The Role of Teachers, Facilitators, Teacher- Trainees and ... and Behaviour Change Emerging Issues...

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ERNWACA Research Grants Programme

2009 edition

The Role of Teachers, Facilitators, Teacher- Trainees and other Education Stakeholders in the Participatory and Behaviour Change

Emerging Issues Course: A case study of the Introduction of the Emerging Issues Course in the Teachers Certificate Curriculum in

post war Sierra Leone

Researchers

Cidi Mohamed Chebli – Mphil in Edu.

Mohamed Peps Kallon – Doctorate (Stu).

Khadijatu Harleston – Doctorate (Stu).

Allieu Mansaray- Mphil in Lit.(Stu.)

Mentor : Dr. Beresford B Jones: Director, Institute of Educational

and Extra-Mural Studies, Fourah Bay College.

Country : Sierra Leone

Research financed by

Education Research Network for West and Central Africa (ERNWACA)

With project support from UEMOA regional Centre of Excellence and the Ministry of Foreign Affairs of the Netherlands



CERTIFICATION

I certify that this research study was undertaken by the ultimate group of researchers

(Cidi M. Chebli, Mohamed.P.Kallon, Khadijatu K.. Harleston and Alieu Mansaray) at the

Freetown Teachers College under my supervision.

Research Mentor: ---------------------------------- ---------------------------------------

Signature: ---------------------------------------- ---------------------------------------------

Date…----------------------------------------------------------------------------------------



DEDICATION

The ultimate group of researchers at the Freetown Teachers College dedicates this

piece of research work to one of the key stakeholder, UNICEF, for their continual support

to the education, health and protection of children in Sierra Leone and their efforts in the

development and implementation of the Emerging Issues course which is a behaviour

change programme.



ACKNOWLEDGEMENT

We thank God Almighty for giving us the ability, courage and time to pursue this

research work to the end.

In addition, we thank our research mentor, Dr. Beresford B. Jones, Director of the

Educational Services Division of Fourah Bay College, University of Sierra Leone for the

brilliant supervision and guidance he gave the group through out the research exercise.

Also, we take this opportunity to say many thanks to all those personalities whose

contributions helped to make the compilation of this research a reality.

We wish the blessings of Allah to be with you all.



Abstract This research entitled “The Role Education stakeholders in the Participatory and

Behaviour Change Emerging Issues Curriculum in post war Sierra Leone” was

conducted based on the following objectives:

1. To determine the level of awareness demonstrated among education stakeholders of

the justification and purpose of the Introduction of Emerging Issues Course in the

teacher training colleges, polytechnic institutes and Njala University (Bo Campus).

2. To determine the extent to which facilitators, teachers, teacher-trainees and other

education stakeholders understood their roles in fostering positive constructive

behaviour change in students

3. To assess the relevance, appropriateness and contribution of the participatory

Behaviour Change Emerging Issues course to bringing about positive constructive

behaviour change.

4. To identify the challenges associated with the implementation of the Introduction of

Emerging Issues course in the Teacher Certificate programme.

5. To recommend ways of meeting the challenges

These objectives were used to design the instruments for the research which included:

two sets of questionnaires and an interview schedule. The samples for the study were

teachers, teacher trainees, facilitators and education stakeholders. The first set of

questionnaire was administered to two hundred and fifty (250) trained teachers in five

districts in the country, namely: Port Loko. Makeni, Bo, Kenema and Freetown; another

two hundred and fifty(250) questionnaires were administered to teacher trainees in five

teacher training institutions, namely: Freetown Teachers College, Port Loko Teachers

College, Northern Polytechnic, Eastern Polytechnic and Njala University (Bo campus).

The second set of questionnaire was administered on twenty (20) facilitators (lecturers

and Distance Education Tutors) in the teacher training institutions and Distance

Education centers. The interview schedule was administered to twelve (12) education

stakeholders: including The Ministry of Education and Other NGOs. Five hundred

questionnaires were received from teachers and teacher-trainees while 20

questionnaires were collected from facilitators from teacher training institutions and

distance Education centers by the trained data collectors. The interview schedule guide

was administered to twelve education stakeholders by the trained data collectors. A

perfect response rate (100%) was obtained from all categories of respondents.

The findings show that there is high level of awareness demonstrated by both education

stakeholders and facilitators about the introduction of the course and the issues the

course is about to address which include: corruption, mismanagement, gross human



right abuses, political and ethnic intolerance, poor health and environmental condition,

negative cultural practices, gender discriminatory practices and so on. Also, the issue of

stakeholders serving as role models stand out very clearly as indicated by teachers and

teacher trainees(50.4%), facilitators (45.0%) and education stakeholders (50.0%). With

regard to the challenges associated with the introduction of Emerging Issues Course,

what stood out clearly is the reluctance of people to change (54.5%) as stated by the

teachers and teacher- trainees.

None the less, recommendations to help find possible solutions to meet the challenges

include education stakeholders should strive at all times to serve as role models not only

to the learners but also to members of the communities where they live so that people

will copy their good practice. Finally, the government should provide a forum where the

Emerging Issues facilitators and Attitudinal Change Secretariat would meet to find a

common ground for the success of the positive behaviour and attitudinal change

programmes.



TABLE OF CONTENT

Certification……………………………………………………………….…... i

Dedication………………………………………………………………….…… ii

Acknowledgement……………………………………………………….……… iii

Abstract………………………………………………………………….........….. iv

Table of content……………………………………………………….…………. vi

List of tables ……………………………………………………….……….. ix

CHAPTER ONE: Introduction:

1.1 Background to The Study ……………………………………….………….….. 1

1.2 Statement of The Problem …………..……………………………….……….…. 6

1.3 Justification of the Study …………… ……………….………………….……. 8

1.4 Purpose and Objective of the Study……………………………….………….…..

9

Purpose of the Study …………………………………..…………………………. 9

Objectives of the Study ………………………………………………………….. 9

1.5 Significance of the Study ………………...……………………………………….. 9

CHAPTER TWO A Review of Relevant Literature

2.1 Introduction ………………………………………………………….….……… 11

2.2 Section One …………………………………………………………..…………. 11

The Nature and Scope of Participatory and Behaviour Change

Emerging Issues Curriculum ………………………..……………….…………. 11

2.3 Section Two: …………………………………………………………..……….. 13

The Relevance, Appropriateness and contribution of the teaching methods in

the Participatory and Behaviour Change Emerging Issues Course ……......….

13

2.4 Section Three: ……………………………………..…………………….…... 16

The Role of Facilitators, Teachers, Teachers Trainers and Other

Education Stakeholders in Fostering Behaviour Change in Students …..……

16

2.5 Section Four: …………………………………………………..………..…… 17

Challenges Associated With the Introduction of Emerging

Issues Course in Teachers Certificate Programme …………………………...

17



2.6 Conclusion …………………………………..……..……….....…….…. 18

CHAPTER THREE Research Methodology

3.1 Introduction …………………………………………………………….………… 20

3.2 Research Design ………………………………………………….……............... 20

3.3 Objectives ……………………………………………………………….……….. 20

3.4 Research Variables ………………………………………………………….……. 21

3.5 The Study Setting ………………………………………….…..…………….….. 21

3.6 Population and Sample …………………………………………………................ 22

3.6.1 Study Population …………………………………………………….……….. 22

3.6.2 Samples and Sampling Procedure ………………………………….................

22

3.6.3 Instrumentation and Data Collection Procedure ……………………….……..

23

3.7 Data Analysis ………………………………………………………………….. 26

CHAPTER FOUR Research Findings

4.1 Objective One …………………….……………………………………….……… 27

To determine the level of awareness, demonstrated among Education Stakeholders

of the purpose of the introduction of Emerging Issues Course in the Teacher

Training colleges, polytechnic institutes and Njala University (Bo

Campus)…….…....….. 29

4.2 Objective Two …………………………..………….…………………….….…… 31

To assess the Role of Facilitators, Teachers, Teacher-Trainees and other

Education Stakeholders in fostering the positive constructive behaviour change

in students. ………………………………..……………………….…….………. 31

4.3 Objective Three …………………………………………..……….…….……….. 33

Assessment of the Relevance and Appropriateness of the Participatory Behaviour

Change Emerging Issues Course to determine its capacity to bring about the

positive constructive behaviour change …………………………………….……. 33

4.4 Objective Four: ……………………….………..………………….…………….. 37

Identification of the constraints associated with the introduction of Emerging Issues

Course in the Teachers Certificate Programme………………..………….……..

37

4.5 Objective Five ……………………………………………..…….……..………… 39

Recommendations to meet the challenges………………………….…………….

39



4.6 Discussion of findings ……………………..……………...……..…………….. 41

CHAPTER FIVE Summary and Conclusions, Implications for Further Research and Recommendations 5.1 Summary and conclusions ………………………………………………… 44

5.2 Implications for Further Research ………………………………………… 45

5.3 Recommendations …………………………………………………………. 46

REFERENCES ………………………………………………………………. 48

Appendixes

Questionnaire 1

Questionnaire 2

Interview Schedule Guide



List of Tables

Table 1 Response Rate of Questionnaires Administered to the Study Sample …….….

26

Table 2a: Age distribution of Teachers and Teacher Trainees ………………………... 27

Table2b Age distribution of facilitators and Education Stakeholders ………………. 28

Table 2c: Sex distribution of Teachers and Teachers Trainees ……………………… 28

Table 2d Sex Distribution of Facilitators and Education Stakeholders ………….….. 29

Table 3a: Responses of Stakeholders with regards to their level of awareness ……….

29

Table 3b Response of Teachers and Teacher Trainees with regards to their

level of Awareness ……………..………….………………………………. 30

Table 3c Responses of Facilitators with regards to their Level of Awareness ……..…

31

Table 4a: Assessment of the Role of Teachers and Teacher Trainees in

Fostering the Desired Behaviour Change in Students …………….……….. 31

Table 4b: Responses of Facilitators on their Roles in Fostering Behavior

Change Programme …………………………………………………..… …. 32

Table 4c: Responses of Education Stakeholders on their Roles in

Fostering Behavior -Change Programme ………………..………..… ……. 33

Table 5a Responses of Teachers and Teacher trainees of their Assessment of

the Relevance of Emerging Issues Course ………………………...……..

34

Table 5b Responses of Facilitators and Education Stakeholders of their

Assessment of the Relevance of Emerging Issues Course

…………..…….. 35

Table 5c: Teaching and Learning methods/Strategies Appreciated most

in the Curriculum ………………………………………………….……… 36

Table 5d: Contributions of Teaching and Learning Methods/Strategies

to Internalization of Positive Behaviour Change ………………….……… 37

Table 6a: Responses of Teachers and Teacher Trainees on the Constraints

Associated with the Introduction of Emerging Issues Course ……….…… 37

Table 6b: Responses of Facilitators and Education stakeholders on the Constraints

Associated with the Introduction of Emerging Issues Course ……….….. 38

Table 7a: Recommendations of Teachers and Teacher trainees to meet the

Challenges ………………………………………………………….…… 39

Table 7b: Recommendations of Facilitators and Education Stakeholders



to meet the Challenges …………………………………………….……

40



Title of research: The Role of Education Stakeholders in the Participa tory

and Behaviour Change Emerging Issues Course in the Teachers Certificate

Curriculum in post war Sierra Leone.

CHAPTER ONE:

INTRODUCTION

Background

This research entitled “The Role of Teachers, Facilitators, Teacher – Trainees and other

Education Stakeholders in the Participatory and Behaviour Change Emerging Issues

Course: A case study of the Introduction of Emerging Issues Course in the Teachers

Certificate Programme in post war Sierra Leone” has been undertaken to investigate the

roles of the following actors:- teachers, facilitators, teacher – trainees and other

education stakeholders in the reform of the curriculum and the introduction of the new

course of study known as Emerging Issues.

