The Role of Teachers, Facilitators, Teacher- Trainees and ... and Behaviour Change Emerging Issues...
Transcript of The Role of Teachers, Facilitators, Teacher- Trainees and ... and Behaviour Change Emerging Issues...
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ERNWACA Research Grants Programme
2009 edition
The Role of Teachers, Facilitators, Teacher- Trainees and other Education Stakeholders in the Participatory and Behaviour Change
Emerging Issues Course: A case study of the Introduction of the Emerging Issues Course in the Teachers Certificate Curriculum in
post war Sierra Leone
Researchers
Cidi Mohamed Chebli – Mphil in Edu.
Mohamed Peps Kallon – Doctorate (Stu).
Khadijatu Harleston – Doctorate (Stu).
Allieu Mansaray- Mphil in Lit.(Stu.)
Mentor : Dr. Beresford B Jones: Director, Institute of Educational
and Extra-Mural Studies, Fourah Bay College.
Country : Sierra Leone
Research financed by
Education Research Network for West and Central Africa (ERNWACA)
With project support from UEMOA regional Centre of Excellence and the Ministry of Foreign Affairs of the Netherlands
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CERTIFICATION
I certify that this research study was undertaken by the ultimate group of researchers
(Cidi M. Chebli, Mohamed.P.Kallon, Khadijatu K.. Harleston and Alieu Mansaray) at the
Freetown Teachers College under my supervision.
Research Mentor: ---------------------------------- ---------------------------------------
Signature: ---------------------------------------- ---------------------------------------------
Date…----------------------------------------------------------------------------------------
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DEDICATION
The ultimate group of researchers at the Freetown Teachers College dedicates this
piece of research work to one of the key stakeholder, UNICEF, for their continual support
to the education, health and protection of children in Sierra Leone and their efforts in the
development and implementation of the Emerging Issues course which is a behaviour
change programme.
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ACKNOWLEDGEMENT
We thank God Almighty for giving us the ability, courage and time to pursue this
research work to the end.
In addition, we thank our research mentor, Dr. Beresford B. Jones, Director of the
Educational Services Division of Fourah Bay College, University of Sierra Leone for the
brilliant supervision and guidance he gave the group through out the research exercise.
Also, we take this opportunity to say many thanks to all those personalities whose
contributions helped to make the compilation of this research a reality.
We wish the blessings of Allah to be with you all.
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Abstract This research entitled “The Role Education stakeholders in the Participatory and
Behaviour Change Emerging Issues Curriculum in post war Sierra Leone” was
conducted based on the following objectives:
1. To determine the level of awareness demonstrated among education stakeholders of
the justification and purpose of the Introduction of Emerging Issues Course in the
teacher training colleges, polytechnic institutes and Njala University (Bo Campus).
2. To determine the extent to which facilitators, teachers, teacher-trainees and other
education stakeholders understood their roles in fostering positive constructive
behaviour change in students
3. To assess the relevance, appropriateness and contribution of the participatory
Behaviour Change Emerging Issues course to bringing about positive constructive
behaviour change.
4. To identify the challenges associated with the implementation of the Introduction of
Emerging Issues course in the Teacher Certificate programme.
5. To recommend ways of meeting the challenges
These objectives were used to design the instruments for the research which included:
two sets of questionnaires and an interview schedule. The samples for the study were
teachers, teacher trainees, facilitators and education stakeholders. The first set of
questionnaire was administered to two hundred and fifty (250) trained teachers in five
districts in the country, namely: Port Loko. Makeni, Bo, Kenema and Freetown; another
two hundred and fifty(250) questionnaires were administered to teacher trainees in five
teacher training institutions, namely: Freetown Teachers College, Port Loko Teachers
College, Northern Polytechnic, Eastern Polytechnic and Njala University (Bo campus).
The second set of questionnaire was administered on twenty (20) facilitators (lecturers
and Distance Education Tutors) in the teacher training institutions and Distance
Education centers. The interview schedule was administered to twelve (12) education
stakeholders: including The Ministry of Education and Other NGOs. Five hundred
questionnaires were received from teachers and teacher-trainees while 20
questionnaires were collected from facilitators from teacher training institutions and
distance Education centers by the trained data collectors. The interview schedule guide
was administered to twelve education stakeholders by the trained data collectors. A
perfect response rate (100%) was obtained from all categories of respondents.
The findings show that there is high level of awareness demonstrated by both education
stakeholders and facilitators about the introduction of the course and the issues the
course is about to address which include: corruption, mismanagement, gross human
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right abuses, political and ethnic intolerance, poor health and environmental condition,
negative cultural practices, gender discriminatory practices and so on. Also, the issue of
stakeholders serving as role models stand out very clearly as indicated by teachers and
teacher trainees(50.4%), facilitators (45.0%) and education stakeholders (50.0%). With
regard to the challenges associated with the introduction of Emerging Issues Course,
what stood out clearly is the reluctance of people to change (54.5%) as stated by the
teachers and teacher- trainees.
None the less, recommendations to help find possible solutions to meet the challenges
include education stakeholders should strive at all times to serve as role models not only
to the learners but also to members of the communities where they live so that people
will copy their good practice. Finally, the government should provide a forum where the
Emerging Issues facilitators and Attitudinal Change Secretariat would meet to find a
common ground for the success of the positive behaviour and attitudinal change
programmes.
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TABLE OF CONTENT
Certification……………………………………………………………….…... i
Dedication………………………………………………………………….…… ii
Acknowledgement……………………………………………………….……… iii
Abstract………………………………………………………………….........….. iv
Table of content……………………………………………………….…………. vi
List of tables ……………………………………………………….……….. ix
CHAPTER ONE: Introduction:
1.1 Background to The Study ……………………………………….………….….. 1
1.2 Statement of The Problem …………..……………………………….……….…. 6
1.3 Justification of the Study …………… ……………….………………….……. 8
1.4 Purpose and Objective of the Study……………………………….………….…..
9
Purpose of the Study …………………………………..…………………………. 9
Objectives of the Study ………………………………………………………….. 9
1.5 Significance of the Study ………………...……………………………………….. 9
CHAPTER TWO A Review of Relevant Literature
2.1 Introduction ………………………………………………………….….……… 11
2.2 Section One …………………………………………………………..…………. 11
The Nature and Scope of Participatory and Behaviour Change
Emerging Issues Curriculum ………………………..……………….…………. 11
2.3 Section Two: …………………………………………………………..……….. 13
The Relevance, Appropriateness and contribution of the teaching methods in
the Participatory and Behaviour Change Emerging Issues Course ……......….
13
2.4 Section Three: ……………………………………..…………………….…... 16
The Role of Facilitators, Teachers, Teachers Trainers and Other
Education Stakeholders in Fostering Behaviour Change in Students …..……
16
2.5 Section Four: …………………………………………………..………..…… 17
Challenges Associated With the Introduction of Emerging
Issues Course in Teachers Certificate Programme …………………………...
17
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2.6 Conclusion …………………………………..……..……….....…….…. 18
CHAPTER THREE Research Methodology
3.1 Introduction …………………………………………………………….………… 20
3.2 Research Design ………………………………………………….……............... 20
3.3 Objectives ……………………………………………………………….……….. 20
3.4 Research Variables ………………………………………………………….……. 21
3.5 The Study Setting ………………………………………….…..…………….….. 21
3.6 Population and Sample …………………………………………………................ 22
3.6.1 Study Population …………………………………………………….……….. 22
3.6.2 Samples and Sampling Procedure ………………………………….................
22
3.6.3 Instrumentation and Data Collection Procedure ……………………….……..
23
3.7 Data Analysis ………………………………………………………………….. 26
CHAPTER FOUR Research Findings
4.1 Objective One …………………….……………………………………….……… 27
To determine the level of awareness, demonstrated among Education Stakeholders
of the purpose of the introduction of Emerging Issues Course in the Teacher
Training colleges, polytechnic institutes and Njala University (Bo
Campus)…….…....….. 29
4.2 Objective Two …………………………..………….…………………….….…… 31
To assess the Role of Facilitators, Teachers, Teacher-Trainees and other
Education Stakeholders in fostering the positive constructive behaviour change
in students. ………………………………..……………………….…….………. 31
4.3 Objective Three …………………………………………..……….…….……….. 33
Assessment of the Relevance and Appropriateness of the Participatory Behaviour
Change Emerging Issues Course to determine its capacity to bring about the
positive constructive behaviour change …………………………………….……. 33
4.4 Objective Four: ……………………….………..………………….…………….. 37
Identification of the constraints associated with the introduction of Emerging Issues
Course in the Teachers Certificate Programme………………..………….……..
37
4.5 Objective Five ……………………………………………..…….……..………… 39
Recommendations to meet the challenges………………………….…………….
39
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4.6 Discussion of findings ……………………..……………...……..…………….. 41
CHAPTER FIVE Summary and Conclusions, Implications for Further Research and Recommendations 5.1 Summary and conclusions ………………………………………………… 44
5.2 Implications for Further Research ………………………………………… 45
5.3 Recommendations …………………………………………………………. 46
REFERENCES ………………………………………………………………. 48
Appendixes
Questionnaire 1
Questionnaire 2
Interview Schedule Guide
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List of Tables
Table 1 Response Rate of Questionnaires Administered to the Study Sample …….….
26
Table 2a: Age distribution of Teachers and Teacher Trainees ………………………... 27
Table2b Age distribution of facilitators and Education Stakeholders ………………. 28
Table 2c: Sex distribution of Teachers and Teachers Trainees ……………………… 28
Table 2d Sex Distribution of Facilitators and Education Stakeholders ………….….. 29
Table 3a: Responses of Stakeholders with regards to their level of awareness ……….
29
Table 3b Response of Teachers and Teacher Trainees with regards to their
level of Awareness ……………..………….………………………………. 30
Table 3c Responses of Facilitators with regards to their Level of Awareness ……..…
31
Table 4a: Assessment of the Role of Teachers and Teacher Trainees in
Fostering the Desired Behaviour Change in Students …………….……….. 31
Table 4b: Responses of Facilitators on their Roles in Fostering Behavior
Change Programme …………………………………………………..… …. 32
Table 4c: Responses of Education Stakeholders on their Roles in
Fostering Behavior -Change Programme ………………..………..… ……. 33
Table 5a Responses of Teachers and Teacher trainees of their Assessment of
the Relevance of Emerging Issues Course ………………………...……..
34
Table 5b Responses of Facilitators and Education Stakeholders of their
Assessment of the Relevance of Emerging Issues Course
…………..…….. 35
Table 5c: Teaching and Learning methods/Strategies Appreciated most
in the Curriculum ………………………………………………….……… 36
Table 5d: Contributions of Teaching and Learning Methods/Strategies
to Internalization of Positive Behaviour Change ………………….……… 37
Table 6a: Responses of Teachers and Teacher Trainees on the Constraints
Associated with the Introduction of Emerging Issues Course ……….…… 37
Table 6b: Responses of Facilitators and Education stakeholders on the Constraints
Associated with the Introduction of Emerging Issues Course ……….….. 38
Table 7a: Recommendations of Teachers and Teacher trainees to meet the
Challenges ………………………………………………………….…… 39
Table 7b: Recommendations of Facilitators and Education Stakeholders
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to meet the Challenges …………………………………………….……
40
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Title of research: The Role of Education Stakeholders in the Participa tory
and Behaviour Change Emerging Issues Course in the Teachers Certificate
Curriculum in post war Sierra Leone.
CHAPTER ONE:
INTRODUCTION
Background
This research entitled “The Role of Teachers, Facilitators, Teacher – Trainees and other
Education Stakeholders in the Participatory and Behaviour Change Emerging Issues
Course: A case study of the Introduction of Emerging Issues Course in the Teachers
Certificate Programme in post war Sierra Leone” has been undertaken to investigate the
roles of the following actors:- teachers, facilitators, teacher – trainees and other
education stakeholders in the reform of the curriculum and the introduction of the new
course of study known as Emerging Issues.
There are many emerging issues in the world today. These issues include human right
violations, discrimination against women, child abuse, human trafficking, drug abuse,
climate change, HIV/AIDS and bad governance. These issues are very prominent in
developing countries like Sierra Leone coming from a brutal civil conflict which lasted a
little over a decade. The war was formally declared ended in the year, 2002. However,
the prevailing conditions of the country send a very worrisome signal. Sierra Leone is the
lowest ranked country in the Human Development Index (2008) and the seventh lowest
in the Human Poverty Index (2008). This means that most people in Sierra Leone are
considered very poor. The United Nations Organisation has defined a poor person as
someone living on less than one dollar per day. This situation is very true for a greater
percentage of the population in Sierra Leone. There is a strong relationship between
poverty and educational attainment. According to the Multiple Indicator Cluster Survey
(MICS) (2005), more than 70% of households are headed by an individual with no formal
education and are living below the poverty line. The survey also shows that the incidence
of poverty decreases with the attainment of higher levels of education.
