Leveraging Technology to Improve Foundational Learning for Sierra Leone

Despite a significant increase in student enrollment in Sierra Leone over the past six years, with limited educational resources, this policy analysis paper examines strategies to tackle the prevalent literacy and numeracy learning challenges in the country. The research team focuses on the potential of technology as a solution to this critical issue. Through a comprehensive collaboration with the Ministry of Basic and Senior Secondary Education (MBSSE) in Sierra Leone, this paper undertakes a detailed literature review to examine the fundamental factors that underpin the persistent foundational learning criss within the country. By exploring innovative approaches and best practices in leveraging technology for educational advancement, this paper seeks to propose effective policies that can bridge the existing gap and improve foundational learning outcomes in Sierra Leone. The analysis considers the role of enhancing the teaching profession through ICT, transforming school leaders’ capacity for results and investing in pre-loaded solar-powered tablets for student-centered learning. Ultimately, this paper advocates for the integration of enhancing the teaching profession through ICT to foster a more inclusive and effective learning environment to close the gap of foundational learning in Sierra Leone.

Authors

• Salat Ahmed, Master’s in Education (Ed.M) candidate in Education Policy, and Analysis, Harvard Graduate School of Education
• Saida Hassan, Master’s in Education (Ed.M) candidate in Education Policy, and Analysis, Harvard Graduate School of Education (Presenter)
• Jordan Weatherl, Master’s in Education (Ed.M) candidate in Education Policy, and Analysis, Harvard Graduate School of Education