Implications of Transformational Pedagogy in Classroom Teaching in Sierra Leone: Evidence from Policy Implementation, Teacher Development Reforms, and Learning Data

Abstract

In the past decade, Sierra Leone has undertaken substantial education reforms, including the introduction of Free Quality School Education (FQSE), curriculum revisions, and new teacher development policies. These reforms are designed to enhance learning outcomes and advance educational equity (World Bank, 2023). The policy direction has shifted from teacher-led, memorization-based instruction toward student-centered approaches that prioritize active participation and skill acquisition. Transformative pedagogy, which fosters critical thinking, collaboration, and student empowerment, is a central component of this transition (MBSSE, 2020). Persistent challenges remain, including disparities in teacher qualifications, inadequate learning materials, and overcrowded classrooms (MBSSE, 2024; UNICEF Innocenti, 2025). This article investigates the implementation of transformative pedagogy in Sierra Leone through analysis of the Basic Education Curriculum Framework (MBSSE, 2020), national learning data (MBSSE, 2022), school census data (MBSSE, 2024), and research on scaling teacher training (UNICEF Innocenti, 2025). Employing document analysis (Bengtsson, 2016) and a SWOT framework, the study identifies factors that facilitate or impede transformative pedagogy and recommends policy and practice interventions aligned with ongoing teacher and curriculum reforms (TSC, 2020; MBSSE, 2020).