The UNESCO Report (2004) gave a graphic account of the vast differences in the level
of education of the sexes. They disclosed that girls and women account for the majority
of the uneducated. Achieving Gender Equality and Women Empowerment in Africa
Progress Report (2008) observed that despite the increasing dialogue and political
recognition of gender concerns in education, male school enrolment, performance and
retention rates are still higher than females. Turrittin and Mackinnon (1998) concluded
that the difference in educational achievement between males and females is as a result
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of the differences in teaching and the content of education received by both sexes. The
Sierra Leone National Report on Fourth World Conference on Women (1995) portrayed
a dismal picture which pointed to poor educational status of women.
The state of health in Sierra Leone is particularly concerning. Child mortality rates are
said to be among the highest in the world according to the Multiple Indicator Cluster
Survey Report(MICS) (2005). Seventeen percent of children die before their first birth
day and 28% die before they reach the age of five. The maternal mortality rate is the
highest in the world at two thousand maternal deaths per one hundred thousand live
births. The country has one of the lowest levels of life expectancy in the world. The
average life expectancy is only thirty-nine (39) years for men and forty-two (42) for
women which is about ten (10) years shorter than the average for countries in Africa and
twenty-five (25) years shorter than that for the world. According to the MICS report
(2005), the decade long civil conflict halted the previously increasing trend in life
expectancy.
Similarly, the MICS report (2005) shows that 44% of people in Sierra Leone can identify
two ways of preventing the transmission of HIV/AIDS and 24% reject the misconception
about HIV. This means that in reality there is the need to reach out to the other half who
do not know and the 76% who do not understand the misconceptions.
In addition, the MICS report (2005) indicates that 85% of women in Sierra Leone are
victims of one form of domestic violence and discrimination and the other. But these
women because of tradition and customs have accepted it as normal.
Moreover, the state of children in Sierra Leone is another worrying situation. According
to the MICS report (2005), 12.8% of children aged less than eighteen years are
orphaned. Eleven percent of children were living in households with neither of their
parents. The report found that 48% of children between 5 – 14 years were involved in
child labour activities. Child trafficking from the rural to urban areas is very rampant. The
children who are trafficked are exposed to different forms of child labour.
The prevailing conditions in the country have warranted addressing these emerging
issues more actively. However, this is not to suggest that government has not done
anything to address these issues. At the international conference of education held in
Jomtien, Thailand in 1990, there was the unanimous recommendation for the
improvement of the quality of education for girls. Sierra Leone being a signatory to that
recommendation adopted the Education For All (EFA). Similarly, one hundred and forty-
seven (147) world leaders agreed to a global compact which became known as the
Millennium Development Goals (MDGs). Two of the goals referred to education-
Universal Primary Education and equality and improvement of women. In order to
address the issue of the children of Sierra Leone, the government passed into law the
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Child Right Act in 2007. This law seeks to protect the children from all forms of abuse. In
addition, the government has ratified the Convention for the Elimination of All Forms of
Discrimination against Women (CEDAW) and adopted various acts which included the
following: The Inheritance Act, 2007, The Customary Marriage Act, 2007 and Domestic
Violence Act, 2007. All of these are geared towards protecting the rights of women from
discrimination and abuse. Corruption and good governance have also been high on the
agenda of succeeding governments. The Anti Corruption Commission (ACC) was
established to investigate all cases of corruption in the country.
Despite these important strides by government, the behaviours and attitudes of people
especially the youths are quite a big problem. Wang (2006) traced the history of
education in Sierra Leone to the colonial British system. It was the grammar school type
which aimed largely at the urban middle class. The system was aimed at nurturing civil
servants and government administrators. Thus, the system was biased toward the
academically gifted students who entered tertiary institutions and gained formal
employment. As a result, most Sierra Leoneans were unable to access formal education
or they were forced by circumstances to work before completing primary school. The
report maintained that the system was elitist which excluded the majority of the
population and concluded that the exclusive nature of the colonial education system was
responsible for the low literacy level at the time when Sierra Leone gained
independence.
The post independence years witnessed various attempts at restructuring the
educational system to meet the needs of the country. Policy documents like the
Education Act of 1964, the White Paper on Education 1970, The Education Review
1976, The 1989 Task Force Report and The New Education Action Plan 1994 / 95 have
contributed towards educational reform in the country. The most recent action is that the
government adopted a 6 – 3 – 3 – 4 system of education. According to this system, there
would be nine years of basic education which include six years in the primary school and
three years in the junior secondary school. In addition, the pupils will spend three years
in senior secondary school and four years in tertiary education institutions.
