Table 5. Enrolment of children attending government-assisted primary

schools on a per year basis for the period 200-/to 2003/04.

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.

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).

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.

*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

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