Institutional Commitment and the Role of Higher Education in Peacebuilding in Sierra Leone

Abstract

This study examined the role of Higher Education Institutions (HEIs) in promoting peace education and peacebuilding in post-war Sierra Leone. A descriptive survey research design employing a mixed-methods approach was adopted. Quantitative data was collected from 43 participants across five higher education institutions using structured questionnaires, while qualitative data was collected from 30 Focus Group Discussions (FGDs), and 16 Key Informant Interviews (KIIs). Quantitative data was analysed using descriptive statistics (frequencies, percentages, means, and standard deviations) and Spearman’s rank correlation coefficient (ρ), while qualitative data were analysed thematically through triangulation. The findings revealed that 92.7% of respondents confirmed the availability of peace education programmes, while 59.5% reported the existence of dedicated peace academic units. However, only 36.6% indicated that their institutions had substantial and recurring funding, identifying financial sustainability as the major institutional challenge. Institutional commitment indicators showed strong positive relationships, with the highest correlation observed between mission statements referencing peace and strategic plans including peace objectives (ρ = 0.705, p p < 0.001). Qualitative findings showed that although HEIs have integrated peace education into institutional activities, implementation remains fragmented due to inconsistent programme visibility, limited funding, and uneven student awareness. Participants emphasized curriculum integration, inclusive governance, stronger institutional partnerships, and permanent peace centres as essential for sustainable peacebuilding. The study concludes that HEIs are strategic institutions for fostering peace, reconciliation, and national cohesion in Sierra Leone, but their effectiveness depends on stronger institutional commitment, sustainable financing, and integrated implementation. It recommends mainstreaming peace education across all academic programmes, establishing dedicated peace centres with protected institutional budgets, strengthening partnerships with government and civil society organizations, and enhancing student participation in peacebuilding initiatives to ensure long-term sustainability and societal impact.