Technology
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.3. Technology competencies of learners and teachers
3.1. Institutions in charge of technology in education and coordination mechanisms
1. Terminology
The 2009 National ICT Policy defines information and communication technologies (ICTs) as “the convergence of Information Technology, telecommunications, broadcasting and multimedia. ICT is an environment enabling the development of physical infrastructure, hardware equipment and software systems used for the processing, the storing and the transmission of information”. Information Technology (IT) is defined as “the use of computers, telecommunications and office systems technologies for the collection, processing, storing, packaging and dissemination of information”.
The 2023 Basic and Senior Secondary Education Act similarly defines information technology as “the use of computers, storage, networking and other physical devices, infrastructure and processes to create, process, store, secure and exchange all forms of electronic data”. Distance education learning is additionally defined as a “method of delivering education to pupils with limited direct contact with teachers”.
The term education technology (EdTech) is used in several government documents, such as the 2021 National Policy on Radical Inclusion in Schools and its 2021-26 Implementation Plan. In the 2017 Professional Standards for Teachers and School Leaders in Sierra Leone, educational technologies are defined as the “electro-mechanical devices that facilitate the teaching-learning process”.
Assistive technology is defined in the 2021-25 Assistive Technology Policy and Strategic Plan as “assistive products and related systems and services developed for people to maintain or improve functioning and thereby promote wellbeing. AT enables people with difficulties in functioning to live healthy, productive, independent, and dignified lives, participating in education, the labour market and social life. Assistive Products (APs) include any external product whose primary purpose is to maintain or improve an individual’s functioning and independence and thereby promote his or her well-being”.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: The 2023 Basic and Senior Secondary Education Act includes several technology-related provisions, stating that the purpose of basic education shall be to bring out the acquisition of comprehension, computational thinking and technological skills, creativity, critical thinking and civics knowledge (Article 24). Innovation and technology application in teaching and learning, including hands-on learning and project-based instruction is also encouraged and actively pursued (Article 84). The Act also includes distance learning provisions (Article 91).
The 1991 Constitution (reinstated in 1996; revised in 2013) states that “the government shall promote…the study and application of modern science, foreign languages, technology” as part of its education objectives (Article 9).
The 2006 Telecommunications Act provides for the licensing and regulation of telecommunications operators and the promotion of universal access to basic telecommunication services, establishing the universal access fund (Article 13). The 2019 National Telecommunications (Universal Access Development Fund) Regulations, provide a regulatory framework for universal access, which aim for 100% of the designated population to obtain, at a minimum, public access to quality and affordable communication systems and services. Universal services include internet access, with focus on rural, remote and under-served areas, and explicit objectives of introducing and expanding these communication services to schools and other organisations serving public needs (Article 2).
Policies, plans and strategies: There is no ICT in Education/EdTech Policy, with one planned to be developed in the future. ICT objectives for education however are included in numerous government documents. The 2009 National ICT Policy recognizes the vital role ICTs play in achieving the basic development objectivies of Sierra Leone, with education identified as one of the key pillars for socio-economic development through ICT. One of the social objectives of the policy is to improve the education system through e-learning.
The 2010 National Education Policy includes ‘ICT’ and ‘science and technology’ as two of its cross-cutting issues, highlighting that science and technology are given priority in the education system and that ICT can be a tool for expanding access to education and improving the management and operations of the education system. In alignment with the ICT Policy, this policy supports the 1) introduction of ICT education in all learning institutions, 2) development of special ICT training and programs for out-of-school youths, people with special needs, and learners in non-formal centres, 3) ICT competency training for ministry staff and teachers, and 4) use of ICT in distance education, among others.
The 2022-26 Education Sector Plan: Transforming Learning for All has a core objective to increase the use of data and technology to support learning and education service delivery, with several goals to further integrate technology in the education sector.
The previous 2018-20 Education Sector Plan similarly encourages the greater use of ICT in teaching, learning and training during the plan’s lifetime with the view os using this platform to reach schools and students struggling to access good quality teaching and learning. It specifically supports the development of a comprehensive ICT plan for education to achieve many of these goals. The 2018-20 ESP Implementation Plan builds on the ICT goals set in the plan, with a specific goal in increasing STEM access to the neediest students, including girls/women and students with disabilities.
The 2021 National Policy on Radical Inclusion in Schools supports the use of innovative, technology-supported learning options for the delivery of education to hard-to-reach groups, including EdTech, Radio Teaching Programs, blended learning approaches, distributing print materials, and assistive technology. The policy encourages school staff to implement flexible learning pathways like the use of technology in both formal and non-formal settings. The 2021-26 Implementation Plan of the National Policy on Radical Inclusion in Schools further builds on these goals, setting objectives to develop and roll out these interventions, in addition to developing digital and remote contents tailored to the needs of marginalized learners.