There are many emerging issues in the world today. These issues include human right

violations, discrimination against women, child abuse, human trafficking, drug abuse,

climate change, HIV/AIDS and bad governance. These issues are very prominent in

developing countries like Sierra Leone coming from a brutal civil conflict which lasted a

little over a decade. The war was formally declared ended in the year, 2002. However,

the prevailing conditions of the country send a very worrisome signal. Sierra Leone is the

lowest ranked country in the Human Development Index (2008) and the seventh lowest

in the Human Poverty Index (2008). This means that most people in Sierra Leone are

considered very poor. The United Nations Organisation has defined a poor person as

someone living on less than one dollar per day. This situation is very true for a greater

percentage of the population in Sierra Leone. There is a strong relationship between

poverty and educational attainment. According to the Multiple Indicator Cluster Survey

(MICS) (2005), more than 70% of households are headed by an individual with no formal

education and are living below the poverty line. The survey also shows that the incidence

of poverty decreases with the attainment of higher levels of education.

The UNESCO Report (2004) gave a graphic account of the vast differences in the level

of education of the sexes. They disclosed that girls and women account for the majority

of the uneducated. Achieving Gender Equality and Women Empowerment in Africa

Progress Report (2008) observed that despite the increasing dialogue and political

recognition of gender concerns in education, male school enrolment, performance and

retention rates are still higher than females. Turrittin and Mackinnon (1998) concluded

that the difference in educational achievement between males and females is as a result



of the differences in teaching and the content of education received by both sexes. The

Sierra Leone National Report on Fourth World Conference on Women (1995) portrayed

a dismal picture which pointed to poor educational status of women.

The state of health in Sierra Leone is particularly concerning. Child mortality rates are

said to be among the highest in the world according to the Multiple Indicator Cluster

Survey Report(MICS) (2005). Seventeen percent of children die before their first birth

day and 28% die before they reach the age of five. The maternal mortality rate is the

highest in the world at two thousand maternal deaths per one hundred thousand live

births. The country has one of the lowest levels of life expectancy in the world. The

average life expectancy is only thirty-nine (39) years for men and forty-two (42) for

women which is about ten (10) years shorter than the average for countries in Africa and

twenty-five (25) years shorter than that for the world. According to the MICS report

(2005), the decade long civil conflict halted the previously increasing trend in life

expectancy.

Similarly, the MICS report (2005) shows that 44% of people in Sierra Leone can identify

two ways of preventing the transmission of HIV/AIDS and 24% reject the misconception

about HIV. This means that in reality there is the need to reach out to the other half who

do not know and the 76% who do not understand the misconceptions.

In addition, the MICS report (2005) indicates that 85% of women in Sierra Leone are

victims of one form of domestic violence and discrimination and the other. But these

women because of tradition and customs have accepted it as normal.

Moreover, the state of children in Sierra Leone is another worrying situation. According

to the MICS report (2005), 12.8% of children aged less than eighteen years are

orphaned. Eleven percent of children were living in households with neither of their

parents. The report found that 48% of children between 5 – 14 years were involved in

child labour activities. Child trafficking from the rural to urban areas is very rampant. The

children who are trafficked are exposed to different forms of child labour.

The prevailing conditions in the country have warranted addressing these emerging

issues more actively. However, this is not to suggest that government has not done

anything to address these issues. At the international conference of education held in

Jomtien, Thailand in 1990, there was the unanimous recommendation for the

improvement of the quality of education for girls. Sierra Leone being a signatory to that

recommendation adopted the Education For All (EFA). Similarly, one hundred and forty-

seven (147) world leaders agreed to a global compact which became known as the

Millennium Development Goals (MDGs). Two of the goals referred to education-

Universal Primary Education and equality and improvement of women. In order to

address the issue of the children of Sierra Leone, the government passed into law the



Child Right Act in 2007. This law seeks to protect the children from all forms of abuse. In

addition, the government has ratified the Convention for the Elimination of All Forms of

Discrimination against Women (CEDAW) and adopted various acts which included the

following: The Inheritance Act, 2007, The Customary Marriage Act, 2007 and Domestic

Violence Act, 2007. All of these are geared towards protecting the rights of women from

discrimination and abuse. Corruption and good governance have also been high on the

agenda of succeeding governments. The Anti Corruption Commission (ACC) was

established to investigate all cases of corruption in the country.

Despite these important strides by government, the behaviours and attitudes of people

especially the youths are quite a big problem. Wang (2006) traced the history of

education in Sierra Leone to the colonial British system. It was the grammar school type

which aimed largely at the urban middle class. The system was aimed at nurturing civil

servants and government administrators. Thus, the system was biased toward the

academically gifted students who entered tertiary institutions and gained formal

employment. As a result, most Sierra Leoneans were unable to access formal education

or they were forced by circumstances to work before completing primary school. The

report maintained that the system was elitist which excluded the majority of the

population and concluded that the exclusive nature of the colonial education system was

responsible for the low literacy level at the time when Sierra Leone gained

independence.

The post independence years witnessed various attempts at restructuring the

educational system to meet the needs of the country. Policy documents like the

Education Act of 1964, the White Paper on Education 1970, The Education Review

1976, The 1989 Task Force Report and The New Education Action Plan 1994 / 95 have

contributed towards educational reform in the country. The most recent action is that the

government adopted a 6 – 3 – 3 – 4 system of education. According to this system, there

would be nine years of basic education which include six years in the primary school and

three years in the junior secondary school. In addition, the pupils will spend three years

in senior secondary school and four years in tertiary education institutions.

This step was a bold attempt to move the country away from the predominantly grammar

school type of education which took neither the varied talents of the pupils nor the socio

– economic needs of the country into consideration. The new system was designed to

cater for the all-round development of the individual that is, the cognitive, affective and

the psychomotor domains. It also aimed at a reduction of the high dropout rate in the old

system.



Considering the preceeding account, the Emerging Issues course was introduced in the

Teacher Certificate curriculum. It comes at a time when Sierra Leone as a nation is still

grappling with the sustainability of the peace that had been achieved after eleven years

of civil war. This civil war in Sierra Leone (1991 – 2002) witnessed one of the most

terrible atrocities of war in human history. Arms and limbs were brutally chopped off and

the bellies of pregnant women mercilessly split open to know the sex of the unborn

children. The Truth and Reconciliation Commission (TRC) that was set up in

collaboration with the international community to look into the root causes of the war,

identified various causes that included injustices at different levels of government, lack of

accountability and transparency, of respect for basic human rights and widespread

gender discrimination and abuse.

However, it was observed that there were certain destructive behaviours and negative

attitudes in Sierra Leoneans responsible for the retardation of the development potentials

which has left the country always at the very bottom of the Human Development Index.

There is the general ignorance among a large percentage of the population of the basic

principles of Human Rights. Majority of the people do not know their civic rights and

responsibilities. People are generally not aware of gender issues and health and

environment concerns. The report of the Truth and Reconciliation Commission (TRC)

(2004) called for urgent introduction of Emerging Issues and Citizenship Education into

the school curriculum as a means of educating young people to be able to contribute to a

peaceful, democratic Sierra Leone. Their recommendation was linked to their analysis of

the cause of the war and the role of the young people in it.

The Emerging Issues course that was introduced in the Teacher Certificate Curriculum is

one of the core subjects with four credit hours. As a subject, it addresses four main

themes: Human Right, Civics and Democracy, Gender and Health and Environment, in

addition to principles and pedagogy. As the name implies the subject deals with issues

that are very significant for the development of any nation. Issues like human rights, child

right, women’s rights, gender issues and health and environmental issues like basic

hygiene, HIV/AIDS, communicable diseases, pollution and deforestation are prominent in

the development agenda of the country. Moreover, civic issues like transparency,

political and religious tolerance, corruption have also received the attention of

government.

The course is a behaviour change programme. Bass and Schlafly (2009) define

participatory learning as: “a form of learning which includes ways in which new



technologies enable learners of any age to contribute in diverse ways to individual and

shared learning goals” (p.3). This type of learning can occur through games, social

networks, cell phones, mobile devices and other digital platforms. Learners can

participate and share ideas, comment upon one another’s projects and ideas and plan,

design, advance, implement or simply discuss goals and ideas together. Participatory

learners come together to discuss and also put their ideas and experiences together.

The ultimate goal of this curriculum reform is for the internalization of positive and

constructive behavior change by a greater percentage of the Sierra Leonean population.

This starts with lecturers and tutors at the institutions engaged in teacher training and the

Distance Education Centres across the country. They form the core team of facilitators

who will in turn train primary school teachers across the country. These primary school

teachers will subsequently spread the idea in their schools and within a short while the

concept would spread throughout the country.

A number of lecturers from Freetown Teachers College, Port Loko Teachers College,

Northern Polytechnic, Eastern Polytechnic and Njala University (Bo campus) and

Distance Education tutors from the different centres have been trained. In addition, a

number of serving primary school teachers with Teachers Certificate (TC) has also been

trained. Emerging Issues is now a core subject in the Teacher Certificate curriculum at

both the teacher training colleges and the Distance Education centres. Moves are under

way to have the subject introduced in the primary schools in the country.

The key stakeholders of the Emerging Issues course are the facilitators who were

trained, the serving primary school teachers with Teachers Certificate trained by the

facilitators, the students doing the Teachers Certificate programme at Freetown

Teachers College, Port Loko Teachers College, Northern Polytechnic, Eastern

Polytechnic and Njala University (Bo) campus) and other stakeholders including United

Nations International Children’s Emergency Fund (UNICEF), International Rescue

Committee (IRC), Ministry of Education, Youth and Sports (MEYS), Anti Corruption

Commission (ACC), Faith Alliance Against Slavery and Trafficking (FAAST) and Save

the Children.

The role of the stakeholders included provision of funding, materials and resource

persons for the designing and writing of the modules that serve as resource materials for

the training of the facilitators, teachers and teacher trainees and monitoring and

supervision of the development and implementation of the programme.



However, the work of the stakeholders faced a major problem, that is, conflict of roles.

The local experts contracted to design the curriculum intended to design the curriculum

based on their knowledge of the formal style of curriculum design. One of the main

stakeholders- UNICEF did not seem pleased with the intension of the local experts. In a

bid to improve on the work of these local experts, an internationally renowned consultant

was contracted who changed the entire approach of the curriculum. This foreign expert

emphasized participatory pedagogy. She believes that the new curriculum is a behaviour

change curriculum that depended considerably on active participation of the target

groups. The modules that were subsequently written were activity based which engaged

the participants fully. Notwithstanding this tremendous effort, there were certain fears.

These fears included allowing the pedagogy degenerating into traditional methods of

lecturing which is non participatory, the lack of provision of resource materials for

effective and efficient teaching of the course and the full understanding of the curriculum

by the participants.

Statement of the Problem

From the examination of the roles of the stakeholders, it is clear that there were sincere

concerns. There was a clash in the roles of the stakeholders. While the local experts

were used to the traditional conventional curriculum, the foreign expert including the

major donors have a different approach. The target groups that included facilitators,

teachers and teacher trainees were used to the conventional curriculum design. The

questions are do they fully understand the pedagogy of this new curriculum? How far will

they sustain the new curriculum without reverting to the old conventional lecture method?

Behavior change comes but very slowly. The success of the new curriculum depends to

a very large extent on the full understanding of the purpose of the curriculum and the

method of teaching the new course.

The eleven year civil war in Sierra Leone caused a lot of damage not only to the physical

infrastructure but the mentality and behaviour of Sierra Leoneans. In a bid to make

lasting reconciliation, the Truth and Reconciliation Commission (TRC) came out with

revelations and recommendations. The report observed that youths were excluded from

any meaningful participation in the political process from the late 1960 to the outbreak of

the war in 1991. It also observed that despite the important strides made by the

government since the conclusion of the war, the condition of the youth in Sierra Leone

continues to be unbearable. It maintained that a significant number of young people have

expressed frustration and concern that the circumstances that resulted in the war have



not been meaningfully addressed. It expressed the fear that a failure to address these

shortcomings would have serious repercussions for the country.

In addition, the Commission observed that children suffered gross physical abuse at the

hands of adults in the Sierra Leonean conflict. Children are still subject to

institutionalized physical abuse through the use of corporal punishment at school and in

homes. According to the Commission, flogging for the purpose of correcting behaviour in

school legitimises violence more generally and the consequence of corporal punishment

is to encourage physical aggression throughout society.

The Emerging Issues Curriculum is expected to develop the cognitive, affective and

psychomotor aspects of students and is yet to be justified as to whether it brings about

the much desired behavioral change. The informal curriculum often referred to as the

hidden curriculum which is expected to lay the foundation for the inculcation of positive

behaviour change does not seem to be addressing these problems.

