Relevant bibliographies by topics / Sierra Leone Grammar School

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Sierra Leone Grammar School'

Author: Grafiati
Published: 26 July 2024
Last updated: 28 July 2024

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Journal articles on the topic "Sierra Leone Grammar School"

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Libbie, Josephus K. L., Saidu Challay, and Claude A. Dimoh. "An Analysis of the Grammatical Errors in the Written English Compositions of JSS 1 Pupils in Five Junior Secondary Schools in Bo City, Southern Sierra Leone." International Journal of Linguistics 15, no. 2 (April 16, 2023): 66. http://dx.doi.org/10.5296/ijl.v15i2.20910.

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This study focuses on the grammatical errors in the essays written by JSS1 pupils in five junior secondary schools in Bo city. It aims at identifying the errors occurring in the use English grammar by pupils, classifying the errors, determining their frequency levels and their sources. The descriptive survey design was used in this study, where out of a population of 853 pupils, 250 pupils were used a sample for this study. Each of the pupils was asked to write an essay, and the scripts were marked to identify all grammatical errors made by the pupils. From this study, it was discovered that out of 250 scripts, 32% of the pupils were not able to communicate their thoughts meaningfully. Out of the comprehensible scripts the following errors were identified and their frequencies: wrong use of tense 29.54%, errors in spelling 24.67%, errors in the choice of words 13.13%, wrong use of prepositions 7.79%, verb addition errors 5.84%, preposition addition errors 4.87%, pronoun addition, subject-verb agreement errors, wrong use of pronouns, plural and verb omission errors all received 1.62% each. The study further revealed that a good number of errors discovered from students’ writings were intralingual errors.
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2

Nwaubani, Ebere. "Kenneth Onwuka Dike, Trade and Politics, and the Restoration of the African in History." History in Africa 27 (January 2000): 229–48. http://dx.doi.org/10.2307/3172115.

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The removal from history follows logically from the loss of power which colonialism represented. The power to act independently is the guarantee to participate actively and consciously in history. To be colonized is to be removed from history except in the most passive sense.Kenneth Onwuka Dike (1917-1983) is a definite turning point in African historical scholarship. West Africa (28 September 1957) appropriately called him “The Pioneer Historian.” Robert July credits Dike with being “responsible for many of the advances in historical scholarship that marked the two decades following the conclusion of the Second World War.”Dike was born in Awka, Nigeria, on 17 December 1917. In 1933 he entered Dennis Memorial Grammar School (DMGS), Onitsha, Nigeria. After three years at DMGS, Dike spent another two years at Achimota College in the Gold Coast. From Achimota he moved on to Fourah Bay College, Sierra Leone. At the time, Fourah Bay was affiliated to, and awarding the degrees of, Durham University. This meant that through Fourah Bay, Dike took the B.A. (in English, Geography, and Latin) of Durham University. In 1943, he went home to Nigeria, but not to stay for long. In November 1944 he left, on a British Council scholarship, for the M.A. degree in History at University of Aberdeen. In June 1947 he graduated, taking a first-class honors (the best of his year) at Aberdeen. Four months later, Dike registered for his Ph.D. at King's College, University of London. Under the supervision of Vincent Harlow and Gerald S. Graham, he did a dissertation entitled “Trade and Politics in the Niger Delta, 1830-1879.” He earned his Ph.D. degree on 28 July 1950. With it he became the first African to “pass through professional training” in Western historical scholarship.
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Bretherton, Diane, Jane Weston, and Vic Zbar. "School-Based Peace Building in Sierra Leone." Theory Into Practice 44, no. 4 (October 2005): 355–62. http://dx.doi.org/10.1207/s15430421tip4404_9.

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Bulanda, Jeffrey J., and Sulaiman Jalloh. "A needs assessment for school social workers in Sierra Leone." International Social Work 62, no. 1 (August 11, 2017): 240–54. http://dx.doi.org/10.1177/0020872817725144.

