Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525504
Title: Primary education in Sierra Leone and development partnership with Britain : progress towards achieving Education for All (EFA)
Author: Nishimuko, Mikako
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2009
Availability of Full Text:
Access through EThOS:
Access through Institution:
Abstract:
One of the world's poorest countries, Sierra Leone, experienced a civil war from 1991 to 2002. The government has since been in the process of rebuilding the nation, including the education sector. Yet, the challenge is that Sierra Leone is a very poor country with about half of its national budget being donor-funded. Sierra Leone's former colonial master and largest aid provider, Britain, is a particularly important development partner. With donor assistance, the government introduced a free primary education policy to achieve the international goal of EFA. The net primary enrolment ratio has rapidly increased, from 35 per cent in 1992 to 63.0 per cent in 2004. However, field research based on school observations, interviews with government officials, teachers and people engaged in Civil Society Organisations (CSOs) such as Non-governmental Organisations (NGOs) and Faith-based Organisations (FBOs), and questionnaires from pupils, parents, teachers, NGOs and government officials, reveals worrying trade-offs in the quality of education provided. In addition, schools charge parents "school fees" to run their schools under the free education policy. This is one of the barriers to regular schooling for the vulnerable. Such findings show that the government lacks the ability to provide adequate public services to the people. CSOs have filled this democratic deficit and greatly contributed to the provision of education. However, an investigation of donor-recipient relationships in this area showed that there is a gap between the rhetoric and practice of "partnership" and "ownership" in the development relationship. Using three development theories — Modernisation theory, Dependency theory and Postcolonial theory to analyse aid modality and trends in education plans and strategies, this research argues that Sierra Leone has been in transition with regard to establishing ownership of its national development, working with Britain as its main partner.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.525504  DOI: Not available
Share: