IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? Baseline Technical Note using EdTech Readiness Index (ETRI) 2022 © The World Bank December 2024 Photo by: Cover photo: Unicef and The World Bank Design by: Mohammad Inamul Shahriar Disclaimer: This publication was produced with the support of the World Bank. The findings, interpretations, and conclusions expressed in this document are those of the authors and do not necessarily reflect the views of the World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy, completeness, or quality of the information in this publication. The World Bank is not liable for any loss, damage, or expense resulting from the use of this publication or its content. Mention of trade names, products, or organizations does not imply endorsement by the World Bank. The boundaries, colors, denominations, and other information shown in maps or referenced in this publication do not imply any judgment on the part of the World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? Baseline Technical Note using EdTech Readiness Index (ETRI) 2022 ABBREVIATIONS ASC Annual School Census CIL Computer and Information Literacy DER Digital Education Resources DSTI Directorate of Science, technology, and Innovation EdTech Education technology ESP Education Sector Policy EdTech Education Technology ETRI Education Technology Readiness Index EU European Union GEPD Global Education Policy Dashboard GIS Geographic Information System ICT Information and Communication Technology IT Information Technology ITU International Telecommunication Unit JSS Junior Secondary School MBSSE Ministry of Basic and Senior Secondary Education MoCTI Ministry of Communication, Technology, and Innovation MTHE Ministry of Technical and Higher Education MTNDP Medium Term National Development Plan NDLS National Digital Learning Strategy NIDS National Innovation and Digital Strategy SQAO School Quality Assurance Officers SL Sierra Leone SSS Senior Secondary School TSC Teaching Service Commission UNICEF United Children’s Fund CONTENTS ACKNOWLEDGEMENTS 4 I. INTRODUCTION 5 II. METHODOLOGY 6 II.A The Education Technology Readiness Index (ETRI) 6 Data Collection Tools 6 II.B Description of the sample 7 II.C II.D Construction and Presentation of the Key Indicators 8 III. RESULTS 9 Overall Findings 9 III.A III.B Findings Across the Six Pillars 11 School Management 11 1. The Result of the School Management Pillar: Better Performing Pillar, Yet Needs Improvement 12 Teachers 13 2. The Result of the Teachers Pillar: In Desperate Need of Policy Development and their Implementation 14 Students 15 3. The Result of the Students Pillar: Policies were Lacking, Students Had Zero Access to ICT 16 Devices 16 4. The Result of the Devices Pillar: In Need of Standards and Access to Devices 17 Connectivity 18 5. The Result of the Connectivity Pillar: Basic Policies Exist, Lack of Digital Device is the Challenge 19 Digital Education Resources 20 6. The Result of the DER Pillar: Better Performing Pillar IV. in Terms of Policies, Lacks Access, and Use 21 POLICY RECOMMENDATIONS 22 REFERENCE 26 ACKNOWLEDGEMENTS This report is prepared by Afra Rahman Chowdhury under the guidance of Mokhlesur Rahman, the task team leader, and is built on the research, analyses, and presentation conducted by Marie Helene Cloutier and Emma Lambert-Porter. The work was a collaborative effort between the World Bank Sierra Leone Education team and the ETRI team which included Marie Helene Cloutier, Emma Lambert-Porter, Cristobal Cobo, and Marjorie H Chinen. The World Bank team consisted of Mokhlesur Rahman (Task Team Leader and Senior Education Specialist), Mari Shojo (Former Task Team Leader and Senior Education Specialist), Marcela Gutierrez Bernal (Former Team Member and Economist), Ali Ansari (Co-Task Team Leader and Senior Economist), and Afra Rahman Chowdhury (Senior Economist Consultant). We would like to express our sincere gratitude to the Global Education Policy Dashboard (GEPD) team for leading the data collection process in schools and we appreciate Dr. Cream Wright for conducting the data collection of the policy survey. Our appreciation also goes to the Ministry of Basic and Senior Secondary Education (MBSSE) for their invaluable support in facilitating smooth data collection. This report has been endorsed by Dr. Yatta Kanu, the CEO of MBSSE, Sierra Leone. 4 Photo : UNICEF and the World Bank IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? 5 I. INTRODUCTION To embrace the fourth industrial revolution, the government of Sierra Leone established the Directorate of Science, Technology, and Innovation (DSTI) in the Office of the President in 2018. DSTI’s vision is to leverage science, technology, and innovation to support the government’s Medium Term National Development Plan (MTNDP) and to position Sierra Leone as an “Innovation Nation.” This vision aims to foster a dynamic environment where start-ups and initiatives, driven by people of all ages, can effectively solve problems within suitable economic, policy, and regulatory frameworks. To achieve this, Sierra Leone (SL) developed a 10-year National Strategy for Information and Communication Technology (ICT) in 2019, known as the National Innovation and Digital Strategy (NIDS) (2019-2029). This strategy prioritizes education as one of its three key focus areas for the country’s present and future development. The onset of COVID-19 pandemic in 2020 highlighted the importance of digital technologies for remote learning and building better education technology (Edtech) ecosystem in the country. The 5-Year Education Sector Plan (ESP 2022-2026) developed in post pandemic period sets out ICT education goals for all levels of the education system in Sierra Leone, connecting essential attributes of schools, learners, and teachers with desired learning outcomes. A key objective of the ESP is to enhance the use of data and technology to improve the learning environment and service delivery. Currently, a national digital learning strategy is being developed by EdTech Hub in partnership with the World Bank, Ministry of Basic and Senior Secondary Education (MBSSE), and Teaching Service Commission (TSC). 6 In SL, The DSTI oversees ICT initiatives across To advance the government’s EdTech goals in the all sectors, while the MBSSE is responsible education sector, it is crucial to assess the sector’s for primary and secondary education, and the preparedness for integrating technology into learning, Ministry of Technical and Higher Education (MTHE) teaching, and school management. This assessment handles technical and higher education. ICT can help identify policy gaps and shortcomings in funding is included in the annual budget of the the effective implementation of EdTech practices relevant ministries, with MBSSE’s annual allocation within the education system. Collected in 2022, the specifically supporting school connectivity ETRI data represents a baseline measure of Sierra investments. Maintenance costs for ICT in schools Leone’s readiness for EdTech integration, given that are covered under the general maintenance budget most of the EdTech initiatives were still in their early for schools within the annual MBSSE budget. stages at that time. Photo: Afra Rahman Chowdhury IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? 