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This study explored social-emotional needs of pupils in Sierra Leone and supportive services that could address those needs. A total of 135 teachers and school administrators were surveyed. Descriptive statistics and themes from qualitative data are presented. Recommendations are made to deploy school social workers in Sierra Leone to (1) facilitate individual education planning, (2) counsel school pupils, (3) consult with school staff, (4) engage parents in the education of their children, and (5) serve as a liaison with community stakeholders. Sierra Leonean social workers should be capacitated to integrate international best practices with local knowledge to ensure culturally competent practice.
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Osborne, Augustus, Richard Gyan Aboagye, Comfort Z. Olorunsaiye, Peter Bai James, Camilla Bangura, Abdul-Aziz Seidu, Jia B. Kangbai, and Bright Opoku Ahinkorah. "Prevalence and predictors of lifetime amphetamine use among in-school adolescents in Sierra Leone." BMJ Open 14, no. 3 (March 2024): e080225. http://dx.doi.org/10.1136/bmjopen-2023-080225.

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ObjectiveThis study examined the prevalence of amphetamine use and its associated factors among in-school adolescents in Sierra Leone.DesignData for the study was sourced from the 2017 Sierra Leone Global School-based Health Survey. Percentages with confidence intervals (CIs) were used to present the prevalence of amphetamine use among in-school adolescents. A multivariable binary logistic regression analysis was employed to examine the factors associated with amphetamine use. The results were presented using adjusted odds ratios (aORs) with 95% CIs.SettingSierra Leone.ParticipantsA weighted sample of 1,314 in-school adolescents in Sierra Leone.Outcome measureLifetime amphetamine use.ResultsThe prevalence of amphetamine use was 6.1% (3.9%–9.5%). In-school adolescents who planned suicide were more likely to use amphetamine compared with those who did not (aOR 2.54; 95% CI 1.02 to 6.31). Also, the odds of amphetamine use were higher among in-school adolescents who received support from their peers (aOR 3.19, 95% CI 1.71 to 5.96), consumed alcohol (aOR 4.85, 95% CI 2.61 to 9.03), and those who had previously used marijuana (aOR 13.31, 95% CI 6.61 to 28.78) compared with those who did not receive any support, never consumed alcohol, and never used marijuana, respectively.ConclusionAmphetamine use is prevalent among in-school adolescents in Sierra Leone. There is a need to implement comprehensive public health policies that extend beyond school-based psychobehavioural therapies. These policies should specifically address the considerable risk factors associated with amphetamine use among in-school adolescents in Sierra Leone.
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Osborne, Augustus, Richard Gyan Aboagye, Comfort Z. Olorunsaiye, Peter Bai James, Camilla Bangura, Abdul-Aziz Seidu, Jia B. Kangbai, and Bright Opoku Ahinkorah. "Alcohol use among in-school adolescents in Sierra Leone." BMJ Open 14, no. 4 (April 2024): e080222. http://dx.doi.org/10.1136/bmjopen-2023-080222.

