Is Sierra Leone’s Education Sector Ready for Technology?

Investment Rating - The report rates the Sierra Leonean education system's readiness to adopt educational technology as low, indicating significant opportunities for improvement within the EdTech ecosystem [35]. Core Insights - The assessment highlights a substantial lack of policies aimed at integrating technology in education, accompanied by minimal on-the-ground technology usage [35]. - There is a critical need to develop and communicate relevant policies specifically concerning Teachers and Students, along with increased awareness and capacity building in various areas [39]. - The report identifies six key pillars for evaluating EdTech integration: School Management, Teachers, Students, Devices, Connectivity, and Digital Education Resources (DER) [22]. Summary by Sections Introduction - The government of Sierra Leone established the Directorate of Science, Technology, and Innovation (DSTI) in 2018 to leverage technology for national development, with education as a key focus area [15][16]. - The COVID-19 pandemic underscored the importance of digital technologies for remote learning and the need for a better EdTech ecosystem [16]. Methodology - The Education Technology Readiness Index (ETRI) evaluates EdTech integration through de jure policies, de facto understanding, and practical implementation across six pillars [22]. - Data was collected through surveys conducted in 2022, covering 300 primary schools across various provinces [24][28]. Results Overall Findings - The ETRI assessment reveals a significant lack of policies for technology integration in education, with minimal technology usage observed [35]. - De jure policies were established for Digital Education Resources and somewhat for Connectivity and School Management, but severely lacking for Teachers, Students, and Devices [36]. Findings Across the Six Pillars 1. School Management - Received the highest score among the six pillars but is still at a critical stage, with a lack of specific guidelines for ICT integration [48]. - Only 60% of head teachers recognized their responsibility to integrate ICT, with limited training opportunities available [51]. 2. Teachers - Policies supporting teachers' use of ICT are weak, with no official digital competency framework in place [58]. - Only 5% of teachers reported confidence in using ICT for various applications, indicating a dire need for policy development and implementation [61]. 3. Students - There are no policies for integrating ICT into the curriculum for primary school students, leading to zero access to ICT [68]. - Teachers reported that students' use of EdTech was non-existent, reflecting inadequate ICT skills among students [70]. 4. Devices - Less than 3% of surveyed schools had any digital devices available, highlighting a critical lack of access [76]. - There are no policies mandating student access to digital devices, and monitoring of device availability is insufficient [78]. 5. Connectivity - Basic policies exist, but the lack of digital devices and electricity in schools poses significant challenges to connectivity [85]. - Only 5% of head teachers believed that the internet connectivity was adequate, with 96% of schools lacking digital devices to connect [87]. 6. Digital Education Resources (DER) - The report indicates that while policies exist, access and effective use of DERs remain limited [21].