7 II. METHODOLOGY II.A THE EDUCATION TECHNOLOGY READINESS INDEX (ETRI) The Education Technology Readiness Index (ETRI) developed by the World Bank, evaluates the integration of EdTech into the broader education system by analyzing practices, de facto and de jure policies. The first step to integrate the use of technology into education system is to develop appropriate policies around it which is identified as de jure policy. This is followed by proper understanding of the existing policies by the stakeholders on the ground including school head teacher and teachers and this is referred as de facto policy in this report. The final step is implementing the policies on education service delivery, learning, monitoring and evaluation, which, in this report, is referred as practice. Considering these three stages, ETRI provides a comprehensive snapshot of EdTech integration through six key pillars: School Management, Teachers, Students, Devices, Connectivity, and Digital Education Resources (DER). These pillars collectively extend the analysis beyond mere device availability and connectivity levels, addressing essential elements of a country’s education-technology ecosystem. 8 School Teachers Students Devices Connectivity Digital Management Resources Practice Strategy Self-Efficacy Self-Efficacy Availability Connectivity Access Leadership Use-planning Use-Inside Student access Student access Use Prioritization Use-teaching Use-Outside Tech Support Quality Quality Policy Responsibility Standards Framework Standards Plan Guidance Guidance Support Curriculum Monitoring Monitoring Strategy Support Evaluation Assessment Responsibility Support System Standards Source: EdTech Readiness Index brief Figure 1. The Six Pillars of ETRI II.B DATA COLLECTION TOOLS Data for the ETRI was collected through the Global a local expert consultant with in-depth knowledge Education Policy Dashboard (GEPD), a project of the education sector and EdTech initiatives in SL. developed by the World Bank with assistance from Data was collected through desk review of policy the Bill and Melinda Gates Foundation and the documents as well as interviews with government UK’s Department for International Development. officials. The interviews comprised 35 questions For ETRI, two surveys were conducted in 2022 – a addressing the six pillars of the index. school survey and a policy survey. The school survey collected data on school The policy survey collected data on education practices, the use of technology in daily operations, technology policies in Sierra Leone (SL), providing and the implementation of education technology the de jure information for the ETRI. Conducted in policies at the school level. This survey provides September 2022, the survey gathered policy data information that is used to describe and score the through a legislative review that was carried out by de facto policies and practices in the ETRI, focusing IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? 9 I I . METHOD OLOGY on six pillars: school management, teachers, 4 provinces and Western Area. Two enumerators students, device use and access, connectivity, visited each school in the sample and carried out and digital education resources. The survey was a survey and various assessments for a single day. implemented in person and collected as part of For the ETRI, the team used data collected from the GEDP in May and June of 2022. The survey the headteacher and a Grade 5 teacher from each was conducted in 300 primary schools across the school. II.C DESCRIPTION OF THE SAMPLE The school survey is nationally representative 1 shows the breakdown of the sample by the level covering all four provinces and Western area. of stratification and provinces. The actual location A stratified random selection with probability of the schools in the country is illustrated in Figure proportional to school size was used to select the 1 using Geographic Information System (GIS) sample of 300 primary schools. The sample covers coordinates of each school. both urban-rural and public-private schools. Table Number of observations Rural 93 (31%) Location Urban 206 (69%) Public 89 (30%) Type Private 210 (70%) Northern province 57 (19%) 299 (100%) Western area Eastern Province 36 (12%) Province 71 (24%) Total number of observations Northwestern Province Southern Province 65 (22%) 70 (23%) Figure 2. Description of the ETRI school survey sample and location 10 II.D CONSTRUCTION AND PRESENTATION OF THE KEY INDICATORS The indicators are suggestive and are based on the jure); (b) proper understanding of the policies by responses received through the policy and school the stakeholders (de facto), (c) implementation surveys. A five-point Likert score has been used of the policies by the stakeholders (practice). To to convert answers to each question into numbers better understand the country’s status and identify ranging between 1 (worst) to 5 (best). Under each where the gaps are, results are compared between pillar, for each school, the average score across different indicators. Comparing de jure policies selected factors is calculated to get a school-level versus de facto policies provides insight on the sub-indicator score. Then, the sub-indicator scores extent to which the available policies, regulations are averaged to calculate the school-level indicator and strategies were understood on the ground. On score. The ultimate aggregate score reported is the other hand, comparing de facto policies versus the average weighted score across all schools in practices sheds light on to what extent the policies the sample. Results are then color coded to visually that were understood were being implemented in understand the strength and weaknesses of the practices by the stakeholders. Although, it needs to system. Table 1 below describes what the scores be mentioned here that the practices scores do not and colors represent. The thresholds used here are necessarily measure how well policies are being indicative. implemented as there is a lack of perfect alignment between policies and practices. Practices measure For successful use of technology on education, more directly the use of ICT both inside and outside three steps need to be fulfilled: (a) existence of schools particularly for students, while de facto relevant policies, regulations, and strategies (de policies are focused on schools only. Table 1. Color indicators, respective scores, and their meaning What does it mean for performance and quality of the policy Score Range and practice? Green 4-5 Very satisfactory 3-4 Caution: not in a critical stage but a series of action is needed to Yellow achieve satisfactory level. 1-3 Needs improvement: Critical, not satisfactory; re-quires a series of Red activities /actions for improvement IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? 