The 2021 School Infrastructure and Catchment Area Policy supports the adequate provision of ICT equipment in schools.
Sierra Leone’s Vision 2025 Plan aims to encourage and improve the teaching of science and technology at all levels of education, with the 2019-23 Medium-Term National Development Plan including a dedicated section to the improvement of ICT, viewing science and technology as the “bedrock for the development of any modern economy”, with ICT being a “key driver of transformation in almost all spheres of our lives”. It specifically aims to improve the teaching of science, technology, and innovation at universities and polytechnics through the provision of special resources (equipment, motivation packages, etc.).
In 2019, the government additionally developed the 2019-29 National Innovation and Digital Strategy, which outlines the government’s vision for using technologies to improve service delivery, citizen engagement, and economic productivity.
Digital competency frameworks: Sierra Leone has defined ICT competency frameworks for teachers, school leaders, and students. The 2017 Professional Standards for Teachers and School Leaders in Sierra Leone includes educational technology standards in teacher’s professional knowledge, covering key EdTech competencies for a new teacher up to a distinguished teacher. School leaders also have defined EdTech standards. For students, the 2020 National Curriculum Framework and Guidelines for Basic Education defines core areas and expected outcomes for Technology and ICT Literacy, with core competency areas in Material Technology, Basic Operations & Concepts for ICT Literacy, Multi-Media and Technology Resources, and Social and Ethical Issues in Technology and ICT.
Changes occurred as a result of COVID-19: The 2020 COVID-19 Education Emergency Response Plan includes short-term, medium-term, and long-term outcomes as part of its ‘Theory of Change’ that aims for a stronger education system that can respond to and recover from the COVID crisis moving forward. Long-term outcomes as part of the government’s Theory of Change are (a) improved learning; (b) strengthened human capital; and (c) reduced poverty and inequality. The 2021 National Policy on Radical Inclusion in Schools further supports more inclusive remote learning post-COVID-19, enhancing platforms used during the pandemic-related school closures. According to the 2022-26 Education Sector Plan: Transforming Learning for All, both Ebola and COVID-19 necessitated changes in the education system to deal with the new reality. Some of the objectives of the ESP include the further integration of technology to support teaching and learning through the development of interactive radio programming that is focused on school readiness, enhancement of ICT infrastructure in schools, and additional ICT training.
New provisions regulating distance learning are also included in the 2023 Basic and Senior Secondary Education Act, which states that the “Ministry shall ensure that pupils continue to access education during infectious disease outbreaks and other emergencies through distance and remedial learning via the radio, television and other accessible modern technologies” (Article 91).
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: The 2022-26 Education Sector Plan: Transforming Learning for All aims to connect primary and secondary schools to a power source (e.g. solar power, where necessary). The 2009 National Energy Policy promotes the use of alternative energy technologies such as biogas and solar energy in schools, specifically highlighting schools in rural areas where “educational opportunities to achieve universal primary education can be much increased if schools could be provided with lighting”. Similar objectives are set in the 2016 Renewable Energy Policy of Sierra Leone which supports renewable energy for rural communities far from the national electricity grid, (including remote schools) and the integration of renewable energy and energy efficiency subjects in school and university curricula. According to the 2021 Annual School Census, for ICT learning to take place in schools, “access to electricity is imperative”, with a dedicated section on Access to Electricity and ICT Pedagogy Facility statistics.
Computers and devices: According to the 2023 Basic and Senior Secondary Education Act, efforts shall be made to create digital libraries and provide computer facilities in schools (Article 85).
One of the objectives of the 2009 National ICT Policy is for the provision of ICT tools in educational institutions. Various policies aim to provide schools with access to assistive technologies, such as the 2021 National Policy on Radical Inclusion in Schools, 2021-26 Implementation Plan of the National Policy on Radical Inclusion in Schools, and 2022 National Strategy for Out-of-School Children, in line with the 2021-25 Assistive Technology Policy and Strategic Plan.
Since September 2020, Sierra Leone’s Ministry of Basic and Senior Secondary Education (MBSSE) and Teaching Service Commission (TSC) have additionally launched the One Tablet Per School programme, which supports school leaders in senior secondary schools with a tablet and training to upload their own census data. As part of this program, the 2022-26 Education Sector Plan: Transforming Learning for All aims to provide one tablet to every government and government-assisted primary and secondary school.