The TRC recommended that human rights and peace studies should be introduced into

the curriculum of colleges and schools. It believed that the teaching of tolerance and

understanding start as early as possible in the education of children. There is the call for

a compulsory programme of Human rights education to be taught in the primary,

secondary and higher levels of education and should become part of the formal

curriculum and must be examinable.

Justification of the Study

The Emerging Issues course is a new course that is quite different from other courses in

the Teachers Certificate curriculum. The basic difference between this course and the

other courses lies in its teaching and learning process. While the other courses use

much of the lecture method, Emerging Issues course emphasizes the active participation

of the learners in the learning process. The justification of this study lies in the effective

methods in which the course is taught to bring about behavior change in the facilitators,

teachers, teachers trainees and subsequently to the school children and the society as a

whole.

The study has highlighted the destructive and negative behavior and practices which

have retarded the growth and development of Sierra Leone. This is contrasted with

constructive and positive behaviours and practices that would promote the development

of the country. The study is justified because it has shown how the internalization of



these constructive positive behaviors through its new teaching methods would lead to

development.

Given where Sierra Leone had come from in the not too distant past, there is no doubt

that Sierra Leonean have the enormous responsibility of providing an education and

training system which will not only lead to the overall development of the country and its

people but also as one that will allow them to take their place among the world’s nation

as a country that has managed to recover from the depth of despair and depravity to a

situation where they uphold and respect human rights.

The study examined the roles of the different categories of people in the study; the

facilitators, the teachers, the teacher trainees, UNICEF, IRC, ACC, FAAST Save the

Children and the Ministry of Education Youth and Sport in the effective implementation of

the Emerging Issues Course which brings about behaviour change

The success of the behaviour change programme is expected. As the TRC reports

recommended, the starting point is for the teachers to know exactly the skills and values

of their subjects. This buttresses the significant role of teachers especially primary

School teachers. Thus, the study helps to justify the inclusion of Emerging Issues not

only in the teacher training curriculum but also in the Primary and Secondary school

curricula.

Purpose and Objectives of the Study

Purpose

The purpose of the study is to investigate the role of various stakeholders in the

Introduction of Emerging Issues Course and the capacity of the course to bring about

behaviour change in facilitators, teachers and teacher trainees and subsequently school

children.

Objectives

The objectives of this study were as follows: 6. To determine the level of awareness demonstrated among education stakeholders,

teachers, teacher trainees and facilitators of the justification and purpose of the

Introduction of Emerging Issues Course in the teacher training colleges, polytechnic

institutes and Njala University.




education stakeholders understood their roles in fostering the positive constructive

behaviour change in students.

8. To assess the relevance, appropriateness and contribution of the teaching methods

in the participatory Behaviour Change Emerging Issues Course to bringing about the

positive constructive behaviour change in students.

9. To identify the challenges associated with the implementation of the Introduction of

Emerging Issues Course in the Teacher Certificate programme.

10. To recommend ways of meeting the challenges.

Significance of the Study

The study investigated the justification, purpose, relevance and appropriateness of the

introduction of Emerging Issues Course as well as to assess the roles of the facilitators,

teachers, teacher - trainees and other education stakeholders in addressing the thorny

issues of behavior change in the teacher education sector. The course has been

introduced in the teacher training institutions in Freetown, Bo, Kenema, Makeni, Port

Loko and the Distance Education centers throughout the country. The study provides an

opportunity to educators, educationists, government officials and others and the extent to

which the roles of different people in the success of the new course have been met.

The study is of considerable significance to the government and the Attitudinal Change

Secretariat in mapping out strategies for the attainment of this agenda. The programme

has been introduced in the teacher training institutions that will subsequently be handling

the children in the primary schools. The other target group is the teachers who are now

in the teaching profession. It is believed by both the government and international

agencies and donors that one of the most important factors in the development of any

nation is the internalization of positive constructive behaviours.

For those engaged in curriculum planning, design and implementation, the study

provides them an opportunity to examine their curriculum planning and designing

strategies to include elements of the hidden curriculum that are of considerable

significance in the attainment of the most cherished behaviour change.

In addition, the study helps to evaluate the extent to which the learners demonstrate the

positive constructive behaviour change that the curriculum aims at. It determines the

challenges for the full implementation of the programme so that measures could be

taken to address them which will be beneficial for the behaviour change desired.



Finally, the study opens up debates on the issues addressed by this curriculum which

leads to broadening the scope of the course to become more comprehensive and wider

in scope. This is especially done because issues will keep emerging as those issues in

the current course grow obsolete.

CHAPTER TWO

REVIEW OF RELEVANT LITERATURE

Introduction

This literature review is an attempt to discuss relevant literature on the research topic.

The chapter is divided into the following sections

i. Nature and scope of the Participatory and Behaviour Change Emerging Issues

Course.

ii. The relevance, appropriateness and contribution of the teaching methods of the

Participatory and Behaviour Change Emerging Issues Course to bringing

about positive constructive behaviour change in students.

iii. The role of facilitators, teachers, teacher trainees and other education stakeholders

in fostering positive constructive behaviour change in students.

iv. Challenges associated with the implementation of the Introduction of Emerging

Issues Course in the Teachers Certificate Programme.



Section One The Nature and Scope of the Participato ry and Behaviour Change

Emerging Issues Curriculum

Participatory and Behaviour Change Emerging Issues course was introduced in

Teachers Certificate programme of teachers training institutions to address some of the

problems emanating from the eleven year civil war that ended nearly a decade ago.

People in Sierra Leone suffered immeasurable human right abuses during the war and

the deplorable practice continued unabated even after the guns were silent. Some of the

abuses include extra-judicial execution, unlawful incarcerations, child abuse and

exploitation, sexual harassment and exploitation, gender discrimination and so on.

Ireland(nd) noted that

Sierra Leone is still a country where egregious violations of human rights occur, despite the fact

that the civil war that ravaged the country for a decade ended officially in 2002. In addition the

author claimed that the country still struggles to gain political stability, but is still plagued by the

atrocities of the civil war that manifest in continuing abuses of women who suffer from genital

mutilation, rape, and domestic violence. The author noted that the entire country suffers from

extreme poverty which keeps the country in turmoil.

Besides, the Sierra Leone society remains largely intolerant where political campaign

during elections result in open confrontation and violence. The issue of corruption both

within the classroom and in the wider society is in the increase. In addition, negative

attitude to environment and neglect and sometimes ignorance about certain health

matters remain a serious concern. These negative practices affect every facet of society.

According to MacJohnson (2004), corrupt practices in Sierra Leone are widespread and

service delivery by the public sector is generally marked by irregularities and bribery.

“Two-thirds of users of public services, from telephones to banks to schools or hospitals,

reported having to pay bribes to use the service” ( 2004, p.1).

However, the Introduction of Emerging issues Course is an attempt to address some of

these negative practices. The government of Sierra Leone with the support of UNICEF

developed and implemented Emerging Issues course at the level of Teachers Certificate

programme. An Australian national, Pamela Baxter, was contracted to help develop the

programme. The course has four main themes in addition to its principles and pedagogy.

The themes include:

i. Human Rights

ii. Civics and democracy

iii. Gender



iv. Health and Environment.

The course was introduced in teachers training colleges in order to target primary school

teachers whom they considered capable to effect positive behaviour change and will in

turn influence behaviour change in pupils in schools which will ultimately affect the entire

country.

The Emerging Issues Curriculum is quite different from conventional courses in that its

pedagogy lays emphasis on participation in learning. Bass and Schlafly (2009) define

participatory learning as‘Learning which includes the ways in which new technologies

enable learners (of any age) to contribute in diverse ways to individual and shared

learning goals’ (p.5). Participatory curriculum development is an emerging approach

which builds on experience of participation as it is a critical element in the success of

education and training. Forrest (nd) indicated that the use of participatory methods and

subsequent increase in opportunity for discussion enhance their experience. World

Agroforestry Center (2003) listed a number of benefits for engaging in participatory

learning which include:

a. You should have greater opportunities for discussion and reflection

with different stakeholders (people and groups who have an interest

in the training). This will help everyone learn, and work together more

effectively.

b. You should be able to form links and networks more easily, which will

allow you to share information better than before; your courses should

become more relevant to the local context.

c. Some groups and individuals who do not normally have a ‘voice’,

such as women, poor people, or children, may become included in

negotiations and dialogue; they will benefit more as a result of the

training.

d. You should be able to establish a dynamic course design process as

new linkages and lines of communication are set up, resulting in

greater satisfaction with your training programmes.

e. Different stakeholders can gain greater responsibility for various

stages of the curriculum development process; this increases the

motivation and commitment of everyone who participates (pp.2-3).

Section Two : The Relevance, Appropriateness and Contribution of the teaching

methods of the Participatory and Behaviour Change Emerging

Issues Course



Emerging Issues course is specifically designed to influence positive behaviour change

in students. The themes – principles and pedagogy are designed to encourage

participatory teaching in addition to supporting the other themes in promoting behaviour

change in students. It has been observed that change comes from within.

When I was a child I thought I could change the world.

When I was a youth I thought I could change my country When I married I thought I could change my family Now I am dying and I realize that I can only change myself And perhaps by changing myself I could change my family, And then my country and finally the whole world Inscribed on a twelfth century tomb.

Debora (nd) noted that behaviour is not like other subjects in school, it cannot just be

learnt

In a discrete hour each day but it is learnt every minute of the school day at breaks and

dinner times, in the corridors, during assemblies, as well as during lessons. Students

learnt about behaviour during every interactions they have with an adult or another

student and by observing others interacting. They learn through their mistakes and the

outcomes of their behaviour so is essential to consider this when thinking about

behaviour and class management.

Poeck et al (nd) noted that if education is essentially about the transmission of facts,

skills and values, then learning is a closed process because learning outcome are

predetermined and prescribed by a small group of experts and education contributes

primarily to social reproduction and efficiency. By contrast, learning from a transformative

point of view is a more open process providing space for self determination on the

learners’ side. Knowledge and understanding are constructed within a social context and

education creates the ability to criticise and transcend social norms and patterns of

behaviour and life styles. The Emerging Issues course is set within the transformative

area where learners are encouraged to contribute to the development of the themes.

Their views form an integral part of the discourse. Rogers and Taylor (1998) noted that if

curriculum development is carried out efficiently and effectively, using suitable, relevant

methods and materials, a good service will be delivered, satisfying the demand of

different stakeholders, and the goals and aims of education and training programmes will

be achieved. Morrish (1995) revealed that people only feel powerful when they are able

to see change. The Emerging Issues Curriculum is the platform which promotes open

discussion; provides opportunity for group work thereby enhancing group dynamics.

Learners have an opportunity to learn both from their colleagues during group sessions

and from the facilitators.

World Agroforestry Center (2003) stated that



If you use a participatory approach

to curriculum development, you will

be able to help more people to learn

more things that are useful, so

that they can use what they have learned

for the benefit of themselves and others (p. 2.)

Each of the four key themes addresses pertinent aspects of the lives of the people. The

theme of Human rights focuses on creating awareness and deepening the understanding

of human rights issues and the importance in promoting such values. Many people are

not even aware of the wordings of both the Universal Declaration of Human Rights and

the Convention of the Right of the Child. Such ignorance contributes to either violations

of such rights or being complacent when such rights are violated. Much of the violations

are borne by women and children. The theme on gender addresses many of the neglect,

discrimination and abuse of the rights of women and girls in the arena of education,

employment, social gathering, economic setting and so on. The goal is to promote

gender equality in all facets of society.

Gender equality is the removal of deep-seated barriers to equality of opportunity and

outcome, such as discriminatory laws, customs, practices and institutional

processes. It also entails concern with the development of the freedom of all

individuals, irrespective of gender and to choose outcomes they have reason to

value. It is integral to the ideas of educational quality, as an education system would

lack key dimensions of quality if it was discriminatory or did not develop capabilities

in children to work for an education that was personally and socially worthwhile.

Some aspects of this are the freedom to enter school, to learn and participate there

in safety and security, to develop identities that tolerate others, to promote health

and to enjoy economic, political and cultural opportunities. Gender equality in the

classroom therefore is a key to connecting schooling and citizenship with human

rights and underpins values of care and respect for children and their teachers.