11 III. RESULTS III.A OVERALL FINDINGS ETRI rated the Sierra Leonean education system’s readiness to adopt educational technology as low. This assessment highlights the state of practices and policies across the six pillars of ETRI in 2022. The findings reveal a significant lack of policies aimed at integrating technology in education, accompanied by minimal on-the-ground technology usage. This underscores a substantial opportunity for improvement within the Sierra Leonean EdTech ecosystem. Existence of policies (de jure) and their understanding at school level (de facto): De jure policies were well established regarding DERs and somewhat in place for Connectivity and School Management, but was severely lacking in areas related to Teachers, Students and Devices. There were almost no policies on integration of ICT in either teaching or learning in relation to Teachers and primary school Students. Additionally, there was a gap in understanding the policies by stakeholders. For example, 27% of teachers reported awareness of standards and support, despite the absence of an official digital competency framework. Similarly, for the Students pillar, no government policy addressed expected digital competencies or the inclusion of ICT-assisted instruction in the primary education curriculum. However, 24% of teachers noted the existence of a guiding document outlining expected digital competencies for students and believed that the curriculum recommended using ICT in teaching. Lack of understanding of the policies were applicable for other pillars as well. The largest gaps between existing policies and stakeholder understanding were found in relation to DERs and Connectivity, followed by School Management and Devices. Overall, de jure and de facto policy comparison for each pillar is shown in figure 3 and for sub-pillars within each pillar is shown in figure 4. 12 There is a critical need to develop and communicate relevant policies specifically concerning Teachers and Students. To enhance the effectiveness of De jure De facto policies, increased awareness, communication, and capacity building are essential in the areas of DERs, School Management Connectivity, and School Management in addition 5.00 to Teachers, Students, and Devices. 4.00 Teachers DERs 3.00 Practices related to ICT in School: The overall 2.00 results for key indicators related to practices and 1.00 de facto policies across six pillars are presented in 0.00 Figure 5. The findings suggest very low presence of use of ICT in schools as well as by students outside of schools. Practices around School Management Connectivity Students of EdTech appear to be slightly better than the other areas. One interesting entry point is that some school head teachers were aware of their Device responsibility to integrate ICT in their schools. Source: ETRI survey 2022 However, without proper guidance and resources, integrating ICT in schools is often beyond the capacity of the head teachers. Figure 3. Comparison between de facto and de jure policies by the six pillars De Facto De Jure 5 3 1 -1 -2 -3 Standards Strategy Guidance Support Monitoring Planning Responsibility Monitoring Standards Assessment Curriculum Framework Evaluation Support Standards Support Guidance Responsibility DER Connectivity Device Students Teacher School management Source: ETRI survey 2022 Figure 4. Comparison between de facto and de jure policies by sub-pillars within the six pillars IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? 13 I I I . RESULTS De-Facto Policies Practices Practices De-Facto Policies School Devices Management Responsibility School strategy Student Access Standards Guidance Leadership Student Use Monitoring Support Prioritization Tech Support Responsibility Teachers Connectivity Standards Self-Efficacy Availability Plan Support Use-Planning Student Access Monitoring Evaluation Use-Teaching Quality Support System Students Digital resources Framework Self-Efficacy Access Guidance Curriculum Use-Inside Use Strategy Assessment Use-Outside Quality Standards Source: ETRI survey 2022 Figure 5. Country level ETRI results III.B FINDINGS ACROSS THE SIX PILLARS 1. SCHOOL MANAGEMENT The de jure policies indicator assesses the and learning, and (3) the provision of support formal policies in place for school management through training. The de facto policies indicator regarding the use and promotion of ICT in measures school management’s actual awareness education. It evaluates three aspects: (1) whether and implementation of ICT in education. It tracks an ICT strategy exists and if responsibility for the same three aspects: (1) the assignment of ICT integration is defined, (2) the availability of responsibility for ICT integration, (2) the presence guidelines for incorporating ICT into teaching of guidance for integrating ICT into the curriculum, 14 and (3) the availability of training support. These school strategic plans to sub-national levels. aspects align with the literature, which highlights The Education Action Plan 2004 mandates the that the school management team’s roles and deployment of IT officers across all 16 districts. responsibilities include defining the role of ICT Although there are general instructions on in the school’s strategic plans and implementing incorporating ICT, specific guidelines were lacking. strategies for the comprehensive integration and The MBSSE, with donor support, developed a effective use of digital technologies in support of its learning passport app that provides free and open teaching and learning mission (Wu et al., 2019). access to past exam papers and answers. However, there was no requirement for head teachers or The practices indicator assesses the readiness teachers to receive training on the management and commitment of school management to and use of ICT for teaching and learning. implement and advocate for ICT in education, focusing on three areas: (i) Strategy - the De facto policies and practice: While head existence of an ICT strategy within the school, teachers generally understood their responsibilities (ii) Leadership - efforts by school leadership to for integrating ICT into school practices, the lack of engage a wide range of stakeholders in the ICT specific de jure policies for guidance and support strategy, and (iii) Prioritization - the emphasis rendered this understanding largely irrelevant. placed on equipping students with ICT skills. This absence of clear guidelines resulted in limited Monitoring these aspects is crucial because awareness of existing policies, with only 7% of head evidence indicates that incorporating ICT into a teachers familiar with any specific directives. school’s vision and strategic plans is essential for effectively implementing and sustaining On the ground, the prioritization and use of ICT for ICT-based innovations. Additionally, there is daily school management were notably insufficient. widespread agreement that head teachers’ The development of ICT practices in school e-leadership—defined as leadership strategies management was minimal, as indicated by low and practices aimed at achieving e-learning goals performance in several areas: the presence of a positively impacts the use and integration of digital school ICT strategy, inclusive leadership practices technologies in teaching and learning (Chen et.al. involving a wide range of stakeholders (particularly 2013; Wu et.al. 2019). Research shows that in teachers), and the prioritization of ICT in relation to schools with clear and consistent e-leadership and student outcomes. strong technology support, teachers are better Although 60% of head teachers recognized their equipped to integrate ICT into their teaching responsibility to integrate ICT into their school’s practices (Olszewski & Crompton, 2020). strategic plan, only a quarter reported having a digital strategy for incorporating ICT into teaching The Result of the School Management and administration. Additionally, head teachers were not inclusive in discussions about ICT Pillar: Better Performing Pillar, Yet Needs planning, with only 13% to 18% involving teachers Improvement in these conversations. Training opportunities for school leaders and teachers on ICT use were not Among the six pillars, school management of mandatory, and such training was scarce; only 16% EdTech practices and policies in Sierra Leone of head teachers had attended any ICT training, received the highest score which was still at a even though over one-third acknowledged the critical stage. importance of ICT skills for students. The results of the school management pillar are shown below in De jure policies: In SL, school governance policies figure 6. allocated responsibility for integrating ICT into IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? 