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ObjectiveTo examine the prevalence of alcohol use and its associated factors among in-school adolescents in Sierra Leone.DesignData for the study was sourced from the 2017 Sierra Leone Global School-Based Student Health Survey, a nationally representative survey conducted among in-school adolescents aged 10–19 years using a multistage sampling methodology. Percentages were used to present the prevalence of alcohol use among in-school adolescents. Multivariable binary logistic regression analysis was performed to examine the factors associated with alcohol use among in-school adolescents. The results were presented using adjusted odds ratios (aOR) with their respective 95% confidence interval (CI).SettingSierra Leone.ParticipantsA weighted sample of 1730 in-school adolescents in Sierra Leone.Outcome measureCurrent alcohol use.ResultsThe prevalence of alcohol use among in-school adolescents was 10.7% (7.3, 15.3). In-school adolescents in senior secondary schools were more likely to use alcohol compared with those in junior secondary school (aOR=2.13; 95% CI 1.37, 3.30). The odds of alcohol use was higher among in-school adolescents who were truant at school relative to those who were not (aOR=2.24; 95% CI 1.54, 3.26). Also, in-school adolescents who were bullied (aOR=1.85; 95% CI 1.24, 2.76), ever engaged in sexual intercourse (aOR=2.06; 95% CI 1.39, 3.06), and used marijuana (aOR=3.36; 95% CI 1.72, 6.53) were more likely to use alcohol compared with those who were not. However, in-school adolescents who reported that their parents understood their problems (aOR=0.52; 95% CI 0.33, 0.82) had a lower likelihood of consuming alcohol.ConclusionOur study has shown that alcohol use is prevalent among in-school adolescents in Sierra Leone. Grade level, experiences of being bullied, history of sexual intercourse, truancy at school, and previous use of marijuana were the factors influencing alcohol use among in-school adolescents. The findings emphasise the necessity of creating school-based health interventions in Sierra Leone that can effectively identify in-school adolescents potentially vulnerable to alcohol-related issues. Also, existing policies and programmes aimed at reducing alcohol use among in-school adolescents need to be strengthened.
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Karim, Samuel, Exton Mohamed Zoker, Osman Tullah, and Alicia Rebecca Yambasu. "Prevalence, causes, and effects of corruption in school administration in Sierra Leone." AMCA Journal of Community Development 3, no. 2 (August 20, 2023): 81–87. http://dx.doi.org/10.51773/ajcd.v3i2.246.

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Corruption has become one of the main challenges in the implementation of education in Sierra Leone, especially at the junior high school level. The happy crease in media reports about corruption in the administration of secondary schools in Sierra Leone evidences this. Corruption, as it is felt in the academic world, is defined as the misuse of public office for personal gain. Although several aspects of academic corruption can be seen in various definitions, this definition only includes aspects of administrative services such as the provision of teaching services, without considering other aspects of intellectual corruption involving students. Given this fallacy and for this study, administrative corruption includes all forms of corrupt practices that occur in academia or school administration and which have a direct negative effect on the quality and standards of educational malpractice exams, bribery, extortion, and favoritism) that exist in Sierra Leone. Methods, data collection techniques, and analysis techniques for conclusions are discussed in detail in this article
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Osborne, Augustus, Peter Bai James, Camilla Bangura, Samuel Maxwell Tom Williams, Jia Bainga Kangbai, and Aiah Lebbie. "Bullying victimization among in-school adolescents in Sierra Leone: A cross-sectional analysis of the 2017 Sierra Leone Global School-Based Health Survey." PLOS Global Public Health 3, no. 12 (December 22, 2023): e0002498. http://dx.doi.org/10.1371/journal.pgph.0002498.

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Adolescent bullying victimization is recognized as a public health and mental health problem in many countries. However, data on bullying victimization’s prevalence and risk factors is scarce in sub-Saharan Africa Sierra Leone. This research aimed to determine bullying victimization prevalence and its associated factors among Sierra Leonean school-going adolescents. The Sierra Leone 2017 Global School-based Health Survey (GSHS) dataset was analyzed. The outcome variable was the respondent’s self-report of bullying victimization ("How many days in the previous 30 days were you bullied?"). Descriptive, Pearson chi-square and binary logistic regression analyses were conducted. The regression analysis yielded adjusted odds ratios (aOR) with 95% confidence intervals (CIs) and a significance level of p 0.05. Bullying victimization was prevalent among 48.7% of the in-school adolescents. Adolescents who drank alcohol [aOR = 2.48, 95% CI = 1.50–4.10], who reported feelings of loneliness [aOR = 1.51, 95% CI = 1.07–2.14] and who had attempted suicide [aOR = 1.72, 95% CI = 1.03–2.87] were also more likely to be bullied. Also, school truancy [aOR = 1.53, 95% CI = 1.24–1.88] among teenagers was associated with an increased risk of being bullied. Our findings suggest that bullying is a widespread problem among Sierra Leonean school-aged youth, and alcohol drinking, loneliness, suicide attempt and school truancy are potential risk factors. In light of the aforementioned causes of bullying in schools, policymakers and school administrators in Sierra Leone need to develop and execute anti-bullying policies and initiatives that target the underlying risk factors of bullying among teenagers.
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Edward, Hingha Foday Jr, M. Bockarie Vandi, Boi Bompay Lucy, and B. Koroma Emmanuel. "Effect of Street Trade among School-Going Girls in Kenema City, Sierra Leone." American Journal of Arts and Human Science 2, no. 2 (May 27, 2023): 15–23. http://dx.doi.org/10.54536/ajahs.v2i2.1509.

