By: Saidu Jalloh
The Ministry of Technical and Higher Education (MTHE), in collaboration with UNICEF, has commenced a national consultation on teacher education reform aimed at strengthening pre-service teacher training and improving the quality of teaching and learning outcomes across Sierra Leone.
The consultation, held at the Ministry of Finance’s Main Conference Hall in Freetown, brought together representatives from government ministries, regulatory institutions, teacher training colleges, development partners, lecturers, student-teachers and education experts to deliberate on strategies for improving teacher preparation and professional standards.
Delivering the keynote address, Deputy Minister of Technical and Higher Education, Sarjoh Aziz-Kamara, described the consultation as a timely opportunity to design reforms that would have a lasting impact on the country’s education system.
He noted that Sierra Leone is currently developing its next Education Sector Plan, providing an opportunity to align teacher education reforms with national priorities. He emphasized that rapid technological advancements, particularly artificial intelligence, require teachers to acquire modern knowledge, digital skills and competencies to prepare learners for the future.
Aziz-Kamara stressed the need for stronger accreditation and regulation of teacher education programmes, expressing concern over institutions offering programmes without completing the required approval processes.
He underscored the importance of approved curricula and national quality standards to ensure that teacher graduates possess the necessary skills and competencies to effectively deliver the national school curriculum.
The Deputy Minister further described teacher education as a continuous professional journey rather than a one-time qualification. He called for the preparation of teachers who can respond effectively to emerging challenges, including pandemics, conflicts and other emergencies that may disrupt learning.
He commended the Teaching Service Commission (TSC) for its efforts in advancing teacher licensing and recognized the contribution of the “Leh Wi Lan School Leadership Programme” in strengthening school leadership. He also reaffirmed Government’s commitment to improving Technical and Vocational Education and Training (TVET) teacher preparation to support youth employment and national development.
The Deputy Chief Technical and Higher Education Officer, Sia Fasuluku, reaffirmed Government’s commitment to strengthening pre-service teacher education, describing it as the foundation for achieving quality education.
She explained that consultations with stakeholders and development partners had shown broad agreement that meaningful reform must begin with strong initial teacher preparation. According to her, well-trained teachers require the knowledge, skills and confidence to deliver effective instruction from the beginning of their careers.
While acknowledging the importance of in-service training, Fasuluku noted that continuous professional development alone cannot fully address weaknesses caused by inadequate initial preparation. She therefore called for an inclusive reform process involving teacher training institutions, lecturers, student-teachers, regulatory bodies and development partners.
The Manager of Academic Audit and Institutional Affairs at the Tertiary Education Commission (TEC), Emmanuel Thinka-Kamara, highlighted the importance of quality assurance and accreditation in improving teacher education.
He stated that effective teachers must have strong subject knowledge, pedagogical skills, ethical values and technological competencies. He identified curriculum reform, stakeholder collaboration, quality assurance, data management and effective accreditation systems as key priorities for strengthening teacher preparation.
Deputy Accreditation Officer of the National Council for Technical and Vocational Education (NCTVE), Komba D. Moiwa, emphasized the complementary roles of pre-service and in-service teacher education.
He explained that while pre-service training prepares prospective teachers before entering the classroom, in-service training enables practising teachers to update their knowledge and adapt to changing educational demands. He therefore called for both systems to be strengthened.
Representing the Teaching Service Commission, Director of Teacher Development and Performance, Ezekiel Nonie, called for stronger collaboration between pre-service and in-service teacher education providers.
He disclosed that the Commission had developed a Continuous Professional Development Framework following nationwide research into teacher training. According to him, the research identified gaps between pre-service preparation and in-service professional development.
Nonie added that MTHE and the Ministry of Basic and Senior Secondary Education (MBSSE) had jointly prepared a Cabinet paper on the framework, while TSC had established a Pre-Service Education Forum to encourage continuous engagement among teacher training institutions.
Dean of the Faculty of Education at Ernest Bai Koroma University of Science and Technology (EBKUST), Prof. Iheanyi Okore Igwe, urged stakeholders to pursue practical, sustainable and evidence-based reforms.
He expressed concern over declining enrolment in education programmes, inadequate teaching materials, limited science infrastructure and weak career guidance, warning that these challenges could affect the future supply of qualified teachers.
Representing UNICEF, Education Specialist for Systems Strengthening, Jonathan Bunting Williams, reaffirmed UNICEF’s commitment to supporting teacher preparation, recruitment, continuous professional development, literacy and numeracy improvement, education in emergencies, climate change education and policy reforms.
He welcomed the proposed National Teacher Education Reform Roadmap and encouraged the establishment of a coordination mechanism to ensure effective implementation and sustainability.
Speaking on behalf of student-teachers, Mohamed Pessima welcomed their inclusion in the reform process. He called for greater investment in practical teaching experience, improved teaching-practice placements and modern pedagogical approaches to ensure future teachers are equipped not only to educate but also to inspire learners.
The Director of School Quality Assurance Management and Resources at MBSSE, Alpha D. Bangura, reaffirmed the Ministry’s commitment to working with stakeholders to strengthen teacher education.
He noted that achieving Government’s education priorities depends on producing competent and well-prepared teachers. He therefore called for stronger collaboration in career guidance, science education and teacher preparation.
Participants expressed optimism that the consultation would provide the foundation for a comprehensive National Teacher Education Reform Roadmap focused on improving teacher preparation, strengthening professional standards and enhancing learning outcomes for children across Sierra Leone.