15 I I I . RESULTS De Jure Policies De Facto Policies Practices Responsibility School strategy 3.4 2.1 There is policies governing 60% of principals reported 25% of principals report having schools that assigned that responsibilities for a digital strategy or a plan to responsibility at subnational integrating ICT use into incorporate the use of ICT into level for integrating ICT schools’ strategic plans are teaching and administration at use into school strategic assigned (at the national, their school plan. The deployment of IT subnational/local or school officers to all 16 districts is levels) mandated by the Education Action Plan 2004. Guidance Leadership 1.2 2.0 General, but not specific 7% of school principals % of school who report guideline is available, aware of guidelines to Involving teachers in the However, a learning incorporate ICT into development of plan to apply passport app providing free reaching and learning ICT in the school: 13% and open access to past activi-ties Supporting teachers in trying exam papers and answers 5% of school principals our new ways of teaching with are available. find useful guidelines ICT: 13% to incorporate ICT into That there are discussions teaching and learning on the advantages and activities disadvantages of teaching and learning with ICT: 18% Support Prioritization 1.5 2.4 Principals or teachers 16% of school principals % of principals who report that of public schools report attending or ensuring students have the skills are not required to participating in a training to use ICT is important for complete training on the on the use ICT in school basic computer functions: 37% management and use over tha last 12 months accessing and using information: of ICTs for training and 11% of school principals 34% learning. report the training was using digital devices safely & required appropriately: 36% improving their learning generally: 36% Source: ETRI survey 2022 Figure 6. ETRI results for the School Management pillar 16 2. TEACHERS This pillar evaluates teachers’ preparedness to Teacher-relevant EdTech policies were weak, both utilize ICT for lesson planning and delivery. EdTech in terms of formal policies, de facto understanding policies should advocate for the development of of policies, and in practices. Teachers lacked digital competence frameworks for teachers and confidence in the use of technology in education implement professional development programs and did not use any ICT for teaching in SL. that help teachers acquire competencies that meet established quality standards (Redecker & Punie, De jure policies: The country did not have any 2017; Chai, 2019). The Teachers de jure policies official digital competency framework for teachers. indicator assesses the presence of essential policy The teacher training program included a general elements that support teachers in effectively lesson on how to use ICT for teachers teaching using and teaching ICT in education. It examines primary and secondary levels. For primary teachers, three aspects: (1) the existence of a standards or internet labs and cafes were introduced in teacher competency framework, (2) the availability of a colleges in four districts between 2018 to 2020 support system for teachers, including training and with the support from the European Union (EU). professional development, and (3) the presence Most teaching colleges provided internet facilities of an evaluation system. Tracking these aspects for general ICT to staff and students, who were is crucial because evidence indicates that a major the teachers in making. However, the curriculum factor in the effective use of digital technologies for teacher training program did not include any is teachers’ ability to integrate them meaningfully lessons on how to use ICT in teaching, nor did into daily instruction and adapt them to specific it include any courses on basic ICT to support subjects and activities (OECD, 2019). The de facto teachers’ continuous professional development. policies indicator measures the actual awareness De facto policies and practices: Among the and implementation of ICT skills among Grade teachers surveyed, 27% believed that there 5 teachers and their professional development. was a guiding strategy to incorporate the use of It assesses the same three aspects as de jure technology in teaching. But the usefulness of that policies. guidance was considered low (17%). Regarding The Teachers practices indicator evaluates Grade practices, very few teachers were confident 5 teachers’ readiness to incorporate ICT into in their abilities to use ICT; approximately 5% their classroom instruction. It tracks three areas: reported that they were confident in using ICT (1) teachers’ efficacy in using ICT, (2) their use of for different applications including participation technology for lesson preparation, and (3) their in online discussion, preparing presentations and use of technology for teaching and assessment. lessons, using spreadsheet or carrying out any Research highlights that teachers play a crucial role administrative class management. These limitations in the successful integration of technology in the are evident in the minimal use of ICT for teaching, classroom with their self-efficacy and collaborative planning, or information processing. All dimensions abilities being pivotal factors in the effective use of were almost non-existent at the time of the survey. ICT in schools. The lack of knowledge and use of ICT in service delivery were aligned with the deficiency in support systems and pre-service training for teachers in The Result of the Teachers Pillar: In ICT usage. Figure 7 shows the ETRI results for the Desperate Need of Policy Development Teacher pillar in detail. and Its Implementation IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? 