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The prevalence of street trading both at the national and international level has become a global concern and thus undermined economic development. School-going girls in Sierra Leone are the most vulnerable and their involvement in street trading cannot be over-emphasized. Street trading is the selling of goods or food items along the road, footway, or area without legal authority and it is normally associated with parents sending children of school age to trade as a way of boosting family income. This study investigates the effects of street trading on girls-child education in Kenema City. Similarly, challenges associated with street trading, its impact on girls-child education, and possible recommendations for curbing street trading were pinpointed. Sixty (60) respondents were interviewed in all, 50 school-going girls within the age bracket of 5-18 years and 10 parents (26 years and above). The findings of the study will be useful to the Government of Sierra Leone, Non-governmental organizations, policy-making institutions, and the general public. This study will also provide an insight on the causes of the street trade by school-going girls and suggest recommendations to curb this activity in Kenema city, Sierra Leone.
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Ameyaw, Edward Kwabena, Daniel Woytowich, Fred Yao Gbagbo, and Padmore Adusei Amoah. "Assessing geographical variation in ovulatory cycle knowledge among women of reproductive age in Sierra Leone: Analysis of the 2019 Demographic and Health Survey." PLOS ONE 19, no. 4 (April 16, 2024): e0300239. http://dx.doi.org/10.1371/journal.pone.0300239.

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Background Sierra Leone has poor indicators of reproductive health and a high prevalence of unintended pregnancies. To date, no study has explored determinants of ovulatory cycle knowledge in Sierra Leone. We investigated geographic region to determine where the needs for improved ovulatory cycle knowledge are greatest in Sierra Leone. Methods This is a cross-sectional study of women of reproductive age (n = 15,574) based on the 2019 Sierra Leone Demographic and Health Survey. Geographic region and sociodemographic covariates were included in a multivariate logistic regression model predicting the odds that participants possessed accurate knowledge of when in the ovulatory cycle pregnancy initiation is most likely. Results In Sierra Leone, 39.8% (CI = 37.4–40.9) of 15-49-year-old women had accurate knowledge of the ovulatory cycle. Women in the Northern and Southern regions possessed the highest prevalence of correct knowledge (46.7%, CI = 43.1–50.3 and 45.1%, CI = 41.9–48.2, respectively). Women from the Northwestern (AOR = 0.29, CI = 0.22–0.38), Eastern (AOR = 0.55, CI = 0.41–0.72), and Western regions (AOR = 0.63, CI = 0.50–0.80) had significantly lower odds of accurate ovulatory cycle knowledge compared to others. Women aged 15–19, those with a primary school education, and participants with a parity of none all had the lowest odds of correct ovulatory cycle knowledge as well. Conclusion Less than four in ten women in Sierra Leone had accurate knowledge of when in the ovulatory cycle pregnancy is most likely to occur. This suggests that family planning outreach programs should include education on the ovulatory cycle and the importance of understanding the implications of its timing. This can reduce the risk of unintended pregnancies throughout Sierra Leone, and can have an especially positive impact in the Northwestern, Eastern, and Western regions, where ovulatory cycle knowledge was significantly lower.
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Dissertations / Theses on the topic "Sierra Leone Grammar School"

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Rodríguez-Noyola, Joanna. "School construction in Sierra Leone." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/61212.