Gender equality is an important and ambitious aspiration for countries and education

systems, and is linked to the achievement of gender equality in the everyday lives of

individuals and groups. Over the last one hundred years there have been huge steps

forward towards realising gender equality in education, but there is also considerable

difference within the world on these issues and much work still needs to be done

especially in Sierra Leone.



Generally, the country’s economy is underdeveloped and most of its population is

unemployed and poor. According to Politics of Development: Understanding Sierra

Leone’s Human Development Index Crisis Report (2007), “the people of Sierra

Leone remain isolated from their own resources, deprived of even the basic social

services (energy, tap water and housing) required for growth and development”(p.2).

This has had the immaculately dysfunctional consequences of further worsening the

living conditions in the country with still a low life expectancy, high infant mortality

rates, a declining economy and a vastly hungry population (Politics of Development:

Understanding Sierra Leone’s Human Development Index Crisis Report, 2007 (p.2).

Also, the Sierra Leone National report (2008) noted that the decade-long civil war

severely devastated the country’s economy, destroyed infrastructure and caused large-

scale human suffering. In 2008, Sierra Leone ranked 84 out of 88 countries in the Global

Hunger Index and last out of 179 countries in the Human Development Index.

The theme on health and environment addresses health and environmental issues that

affect the lives of the people in general. Such health issues include the rise in HIV/AIDS

cases across the country which undermines current efforts at curbing its spread, the

increase in infants and maternal mortality due to either poor health facilities and

unsanitary conditions in most communities or both, high incidence of drug misuse and

abuse and so on. Medicine San Frontier Report (MSF) (2009) claimed that Sierra Leone

consistently ranks among the lowest in the world on the Human Development Index,

having recently moved from last place (182) to 180. The report further noted that

maternal death rate and the child mortality rate in the country are the highest in the world

with one in five children dying before their first birthday and that poverty is extreme, with

more than half of the population living on less than a dollar a day.

In addition, the country suffers from some of the most serious environmental problems

which include: deforestation, pollution, waste management, climate change, etc.

Section Three: The Role of Facilitators, Teachers, Teachers Trainers and Other

Education Stakeholders in Fostering positive constr uctive behaviour

change in students

Facilitators, teachers, teacher-trainees and other education stakeholders have the

responsibility in fostering positive and constructive behaviour change in students. The

aforementioned categories of people are important duty bearers in education. They are

responsible partners in education. The facilitators have the responsibility to ensure that

they prepare the teachers and teacher trainees using the participatory teaching



techniques which they learnt in training. This will help the teachers and teacher trainees

who they train to appreciate the relevance of this pedagogy in fostering behavior change

in students. Similarly, they are to be role models especially in putting into practice what

they have learnt.

The teachers and teacher- trainees are in turn expected to put into practice what they

had learnt from the facilitators. Behaviours are imitated and copied. Therefore, it is the

responsibility of the teachers and teacher trainees to practise what they had learnt and

also to ensure that they influence the children whom they teach. When the course is

extended to the schools, it is their responsibility to teach their students using the same

participatory teaching technique.

The stakeholders have the responsibility to provide the learners with the necessary

resource materials that will facilitate the effective and efficient teaching and learning

materials of the Emerging Issues course. In addition, they should monitor and supervise

the entire teaching and learning process of the course. This implies observing the

facilitators as they teach the course and the teachers and teacher trainees as they try to

put into practice some of the values they had learnt.

Thus, the facilitators teach the teachers and teacher trainees the Emerging Issues

Course using the participatory teaching techniques and be role models. The teachers

and teacher trainees should put into practice what they had learnt and be role models.

The stakeholders provide the enabling environment and the resource materials, monitor

and supervise the teaching of the course and above all be role models themselves.

Section Four: Challenges associated with the Introd uction of Emerging Issues

Course in Teachers Certificate Programme

The teachers training curriculum at the Teachers Certificate level is not fully participatory

as it is supposed to be. The pedagogy is traditional which relies heavily on rote learning,

overwhelmingly teacher- centred with emphasis on obedience to authority which

ultimately results in submissiveness. Therefore, the Introduction of Emerging Issues

course which is participatory encourages learners to be assertive as it also influences

positive behaviour change.

World Agroforestry center (2003) pointed out that in traditional curriculum, it is very

common, unfortunately for teachers and trainers to do a lot of talking. The trainer takes

the role of an expert, and tries to transfer knowledge to the learners. The learners are not

asked to do anything, other than to be there, and perhaps to be quiet. Such odd practice



was contrasted sharply with participatory type where learners are actively participating in

the learning process where they are more likely to learn and training is likely to be

effective.

Mcneah (1998) noted that it is difficult to change the way people teach. New teaching

techniques are not easily adopted because people are being told about these

techniques; they need to experience being taught in good ways. People need to practice,

get feedback, and receive continuous support from colleagues. In addition, the Center

(2003) further pointed out the difficulties involved in implementing participatory approach

as people perceive that it requires more time and resources. The document noted that it

is often true, but it is also commonly found that the better the process and means of

production (which means more time may be needed) the higher the quality of the output.

Moreover, real participatory means sharing power - power over resources and their use,

power over decision making, power over who gets the benefit. Many people and

organisations find it difficult to really share power and benefits.

According to Smith (2003), research has shown that while participatory techniques are

effective in raising awareness, they are not necessarily effective in obtaining behaviour

change. Jones (1998) disclosed that people can feel strong level of emotion when they

are confronted with change. Some may be happy about the possibilities that the new

behaviour will bring about and other may not. They often feel a mixture of anger at being

told they have to change, sadness at the loss of the old way of operating and fear about

the changes and their ability to do them. Geller (2002) suggests that educators should

tailor their approach to the needs of the individual they are dealing with. He claims

that this will result in greater levels of acceptance and change. The author further

divides people into four different categories, each of which requires a different

combination of the educational approaches. The first three categories are information

based, motivational based, and support based. The fourth category is one in which

people monitor their own actions and do not need outside assistance. He believes

the aim of all programs is to move people to this fourth state. The goal of Emerging

Issues Curriculum is to move people to the point where they will be capacitated to do

the correct things because it is the right thing to do, not because they will be

punished or be rewarded.

However, teachers face multiple problems and challenges in their personal and

professional lives including low pay and poor conditions contributing to low morale and



low status. They are expected to be active transformers of the system, to assess

textbooks, audit curriculum and develop new classroom practice. Expectations of

teachers to become effective change agents for gender equality, human rights, spread

true democratic values, protect the environment and maintain students and colleagues’

good health will not be met unless teachers are supported and empowered to do this

through the coordinated efforts of pre-service training institutions and in-service and

ongoing professional development by Government and Non governmental organisations.

Conclusion From the review of the relevant literature, it would be concluded that the nature and

scope of the Participatory and Behaviour Change Emerging Issues Course was apt

enough in addressing the problems responsible for the underdevelopment of Sierra

Leone. The Emerging Issues programme that was introduced by the Sababu Education

Project only addressed peace education and citizenship. This was because it was the

immediate end of the war and so there was strong need for peace education. The

present curriculum has been expanded to include a lot more in accordance with the four

themes of Emerging Issues course, i.e. Human Rights, Civics and Democracy, Gender

and Health and Environment.

Learning is supposed to be procedural, collective, interactive and collaborative. It was

against this background that the relevance, appropriateness and contributions of the

Participatory and Behaviour Change Emerging Issues Course to bringing about positive

constructive behaviour could be considered. Participatory learning approach was

adopted. Participatory learning encourages learners to share their experiences and

knowledge by interacting with others of varied experiences. It utilizes aspects of other

education techniques to help learners understand issues, why it is worthwhile for them to

change their behaviour and help them to achieve positive constructive behaviour

change.

The roles of facilitators, teachers, teacher-trainees and other education stakeholders in

fostering positive constructive behaviour change were highlighted. The key objectives in

Emerging Issues Course are the development of morality and the internalization of good

moral values. Thus, the issue of these actors serving as role models in bringing about

positive constructive behaviour change was very significant. Similarly, the provision of

sufficient teaching and learning materials was also brought up. Many challenges were

highlighted which included the reluctance to change on the part of the learners, the

willingness to adopt the participatory learning approach and the many problems face by

teachers.



CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter presents the design and methods used in the study which includes the

objectives of the study, variables (dependent and independent), the study setting, the

population and sample, sampling procedure, instrumentation and data collection

procedure and method of data analysis.

3.2 Research Design

The research design used is the Descriptive or Survey Research Design. This research

design attempts to describe and explain the introduction of Emerging Issues Course by

using questionnaires and interview schedule guide to fully describe the phenomenon.

The research design is a well planned and organised component of the research study

which includes the method of formulating and implementing the study and of collecting

and analysing the issues of the research with instruments such as questionnaire and

personal interview. In this study, the focus of the design among other things is to analyse

and evaluate the role of facilitators, teachers, teacher-trainees and other education

stakeholders in developing the Participatory and Behaviour Change Emerging Issues

Course for Teacher Training programme in Sierra Leone.



3.3 Objectives

The objectives of the study are as follows:

1. To determine the level of awareness demonstrated among education

stakeholders of the purpose and justification of the Introduction of the Emerging

Issues Course in the teacher training colleges, polytechnic institutes and Njala

University (Bo campus).


education stakeholders understood their roles in fostering the positive

constructive behaviour change in students.

3. To assess the relevance, appropriateness, contribution of the teaching methods

in the Participatory Behaviour Change Emerging Issues Course to bringing about

the positive constructive behaviour change in students.

4. To identify the challenges associated with the implementation of the introduction

of the Emerging Issues Course in the Teachers Certificate programme.

5. To recommend ways of meeting the challenges

3.4 Research Variables

The study examined two classes of variables: (independent and dependent). The

independent variables were the level of awareness demonstrated among stakeholders,

the relevance and appropriateness of the course, the roles played by facilitators,

teachers, teacher-trainees and other education stakeholders towards the development

and implementation of the Emerging Issues Course for Teachers Certificate students

offering the course at Freetown Teachers College, Port Loko Teachers College, Northern

and Eastern Polytechnic Institutes and Njala University (Bo campus) in Sierra Leone.

The dependent variables was the expected positive behaviour change in the participants’

actions: The independent variables- relevant and appropriateness in understanding the

themes and issues addressed in the course, the roles of the implementers, the level of

awareness associated with implementing the Emerging Issues course for Teachers

Certificate students at Freetown Teachers College, Port Loko Teachers College,

Northern and Eastern Polytechnic Institutes and Njala University (Bo campus)- lead to

the attainment of the dependent variables when properly applied. Thus, it was assumed

that the result of the manipulation of the independent variables will yield positive

behavior change in the students.

3.5 The Study Setting

The study was conducted on Teacher Training Institutions of Freetown Teachers

College, Port Loko Teachers College, Northern and Eastern Polytechnic institutes and



Njala University (Bo Campus) and tutors of Distance Education Centers. One Hundred

lecturers and Forty Eight tutors of these institutions were trained as facilitators to handle

the new pedagogy and are expected to be grounded in the new Emerging Issues course

which has been introduced in the Teachers Certificate programme. In addition, one

thousand trained and qualified teachers from selected primary schools in Freetown, Port

Loko, Makeni, Bo and Kenema have also been trained and they will form the category of

teacher respondents.

Also, the study targets pre-service students (teacher trainees) in the five teacher training

institutions offer the Teachers Certificate programme. The Education Stakeholders

comprised officials at the Ministry of Education, Youth and Sports and some Non-

Governmental Organisations like: - United Nations International Children’s Emergency

Fund (UNICEF). International Rescue Committee (IRC), the Ministry of Education, Youth

and Sports, Anti Corruption Commission (ACC), Faith Alliance Against Slavery and

Trafficking (FAAST) and Save the Children.

3.6 Population and Sample

3.6.1 Study Population

The research population comprised trained facilitators who are lecturers in teacher

training colleges, polytechnic institutes and Njala University (Bo Campus) and tutors in

Distance Education centers, teachers in primary schools and teacher-trainees offering

the Emerging Issues Course in the teacher training colleges. It also included

representatives of the Ministry of Education, Youth and Sports and some Non-

governmental organisations–: UNICEF, IRC, ACC, FAAST and Save the Children.