17 I I I . RESULTS De Jure Policies De Facto Policies Practices Standards Self Efficacy 1.9 1.5 There is no 27% of teachers reporting % of teachers who report being confident official digital that there is a guiding in their own own ability to: competence document that defines the Contribute to online discussion/forum: 4% framework digital competences that a Produce presentations for use in class: 5% for teachers teacher is expected to have Prepare lessons in which students use ICT: 7% or develoo Use spreadsheet for keeping records: 7% 17% of teachers find the guiding document useful Assess student learning using ICT: 5% Collaborate with colleagues using shared resources: 6% Support Use-Planning 1.1 1.1 Teacher % of teachers reporting that % of teachers reporting doing the following training only their initial training included using digital devices while preparing/planning includes the following: their lessons general ICT Learning how to use ICT searching for content to use during class: 1% information generally: 9% sharing educationa content with other for primary Learning how to use ICT in teachers: 3% and teaching: 4% Participating in project developed with secondary 1% of teachers reporting other: 2% teachers having participated in Preparing presentations to use for teaching: 1% professional develooment Expanding your knowledge about the use activities on using CT for of ICT: 1% teaching and learning Carrine out administrative class but it was never recuired management: 0% Fvaluation Evaluation Use - Teaching 1.0 1.0 There is no 0% of teachers have been % of teachers reporting doing the following mechanism formal evaluated on their during direct class instruction: or strategy use of CT during the last Using ICT to search for info. for discussions: 0% for assessing school year. Using ICT to resent info during instruction 0% teachers’ Using classroom management tools: 0% digital competencies. Asking students to search for information: 0% Asking students to present results using ICT: 0% Using digital tools to assess students’ learning: 0% Source: ETRI survey 2022 Figure 7. ETRI results for the Teacher pillar 18 Photo: UNICEF and the World Bank 3. STUDENTS This pillar assesses students access and students’ home ICT usage and their Computer and performance related to ICT use in and outside of Information Literacy (CIL) levels. schools. The Students de jure policies indicator examines the presence of policy elements that facilitate students’ effective use and assessment of The Result of the Students Pillar: Policies ICT. It focuses on three aspects: (1) the existence were Lacking, Students Had Zero of a competency framework for students, (2) Access to ICT the integration of ICT into both curricular and extracurricular activities, and (3) the implementation De jure policies: There were no policies regarding of an assessment system for students’ ICT the integration of ICT into the curriculum or a Digital competencies. The increasing importance of Competency Framework for students below the measuring these policy aspects lies in the fact Junior Secondary School (SSS) level. Consequently, that to embrace the fourth industrial revolution, there were no expectations for developing ICT development of digital skills for students is competencies among primary school students. crucial and curriculum needs to reflect that. The Students de facto policies indicator evaluates De facto policies and practice: Understanding of the actual awareness and effectiveness of these student relevant ICT policies was irrelevant since policies regarding students’ ICT performance and such policy did not exist. Yet, about one quarter assessment. It tracks the same three areas as de of teachers reported having a guiding document jure policy. that defined students’ digital competencies, and a similar proportion reported that incorporating ICT The Students practices indicator assesses the into teaching was recommended by the curriculum. performance of Grade 5 students in using ICT This indicates teachers’ knowledge gap regarding both inside and outside the school. It measures existing national education policy. Teachers noted three aspects: (1) students’ self-efficacy in using that students’ use of EdTech, both in and outside of ICT, (2) the frequency of ICT use within the school, school, was non-existent. Unsurprisingly, they also and (3) the frequency of ICT use outside the believed that students’ ICT skills were inadequate. school. Measuring these aspects is important, as Figure 8 below shows the ETRI results for Students research has demonstrated a strong link between pillar. IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? 19 I I I . R ESULTS De Jure Policies De Facto Policies Practices Framework Self-Efficacy 1.6 1.1 No framework or 23% of teachers % of teachers who report thinking that at least policy regarding reported the presence half of the students can perform the following access for of a guiding document independently: students. defining the digital Open a new tab in a browser: 3% competences a student Save a photo that they find online: 3% is expected to have or Find a website they have visited before: 1% develop Check if information found online is true: 2% Curriculum Use - Inside 2.0 1.0 ISS Syllabuses 24% of teachers % of teachers who report students use digital specify use of believe that the devices while in school in most/every lessons for: ICT-Assisted education curriculum Searching for information for lesson exercises: 0% Instruction for recommends using ICT Communicating with students on projects: 0% teaching selected in teaching Sharing assignment results with students: 0% subjects. Submitting completed work for assessment: 0% SSS curriculum has subjects Evaluating information resulting from a search: 0% requiring the use Producing document, presentation, or videos: 0% of ICT-Assisted Instruction Assessment Use - Outside 1.4 1.0 No strategy 11% of teachers % of teachers who believe students use digital or mechanism report that the digital devices outside of school at least once week for: for assessing competencies of Browsing the Internet for schoolwork: 0% students’ digital students were formally Communicating with teacher (social networks or competency assessed in the last email): 0% year Doing homework on a digital device: 0% Using learning apps/websites: 0% Source: ETRI survey 2022 Figure 8. ETRI results for the Students pillar 20 4. DEVICES This pillar assesses the standards for digital devices Without any ICT devices, schools cannot be ready in teaching and learning, including their availability for EdTech. Out of 295 schools in the survey after within schools and the existence of policies to data cleaning, at least one or more devices were support effective integration. available in only 9 schools (less than 3% of schools) and in 8 of them devices were available for students The Device de jure policies indicator evaluates the for learning activities. Figure 9 shows the results of presence of key policy elements concerning digital the ETRI indicator for Devices. devices in schools. It assesses three aspects: (1) the existence of standards for device availability, De jure policies: Standards and monitoring of (2) the presence of monitoring tools, and (3) the digital devices were the area where legislation allocation of responsibilities for maintenance and and policies were notably lacking. Although support. For successful integration of EdTech government legislation delegates the responsibility in education, providing clear guidance on the for maintaining ICT infrastructure and providing expected standards of devices for schools is technical support in public schools to the essential to ensure adequate availability and subnational level, there were no policies or access to ICT devices (Kampylis et al., 2015). This standards mandating students to have access includes establishing organizational arrangements to personal computers, laptops, tablets, or other such as scheduling, conditions for technical and digital devices. The Annual School Census (ASC) pedagogical support, and requirements for the does monitor the availability of these devices, but administration and maintenance of digital devices. it does not assess whether they are