Post-Project Sustainability Challenges in Donor-Funded Education Programs: Evidence from Sierra Leone Education Innovation Challenge (SLEIC)

Abstract

This paper examines the post-project sustainability challenges in donor-funded education programs, using the Sierra Leone Education Innovation Challenge (SLEIC) as a case study. While these interventions have been shown to improve learning outcomes measurably, their ongoing viability within local systems remains uncertain. The analysis employs a qualitative approach, utilizing secondary data from program reports, policy documents, and international datasets from 2018 to 2026. It systematically evaluates five key sustainability dimensions: financial stability, institutional capacity, policy alignment, local ownership, and systemic capacity. The findings indicate that SLEIC has made notable progress in improving literacy and numeracy during its implementation. However, these improvements rely on ongoing external funding, technical support, and performance incentives to continue. The government faces financial constraints that limit its ability to cover program costs, and institutional and systemic weaknesses hinder the maintenance and expansion of successful practices. While aligning policies with national education priorities might boost integration, sustainability is unlikely without adequate resources and implementation capacity. Additionally, differences among implementing partners highlight how delivery models and local conditions influence the long-term success of these initiatives. This research adds to the literature by refocusing on the long-term sustainability of results rather than short-term effectiveness. It offers practical policy guidance on designing donor-funded education programs that are cost-efficient, institutionally ingrained, and system-friendly.