3.6.2 Samples and Sampling Procedure

A sample of two hundred and fifty (250) trained teachers of the Emerging Issues Course

were randomly selected on the basis of five (5) per primary school from ten (10)

randomly selected primary schools in each of the five regions – Freetown, Port Loko,

Makeni, Bo and Kenema Districts

Two hundred and fifty (250) teacher-trainees in the Emerging Issues Course were

randomly selected from teacher training institutions – Freetown Teachers College, Port

Loko Teachers College, Northern and Eastern polytechnic Institutes, and Njala

University (Bo Campus) on the basis of fifty(50) per institution.

The reason for the sample of two hundred and fifty (250) trained teachers and another

two hundred and fifty (250) teacher trainees of Emerging Issues course is that they

comprised those that are expected to take the programme of behaviour change to the

school children and members of the public and assist in the transformation of Sierra

Leone.



The next group of respondents was twenty (20) purposely selected trained facilitators

with four each from Freetown Teachers College, Port Loko Teachers College, Northern

and Eastern Polytechnic Institutes and Njala University (Bo Campus). The selection was

based on the fact that they were trained as facilitators. All of them offer the Emerging

Issues course in their institutions and are expected to help the learners go through the

participatory and behavioural change programme so that they can contribute to

behaviour change in the people for a better Sierra Leone. Twelve respondents were

purposively selected from the Ministry of Education Youth and Sport, UNICEF, IRC,

ACC, FAAST and Save the Children because they are the education stakeholders and

are the key players in terms of providing the necessary educational policy, provision of

expertise and logistics for the development of the Emerging Issues course for Teachers

Certificate students offering the course.

3.6.3 Instrumentation and Data Collection Procedure

The objectives of the study were the basis on which the choice of the research

instruments was determined. Consequently, two instruments – structured questionnaires

and personal interview schedule guide were developed and validated (see annexes A, B

& C).

The structured questionnaires were developed from the objectives of the study and

divided into six sections: viz,

• Personal biographical data of respondents

• The level of awareness demonstrated among education stakeholders of the purpose

and justification of the Introduction of the course in the Teacher training colleges,

polytechnic institutes and Njala University (Bo Campus).

• The role of facilitators, teachers, teacher trainees, and other education

stakeholders, in fostering positive constructive behaviour change in students.

• The relevance, appropriateness and contribution of the participatory Behaviour

Change Emerging Issues Course to bringing about the positive constructive


• The challenges associated with the implementation of the Introduction of the

Emerging Issues Course in the Teachers Certificate programme in the Teacher

Training Colleges, Polytechnic Institutes and Njala University (Bo Campus).

• To recommend ways of meeting the challenges

The personal biographical items were focused on age and sex. They were required to

tick the correct option that was applicable to them.



With regards to the level of awareness expected among teachers, teacher- trainees,

facilitators and education stakeholders of the justification and purpose of the introduction

of the Emerging Issues course in the Teacher Training colleges, Polytechnic institutes

and Njala University (Bo Campus), the respondents were required to enter their

responses or tick (√ ) the correct option.

In terms of the role of facilitators, teachers, teacher- trainees and other education

stakeholders in fostering the positive constructive behaviour change in students, the

respondents were required to choose the correct option from the list provided on the

questionnaire. They were required to indicate the activities they undertook in helping to

bring about behaviour change in students of the Emerging Issues Course.

The items on the relevance and appropriateness of the Emerging Issues Course

required the respondents to tick ( √ ) the correct answer in relation to participatory

behaviour change programmes that should bring about positive constructive behaviour

change in the action of the students.

In relation to the challenges associated with the introduction of the Emerging Issues

Course in the tertiary education institutions, the respondents were required to tick (√ ) the

correct option from the list of options on the questionnaire.

Finally, the respondents were asked to give their recommendations to help ameliorate

the problems associated with the implementation of the Emerging Issues course in

teacher training colleges, polytechnic institutes and Njala University (Bo Campus).

b. Interview Schedule Guide

The Interview Schedule Guide had questions that were developed from the objectives of

the study. This research instrument was used to obtain information from selected

representatives of the Ministry of Education, Youth and Sports and those of the Non

governmental organisations. This Interview Schedule Guide was used so that the

respondents will have an opportunity to delve deeply into the issues by providing detailed

explanations. Hence, the researchers thought it fit to meet them in person and conduct

interviews within the project time frame.

Desk Survey

Desk survey was carried out in the libraries and from other documentary sources. In

addition, a survey on related literature was carried out in Cyber internet cafes to

complement and at the same time reinforce the findings of the study.

c. Validation of Research Instruments

The research instruments were pilot tested among a small group of facilitators, teachers

and teacher-trainees in primary schools and in teacher training institutions. They willingly

cooperated with the researchers of the study. The pilot-study was done according to the

plan that was developed for the purpose of the study. On the questionnaire for teachers



and teacher trainees, it was found necessary to reorganise some of the items for easy

accessibility, ease of understanding, logical procedure and appropriateness for the

research instrument. In addition, some items were re-written to obtain better focus and

comprehension. It was done with the assistance of the research mentor.

d. Training of Data Collectors

A two-day training workshop was organised for the data collectors. The main purpose

was to enable them understand the purpose, nature, conditions and application of the

research instruments. A brief trial of the research instruments was done among

themselves to assess their ability to use the instrument as required.

e. Data Collection

In preparation for the data collection exercise, letters were sent to heads of the primary

schools informing them of the purpose of the study and soliciting their cooperation. Ten

(10) data collectors were trained to administer questionnaires to teachers and teacher

trainees of selected primary schools in Freetown, Port Loko, Makeni, Bo and Kenema

(two per district). The data collection schedule lasted for one month because the study

covered the Northern, Southern, Eastern provinces and the Western area of Sierra

Leone. The questionnaire was administered to five (5) teachers in each of the ten (10)

selected primary schools in Freetown, Bo, Kenema, Port Loko and Makeni totalling two

hundred and fifty (250) respondents. Fifty (50) questionnaires were administered to fifty

teacher-trainees at each of the institutions (Freetown Teachers College, Port Loko

Teachers College Northern and Eastern Polytechnic Institutes and Njala University (Bo

Campus ) totaling two hundred and fifty (250). All of the questionnaires were completed

and returned to the trained data collectors within the stipulated time frame. Hence a total

of five hundred (500) questionnaires were collected from teachers and teacher trainees.

The second set of questionnaire was administered to four (4) facilitators at each of the

institutions (Freetown Teachers College, Port Loko Teachers College, Northern and

Eastern Polytechnic institutes and Njala University (Bo Campus)) totaling twenty (20)

respondents. Two (2) respondents were interviewed at UNICEF, MEYS, IRC, ACC,

FAAST and Save the Children, totaling twelve (12) respondents.

f. Response Rate

Table 1 shows the response rate of the respondents. Evidently, questionnaire A

administered to the teachers and teacher-trainees were returned successfully. In fact,

what aided the response was the strategy in administering the questionnaire in person

by data collectors and waiting for the responses on the spot. In addition, questionnaire B

was administered to 20 (twenty) facilitators from the teacher training institutions and an



interview schedule on the representatives of the Ministry of Education, Youth and Sports

and of Non-governmental organisations.

Table 1: Response Rate of Questionnaires administer ed to the Study Sample

Category Of

Respondents

Number

Administered

Numbered

Returned

Response Rate

Percentage

Trained teachers of

primary schools 250 250 100

Teacher-trainees in

the tertiary education

institutions

250 250 100

Facilitators 20 20 100 Total 520 520 100

3.8 Data Analysis

Data analysis was determined by the research objectives and the lesson learnt from

related studies. Both quantitative and qualitative methods were used to analyse the data.

The quantitative data included converting responses into statistical table with frequencies

and percentages. The qualitative method was used to examine and discuss interviews in

order to discover underlying explanations and modes of relationships between the roles

played by facilitators, teachers, teacher-trainees and other education stakeholders in the

development and implementation of the Participatory and Behaviour Change Emerging

Issues Course for teacher training institutions in Sierra Leone.



CHAPTER FOUR

RESEARCH FINDINGS

This chapter presents the findings of the research study based on the objectives which

were as follows:

1. To determine the level of awareness demonstrated among education

stakeholders, teachers, teacher trainees and facilitators of the purpose and

justification for the Introduction of the Emerging Issues Course in the teacher

training colleges, polytechnic institutes and Njala University( Bo Campus).


education stakeholders understood their roles in fostering positive constructive


3. To assess the relevance, appropriateness and contributions of the teaching

methods in the Participatory Behaviour Change Emerging Issues Course to

bringing about positive constructive behaviour change in students.

4. To identify the challenges associated with the implementation of the Introduction

of the Emerging Issues Course in the Teachers Certificate programme.

5. To recommend ways of meeting the challenges.

The first part of the presentation is a brief biographical data of the respondents.

Biographical Data

The essence of dealing with the biographical data of the respondents is to understand

some characteristics of the persons who constitute the teachers, teacher trainees,

facilitators and education stakeholders in this context. Therefore, the findings are

presented below:

Table 2a: Age Distribution of Teachers and Teacher Trainees

Responses Teachers Teachers Trainees Total

Age bracket No % No % No %

20 - 25 24 9.6 60 24.0 84 16.8

26 - 30 119 47.6 50 20.0 169 33.8

31 - 35 71 28.4 80 32.0 151 30.2

36 - 40 7 2.8 45 18.0 52 10.4

41 -44 20 8.0 5 2.0 25 5.0

Above 45 9 3.6 10 4.0 19 3.8

Total 250 100.0 250 100.0 500 100.0



Table 2a contains the age distribution of the respondents. The highest number of the

respondents (33.8%) falls within the age bracket of 26-30 years. They are closely

followed by age bracket of 31-35 years (30.2%). These two respondents form the bulk of

teachers and teacher trainees who were targeted for the study. A small percent of 3.8%

represents teachers and teacher trainees above 45 years. The distribution is significant

for the study in that the bulk of the teachers and teacher trainees are in the active period

of their lives as they have gone through the threshold of maturity. The age group of 20-

25 years represents 16.8%. These are very young teachers and teacher trainees who

are gradually gaining a foothold in the profession.

Table2b: Age Distribution of Facilitators and Educa tion Stakeholders

Respondents Facilitators Education

Stakeholders

Total

Age bracket No % No % No %

30 - 40 2 10.0 0 0.0 2 6.2

41 - 51 14 70.0 4 33.3 18 56.3

Above 51 4 20.0 8 66.7 12 37.5

Total 20 100.0 12 100.0 32 100. 0

Table 2b shows the age distribution of facilitators and education stakeholders. These

facilitators are lecturers of teacher training institutions and tutors at the Distance

Education Centers. The stakeholders are officials from MEYS and non-governmental

organizations. The bulk of the respondents (56.3%) fall within the age bracket of 41-51

years. Also, 37.5% of the facilitators and stakeholders are above 51 years of age. The

facilitators and education stakeholders are much older than the teachers and teacher

trainees.

Table 2c: Sex Distribution of Teachers and Teacher Trainees

Respondents Teachers Teacher Trainees Total

Sex distribution No % No % No %

Male 150 60.0 130 52.0 280 56.0

Female 100 40.0 120 48.0 220 44.0

Total 250 100.0 250 100.0 500 100.0

Table 2c presents the sex distribution of the respondents. The bulk of the respondents

are males (56.0%). The difference between male respondents is very pronounced in the

category of teachers and less with regards to teacher trainees. It is the reverse for the



female respondents as more female teacher trainees (48.0%) outnumbered those of

teachers (40.0%).

Table 2d Sex Distribution of Facilitators and Educa tion Stakeholders

Respondents Facilitators Education Stakeholders Total

Sex distribution No % No % No %

Male 14 70.0 4 33.3 18 56.2

Female 6 30.0 8 66.7 14 43.8

Total 20 100.0 12 100.0 32 100.0

Table 2d contains the sex distribution of facilitators and education stakeholders. From

the data, 56.2% of them are males while 43.8% are females. However, there are more

female respondents (66.7%) among Education Stakeholders.