functioning The indicator captures these aspects. The Device properly or being utilized effectively. de facto policies indicator measures the actual awareness of these policy elements among De facto policies and practices: In terms of respondents and tracks the same three areas as de policies, the limited use of digital devices can jure policy. be attributed to the absence of well-established standards, monitoring tools, and clear guidelines The Device practices indicator evaluates the regarding responsibilities for device maintenance practical aspects of using digital devices in and support. In practice, the proportion of schools teaching and learning. It focuses on three aspects: equipped with ICT devices was extremely low, (1) the availability of devices, (2) students’ access with student access and usage for learning and to these devices, and (3) the presence of technical instruction falling below 3%. This aligns with support. Evaluating these sub-indicators is crucial, ASC 2022 data, which showed that only 1.8% of as insufficient access to digital devices is a major primary schools (118 out of 6,694) had at least barrier to integrating ICT into teaching (Ertmer et one computer. The lack of access to devices was al., 2012). followed by a shortage of technical assistance; however, without access to physical devices, technical assistance becomes irrelevant. The Result of the Devices Pillar: In Need of Standards and Access to Devices IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? 21 I I I . R ESULTS De Jure Policies De Facto Policies Practices Standards Student Access 1.6 1.3 No policy requiring 14% of school principals know if 1% of schools have working digital students having there are standards in place which devices available and most of them access to digital require that students in all schools are available to students for learning devices. have access to functioning digital 5% of school principals agree that devices (PCs, laptops, tablets and/ there is sufficient digital devices for or other digital devices) instruction Monitoring Student Use 1.1 1.0 Central system % of school principals who report 2% of school principals report that to monitor .the that there is someone or any the school has digital devices that availability of digital institution or mechanism that are adapted for the use of students devices for students. monitors: with disabilities Does not monitor that all schools have access to 0% of principals report that digital the functioning functioning digital devices: 2% devices available at the school or usage of the If digital devices and were used in class at least once or devices by the connectivity are used by the twice a week students. students: 1% Responsibility Tech Support 2.0 1.5 The responsibility 24% of school principals 4% of school principals agree for maintaining report that there is a that there is sufficient technical public school government legislation that support to maintain ICT resources infrastructure and assigns responsibility to MOE so that they are fully functional technical support for maintaining school ICT is assigned at sub- infrastructure and for providing national level technical support Source: ETRI survey 2022 Figure 9. ETRI results for the Devices pillar 5. CONNECTIVITY The Connectivity pillar evaluates the presence of designed to ensure efficient internet connectivity essential policy elements that facilitate efficient for all public schools. It focuses on three aspects: internet access for all public schools and assess (1) the existence of a connectivity plan, (2) the schools’ readiness to connect students online. availability of monitoring tools, and (3) the EdTech policies should outline strategies to ensure presence of technical support. The Connectivity equitable and high-quality internet access. de facto policies indicator measures respondents’ awareness of key policy elements related to The Connectivity de jure policies indicator internet connectivity in schools and assesses the evaluates the presence of policy elements same three areas as de jure policy. 22 The Connectivity practices indicator assesses the MBSSE tracks internet availability in public the practical aspects of internet connectivity in schools through the ASC. The DSTI and MBSSE, schools. It evaluates three aspects: (1) the level via the National Giga Steering Committee is of connectivity available, (2) student access to responsible for identifying schools that receives the internet, and (3) the perceived quality of the connection and where connectivity requirements connectivity. It is important to measure the level need to be addressed. and quality of internet access at schools without which the potential of using ICT in teaching and De facto policies and practices: Access to high- learning will not be realized. quality internet connectivity was of less relevance since 96% of the surveyed schools did not have any digital device to connect to the internet. On The Result of the Connectivity Pillar: top of that, 85% of government and government Basic Policies Exist, Lack of Digital supported primary schools did not have electricity Device is the Challenge in schools (GOSL, 2023) which is one of the main challenges to have internet connection. Less than 1% of schools at the time of the survey in De jure policies: National policy on internet 2022 had functioning internet access . Under connectivity was still in its early stages in 2022. the GIGA Initiative, by 2022, 42 schools were The 5-Year Education Sector Plan (ESP) aims to equipped with solar power and equipment for improve connectivity in public schools through internet connectivity. Only 5% of head teachers the GIGA initiative launched in 2020 by the DSTI believed that the bandwidth, speed, and stability partnered with United Children’s Fund (UNICEF) of the internet were adequate. Fewer than 25% and International Telecommunication Union (ITU). of head teachers reported that there was a formal The goal of the initiative was to connect every strategy or plan for providing internet connectivity school to the internet and every child to information to all schools. Without the connection, monitoring and opportunity. However, the national plan lacked and support for internet connection were nearly specific quality standards for internet connections nonexistent. Effective policies and technical in schools and did not include strategies or policies assistance need to be developed to create the to manage internet costs, making it difficult to ground for access to digital devices and their ensure affordability for educational purposes. connectivity. Figure 10 shows the ETRI results for Despite the absence of comprehensive policies, the connectivity pillar. IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? 