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Thesis (S.B. in Art and Design)--Massachusetts Institute of Technology, Dept. of Architecture, 2009.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 71).
After years of British rule and a decade of civil unrest, rural communities in Sierra Leone were left with the residues of a colonial mentality and the psychological, physical and economic ravages of war. As a result, people are trapped in a mindset that discards vernacular architecture as obsolete and unpractical, and that associates modernity with the "concrete and zinc" model. Thriving to overcome extreme poverty, these villages plan to develop stronger economies and encourage education by building permanent school structures. The aim of this thesis is not to just provide villages with an economical school design, but to inspire a new mentality towards architecture and a construction system that can adapt to a diverse range of situations and be applied in Sierra Leone and beyond. In order for them to propose a new architecture; I suggest they 5 look back to their roots. The only way to produce sustainable and practically cost-free buildings is by making the most of locally abundant and renewable resources, such as earth to their full potential, thus giving an effective and interesting twist to traditional architecture. The new system breaks up the school into subunits that serve as a "kit of parts" that may be arranged to suit any condition. Furthermore, these individual units must take into consideration function, daylighting, waterproofing, and ventilation. When an entire community comes together to create exciting and innovative architecture, a new window of opportunity will be opened and a better standard of living can be reached.
by Joanna Rodriguez-Noyola.
S.B.in Art and Design
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Clonts, Kelly A. "Methods to improve school design in Sierra Leone." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65735.

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Thesis (S.B. in Art and Design)--Massachusetts Institute of Technology, Dept. of Architecture, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 80-83).
Most schools in Sierra Leone are constructed using a standard design with little variation from building to building. They are relatively high-cost and have poor ventilation, lighting and thermal comfort. In January 2010, thirteen primary schools in Sierra Leone were analyzed in order to identify design changes that will improve performance and reduce costs. One struggle that this analysis revealed is that construction methods have not changed for decades, as local builders resist changes in the current design. This thesis aims to explain small-scale alterations for primary school buildings in Sierra Leone and list the impact on daylighting and thermal comfort performance for each alteration. For each design alteration, the daylight performance, air flow, and thermal comfort of the new design are compared to the standard design. The overall goal of this thesis is to create guidelines that can be used to reduce the risk of design changes and improve the performance of schools without raising costs.
by Kelly A. Clonts.
S.B.in Art and Design
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3

Turay, Thomas Mark. "An examination of intra-secondary school conflicts in complex emergencies, the case of Sierra Leone." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58908.pdf.

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Kyazze, Jones Yosia. "The community-school relationships in Africa : a focus on four countries: Nigeria, Senegal, Sierra Leone and Uganda." Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336321.

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"Village-level distribution of mastomys natalensis and arenavirus in eastern sierra leone." Tulane University, 2011.

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Mbayo, Aiah A. S. "Beyond school inputs and resources: An assessment of the effects of program intervention on learning achievement in REBEP schools in Sierra Leone." 2011. https://scholarworks.umass.edu/dissertations/AAI3465050.

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The EFA conference in Dakar 2000 ushered in new momentum for ensuring universal access to education and advocacy for improved educational quality in all aspects (UNESCO, 2000). While significant progress has been made in expanding access in sub-Saharan Africa, particularly for girls, efforts to ensure improved educational quality in terms of learning, have not matched the drive for universal educational access. Rather, educational quality in most countries in sub-Saharan Africa has been seriously compromised by rapid expansion given the limited resources. In many attempts to ensure the delivery of quality education in developing countries, the thrust of delivery strategies has focused on increased allocation of inputs/resources to infrastructure development and supply of textbooks. However, the literature on the effect of such resources on student achievement is rather mixed and inconclusive with many studies noting that resources make little or no difference. While such approaches may be theoretically sound, most fail to focus on microelements at the school or classroom level such as capturing the teaching and learning experiences of both students and teachers and students. In an attempt to fill this gap, a new line of research has emerged which looks more closely at how resources are used by schools to support and improve instruction. This study follows this trend and examines the extent to which the Rehabilitation of the Basic Education Project (REBEP) in Sierra Leone contributed to improved learning and academic performance of students in five target schools after a series of interventions. Using a case study approach, the study revealed that while REBEP contributed to a significant increase in educational access, particularly for girls, performance in the terminal National Primary School Examination (NPSE) did not improve despite huge investments in the target schools. The study concludes that, in the context of Sierra Leone, and perhaps in many more countries in sub-Saharan Africa, unless and until critical school-level factors are appropriately and comprehensively addressed by policy makers, educational standards and quality will continue to be eroded particularly in terms of learning and that achievement of critical EFA goals and MDG by 2015 would remain an unfulfilled dream.
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Mbayo, Aiah AS. "Beyond School Inputs and Resources: An Assessment of the Effects of Program Intervention on Learning Achievement in Rebep Schools in Sierra Leone." 2011. https://scholarworks.umass.edu/open_access_dissertations/382.

