Catering for diversity in psychosocial and learning needs in a low-income country

This chapter reviews the work of three largely residential schools run by EducAid, a small NGO in Sierra Leone. Thousands of children had missed out on schooling following the rebel war (1991–2002). Marginalised children included child soldiers, children whose parents had died in the fighting and children returning from refugee camps. The post-conflict context was one in which many students had been exposed to violence, trauma and tragedy. The challenge was to provide a loving, learning community with appropriate teaching and learning methods for a wide range of ages, educational experience, competence and confidence. Some students have missed years of schooling, but others arrive at EducAid having missed little or none of their education. Consequently, some teenagers are illiterate on admission, with attainments below those of much younger children. EducAid, therefore, devised a personalised learning system that encourages children to take responsibility for their own learning, and to learn with and from peers, supported by teachers. Progression depends on reaching a specified standard in each module. The purpose-written modules cover the content of the national exams but provide opportunities for students to interact with each other in ways that challenge their previous negative and violent experiences. In other words, catering for diversity in learning can not be carried out independently of diversity in psychosocial experiences

Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach

In common with many countries in Africa and globally, the Government of Sierra Leone has given a commitment to address the requirements for ensuring universal primary education (Education for All) as demanded by the Sustainable Development Goals (UNESCO 2015). This chapter reports a process of inclusion policy development based upon research conducted within Sierra Leone in order to obtain the perspectives of service users and providers to inform an agenda for educational change across the country. Sierra Leone, situated on the Atlantic coast of Africa and bordered by Guinea and Liberia, has a proud history of education but in recent years has been devastated by warfare and an outbreak of Ebola and both natural and manmade disasters that have had a negative impact upon the country’s infrastructure and economic and social stability. This has resulted in significant numbers of children, and particularly those with disabilities or from remote areas of the country being out of education. Data were collected during a period of field work through the use of interviews and focus groups conducted with key respondents, including education professionals, disabled persons groups, parents and NGO personnel. These focused upon the current challenges of providing accessible schooling, a well prepared workforce and appropriate resourcing to enable all children to take their place within the Sierra Leone education system. Following analysis of the data, a series of consultation meetings were held across the country prior to developing a policy document which included key action points aimed at providing education for all children, including those who have been previously marginalised or excluded