23 I I I . RESULTS De Jure Policies De Facto Policies Practices Plan Availability 1.9 1.0 ESP provides aspiration for 22% of school principal 1% of schools have Internet connectivity of public schools believe that the government access No strategy on quality standards has a strategy or plan to for internet connection provide or facilitate Internet No mechanism for costing to connectivity to all schools ensure affordability of internet use Monitoring Student Access 1.1 1.3 A central system is in place 0% of school principals 0% of schools have digital to monitor the availability of report that there is devices available to students internet connection in schools someone or an institution and most of these are or mechanism that monitors connected to the Internet the availability of an 5% of school principals believe Internet connection in the that there is enough digital school. devices connected to internet Support System Quality 1.2 1.6 A central system is in place to 4% of school principals % of school principals who assist schools with connectivity believe that, if the school believe that: problems has problems with Internet The school bandwidth or connectivity, there is a speed is sufficient: 5% system or mechanism at the The Internet stability is government level to assist sufficient: 4% and resolve the problem Source: ETRI survey 2022 Figure 10. ETRI results for the Connectivity pillar 6. DIGITAL EDUCATION RESOURCES The DERs pillar examines both the presence availability of guidance to ensure that resources of key policy elements that promote the use of align with the curriculum. The DER de facto policies high-quality digital resources and the readiness indicator measures respondents’ awareness of schools to implement them. The DER de jure of key policy elements concerning the use of policies indicator evaluates the presence of quality digital educational resources. It assesses: policy elements that promote the use of high- (1) knowledge of a strategy for ensuring access quality digital educational resources. It examines to digital resources, (2) awareness of legislation three aspects: (1) the existence of a strategy to or policies defining quality standards for these ensure access to digital educational resources, resources, and (3) understanding of guidance to (2) the presence of legislation or policies defining ensure curriculum alignment. quality standards for these resources, and (3) the 24 The DER practices indicator evaluates how ready resources. For digital educational resources to schools are to utilize quality digital educational be effective, they must not only be adequately resources. It focuses on three areas: (1) access supplied but also meet essential criteria such as to digital education resources, (2) the extent of technical quality, inclusivity, compatibility with their use, and (3) the perceived quality of these various devices, and alignment with the curriculum. De Jure Policies De Facto Policies Practices Guidance Access 2.1 1.5 There exists 29% of school principals believe 3% of school principals agree that his strategy for that there is a strategy/plan /her school has access to sufficient ensuring the in place to ensure that public digital learning resources availability of schools have access to DERs 7% of school principals agree that there sufficient DERs is sufficient digital learning resources adapted for students with disability Strategy Use 1.9 1.0 There is defined % of school principals who % of principals who report teachers standards for believe that there is a government using tools in most lessons: evaluating the legislation/policy that defines: Computer-based information quality of DERs How DERs should be aligned to resources: 1% the curriculum’s requirements: Digital resources linked with school 29% textbooks: 1% How DERs should be adapted Digital learning games: 0% to the local culture or language: Collaborative software: 0% 17% Graphing or drawing software: 1% How DERs should be adapted Word-processor software (e.g. Word): for the use of students with 0% disabilities: 21% Presentation software (e.g. PowerPoint): 1% Standards Quality 2.0 1.6 There is defined 25% of school principals % of school principals who agree that, standards for believe that there is a in his/her school: evaluating the government legislation/policy Available DERs are of adequate quality of DERs defining quality standards for quality: 4% DERs Available DERs are aligned to the needs of the curriculum: 7% Available DERs are adapted to the local context: 6% Source: ETRI survey 2021 Figure 11. ETRI results for the DER pillar IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? 25 I I I . RESULTS The Result of the DER Pillar: Better Performing Pillar in Terms of Policies, Lacks Access, and Use De jure policies: Compared to other pillars covered by the ETRI, policies in relation to DERs were well established. There was a defined mechanism for aligning educational resources to the curriculum requirement, adapting digital educational resources to the local culture and to students with disabilities. NIDS stipulated that use of artificial intelligence (AI) in SL must involve an HTL (Human in the Loop) approach to factor in the culture, history, context, justice, equality, and such. De Facto Policies and Practices: Understanding of DER policies in schools seems somewhat stronger compared to policies related to the other pillars. Among the head teachers, 29% were aware of the existence of a strategy or plan to ensure that public schools have access to DERs. One quarter (25%) of all head teachers reported that quality standards for DERs were defined in the government policy. In practice, nearly all head teachers (97%) reported that access to DERs was insufficient, and they reported the quality, curriculum alignment, and local relevance of existing DERs as inadequate. The use of DER by teachers was almost non-existent. Direct intervention is needed to improve access to DERs which would result into improved utilization. 26 Photo: Afra Rahman Chowdhury IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? 27 IV. POLICY RECOMMENDATIONS and CONCLUSIONS III.A OVERALL FINDINGS To effectively harness technology in education, Sierra Leone needs to develop both short-term and long-term strategies. These strategies should coordinate key stakeholders, build systemic capacity, and provide the necessary infrastructure and platforms to support teaching and learning. Emphasizing data-driven decision-making and fostering sustainability through public-private partnerships will be crucial. Additionally, focusing on local capability building will ensure long-term success and resilience. Based on the analysis utilizing data from 2022, this report provides recommendations on five areas: 1. EDUCATION AND TECHNOLOGY POLICY AND EDTECH STRATEGY Develop a mid- and long-term national education and technology strategy with clear goals, prioritization, and implementation plans: Create a multi- year strategy with specific benchmarks and deliverables across focus areas. Identify sufficient funding sources upfront to execute the strategy. The SL National Digital Learning Strategy (NLSD) for MBSSE and TSC are currently being developed in partnership with the World Bank and the EdTech Hub. 28 Ensure coordination across government agencies involved in education and technology: Establish formal coordination mechanisms between the MBSSE, MTHE, DSTI and the Ministry of Communication, Technology, and Innovation (MoCTI). Coordination among relevant line ministries has been lacking. Generating such mechanism would encourage innovation and create new opportunities for the use of technology in education sector. Identify sustainable funding sources to support education technology initiatives: Government budgets should dedicate line items to support ongoing costs of devices, connectivity, platforms, and human resources. Public-private partnerships can provide additional financing. Funding needs to consider the total cost of ownership over time. World Bank’s FREE Education Project is currently funding several EdTech initiatives in SL including one-tablet-per-school, teacher training using tablets, using technology for monitoring and evaluation. 