Internet connectivity: The 2019 National Telecommunications (Universal Access Development Fund) Regulations, which aim to provide universal access to internet connectivity, include schools and other organisations serving public needs as part of the recipient organizations (Article 2). The 2023 Basic and Senior Secondary Education Act similarly states that efforts will be made to provide internet connectivity in schools (Article 85). Government-assisted schools must ensure there is availability of an Internet Technology room or access to Internet Technology resources and equipment that would augment teaching and learning to qualify for government financial assistance (Article 67).
The 2009 National ICT Policy aims to subsidize access for high-speed internet subscribers in schools and national education institutions, as well as offer discount for internet subscriptions to schools and public educational institutions.
According to the 2022-26 Education Sector Plan: Transforming Learning for All, the Directorate of Science, Technology and Innovation (DSTI) is additionally collaborating with the Ministry of Basic and Senior Secondary Education (MBSSE) on a joint initiative called Giga Sierra Leone to connect schools to the internet using broadband connectivity. The plan similarly supports the connectivity of selected schools to the internet.
2.2.2. Technology and learning environments
Sierra Leone has a strong legal, policy and strategy framework for the provision of distance education, with remote learning also implemented widely through radio programs during the Ebola outbreak, and the Ministry having its own radio station (Education Radio).
According to the 2023 Basic and Senior Secondary Education Act, the Ministry of Education must ensure that students continue to access education during infectious disease outbreaks and other emergencies through distance and remedial learning via the radio, television and other accessible modern technologies (Article 91). The Ministry is additionally responsible for managing schools broadcasting programmes and the education radio (Article 4).
Distance learning objectives are also included in the 2009 National ICT Policy, which aims to provide free ICT distance learning opportunities in education at resource centres, cinemas and through the use of text messaging. The 2010 National Education Policy also encourages the use of ICT in delivering distance education programs, while the 2018-20 Education Sector Plan supports the expansion of accelerated/compressed learning programme to cater to marginalized children and youth through its own radio station (Education Radio). The Ministry’s radio station is stated to have the ability to reach a significant part of the population, including teachers, parents and the community. The use of radio and television to teach primary and secondary school curricula accomplished during the closure of school aims to be further expanded.
During the COVID-19 outbreak, Sierra Leone built on their experience of providing remote learning during the Ebola crisis to develop their 2020 COVID-19 Education Emergency Response Plan. The government relaunched the radio education program and constructed two new radio transmitters in Koinadugu and Falaba to expand the reach of remote learning opportunities. They developed a hybrid offering: radio, television, mobile and web, and print media to ensure children can learn wherever they are and with whatever resources they can access. The response plan included long-term objectives with the aim to build a better system for after COVID-19, with the program designed to continue complementing and strengthening the traditional teaching methods once schools reopen. According to the 2022-26 Education Sector Plan: Transforming Learning for All, the MBSSE aims to further expand the coverage of its radio teaching program by purchasing additional transmitters that would expand its reach to 96% of school-aged children.
The 2021 National Policy on Radical Inclusion in Schools further supports inclusive remote learning for marginalized groups, which includes the use of broadcasting via radio and television stations and the provision of printed learning material to support learning of students who cannot be in school for any reasons.
The MBSSE has additionally launched the Learning Passport education platform, which provides digital learning opportunities to students and youth. The platform provides a wide variety of content from Early Childhood Development to study materials for major exams, such as the National Primary School Exams.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
According to the 2023 Basic and Senior Secondary Education Act, the purpose of basic education is to bring out the acquisition of comprehension, computational thinking and technological skills, creativity, critical thinking and civics knowledge (Article 24).
The 2020 National Curriculum Framework and Guidelines for Basic Education promotes ICT and technological literacy as essential literacies of basic education in the 21st century. Technology and ICT literacy are included as part of the key student competencies and skills, with core areas in Material Technology, Basic Operations & Concepts for ICT Literacy, Multi-Media and Technology Resources, and Social and Ethical Issues in Technology and ICT. The 2009 National ICT Policy promotes ICT literacy as a basic component of the country’s formal education system, aiming to integrate ICT into the existing school curriculum at all levels on the basis of UNESCO’s ICT Competency Framework. The policy additionally plans for a national ICT literacy curriculum to be developed for all schools in order to ensure school leaving students at the secondary and TVET level are ICT literate. Additional objectives include the development of special ICT education and training programs for out of school youths, unemployed/senior citizens (in phases), physically challenged (people with special needs) and illiterates, and ensuring the sustainability of ICT education and training programmes, including e-learning in collaboration with the private sector and community organisations. Similarly, the 2010 National Education Policy aims to introduce ICT education in all institutions of learning, from primary to tertiary (including TVET) and to develop special ICT training and programmes for out of school youths, people with special needs, and learners in non-formal centres.