Objective One

To determine the level of awareness demonstrated am ong Education Stakeholders

of the purpose and justification of the Introductio n of Emerging Issues Course in

the Teacher Training Colleges, Polytechnic Institut es and Njala university (Bo

Campus).

This objective examines the level of awareness demonstrated among education

stakeholders, teachers, teacher- trainees and facilitators on the purpose and justification

for the Introduction of Emerging Issues Course in the Teacher Training colleges,

polytechnic institutes and Njala University (Bo Campus)

Table 3a: level of Awareness of Education Stakehol ders

Stake

holders

UNICEF MEYS FAAST Save the

Children

ACC IRC Total

Response

s

N

o

% N

o

% N

o

% N

o

% N

o

% N

o

% N

o

%

Highly

aware

2 100.

0

1 50.

0

1 50.

0

1 50.

0

2 100.

0

2 100.

0

9 75.

0

Sufficientl

y aware

0 0.0 1 50.

0

1 50.

0

1 50.

0

0 0.0 0 0.0 3 25.

0

Barely

aware

0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0

Not aware 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0

Total 2 100.0 2 100.

0

2 100.

0

2 100.

0

2 100.0 2 100.0 12 100.

0



Table 3a presents the responses of education stakeholders on the level of awareness

demonstrated with regards to the purposes and justification for the Introduction of

Emerging Issues Course in the teacher training institutions. The bulk of the respondents

(75.0%) demonstrated that they are highly aware of the purpose and justification for the

introduction of Emerging Issues Course in the teacher training institutions. This category

of respondents particularly mentioned corruption as a serious problem affecting the

country. They further noted the numerous problems that emanated from the eleven year

civil war that devastated the entire country. They revealed that a course like this one will

help to sensitize the entire population about the destructive practices that caused the war

in the first place. The remaining 25.0% also demonstrated similar idea only that they

were a bit skeptical about the long term commitment of other stakeholders in supporting

the programme to fruition. In fact, they all agree that all of the issues are very pertinent.

It demonstrated that the stakeholders have a clear knowledge of the purpose for the

Introduction of Emerging Issues course in the teacher training institutions in a bid to

addressing behavioural change among teachers, teacher trainees and pupils in the

primary school and ultimately in the entire country.

Table 3b: level of Awareness of Teachers and Teach er Trainees

Respondents Teachers Teachers Trainees Total

Level of awareness No % No % No %

Highly aware 115 46.0 105 42.0 220 44.0

Sufficiently

aware

95 38.0 120 48.0 215 43.0

Barely aware 40 16.0 25 10.0 65 13.0

Not aware 0 0.0 0 0.0 0 0.0

Total 250 100.0 250 100.0 500 100.0

Table 3b contains the responses of teachers and teacher trainees on their level of

awareness about the purpose and justification for the Introduction of the Emerging

Issues course in the teacher training Institutions. Forty four percent of them

demonstrated high level of awareness of the Introduction of Emerging Issues Course.

Also, 43.0% of them indicated that they are sufficiently aware of the introduction of

Emerging Issues Course. It is 13.0% of them who are barely aware of the course either

as a result of their reluctance to change or lack of understanding of the course.



Table 3c: Level of Awareness of Facilitators

Respondents PLTC NP EP NUBC FTC TOTAL

Level of

awareness No % No % No % No % No % No %

Highly

aware

2 50.0 1 25.0 3 75.0 3 75.0 3 75.0 12 60.0

Sufficiently

aware

2 50.0 3 75.0 1 25.0 1 25.0 1 25.0 8 40.0

Barely

aware

0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0

Not aware 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0

Total 4 100.0 4 100.0 4 100.0 4 100.0 4 100.0 20 100.0

Table 3c contains the responses of facilitators on their level of awareness of the

Introduction of Emerging Issues course. The bulk of them (60.0%) demonstrated that

they are highly aware of the Introduction of the Emerging Issues Course. The remaining

40.0% stated that they are sufficiently aware of the implementation of the Emerging

Issues Course. It demonstrated the high level of awareness of the facilitators which is

indicative of the type of training they went through.

Objective Two

To determine the extent to which Facilitators, Teac hers, Teacher-Trainees and

other Education Stakeholders understood their roles in fostering positive

constructive behaviour change in students.

This objective determines the extent to which Facilitators, Teachers, Teacher-Trainees

and other Education Stakeholders understood their roles in fostering positive

constructive behaviour change in students. Table 4a shows the responses of the

respondents on the role of teachers and teacher trainees in fostering positive

constructive behavior change in students. Slightly over half of them (50.4%) indicated

that they understood their roles to serve as good role models. In fact, among the teacher

trainees, 60.0% of them stated that they should serve as role models. Also, 21.6% of the

respondents disclosed that they should use participatory teaching techniques in school.

Other responses are that teachers and teacher trainees should avoid negative practices

(17.05) and that they should do the correct things (11.0%). Generally, the issue of

teachers and teacher trainees serving as role models is crucial in any behaviour change

programme.



Table 4a: Responses of Teachers and Teacher Trainee s on their Roles in fostering

positive constructive behaviour change in students

Respondents Teachers Teachers Trainee Total

Roles No % No % No %

To serve as a role

model

102 40.8 150 60.0 252 50.4

To avoid all

negative

practices

70 28.0 15 6.0 85 17.0

To do the correct

things at all times

40 16.0 15 6.0 55 11.0

Use participatory

techniques in

schools

38 15.2 70 28.0 108 21.6

Total 250 100.0 250 100.0 500 100.0

Table 4b reveals the responses of the facilitators on their roles in fostering positive

constructive behavior change in students. Forty five percent of the respondents pointed

out that facilitators too must serve as role models. It implies that they must do the things

that are

Table 4b: Responses of Facilitators on their Roles in fostering positive

constructive behavior change in students

Respondents PLTC NP EP NUBC FTC TOTAL

Roles No % No % No % No % No % No %

To serve as a

role model

2 50.0 1 25.0 2 50.0 2 50.0 2 50.0 9 45.0

To avoid all

negative

practices

0 0.0 1 25.0 0 0.0 1 25.0 0 0.0 2 10.0

To do the

correct

things at all

times

0 0.0 1 25.0 0 0.0 0 0 0 0.0 1 5.0

Use

participatory

techniques

in schools

2 50.0 1 25.0 2 50.0 1 25.0 2 50.0 8 40.0

Total 4 100.0 4 100.0 4 100.0 4 100.0 4 100.0 20 100.0

expected of them so that others can copy their good examples. Also, 40.0% opined that

facilitators should use participatory methods in their lessons so that teachers will be

familiar with such methods. Ten percent pointed out that facilitators should avoid

negative practices and 5.0% stated that they should do the correct things respectively.



Table 4c indicated the responses of education stakeholders on their role in fostering

behavior change in students. The issues of role model attracted 50.0%. It underscored

the importance of role model in the behavior change programme. The issues of financial

and moral support got 16.7%, while the aspect of monitoring and supervision attracted

33.3% of the responses. It underscored the urgent need to provide constant monitoring

and supervision of the course. Stakeholders who included officials of the MEYS and

UNICEF staff are very active in that regard.

Table 4c: Responses of Education Stakeholders on th eir Role in fostering

Behavior -change in students

Stake

holders

UNICEF MEYS FAAST Save the

children

ACC IRC Total

Responses No % No % No % No % No % No % No %

Financial support 1 50.0 0 0.0 0 0.0 0 0.0 0 0.0 1 50.0 2 16.7

Monitoring &

supervision

1 50.0 1 50.0 0 0.0 1 50.0 0 0.0 1 50.0 4 33.3

Role model 0 0.0 1 50.0 2 100.0 1 50.0 2 100.0 0 0.0 6 50.0

Total 2 100.0 2 100.0 2 100.0 2 100.0 2 100.0 2 100.0 12 100.0

Objective Three

Assessment of the Relevance, Contribution and Appro priateness of the teaching

methods in the Participatory Behaviour Change Emerg ing Issues Course to

bringing about Positive Constructive Behaviour Chan ge in students

This objective assesses the relevance, appropriateness and contribution of the teaching

methods in the Participatory Behaviour Change Emerging Issues Course to bringing

about positive constructive behaviour change in students. Table 5a summarises the

responses of both teachers and teacher trainees on the relevance of the Emerging

Issues Course in fostering the positive constructive behavior change in students. Thirty

six percent of the respondents stated that the course creates awareness about problems

and their solutions which are important in any behavior change programmme. Also,

14.0% of the respondents indicated promotion of gender equality and good health

practices simultaneously. Issues like promoting peace (12.0%), preventing corruption

(10.0%), acquiring positive attitude in life (8.0%) were indicated by the respondents.

Table 5a Responses of Teachers and Teacher Trainees of their Assessment of the

Relevance of Emerging Issues Course



Respondents Teachers Teachers Trainee Total

Relevance of EMI

course

No % No % No %

Create awareness 60 24.0 120 48.0 180 36.0

Promote peace 20 8.0 40 16.0 60 12.0

Acquire positive attitude in life

30 12.0 10 4.0 40 8.0

Promote gender equality

30 12.0 40 16.0 70 14.0

Promote good health practices

50 20.0 20 8.0 70 14.0

Prevent corruption 30 12.0 20 8.0 50 10.0

Promote human right practices

10 4.0 0 0.0 10 2.0

Avoid negative cultural practices like FGM

10 4.0 0 0.0 10 2.0

Help to build good moral practices

10 4.0 0 0.0 10 2.0

Total 250 100.0 250 100.0 500 1 00.0

Table 5b summarises the responses of facilitators and Education Stakeholders with

regards their assessment of the relevance of Emerging Issues Course to bringing about

positive constructive behaviour change. Firstly, 34.4% of them disclosed that the course

will help prevent the opportunity for corruption which is one of the causes of the country’s

underdevelopment. A sizeable percentage of 28.1% revealed that people are more likely

to change their behavior when they are aware of the situation and have good knowledge

of the problem which includes the impact of the problem on self and others. Also, 12.5%

of them mentioned the promotion of gender equality, 9.4% indicated promotion of good

health practices and 6.3% selected the building of good moral practices.

Table 5b Responses of Facilitators and Education St akeholders of their

Assessment of the Relevance of Emerging Issues Cour se


Stakeholders

Total

Relevance of EMI

course

No % No % No %

Create awareness 5 30.0 4 33.3 9 28.1

Promote peace 1 5.0 0 0.0 1 3.1



Acquire positive attitude in life

1 5.0 0 0.0 1 3.1

Promote gender equality

1 5.0 3 25.0 4 12.5

Promote good health practices

2 10.0 1 8.3 3 9.4

Prevent corruption

9 40.0 2 16.7 11 34.4

Promote human right practices

1 5.0 0 0.0 1 3.1

Avoid negative cultural practices like FGM

0 0.0 0 0.0 0 0.0

Help to build good moral practices

0 0.0 2 16.7 2 6.3

Total 20 100.0 12 100.0 32 100.0

Table 5c: Appropriateness of the Teaching and Learn ing methods/Strategies in the

Emerging Issues course

Respondents Teachers Teachers Trainees Total

Methods/

Strategies

No % No % No %

Group

discussion

135 54.0 118 47.2 253 50.6

Brainstorming

sessions

29 11.6 30 12.0 59 11.8

Activities that

require body

movement

50 20.0 30 12.0 80 16.0

Group

presentation &

debate

23 9.2 20 8.0 43 8.6

Role play &

drama

13 5.2 52 20.8 65 13.0

Total 250 100.0 250 100.0 500 100.0

In Table 5c, the teachers and teacher trainees revealed the teaching and learning

methods/strategies that is, group discussion that is appreciated most(50.6%) in the

course as they promote better understanding of the issues which ultimately lead to

positive constructive behavior change. The second higher response is 16.0% which

refers to the activities that require body movement. Thirteen percent of the respondents

mentioned role play and drama. Strategies like brainstorming session (11.8%) and

group presentation and debate (8.6%) are also mentioned with less emphasis.