2. CAPACITY BUILDING OF TECHNICAL TEAMS AND TEACHERS Provide continuous training programs on education technologies for ministry staff: Develop structured training roadmaps on managing and implementing education technology projects. Build staff capacity through exchanges with other countries. Develop teacher training programs focused on the effective use of digital tools and resources: Pre- service and in-service teacher programs must include the development of tech-enabled pedagogies. The Learning Passport team at the DSTI in collaboration with MBSSE and UNICEF embarked on a teacher training initiative with a target of training 14,000 teachers on how to use digital platform. The World Bank’s FREE Education project has taken a one- tablet-per-school initiative in the country under which head-teachers are being trained on using education applications on the tablet including applications to conduct teacher observation, provide teacher coaching, and facilitate the teacher learning circles. Appoint dedicated technology coordinators at the school level: Schools should have an information technology (IT) lead responsible for technology integration, maintenance, and support. Recognition programs and incentives for tech-enabled instruction motivate adoption. Currently, School Quality Assurance Officers (SQAO) visit school every six months to monitor school performance. The SQAOs can be trained to perform as IT focal points as well. 3. IMPLEMENTATION OF DIGITAL INFRASTRUCTURE Expand and enhance connectivity by increasing access to affordable, reliable internet: Reduce costs through shared infrastructure and consortium purchasing. Partner with providers to offer zero-rated educational content. IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? 29 I V. POLICY RECOMME N DAT ION S a n d C ON C LUS IO N S Leverage innovative partnerships (e.g., with mobile operators) to increase access: Capitalize on corporate social responsibility initiatives. Favor public-private partnerships with community benefit requirements. Encourage cross-sector infrastructure collaborations. One example of such initiative that has been currently working on the ground in SL is GIGA initiative launched in 2020 by the DSTI in partnership with UNICEF and ITU. The goal of the initiative is to connect every school to the internet and every child to information and opportunity by 2025. By 2022, 42 schools were equipped with solar power and equipment for internet connectivity. Explore and deploy different modalities for providing devices and technology access through computer labs or 1:1 device programs: Bulk procurement and leasing models make devices affordable. Ensure budgeted maintenance and repair capabilities instituted locally. The World Bank’s one-tablet-per-school initiative under the FREE Education project is supporting bulk procurement of tablets for schools which will be acquired by 2024. Develop IT support systems to maintain infrastructure and provide technical assistance: A multichannel helpdesk model, including local and remote IT support, knowledge bases, and self-help resources, reduces staffing needs. Proactive monitoring maximizes uptime. 4. EFFECTIVE INTEGRATION OF DIGITAL EDUCATION RESOURCES Curate high-quality digital learning content aligned with the curriculum: Central repositories of validated content aligned with the national curriculum (combining both open educational resources, and publisher-provided content). Prioritize offline-first digital learning resources and platforms. The Learning Passport platform housed in DSTI website provides supplemental online materials including past questions and answers of national exams and other free access materials for teachers and students to make learning accessible. Support schools in adopting learning management systems and digital platforms: Technology use policies should outline appropriate systems. Provide ongoing user support and training. Develop analytics dashboards with actionable insights: Build teacher capacity in data-informed instruction. Develop privacy protections and ethical use guidelines. 5. MONITORING AND EVALUATION Continuously evaluate programs and adapt the strategy based on evidence and results: Make rigorous monitoring and evaluation a priority to gauge outcomes. Collect high-quality data on access, usage, and effectiveness of education technologies. Advances have been made on this ground. ASC implemented by MBSSE collects data on education technology such as access to internet, mobile network, computers and their usage from all government and government assisted schools in SL. Build integrated education management information systems (EMIS) and online dashboard with key indicators: Develop unique student and school IDs to enable data integration. Dashboards provide real-time visibility into key metrics. Data interoperability standards allow combining datasets. Use data and evidence to continuously improve the quality of policies and programs. Make data-driven 30 decision-making the basis for resource allocation and problem-solving. Measure outcomes through rigorous program evaluations. A digital national school-based attendance monitoring system for teachers and learners (Wi De Ya) has been developed for better school management and improved teacher and learner attendance. The system/app captures daily attendance, verified with biometrics for teachers and without biometrics for learners. The system/app has been piloted in 300 primary schools in 16 districts in the third quarter of 2022/2023 academic year. The data can be analyzed and used by education officials and school administrators for education- related planning and decisions (such as teacher sanctions and incentives, school subsidies, teacher deployment). Despite the discouraging results of ETRI survey, with the launch of several innovative initiatives since the ETRI data has been collected, the future of technology integration in Sierra Leone’s education sector looks promising. Improving the integration of technology requires sustained investment, innovative strategies to enhance access and quality, and collaboration among government, NGOs, and international partners. By addressing existing challenges and capitalizing on growth opportunities, Sierra Leone can create a more equitable and effective education system that meets the needs of all its students and teachers with the use and integration of technology. With the government’s sincere commitment, the development of necessary policies, and the effective implementation of current and new initiatives, Sierra Leone’s education sector is well-positioned to enhance its EdTech ecosystem. IS SIERRA LEONE’S EDUCATION SECTOR READY FOR TECHNOLOGY? 31 REFERENCE Chai, C. S. (2019). Teacher professional development for Science, Technology, Engineering and Mathematics (STEM) Education: A review from the perspectives of Technological Pedagogical Content (TPACK). The Asia-Pacific Education Researcher, 28(1), 5-19. doi: 10.1007/s40299- 018-0400-7 Chen, W., Ho, J., & Ng, D. (2013). School leadership in ICT implementation: Perspectives from Singapore. The Asia-Pacific Education Researcher, 22(3). DSTI (2019). 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