Restructuring Experimental Schools in Sierra Leone: A Model for Sustainable Teacher Education

Abstract

Experimental schools play a crucial role in shaping educational policies and practices, serving as pilot institutions where innovative pedagogical strategies are tested before widespread implementation (Schweisfurth, 2013). The Njala University Experimental School, established to bridge the gap between teacher education and practice, has struggled in recent years due to severe teacher shortages. This deficiency has weakened the school’s effectiveness, contradicting its foundational purpose. Data indicates that the teacher shortage at Njala University Experimental School is primarily due to the expansion from primary to senior secondary, non-replacement of retired teachers, deceased educators, and the low remuneration for part-time or contractual teachers. This paper proposes a restructuring program that integrates an exchange teaching initiative, whereby third and fourth-year university students serve as community volunteer teachers as part of their professional internship. This model aligns with global best practices in teacher training and the United Nations Sustainable Development Goal (SDG) 4 on quality education (UNESCO, 2015).