In Table 5d, the respondents disclosed the contributions of the method/strategies to the

internationalization of positive behavior change. Forty five percent of the respondents



revealed that the sitting arrangement in Emerging Issues classes promotes cooperative

learning as the participants face one another. Also, 22.0% of them disclosed that the

discussion and open participation lead to a detailed analysis of situation which will lead

to better understanding of issues. Other contributions include-: class participation

(19.0%) and learner friendly classroom (14.0%) respectively

Table 5d: Contributions of Teaching and Learning Me thods/Strategies to

Internalization of Positive Behaviour Change

Respondents Teachers Teacher- Trainees Total

Responses No % No % No %

Detailed

analysis of the

situation

60 24.0 50 20.0 110 22.0

Class

participation &

discussion

50 20.0 45 18.0 95 19.0

Sitting

arrangement

to promote

cooperation

100 40.0 125 50.0

225 45.0

Learner

friendly

classroom

40 16.0 30 12.0 70 14.0

Total 250 100.0 250 100.0 500 100.0

Objective Four: Identification of the challenges as sociated with the

implementation of the Introduction of Emerging Issu es Course in the Teachers

Certificate Programmes

This objective examines the responses of teacher, teacher- trainees, facilitators and

education stakeholder on the challenges associated with the implementation of the

Introduction of Emerging Issues Course in the Teachers Certificate Programme.

In table 6a, respondents pointed to the challenges associated with the implementation of

the introduction of Emerging Issues Course in Teacher Training institutions. A large

number of the respondents (54.6%) indicated that people are mostly reluctant to change

for a number of reasons including socio-cultural and sometimes the fear of the loss of

opportunity or were simply afraid of change. In fact, 82.8% of the teachers disclosed that

they are reluctant to change for one reason or the other. Also, 26.6% of the respondents

revealed that they do not have the sufficient materials to properly engage with the



programme. Among this category of respondents, the highest responses came from

teacher trainees (48.0%) offering pre-service course in Emerging Issues Course in

teacher training institutions. These teachers are required to provide their own learning

materials in the form of modules. The trained, qualified and serving teachers received

free supplies of their modules from UNICEF. Other issues like themes being insensitive

to culture attracted 12.8% and themes and issues not adequately treated attracted 6.0%.

Table 6a: Responses of Teachers and Teacher Trainee s on the Challenges

Associated with the Implementation of the Introduct ion of Emerging

Issues Course

Responses Teachers Teacher- Trainees Total

Challenges No % No % No %

Reluctance

to change

207 82.8 66 26.4 273 54.6

Themes &

issues not

adequately

treated

20 8.0 10 4.0 30 6.0

Materials

not

sufficient to

run the

programme

13 5.2 120 48.0 133 26.6

Themes are

insensitive

to culture

10 4.0 54 21.6 64 12.8

Total 250 100.0 250 100.0 500 100.0

Table 6b presents the responses of facilitators, education stakeholders on the

challenges associated with the implementation of the Introduction of Emerging Issues

Course. Unlike the responses of teachers and teacher trainees where a large number

mentioned reluctance to change, it is only 28.1% of them indicating such position. In

addition, 21.9% of them raised concern about access to funds to expand the training to

cater for more teachers across the country because the current pace at which the

training of teachers is done is very slow. In addition, the following responses are made:

18.8% materials not sufficient to run the programme; 15.6% themes and issues not

adequately treated; 12.5% themes are insensitive to culture and so on.

Table 6b: Responses of facilitators and Education s takeholders on the Constraints

Associated with the Introduction of Emerging Issues Course

Respondents Facilitators Education Stakeholders Total

Challenges No % No % No %



Reluctance to

change

8 40.0 1 8.3 9 28.1

Themes &

issues not

adequately

treated

2 10.0 3 25.0 5 15.6

Materials not

sufficient to

run the

programme

4 20.0 2 16.7 6 18.8

Themes are

insensitive to

culture

4 20.0 0 0.0 4 12.5

Access to funds to expand training

2 10.0 5 41.7 7 21.9

Extent monitoring & supervision to tr. Trainees

0 0.0 1 8.3 1 3.1

Total 20 100.0 12 100.0 32 100. 0

Objective Five

Recommendations to meet the challenges

This objective presents the recommendations of teachers, teacher-trainees, facilitators

and education stakeholders to meet the challenges in the implementation of the course.

Table 7a reveals the recommendations of the respondents with regards to the

challenges in the implementation of the Introduction of Emerging Issues Course. The

highest number of the respondents (34.2%) noted that Emerging Issues Course be made

culturally sensitive. The second highest of the responses (21.0%) mentioned that

Emerging Issues Course be provided for political and other leaders in society. Another

19.8% of the respondents disclosed that Emerging Issues materials be made available to

pre service students.

Table 7a : Recommendations of Teachers and Teacher -Trainees to meet the

Challenges



Respondents Teachers Teacher- Trainees Total

Recommendations No % No % No %

Emerging

Issues

programmes

be provided for

grass root

programmes

50

20.0

30

12.0 80 16.0

More themes

be included

15 6.0 30 12.0 45 9.0

Emerging

Issues

programmes

be provided for

political &

other leaders

65

26.0

40

16.0 105 21.0

Emerging

Issues course

be made

culturally

sensitive

100

40.0

71

28.4 171 34.2

Emerging

Issues

materials be

provided for

pre-service

students

20

8.0

79

31.6 99 19.8

Total 250 100.0 250 100.0 500 1 00.0

Table 7b contains the recommendations of facilitators and stakeholders to meet the

challenges of the implementation of the Introduction of Emerging Issues course.

Evidently, 37.5% of the respondents indicated that there is a need for additional funds to

expand the programme to cater for more trained teachers in schools across the country.

Twenty five percent of them stated that the monitoring and supervision of the programme

should be extended to teacher trainees in pre-service programme. Also, 15.6% of them

noted that Emerging Issues Course be provided for both grass root people and political

leaders respectively. Finally, 6.3% of them indicated that Emerging Issues materials be

provided for pre – service students in teacher training institutions.

Table 7b Recommendations of Facilitators and Education Stak eholders to meet

the Challenges




Stakeholders

Total

Challenges No % No

% No %

Additional funds to expand training to more teachers

4 20.0 8 66.7 12 37.5

Monitoring & supervision to be extended to teacher trainees

6 30.0 2 16.7 8 25.0

Emerging Issues programmes be provided for grass root people

4 20.0 1 8.3 5 15.6

Emerging Issues programmes be provided for political & other leaders

4 20.0 1 8.3 5 15.6

Emerging Issues materials be provided for pre-service students

2 10.0 0 0.0 2 6.3

Total 20 100.0 12 100.0 32 100. 0

Discussion of findings

Sierra Leone as a whole is exposed daily to far-reaching socio-economic changes and it

is the responsibility of government and education system to produce citizens who will be

able to respond adequately and positively to a new environment, can adapt and change

and learn new skills at different points in their lives and will contribute to the society

which they wish to develop in the future. Changes in the curriculum are bound to occur to

take cognizance of these socio economic and political realities of current times.

Emerging Issues curriculum is an indication of such changes in the curriculum. Some of

the core issues the course addresses are corruption, mismanagement, gross human

right abuses, political and ethnic intolerance, poor health and environmental condition,

negative cultural practices, gender discriminatory practices and so on. It is a reflection of



the high level of awareness demonstrated by both education stakeholders and facilitators

(75.0%) in table 3a and 3b respectively. According to Country of Origin Information

Report (2006), corruption is endemic in Sierra Leone. In the 2005, Transparency

International Corruption Perceptions Index (CPI) of 159 countries, published in October

2005, Sierra Leone is ranked as the 129th most corrupt country, with a CPI score of 2.4.

The CPI defines corruption as the abuse of public office for private gain, and measures

the degree to which corruption is perceived to exist among a country’s public officials

and politicians (Country of Origin Information Report, 2006). The Country of Origin

Information Report (2006) further stated that Female Genital Mutilation (FGM) or Female

Genital Cutting (FGC) is widely practised on women and girls in Sierra Leone. It is

generally practised by all classes, including the educated elite. Most Sierra Leoneans

who live abroad sometimes bring their daughters back to Sierra Leone to participate in

initiation rites that include this practice. Some estimates place the percentage of women

and girls in Sierra Leone who undergo this practice at 80 percent. Others put the

percentage higher at 90 percent. All ethnic groups practise it except the Krios who are

located primarily in the western region and in the capital, Freetown (Country of Origin

Information Report, 2006).

These are very pertinent issues that affect the lives of millions of people including

women and children. In fact, Arnot (2004) noted that across the world, schooling has not

always fulfilled its potential as a change agent capable of challenging existing gender

inequalities. Assumptions about what is appropriate for boys and girls to learn often

undermine aspirations for equality in pedagogy. For example in many societies it is assumed

girls cannot learn mathematics and boys cannot learn about the care of young children. In

addition, the MICS Report (2005) stated that 85% of women in Sierra Leone are victim of

one form of domestic violence and discrimination.

The education stakeholders, facilitators, teachers and teacher trainees demonstrated

awareness of their roles and responsibilities in the introduction of Emerging Issues

course. The issue of stakeholders serving as role models stand out very clearly as

indicated by teachers and teacher trainees (50.4%), facilitators (45.0%) and education

stakeholders (50.0%). It is the belief that behaviours are caught not taught. The kinds of

positive constructive behaviour that anyone aspires to bring about must be practised by

that person so that others will emulate the good practice. It is not merely teaching it in

your lessons.

The various stakeholders pointed to the relevance of Emerging Issues course to

determine its effectiveness in bringing about the positive constructive behaviour change.



A sizeable percentage (36.0%) of the teachers and teacher trainees and 28.1% of both

the facilitators and education stakeholders pointed to creation of awareness of the

situation. It is important because it will deepen the understanding of the problem by

everyone which will lead to proper, better and lasting solutions to it. Other concerns

include promotion of gender equality, promotion of good health practices, building of

good moral practices and so on.

In addition, the teaching and learning methods/strategies that are appreciated most in

the curriculum is group discussion (50.6%), activities that require body movement

(16.0%), role play and drama (13.0%) and so on. These teaching method/strategies are

elements of participatory learning techniques where participants take active part in the

learning process as opposed to traditional teaching and learning methods where learners

remain very passive. In addition, the sitting arrangement wherein participants face one

other promotes cooperation in learning (45%). Learning becomes the collective

responsibility of the class not an individual endeavour. Morrish (1997) noted that people

only feel powerful when they are able to be partners in the process and are able to see

change. It is what is referred to as participatory process. With regard to the challenges

associated with the Introduction of Emerging Issues Course in table 6, what stood out

clearly is the reluctance of people to change (54.5%) as stated by the teacher and

teacher trainees. Geller (2002) pointed out that education should tailor their approaches

to the need of the individuals they are dealing with and that will result in greater level of

acceptance and change. De Young (2000) disclosed that people need to feel that

change is important, worthwhile and achievable. With regards to the stakeholders, like

Ministry of Education, Youth and Sports and UNICEF, the most outstanding challenge is

to target the large number of primary school teachers who are over twenty thousand in

number; that number excludes community teachers who are mostly untrained and

unqualified and they did not receive any remuneration from Government. They further

noted that the current intensive training for qualified and serving teachers only target five

hundred teachers per year. Even though the course has been introduced in all pre-

service primary teacher training institutions, the problem of accessing the untrained

teachers and community teachers remain a harrowing experience. Most of the

challenges that bear upon the continuity and sustainability of the programme were

clearly highlighted by a number of the stakeholders.



CHAPTER FIVE Summary and Conclusions, Implications for Further R esearch

and Recommendations

This chapter presents the Summary and Conclusions, Implications for further research

and recommendations.

Summary and conclusion

According to the first objective which sought to determine the level of awareness

demonstrated among education stakeholders of the purpose and justification for the

Introduction of Emerging Issues Course in the teacher training, colleges, polytechnic

institutes and Njala University(Bo Campus), 75.0% recorded awareness of the purpose

of the course. It would therefore be concluded that a high percentage among the

education stakeholders were aware of the purpose of the course and its existence in the



Teacher Certificate Curriculum. They identified corruption as one of the serious problem

affecting Sierra Leone. They therefore believed that the course would raise awareness

among the populace starting with the facilitators, teachers, teacher trainees about the

negative destructive behaviours and the need for positive constructive behaviours.

However, there was a general fear about the sustainability of the course because the

provision of financial and moral support rested on stakeholders. Although there was

optimism that the course in changing the behaviours of people from negative and

destructive to positive and constructive, yet the dependence on external support both

financial and moral could be worrisome.

