Assessing the implementation of the right to quality basic education in Sierra Leone

Abstract

This research has interrogated the extent to which the right to access quality basic education has been achieved in Sierra Leone. Chapter one was mostly foundational, discussing the background about the provision of the right to basic education, clarifying dissertation terms, providing a direction with respect to the aimed research questions and sub-questions. Chapter one also highlighted some key contrasting views and opinions put forward by other writers in the literature review, inter alia. One of the key findings in this chapter is that the FQSE Program caters for both government schools, and government assisted schools across the country. Chapter two focused on a discussion reflecting on key international and regional legal instruments protecting the right to basic education for which Sierra Leone is party to. The research found that the right to basic education is adequately protected both at the international level and at the regional. The chapter reveals that the right to basic education confers legal entitlement on the rights holder, and confers a corresponding obligation on the state to provide such education. Consequently, it was established that Sierra Leone as a party to these international treaties is under legal obligation to guarantee the right to basic education of every child within its jurisdiction. The chapter also established that there is unanimity in almost all the international legal instruments that basic education or primary or elementary education as the case may be, should be provided for free and must be made compulsory. The chapter also highlights the significance of the assessment mechanisms, such as the 4-A framework established by international law to assess the education provided by Member States to determine whether such education complies with the requirements of international law. Chapter three and four discussed the successes of government policies and legislations and the challenges, and shortcomings surrounding these implementation measures bordering on the provision of the right to quality basic education. The research found out that the MBSSE is the executive arm of government that oversees the control and management of Basic Education in the country. The research found out that the right to [basic] education remains a fundamental objective of State policy. However, basic education in Sierra Leone is compulsory for all. The research finds that punitive sanctions are laid down to punish parents/guardians who fail to send their children/wards to school. Further findings revealed that the government provided about twelve million exercise books to pupils in public schools, and has equally provided them with other essential learning materials since 2018. However, these do not come without challenges in the provision of books on core subjects across all levels of learning in the basic education stage. One such shortcoming is the availability of low supply of core textbooks in primary schools, whereas, they are over supplied in junior secondary schools. Another challenge involves the lack of computer learning provided to learners in many public schools across the country, with little or no access to internet connectivity in schools for learning pedagogy. Also, electricity availability, and the provision of other sources of alternative energy is insufficient in most schools Nationwide, causing a strain to learning. Additional findings revealed that the MBSSE recruited over 5 000 new teachers from 2018 - 2020, and had recruited over 160 school inspectors to monitor the implementation process of government policies in the educational sector Nationwide. The research finds that despite these improvements in numbers, the number of qualified teachers remained inadequate to address the existing gaps. Further findings revealed that public schools are understaffed with available auxiliary staff to maintain an enabling clean and safe schooling environment for learners, and that schools lack health service delivery rooms for both pupils and staff. There is also the problem of inequality in the percentage of male teachers to female teachers Nationwide (71% - 29%), making it a male dominated profession. While the government has intensified its efforts in making school meals available to pupils in public schools, this research discovered that much is still desired in successfully achieving this ambition. With respect to the provision of the National School Bus system to transport pupils to schools in every major city, the research finds that the bus service is only available to the capital city and district headquarter towns, with little or no presence in remote areas. Other challenges revealed were that the buses are not wheelchair friendly. The research discovered that even though the government has increased the construction of new classrooms to meet the growing school population Nationwide, there are still challenges involving the provision of an adequate enabling learning environment for pregnant schoolgirls, adolescent mothers, and children living with disabilities Nationwide. There still exist reports of alleged sexual and gender-based violence on female pupils Nationwide in schools at the Basic Education level. Even though the MBSSE has placed a ban on corporal punishment, and has trained some 16 500 teachers Nationwide to end this practice, the research finds that corporal punishment still exists in some Sierra Leonean schools. Finally, given that the FQSE covers for free tuition fees for pupils in government and government assisted schools, it does not cater for such other ancillary costs such as the provision of school uniforms, and it is alleged that some school authorities demand other illegitimate fees from parents, inhibiting the desire to provide quality basic education for all equally.