Advancing evidence on scaling foundational learning in Sierra Leone

Project overview

This implementation research project aims to generate actionable evidence to inform the sustainable scaling of structured pedagogy interventions that improve foundational literacy and numeracy outcomes in Sierra Leone. Embedded within the GPE-funded FLN programme (2023 to 2027), the research focuses on evaluating the fidelity and effectiveness of teacher training, the use of teacher guides, and in-school support mechanisms across grades P1 to P4. Employing a mixed methods approach comprising training evaluations, structured classroom observations, formative assessment analysis, cost studies, and stakeholder feedback loops, the research will provide insights into what works, for whom, and under what conditions. Findings will be co-interpreted with the Ministry of Basic and Senior Secondary Education (MBSSE) and partners to refine delivery, address implementation challenges and guide the national scale-up strategy for foundational learning.

The research is guided by a multi-stakeholder Research Steering Committee (RSC) established to provide strategic oversight, ensure policy alignment, and promote evidence use. The RSC includes representatives from the Ministry of Basic and Senior Secondary Education (MBSSE), the Ministry of Technical and Higher Education (MTHE), the Teaching Service Commission (TSC), UNICEF Sierra Leone, UNICEF Innocenti, and the What Works Hub for Global Education (WWHGE), among others. Chaired by the MBSSE Chief Education Officer, the RSC reviews and validates research tools, findings, and recommendations, and supports their integration into policy and practice. UNICEF serves as the Secretariat, coordinating communications, meeting logistics, and documentation.