On the second objective which was to assess the role of facilitators, teachers, teacher -

trainees and other education stakeholders in fostering positive and constructive behavior

change in students the need for the teachers and teacher-trainees to serve as role

models (50.4%), facilitators (44%) and stakeholders(50.0%) stood out clearly. It would

be concluded that the teachers, teacher-trainees, facilitators and education stakeholders

should be role models if the course was to succeed in changing the behavior of students

to positive constructive behavior. In addition, the response to the use of the participatory

teaching techniques (50.6%) which included group discussions, activity-based lessons,

role plays, debates, brainstorming, group presentations was fundamental to the success

of the Emerging Issues Course. Monitoring and supervision (23.0%) was also necessary

for its success.

On the third objective which was assessment of the relevance and appropriateness of

the participatory behavior change Emerging Issues Course to determine its capacity to

bring about positive constructive change, there was the acceptance that corruption and

mismanagement were the root cause of many problems in Sierra Leone. It was believed

that negative cultural practices like Female Genital Cutting (FGC); violence against

women, political intolerance, drug abuse, domestic violence, gender discrimination, child

abuse and exploitation, human and child trafficking, health and environmental problems

were rife in Sierra Leone because of corruption and ignorance. It would be concluded

therefore that having a good knowledge of the problem (38.4%) and its effects on the

individual and others would help to bring about positive behavior change.

This would be attained in the Emerging Issues Course through the participatory teaching

techniques and the sitting arrangement in cooperative learning (45.0%) that would foster

discussion, open participation and detailed understanding and analysis of situations or

problems for better resolutions.



Objective four shows the challenges associated with the Introduction of Emerging Issues

Course in the Teacher Certificate Programme. Among the challenges were the

reluctance of people to change because of reasons which included socio-cultural

considerations, fear of loss of opportunities, and simply the fear of change itself.

The other challenge was the inability to address the unavailability of resource materials

for especially the pre-service teacher-trainees. The pre-service students provided their

learning materials which were not readily available in the market.

There was also the issue of the treatment of culturally sensitive things like Female

Genital Cutting (FGC). In communities where those cultural practices were very

prominent there was likelihood to avoid thorough discussions of those issues by

facilitators, teachers, teacher trainees who might be members themselves.

Implications for Further Research

This research has examined the role of teachers, facilitators, teacher-trainees and other

education stakeholders in the Participatory Emerging Issues Curriculum. Like many other

research findings it is not all exhaustive which means that there is room for further

research. It is hoped that other researchers will study the research findings and come up

with other researchable topics that will explore the hidden curriculum and non formal

education sectors which are absolutely vital for positive behaviour change. This will be

applicable for African countries like Sierra Leone, Liberia, etc that had suffered civil

conflicts and those other countries like Uganda, Sudan, Democratic Republic of Congo,

etc still struggling with rebel wars.

Recommendations

The final part of this chapter deals with the last objective of the study which was

recommendations to meet the challenges in the implementation of the Course.

1. One outstanding recommendation is to make the Emerging Issues Course

culturally sensitive which means taking note of culturally sensitive issues and finding

appropriate and effective means of approaching them that would not lead to general

discontent among the people.

2. Another recommendation is the call for the Emerging Issues Course to be

provided for political and other community leaders especially on subjects like

transparency and accountability, honesty, trust, civic duties and responsibilities, health

and environment.



3. Members of the Inspectorate Division of the Ministry of Education Youth and

Sports should be given an opportunity to go through the training of the course so that

they would not accuse their teachers of insubordination when such teachers might want

to be positively assertive.

4. The government should start to put modalities in place to provide resource

materials in the form of workbooks for the learners, charts, markers, vanguards for the

facilitators. The effective teaching of the course depends on the adequate provision of

these resources, teaching and learning materials. If they are provided, they should be

affordable on cost recovery basis.

5. The Ministry of Education Youth and Sports in collaboration with the Inspectorate

offices in the districts and big towns must provide effective monitoring and supervision of

the teaching of the course in order to achieve its desired objective of positive

constructive behaviour change.

6. The dependence on foreign stakeholders for the provision of financial and moral

support should be considered seriously in order to dispel the fear of the sustainability of

the course.

7. The government should provide a forum where the Emerging Issues facilitators

and the Attitudinal Change Secretariat would meet to find a common ground for the

success of the positive behaviour and attitudinal change programmes.

8. Facilitators and teachers should try very hard to stick to the participatory

pedagogy which is very important to the success of the Emerging Issues Course and

achievement of positive constructive behaviour change. Any attempt to revert to the

traditional lecture method would be quite disturbing.

9. Facilitators should encourage the learners who start the programme to endure to

the end and complete the Emerging Issues Modules in order to fully understand the

content and benefit from the course.

10. Facilitators .teachers, teacher trainees and other education stakeholders should

strive at all times to serve as role models not only to the learners but also to members of

the communities where they live

11. However, this study has not addressed the practical observation of classroom

practice and assessment of learning achievement that would lead to behaviour change.

It is therefore recommended that future related study would address these issues as

there would have been enough time to undertake the tasks.



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APPENDIX I

QUESTIONNAIRE A FOR TEACHERS AND TEACHER-TRAINEES

SECTION A

Bio Data of the Respondents

1. Age 20-25 26-30 31-35

36-40 41-45 Above 45

2. Sex Male Female

3. Status Teacher Teacher-Trainee

SECTION B

Assessment of the level of Awareness of Teachers and Teacher Trainees

a. Highly aware



b. Sufficiently aware

c. Barely aware

d. Not aware

SECTION C

Assessment of the role of facilitators, teachers, teacher-trainees and other education

stakeholders in fostering the desired behaviour change in students

1. What role do you play as a trained teacher/ teacher-trainee in the Participatory

and behaviour change Emerging Issues Curriculum?

a. To serve as a role model

b. To avoid all negative practices

c. To do the correct things at all times

d. To use new teaching techniques and skills to teach other subjects

e. Others (specify):………………………………………………………….

2. What is the expected role of facilitators in the participatory and behaviour change

Emerging Issues Curriculum?

a. To serve as a role model

b. To avoid all negative practices

c. To do the correct things at all times

d. To use new teaching techniques and skills to teach other subjects

e. Others (specify):………………………………………………………….

3. What is the expected role of certain Education Stakeholders like ministry officials

and NGOs in the participatory and behaviour change Emerging Issues

Curriculum?

a. Support Training Progarmmes financially and morally

b. Support Training Programmes through monitoring and supervision

c. Others (specify):……………………………………………………………

SECTION D

Assessment of the relevance, appropriateness and contribution of the teaching methods

of the participatory Behaviour change Emerging Issues Course to bringing about positive

constructive behaviour change.

1. Responses of Teachers and Teacher Trainees on their Assessment of the

Relevance of Emerging Issues Course

Relevance of Emerging Issues course

a. Create awareness

b. Promote peace

c. Acquire positive attitude in life



d. Promote gender equality

e. Promote good health practices

f. Prevent corruption

g. Promote human right practices

h. Avoid negative cultural practices like FGM

i. Help to build good moral practices

Appropriateness of Emerging Issues pedagogy

2. Which aspects of the teaching and learning method/strategies do you appreciate

in this Curriculum?

a. Group discussions

b. Brain storming sessions

c. Numerous activities that require body movements

d. Group presentations and debate

e. Others (specify):……………………………………………………………

3. What does the participatory learning methods/strategy contribute to the

internationalization of positive behaviour in your institution?

a. Detailed analysis of the situation

b. Participation in the activities that lead to discovery of a hidden solution

c. Sitting arrangements that promotes cooperative learning

d. Learner friendly classroom environment

e. Others (specify):……………………………………………………………

SECTION E

Identification of the challenges associated with the Introduction of Emerging

Issues course in the Teacher Certificate programme.

1. State the problems that are associated with the introduction of the participatory

and behaviour change Emerging Issues Curriculum

a. Reluctance of people to change their bad habits

b. Themes and issues not exhaustively treated

c. Materials not sufficient to run the programme

d. Themes are insensitive to the culture of the people

e. Others (specify):……………………………………………………………

2. Explain how these problems can be solved/ addressed

a. Emerging Issues programme be provided for grass root people

b. More themes be included that address other issues

c. Emerging Issues programme be provided for political leaders in the country



d. Materials be provided for pre service students

e. Others (specify):……………………………………………………………

SECTION F:

RECOMMENDATION

1. What are your recommendation(s) to help improve the curriculum and to make it

relevant to the needs of the country.

_________________________________________________________________

___

_________________________________________________________________

___

_________________________________________________________________

___

_________________________________________________________________

___

_________________________________________________________________

__

APPENDIX II

QUESTIONNAIRE B FOR FACILITATORS

SECTION A

SECTION A

1. Bio Data of the Respondents

Status: College lecturers Distance Education Tutors

Town/College:…………………………………………………………….

SECTION B

Assessment of the level of Awareness of Facilitators

a. Highly aware

b. Sufficiently aware

c. Barely aware

d. Not aware

SECTION C

The Role of Teachers, Facilitators and Other Education Stakeholders in the Participatory

and Behaviour Change Emerging Issues Curriculum



1. What role do you play as a facilitator in the Participatory and behaviour change


……………………………………………………………………………………

……………………………………………………………………………………

……………………………………………………………………………………..

2. What is the expected role of other education stakeholders in the Participatory and

behaviour change Emerging Issues Curriculum?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

3. What is the expected role of teachers, teacher trainees in the implementation of


………………………………………………………………………………………

……………………………………………………………………………………….

………………………………………………………………………………………….

SECTION D

Assessment of the relevance, appropriateness and contribution of the teaching

methods of the participatory Behaviour change Emerging Issues course to bringing

about positive constructive behaviour change.

1. What is the relevance of participatory Behaviour change Emerging Issues course

to determine its capacity to bring about the desired behaviour.

…………………………………………………………………………………………

………………………………………………………………………………………………

……………………………………………………………………………………

2 Which aspects of the teaching and learning method/strategies do you appreciate

in this Curriculum?

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

1. What does the Participatory learning Methodology contributes to the

internationalization of positive behaviour in your institution?

……………………………………………………………………………………..

…………………………………………………………………………………………

…………………………………………………………………………………………..



SECTION E

The possible challenges Associated with the introduction of the participatory and


1. State the problems that are associated with the introduction of the participatory

and behaviour change Emerging Issues Curriculum.

………………………………………………………………………………………

…………………………………………………………………………………………

SECTION F: RECOMMENDATION

1. What are your recommendation(s) to help improve the curriculum and to make it

relevant to the needs of the country?

………………………………………………………………………………….

APPENDIX II1

PERSONAL INTERVIEW SCHEDULE GUIDE FOR EDUCATION STA KEHOLDERS

SECTION A

To determine the level of awareness demonstrated among education stakeholders of the

purpose of the introduction of Emerging Issues Course in the teacher training colleges

and polytechnic institutes.

SECTION A

a. What is the level of awareness of education stakeholders?

SECTION B

The Role of Facilitators and Other Education Stakeholders in the Participatory and

Behaviour Change Emerging Issues Curriculum

a. What role do you play as Education Stakeholders in the Participatory and


b. What is the expected role of facilitators in the implementation of Emerging Issues

Curriculum?

c. What is the expected role of teachers, teacher trainees and the general public in

the implementation of Emerging Issues Curriculum?

SECTION C

Assess the relevance, appropriateness and contribution of the teaching methods of the

participatory Behaviour change Emerging Issues course to determine its capacity to

bring about the desired behaviour.



a. What is the relevance of participatory Behaviour change Emerging Issues

course to determine its capacity to bring about the desired behaviour?

d. Which aspects of the teaching and learning method/strategies do you appreciate

in this Curriculum?

e. What does the Participatory learning methodology contribute to the

internationalization of positive behaviour in institutions?

SECTION D

The possible challenges associated with the introduction of the Participatory and

Behaviour Change Emerging Issues Curriculum?

a. State the problems that are associated with the introduction of the participatory

and behaviour change Emerging Issues Curriculum.

SECTION E

RECOMMENDATION

a. What are your recommendation(s) to help improve the curriculum and to make it

relevant to the needs of the country.

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