Improving Rural Education in Sierra Leone: Understanding the Role of Small Scale Solar Power Installations and ICT

Interventions

Paul MunroUniversity of Melbourne

Amé ChristiansenVictoria University

Presentation Overview

• Research Methodology• History of Education in Sierra Leone • Contemporary Education Challenges in

Sierra Leone• EFO’s strategy and installations• The impacts of EFO’s work• Future Considerations

Photo: Kamabai School, Bombali District, Sierra Leone

MethodologyLiterature Review

– Education policy documents and articles.

Quantitative – Education data collection and (preliminary) analysis.

Qualitative– 8 Semi-Structured Interviews.

3 principals, 2 teachers, 1 school inspector, 1 student, and the District Education Director.

– 6 Focus Groups. 39 youth participants (Junior and Senior students; also young

people not currently attending school).

Photo: St Martin’s Orphanage, Port Loko

History of Education in Sierra Leone

• Colonialism– Elite Education– “The Athens of Africa”

• Independence– Patrimonial Rule– State Decline

• President Joseph Saidu Momoh– “Education is a privilege, not a right” (1988)

• Civil Conflict (1991-2001)

Photo: Fourah Bay College (University of Sierra Leone)

Contemporary Issues • 39% adult literacy. • 55.2% never completed Junior

Secondary School.• 45.8% youth unemployment. • 70.2% below the poverty line.• 2010 Human Development Index

Ranking: 158 / 169 countries.

Photo: Dembelia Sinkunia Koinadugu District

Education Sector Challenges• General shortage of personnel• Untrained and unqualified teachers• Post-war reconstruction of

infrastructure• 30% Increase in enrolments in the lead

up to 2015 (EFA and MDG)• Gross gender disparities • Geographic parity: urban/rural divide• Finance deficits at both government

and household level• Availability of necessary teaching and

learning materials and resources• Monitoring and evaluation for

accountabilitySource: Education Sector Plan 2007-2015 GoSL

Why Solar Power and ICT?

• 2% electrification in rural areas

• Kerosene and candles– Poor quality of

lighting– Significant

expense– Hazardous

Photo: Partnership Project EFO, EWB and Princeton

• ICT is an enabler of human capital

• Human capital decreases unemployment

• Employment reduces poverty

Education Programme Strategy

Phase I Solar System

installation- Lights

Phase II ICT Installation-

Computer/s and internet

Photo: Kamakwie classroom

Bombali DistrictKamakwie Senior Secondary• Phase I completed Feb 2010• Phase II completed May 2010

Kamabai Senior Secondary• Phase I completed Sept 2010• Phase II AusAID funding

Gbendembu Senior Secondary • Phase I AusAID funding

Photo: Independent Panels for study Lights Kamabai CCS allow for rent to buy

Results: Performance Data – WASSCE (university entry)

Kamakwie 2009 - 5+ credits (2.1%)

- 4+ credits (4.2%)2010 - 5+ credits (2.75%),

- 4+ credits (6.5%).

Baseline DataKamabai 2010 - 4+ credits (0%)

Gbendembu2010 – 4+ credits (2.3%)

Studying at Night in Kamakwie

Other:Bombali Urban2010 - 5+ credits (4.5%) - 4+ credits (9.5%)

Sierra Leone (Freetown/Bo Bias)2010 - 5+ credits (14%)

Results: Performance Data – BECE (Senior School Entry)

Kamakwie Junior Secondary School

Year No. 5+ % Fail %

2005 222 50 22.5 3 1.35

2006 152 26 17.1 28 18.42

2007 No data

2008 242 11 4.34 72 28.45

2009 324 11 3.38 116 35.69

2010 335 14 4.17 114 34.02

Benefits identified at four distinct levels:SystemInstitutionFamilyStudent

In four distinct Categories: FinancialAdministrativeSafety/SecurityAcademic

Results: Qualitative Analysis

Photo: Developing computer-based courseware at Kamakwie

Education Sector Challenges Addressed by EFO’s installations

• General shortage of personnel• Untrained and unqualified teachers• Post war reconstruction of

infrastructure• 30% Increase in enrolments in the

lead up to 2015 (EFA and MDG)• Gross gender disparities • Geographic parity: urban/rural divide• Finance deficits at both government

and household level• Availability of necessary teaching

and learning materials and resources• Monitoring and evaluation for

accountability

- Lift Status of the School

Solar and ICT Impact

- Access to online and software education tools

- Increased teacher preparation time

- Computer knowledge = relevant workplace skills

- Previous reliance on expensive generators - Increased Safety

- Increased hours during which classes could be held

- Increased class flexibility

- Improve facilities for record keeping

- No major link- Comparative advantage- Attracting Teachers- Perception of quality

- Saved School Expenditure

- Revenue Raising- Saved Teacher Income- Saved Household Income

- Computer based and online materials

- Increased textbook access

Photo: Idrissa completing the wiring at Kamabai Senior Secondary School

We don’t have money to buy kerosene and moreover we have to feed (eat) and without food we cant study so the income

that we usually put into light I spend on food and textbooks Daniel K Amen (Senior student Kamakwie)

“Immense, immense, immensely improved the status of the school for one. And even the academic part will actually gradually improve. We have bad results in the school. With the solar system, children will come in to study, teachers of course, using whatever equipment we have, especially computers if we have the opportunity to have them, will help the children to have more materials to study”

(Jnr School Principal Kamabai)

Photo: Example of charges for computer services and course program at Orphfund Village in Kamakwie EFO/ FreeCollective/ Orphfund project

Gender Disparity in Enrolments

Lessons and Additional Considerations

• Accountability where school’s increase revenue as a result of our projects

• Online Security• Offline Education Resources- Preloaded

Hard drives and USB• Targeting gender

disparity with

EFO interventions

Thank You For

Listening