School-wide publications

Permanent URI for this collectionhttps://dspace.njala.edu.sl/handle/20.500.144402/135

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Start date: 2024Has files: Yes

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    The Impact of School Feeding Programs on Pupil Attendance and Academic Achievement in Sierra Leone
    (Science Publishing Group, 2025-05-19) George, Angella
    This study explores the influence of school feeding programs on pupil attendance and academic performance in Sierra Leone. With on-going challenges such as food insecurity, malnutrition, and widespread poverty, many school-age children across the country face difficulties in accessing consistent education. These socio-economic barriers often lead to irregular attendance, low classroom participation, and poor academic outcomes. The research investigates how structured school feeding initiatives contribute to improving these educational indicators, particularly in underserved rural communities. A desk-based research design was employed, relying on secondary data gathered from government publications, international development agency reports, and peer-reviewed academic studies. This method allowed for an in-depth review of existing evidence and analysis related to the implementation and outcomes of school feeding programs within the Sierra Leonean context. Findings from the study reveal that school feeding programs significantly enhance school attendance and academic achievement, especially in primary schools. The assurance of receiving at least one nutritious meal per day motivates children to attend regularly, while also improving their attention span, classroom engagement, and overall cognitive development. Girls and children from low-income households appear to benefit most, as the meals reduce the economic burden on families and incentivize continued education. Furthermore, school feeding has contributed to a reduction in dropout rates and better performance in core subjects such as English and Mathematics. The study is anchored in Maslow’s Hierarchy of Needs and the Expectancy-Value Theory, highlighting the critical role that basic physiological needs play in shaping students’ academic behaviour and performance. The findings call for the integration of nutrition into national education planning and emphasize the importance of continuous monitoring and evaluation mechanisms. Strengthening Sierra Leone’s Home-Grown School Feeding Program and aligning it with broader educational and agricultural development policies could enhance the sustainability and reach of these interventions.
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    Digital Readiness, Pedagogical Transformation, and Learning Outcomes in Technical and Vocational Education and Training Institutions in Sierra Leone
    (Science Publishing Group, 2026-03-04) George, Daniel
    The rapid expansion of digital technologies has reshaped educational systems globally, placing new demands on Technical and Vocational Education and Training (TVET) institutions to deliver skills that are responsive to digitally driven labour markets. In Sierra Leone, national policies emphasise digital transformation in education; however, empirical evidence on how institutional digital readiness influences pedagogical practices and learning outcomes within TVET institutions remains limited. This study examined the relationships among digital readiness, pedagogical transformation, and learning outcomes in TVET institutions in Sierra Leone. A mixed descriptive and explanatory research design was employed, drawing on data from 480 respondents (240 students and 240 instructors) across 30 public and private TVET institutions. Data were collected using structured questionnaires and analysed using descriptive statistics and multiple linear regression. The regression model assessed the predictive effects of digital readiness, pedagogical transformation, and institutional characteristics on learning outcomes. Findings revealed that digital readiness and pedagogical transformation levels were generally moderate across institutions. Regression results indicated that digital readiness had a strong and statistically significant positive effect on learning outcomes, while pedagogical transformation played a key mediating role. Institutional characteristics also exerted a significant, though smaller, influence. The study concludes that technology adoption alone is insufficient to improve learning outcomes; rather, meaningful gains occur when digital readiness is supported by pedagogical innovation and enabling institutional conditions. The findings provide evidence to inform policy, institutional planning, and capacity-building strategies aimed at strengthening TVET delivery and workforce preparedness in Sierra Leone’s digital era.