 7(5) 17(12) 30-39 33 (6) 57 (9) 4(3) 19(7) Note: Figures in parentheses are percentages of age group still in primary school SOURCE: SLIHS, cited in Bennel et al. p.79 APPENDIX 9: NPSE PASS RATES (GREATER THAN 220 POINTS) BY REGION 2001-2003 (PERCENTAGES ROUNDED). YEAR NORTH EAST SOUTH WEST MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE 2001 68 65 79 69 84 75 83 82 2002 81 77 86 75 82 70 83 80 2003 82 79 92 88 77 64 79 76 SOURCE: West Africa Examinations Council, cited in Bennell et al. p. 46. APPENDIX 10: BASIC EDUCATION CERTIFICATE OF EDUCATION (BECE). PASS RATES FOR CORE SUBJECT, 2001 ?2003 (PERCENTAGES ROUNDED). Core Subject 2001 2002 2003 Female Male Social Studies 55 43 31 48 Languages Arts 51 47 49 53 Integrated Science 38 41 54 69 Mathematics 15 14 14 18 SOURCE: West African Examinations Council, cited in Bennell et al. p.47. APPENDIX 11: POPULATION NEVER ATTENDED SCHOOL BY AGE. GROUP AND LOCATION, 2003 (PERCENTAGES ROUNDED). URBAN RURAL AGE GROUP FEMALE MALE FEMALE MALE 5-10 29 31 50 52 10-14 16 9 31 27 15-19 25 15 65 40 20-29 47 22 88 70 30-39 59 32 93 72 SOURCE: SLIHS, cited in Bennell et. al. p. 22