In addition, the 2017-22 National Cyber Security and Data Protection Strategy aims to embed cyber security education and digital skills into the curriculum from primary to postgraduate levels, stating that “everyone studying computer science, technology or digital skills will learn the fundamentals of cyber security and will be able to bring those skills into the workforce”. The Ministry generally focuses on “21st century curricula for learning”, which includes computational thinking, critical thinking, comprehension, civics and creativity
The development of Science, Technology, Engineering and Mathematics (STEM) is highlighted in numerous government documents, with special emphasis on gender. The 2010 National Education Policy gives priority to the development of science and technology in the education system, stating that the curriculum of all educational institutions shall have a strong component of Science and Technology, while the government shall promote science and technology at all levels of the society. This includes taking affirmative action to increase the participation of girls and women in science, engineering, technology & mathematics and in the occupations related to these areas. The 2009 National ICT Policy has similar objectives on reducing gender imbalances in ICT education, stating that priority should be given to girls child/women, youth and physically challenged for ICT training by reducing or waiving tuition fees or awarding grants and providing scholarships. These objectives are further reiterated in the 2021 National Policy on Radical Inclusion in Schools (and its Implementation Plan) which includes objectives on popularizing government grant to girls pursuing Science Technology Engineering and Mathematics in higher and technical institutions to ensure better access for girls. Finally, the 2018-20 Education Sector Plan (and its accompanying Implementation Plan) aim to provide better targeted financial support (scholarships/grants/loans) to the neediest students, and continue support for students with disabilities as well as females in STEM (Science, Technology, Engineering and Mathematics).
2.3.2. Teachers
The 2017 Professional Standards for Teachers and School Leaders in Sierra Leone includes several teacher competencies in educational technologies as part of the professional standards for a new teacher up to a distinguished teacher. This includes demonstrating knowledge and understanding of educational technologies and their application in the teaching-learning process (new teacher), applying knowledge and understanding of educational technologies and their application in the teaching-learning process (proficient), supporting colleagues using the latest knowledge and understanding of educational technologies and their application in the teaching-learning process (highly accomplished), and leading initiatives in the school to enrich knowledge and understanding of educational technologies and their application in the teaching-learning process (distinguished). Other competencies include understanding the application of ICT and other related educational technologies to facilitate delivery of learning activities, including audio-visual hard and software, applying ICT and other related educational technologies to facilitate delivery of learning activities, including audio-visual hard and software, developing a culture of the use of ICT and other related educational technologies to facilitate delivery of learning activities and programmes, and demonstrating best cases of the application of ICT and other related educational technologies to facilitate delivery of learning activities and programmes in the school (Standard 9.7). Teachers should also be willing to embrace new technologies as part of the ‘teachers as agents of change’ standard (Standard 19.8). Finally, school leaders are also expected to have a good appreciation and skills of ICT.
The pre-service and in-service training of teachers on ICT and digital skills is highlighted in several policy documents. The 2009 National ICT Policy aims for compulsory ICT courses to be included in the teacher training curriculum and teacher refresher programmes in order to enable all teachers to be competent users of ICT as a tool to enhance the teaching and learning process, educational planning and administration. The policy specifically states that all teacher training institutions should offer basic computer literacy and ICT orientation courses based on UNESCO’s ICT Competency Framework to all incoming trainees. Moreover, there should be ICT in-service skilled training for staff already on the job and full training for new recruits. The 2020 National Teacher Policy for Sierra Leone encourages the use of ICT as a tool to improve teacher training, personal, and professional development, while the 2010 National Education Policy aims to ensure all ministry staff and teachers are competent users of ICT as a tool to enhance teaching and learning process, educational planning, and administration. These objectives are further highlighted in the 2018-20 Education Sector Plan, which aims to promote ICT usage for all teachers, lecturers and students in teaching and learning, providing support for innovative pre-service education programmes, developing and implementing standards and competencies for teachers, providing induction programmes for newly qualified teachers, and providing in-service teacher training through continuous professional development. Finally, the 2021 National Policy on Radical Inclusion in Schools (and accompanying Implementation Plan) support the deployment of EdTech in teacher teacher training and mentoring in remote areas. During COVID-19, the government additionally planned for teacher training on digital literacy, digital lesson delivery, and accelerated learning as part of its 2020 COVID-19 Education Emergency Response Plan.