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The EFA conference in Dakar 2000 ushered in new momentum for ensuring universal access to education and advocacy for improved educational quality in all aspects (UNESCO, 2000). While significant progress has been made in expanding access in sub-Saharan Africa, particularly for girls, efforts to ensure improved educational quality in terms of learning, have not matched the drive for universal educational access. Rather, educational quality in most countries in sub-Saharan Africa has been seriously compromised by rapid expansion given the limited resources. In many attempts to ensure the delivery of quality education in developing countries, the thrust of delivery strategies has focused on increased allocation of inputs/resources to infrastructure development and supply of textbooks. However, the literature on the effect of such resources on student achievement is rather mixed and inconclusive with many studies noting that resources make little or no difference. While such approaches may be theoretically sound, most fail to focus on microelements at the school or classroom level such as capturing the teaching and learning experiences of both students and teachers and students. In an attempt to fill this gap, a new line of research has emerged which looks more closely at how resources are used by schools to support and improve instruction. This study follows this trend and examines the extent to which the Rehabilitation of the Basic Education Project (REBEP) in Sierra Leone contributed to improved learning and academic performance of students in five target schools after a series of interventions. Using a case study approach, the study revealed that while REBEP contributed to a significant increase in educational access, particularly for girls, performance in the terminal National Primary School Examination (NPSE) did not improve despite huge investments in the target schools. The study concludes that, in the context of Sierra Leone, and perhaps in many more countries in sub-Saharan Africa, unless and until critical school-level factors are appropriately and comprehensively addressed by policy makers, educational standards and quality will continue to be eroded particularly in terms of learning and that achievement of critical EFA goals and MDG by 2015 would remain an unfulfilled dream.
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Books on the topic "Sierra Leone Grammar School"

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Union, Sierra Leone Teachers. Sierra Leone Teachers Union hand book for school representatives, shop-stewards. [Freetown]: The Union, 1985.

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Ngegba, Sahr B. School management, effectiveness and educational standards in Sierra Leone: A study of primary schooling. Birmingham: University of Birmingham, 1994.

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Deigh, Gladys. Distance education and the science upgrading of serving primary school teachers in Sierra Leone. Manchester: University of Manchester, 1994.

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Sierra Leone. Ministry of Education, Cultural Affairs, and Sports., Unesco, and Sweden. Styrelsen för internationell utveckling., eds. Four papers written for the Sierra Leone/Unesco/SIDA training course in educational management. [Freetown, Sierra Leone: Ministry of Education, Cultural Affairs, and Sports, 1987.

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Council, West African Examinations, ed. Last to be hired, first to be fired: Addressing the challenges of teacher management in the provision of quality education in Sierra Leone. Freetown: The West African Examinations Council, 2014.

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One man's walk with God: A lifetime of Christian witness. Kalamazoo, MI: Oak Woods Media, 1995.

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Hindu Colonies in the Far East. South Asia Books, 1991.

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Pauline, Plummer, ed. Salone: A telling place : writing from Sierra Leone by students & school children. Mudfog, 2002.

