Department of Biological Sciences

Permanent URI for this collectionhttps://dspace.njala.edu.sl/handle/20.500.144402/136

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    What Happened to the Forests of Sierra Leone?
    (Multidisciplinary Digital Publishing Institute, 2019-05-09) Wadsworth, Richard A.
    The last National Forest Inventory of Sierra Leone took place more than four decades ago in 1975. There appears to be no legal definition of “forest” in Sierra Leone and it is sometimes unclear whether reports are referring to the forest as a “land use” or a “land cover”. Estimates of forest loss in the Global Forest Resource Assessment Country Reports are based on the estimated rate during the period 1975 to 1986, and this has not been adjusted for the effects of the civil war, economic booms and busts, and the human population doubling (from about three million in 1975 to over seven million in 2018). Country estimates as part of the FAO (Food and Agriculture Organization of the United Nations) Global Forest Assessment for 2015 aggregate several classes that are not usually considered as “forest” in normal discourse in Sierra Leone (for example, mangrove swamps, rubber plantations and Raphia palm swamps). This paper makes use of maps from 1950, 1975, and 2000/2 to discuss the fate of forests in Sierra Leone. The widely accepted narrative on forest loss in Sierra Leone and generally in West Africa is that it is rapid, drastic and recent. We suggest that the validity of this narrative depends on how you define “forest”. This paper provides a detailed description of what has happened, and at the same time, offers a different view on the relationship between forests and people than the ideas put forward by James Fairhead and Melissa LeachIf we are going to progress the debate about forests in West Africa, up-to-date information and the involvement of all stakeholders are needed to contribute to the debate on what to measure. Otherwise, the decades-old assumption that the area of forest in Sierra Leone lies between less than 5% and more than 75%, provides an error margin that is not useful. This, therefore, necessitates a new forest inventory.
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    A study of vulnerable student populations, exclusion and marginalization in Sierra Leonean secondary schools: a social justice theory analysis
    (BioMed Central, 2025-03-18) Osborne, Augustus
    BACKGROUND: Sierra Leone faces challenges in ensuring equitable and inclusive education for all its citizens. Certain groups, including pregnant students, student mothers, students with disabilities, economically disadvantaged students, and those without family support, are particularly vulnerable to exclusion and marginalisation. These groups are identified as vulnerable based on criteria established by organisations such as the World Health Organisation and the United Nations Educational, Scientific and Cultural Organization, which highlight the interplay between health, socio-economic status, and access to education. This study explores the extent of exclusion and marginalisation experienced by these vulnerable groups within Sierra Leonean educational institutions. METHODS: Between November and December 2023, a participatory study design was utilised, employing purposive sampling to gather diverse perspectives from 127 key informant interviews with 366 participants, including teachers, parents, students with disabilities, pregnant students, students who are mothers, and economically disadvantaged students across 11 schools in six districts in Sierra Leone. The analysis was performed manually using Microsoft Word, with four researchers responsible for organising, coding, and identifying patterns and themes within the dataset. RESULTS: Pregnant students are often stigmatized, being perceived as immoral and a negative influence on their peers. This stigma results in social isolation, bullying, and derogatory comments from both peers, and at times, teachers. Students with disabilities frequently experience bullying and social exclusion; however, there are also positive examples of peer support that facilitate their inclusion in schools and the broader community. Economically disadvantaged students are often subjected to bullying and discrimination based on their socioeconomic status, which contributes to feelings of self-isolation, reduced self-esteem, and low participation in school activities. CONCLUSION: Our study revealed that pregnant students, students with disabilities, economically disadvantaged students, and those lacking family support face stigma, social isolation, and limited access to education in Sierra Leone. These challenges are deeply rooted in societal attitudes, parental expectations, and inadequate support from teachers. To address these systemic issues, policymakers and educators should adopt comprehensive strategies, including evidence-based community awareness campaigns to challenge harmful societal attitudes, the promotion of inclusive education practices through clear and targeted policies, and the establishment of robust support services within schools. Such measures are essential to create an equitable and inclusive educational environment for all students.