2.4. Cybersecurity and safety
2.4.1. Data privacy
There is no data privacy law in Sierra Leone, although the 2017-22 National Cyber Security and Data Protection Strategy includes provisions on the responsibility of public sector organizations’ to protect personal data privacy. The strategy aims to strengthen the legal and regulatory framework related to online child protection and personal data privacy protection, although there is no explicit mention of schools.
The violation of student privacy is included as part of the cybercrimes in the 2023 Comprehensive School Safety Policy.
2.4.2. Online abuse and cyberbullying
The 2023 Basic and Senior Secondary Education Act defines cyberbullying as “a form of intimidation or harassment using electronic means, for example, pestering phone calls”. Cyberbullying by a teacher or school authority (Article 71), or against peers to other students (Article 73) is strictly prohibited.
The Ministry of Education has various laws, policies, strategies and guidelines for the protection of students against abuse, harassment and bullying, with specific provisions for cyberbullying in the 2023 Comprehensive School Safety Policy. The policy addresses online and cybercrime safety in theme eight, which prescribes measures to secure the safety of students from negative risks emanating from online platforms. The objective is to protect students from unsafe, dangerous, or risky online situations and behaviours and develop positive online behaviours in students, which entails making children feel safe online. Cybercrimes include fraud, trafficking in child pornography and intellectual property, stealing identities or violating privacy.
The 2021 National Policy on Radical Inclusion in Schools envisions schools to provide safe, inclusive, dignified and accessible learning environments, which visibly tackle misconduct and abuse of marginalized students. All schools must have clear policies around malpractice, misconduct and abuse which must be enforsed, with clear mechanisms for reporting misconduct or abuse, a process for dealing with reports of misconduct or abuse, clarity on the consequences of misconduct or abuse, and clear sanctions for students found to be harassing other learners. While schools are expected to prevent instances of harassment, abuse and/or violence “in any form”, there is no explicit mention of cyberbullying or online abuse. Similarly, the 2021-26 Implementation Plan of the National Policy on Radical Inclusion in Schools includes a strategy on creating safe and inclusive school environments (Strategy 4), which aims to set up a regulatory framework to prevent and respond to abuse of learners (including the most vulnerable). One of its objectives is to develop/review and disseminate policies and guidelines that set standards for the promotion of all learners safety, such as the 2023 Comprehensive School Safety Policy and Reducing Violence in Schools Guide.
The Reducing Violence in Schools Guide states that schools should have a “zero-tolerance rule against any forms of violence”, including physical violence, psychological violence, and sexual violence, with no explicit mention of online abuse or bullying. However, when providing examples of sexual harassment, the guide includes the “unwanted recurrence of phoning, texting, emailing, comments on social media”.
The 2018-20 Education Sector Plan similarly aims to ensure that “all schools are safe for girls through curbing sexual violence and exploitation in schools”, stating that the Ministry should develop child protection mechanisms and guidelines to ensure mechanisms are in place for taking legal action against those within and outside schools involved in sexual violence and exploitation of school girls. There is mention of the online environment.
The 2007 Child Rights Act stipulates that “any service provider, parent and community member shall report sexual and other forms of abuse to family support units of the Sierra Leone Police” (Section 38), while the 2019 Sierra Leone Code of Conduct for Teachers and Other Education Personnel states that teachers must establish and maintain zero tolerance for all forms of sexual and gender-based violence, exploitation and abuse, physical and humiliating forms of punishment, psychological abuse, and child labour.
The 2020 Cybercrime Act promotes the development of public education and awareness raising on cyber security issues.
The 2017-22 National Cyber Security and Data Protection Strategy aims to strengthen the legal and regulatory framework related to online child protection, personal data privacy protection, and promotion of better use of online contents disseminated through electronic and social media, with similarly no specific reference to education institutions.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
The Ministry of Basic and Senior Secondary Education is responsible for ICT integration at the school level, with no specific department or unit dedicated to technology.
The Ministry of Information and Communications is the primary stakeholder of ICT related policies and is tasked with overseeing the development, review and implementation of the Government’s information and communication agenda.
The Directorate of Science, Technology and Innovation (DSTI) uses science, technology and innovation to support the Government of Sierra Leone to deliver on its national development plan effectively and efficiently; and to help transform Sierra Leone into an innovation and entrepreneurship hub. DSTI works in collaboration with the MBSSE to support the integration of technology in the education sector. DSTI sits in the Office of the President and executes its functions through the Office of the Chief Minister. The Chief Innovation Officer (CIO) serves as an Advisor to the President and Chief Minister of Sierra Leone.
3.2. Roles of schools
There was no policy law, or guidelines found on the use of mobile devices by students in classrooms or schools.