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Educational assistance and school development in Sierra Leone: Concepts of foreign assistance in education and their effects on the development of the school system in Sierra Leone since independence (1961). Frankfurt am Main: P. Lang, 1991.

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Turay, Thomas Mark. An examination of intra-secondary school conflicts in complex emergencies: The case of Sierra Leone. 2001.

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Book chapters on the topic "Sierra Leone Grammar School"

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Keefer, Katrina. "The CMS school communities, 1806–1819." In Children, Education and Empire in Early Sierra Leone, 97–129. Other titles: Global Africa; 10.Description: New York: Routledge, 2018. | Series: Global Africa ; 10: Routledge, 2018. http://dx.doi.org/10.4324/9781351134439-5.

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Bentrovato, Denise. "Beyond Transitional Justice: Evaluating School Outreach and Educational Materials in Postwar Rwanda and Sierra Leone." In Transitional Justice and Education, 67–94. Göttingen: V&R unipress, 2018. http://dx.doi.org/10.14220/9783737008372.67.

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de la Fuente, Alejandro, Elizabeth M. Foster, and Hanan Jacoby. "The Immediate Effects of the Free Quality School Education Program." In Essays on Equity, Health, and Education in Sierra Leone: Selected Challenges and Benefits, 43–60. The World Bank, 2024. http://dx.doi.org/10.1596/978-1-4648-2075-5_ch5.

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Reis, João José, Flávio dos Santos Gomes, Marcus J. M. de Carvalho, and H. Sabrina Gledhill. "Counting the Costs." In The Story of Rufino, 189–95. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190224363.003.0019.

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From the business standpoint, the Ermelinda’s voyage had been disastrous for large and small investors. Losses are calculated. The cargo was ruined, including Rufino’s guava sweets. After returning to Recife, Rufino traded in textiles but remained an employee of his slave trade employers for a while. He lived aboard the Ermelinda until the ship was auctioned off a few months later. Rufino returned to Sierra Leone as a witness to claims of reparation from the British for losses incurred by the merchants for the capture of the Ermelinda. This time, he attended a Qur’anic school in Freetown for close to two years.
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Mason, Miriam, and David Galloway. "Using Evidence-Informed Practice in Primary School Improvement in an Under-Achieving School System: A Case Study in Sierra Leone." In The Emerald Handbook of Evidence-Informed Practice in Education, 375–88. Emerald Publishing Limited, 2022. http://dx.doi.org/10.1108/978-1-80043-141-620221044.

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Arana, Juan, Luis Perea, and Adela Salas. "Urban Health in Vulnerable Environments." In Urban Sustainability and Energy Management of Cities for Improved Health and Well-Being, 224–40. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4030-8.ch012.

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Adequate access to sanitation and safe water is a main challenge to improve urban health in low-income countries. Diseases derived of precarious hygiene conditions are a major burden in African rapidly growing urban areas. These challenges are embedded in complex stakeholder networks and need to be addressed through a holistic approach. It is argued that schools are a key objective for sanitation, water, and hygiene actions in the city. Concerns for improvement of hygiene conditions among school children have risen in the context of contemporary sanitary crisis. Furthermore, schools play a pivotal role between the public and the private realms and a potential to foster change. The study focuses on WASH actions implemented in schools of the city of Makeni, Sierra Leone. It seeks to define a set of context specific recommendations to improve the health-related conditions in the school environment.
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Podder, Sukanya. "Programming for Change." In Peacebuilding Legacy, 182–202. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192863980.003.0007.

