Problems behind Education for All (EFA): The Case of Sierra Leone

This paper discusses Sierra Leone’s commitment to EFA and the possibility of unintended consequences if its success is measured only by results showing quantitative gains while downplaying the decline in the quality of the education offered. Equal access to quality education is an integral part of EFA. With donors’ assistance, the government has made a strong commitment to achieve the international goal of EFA. A free primary education policy introduced in 2000 has led to rapid progress in terms of access to schooling. However, fieldwork research based on observation of schools, interviews with teachers, and questionnaires from pupils, parents and teachers in 27 schools in five towns, shows that the quality of the education provided has been compromised due to the rapid increase in the number of enrolled children; a high teacher-pupil ratio, a shortage of teaching and learning materials, school buildings and furniture, and low motivation on the part of teachers are quite common. This paper also argues for the role of Non-Governmental Organisations (NGOs) in supplementing government efforts to expand educational access of acceptable quality, especially when the government’s capacity to deliver education is weak.