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Abstract This chapter examines the role of the media and peace education projects in shaping young people’s attitudes to peace. It presents the findings around the interplay between norms, persuasion, and attitude change. The chapter begins with a conceptual discussion on the links between persuasion and attitude change, by delineating the nuances between norm change and attitude change. Thereafter, nine specific second-order learning concepts are analysed in each case. Using Alfred Schütz’s methodology on second-order constructs, these concepts are clustered across the themes of ‘intercultural communication’, ‘quality pre-school education’, and ‘citizenship and ethnic identity’ in Macedonia; and, ‘access and acceptance’, ‘agency and behaviour’, and ‘citizenship and democracy’ in Sierra Leone. Based on the findings from the second-order interpretation of the meta-data, the chapter underlines the importance of adopting an ecological model of child development for precipitating long-term attitude change.
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Reports on the topic "Sierra Leone Grammar School"

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Fab Inc., Fab Inc. School Leaders’ Preferences on School Location in Sierra Leone: An individual and school-level study. EdTech Hub, September 2022. http://dx.doi.org/10.53832/edtechhub.0106.

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Espinoza-Revollo, Patricia, Yusuf Ali, Oliver Garrod, Paul Atherton, Alisdair Mackintosh, Ana Ramirez, Iman Beoku-Betts, and Björn Haßler. School-to-school mobility patterns and retention rates of payroll teachers in Sierra Leone. EdTech Hub, December 2022. http://dx.doi.org/10.53832/edtechhub.0143.

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Beoku-Betts, Iman, and Leh Wi Lan Leh Wi Lan. Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone. Open Development & Education, January 2023. http://dx.doi.org/10.53832/opendeved.1014.

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Beoku-Betts, Iman, Daniel Waistell, Caroline Jordan, Francis Saidu, and Mohammed Marah. Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone. EdTech Hub, February 2023. http://dx.doi.org/10.53832/edtechhub.0154.

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McBurnie, Chris, Katie Godwin, and Björn Haßler. Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? EdTech Hub, August 2022. http://dx.doi.org/10.53832/edtechhub.0171.

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McBurnie, Chris, Iman Beoku-Betts, Daniel Waistell, and Michael Nallo. Advancing Data-driven Decision-making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone. MBSSE, EdTech Hub, Leh Wi Lan, June 2021. http://dx.doi.org/10.53832/edtechhub.0066.

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Lurvink, Anne-Fleur, Zainab Bangura, Alhaji Fortune, Alex H. George, Katie Godwin, Miriam Mason-Sesay, David Moseray, Ibrahim Tholley, Emmanuel B. Turay, and Björn Haßler. No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone. OpenDevEd, August 2022. http://dx.doi.org/10.53832/opendeved.0284.

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Haßler, Björn, Anne-Fleur Lurvink, Iman Beoku-Betts, Chris McBurnie, Taskeen Adam, and Tom Blower. Tich Me Ar Tich Dem — Inception Report. OpenDevEd, January 2022. http://dx.doi.org/10.53832/opendeved.0269.

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Our research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service TPD. As noted, a distributed TPD model is favoured (building on the World Bank’s Free Education project and the Sierra Leone Education Attendance Monitoring System (SLEAMS), using a ‘one-tablet-per-school’ (OTPS) model). Evidence indicates that this low-tech approach to TPD can improve learning outcomes in emergencies (⇡Haßler, et al., 2019). In contrast, COVID-19 interventions that focus on ‘remote learning for children’ are catastrophically failing (⇡Asadullah, 2020; ⇡Asanov, et al., 2020; ⇡BRAC, 2020; ⇡Le Nestour, et al., 2020; ⇡Uwezo Kenya, 2020). Our research provides crucial and timely evidence to shore up current government plans for a scalable, effective TPD intervention. Our research identifies whether this TPD model addresses the needs of rural / disadvantaged teachers. Our study focuses on a sample of teachers and students from schools in rural / semi-rural areas to understand whether and how school-based TPD initiatives promote student learning (as an alternative to traditional centralised and cascade models). Such traditional models are severely disrupted by COVID-19, highlighting our study’s relevance to education continuity in emergencies.
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Witteveen, L. M., Margriet Goris, R. Lie, and V. J. Ingram. Kusheh, na minem Fatu, en mi na koko farmer Hello, I am Fatu and I am a cocoa farmer : a Digital Farmer Field School for training in cocoa production and certification in Sierra Leone. Wageningen: Wageningen UR Science Shop, 2016. http://dx.doi.org/10.18174/376538.

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