This step was a bold attempt to move the country away from the predominantly grammar
school type of education which took neither the varied talents of the pupils nor the socio
– economic needs of the country into consideration. The new system was designed to
cater for the all-round development of the individual that is, the cognitive, affective and
the psychomotor domains. It also aimed at a reduction of the high dropout rate in the old
system.
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Considering the preceeding account, the Emerging Issues course was introduced in the
Teacher Certificate curriculum. It comes at a time when Sierra Leone as a nation is still
grappling with the sustainability of the peace that had been achieved after eleven years
of civil war. This civil war in Sierra Leone (1991 – 2002) witnessed one of the most
terrible atrocities of war in human history. Arms and limbs were brutally chopped off and
the bellies of pregnant women mercilessly split open to know the sex of the unborn
children. The Truth and Reconciliation Commission (TRC) that was set up in
collaboration with the international community to look into the root causes of the war,
identified various causes that included injustices at different levels of government, lack of
accountability and transparency, of respect for basic human rights and widespread
gender discrimination and abuse.
However, it was observed that there were certain destructive behaviours and negative
attitudes in Sierra Leoneans responsible for the retardation of the development potentials
which has left the country always at the very bottom of the Human Development Index.
There is the general ignorance among a large percentage of the population of the basic
principles of Human Rights. Majority of the people do not know their civic rights and
responsibilities. People are generally not aware of gender issues and health and
environment concerns. The report of the Truth and Reconciliation Commission (TRC)
(2004) called for urgent introduction of Emerging Issues and Citizenship Education into
the school curriculum as a means of educating young people to be able to contribute to a
peaceful, democratic Sierra Leone. Their recommendation was linked to their analysis of
the cause of the war and the role of the young people in it.
The Emerging Issues course that was introduced in the Teacher Certificate Curriculum is
one of the core subjects with four credit hours. As a subject, it addresses four main
themes: Human Right, Civics and Democracy, Gender and Health and Environment, in
addition to principles and pedagogy. As the name implies the subject deals with issues
that are very significant for the development of any nation. Issues like human rights, child
right, women’s rights, gender issues and health and environmental issues like basic
hygiene, HIV/AIDS, communicable diseases, pollution and deforestation are prominent in
the development agenda of the country. Moreover, civic issues like transparency,
political and religious tolerance, corruption have also received the attention of
government.
The course is a behaviour change programme. Bass and Schlafly (2009) define
participatory learning as: “a form of learning which includes ways in which new
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technologies enable learners of any age to contribute in diverse ways to individual and
shared learning goals” (p.3). This type of learning can occur through games, social
networks, cell phones, mobile devices and other digital platforms. Learners can
participate and share ideas, comment upon one another’s projects and ideas and plan,
design, advance, implement or simply discuss goals and ideas together. Participatory
learners come together to discuss and also put their ideas and experiences together.
The ultimate goal of this curriculum reform is for the internalization of positive and
constructive behavior change by a greater percentage of the Sierra Leonean population.
This starts with lecturers and tutors at the institutions engaged in teacher training and the
Distance Education Centres across the country. They form the core team of facilitators
who will in turn train primary school teachers across the country. These primary school
teachers will subsequently spread the idea in their schools and within a short while the
concept would spread throughout the country.
A number of lecturers from Freetown Teachers College, Port Loko Teachers College,
Northern Polytechnic, Eastern Polytechnic and Njala University (Bo campus) and
Distance Education tutors from the different centres have been trained. In addition, a
number of serving primary school teachers with Teachers Certificate (TC) has also been
trained. Emerging Issues is now a core subject in the Teacher Certificate curriculum at
both the teacher training colleges and the Distance Education centres. Moves are under
way to have the subject introduced in the primary schools in the country.
The key stakeholders of the Emerging Issues course are the facilitators who were
trained, the serving primary school teachers with Teachers Certificate trained by the
facilitators, the students doing the Teachers Certificate programme at Freetown
Teachers College, Port Loko Teachers College, Northern Polytechnic, Eastern
Polytechnic and Njala University (Bo) campus) and other stakeholders including United
Nations International Children’s Emergency Fund (UNICEF), International Rescue
Committee (IRC), Ministry of Education, Youth and Sports (MEYS), Anti Corruption
Commission (ACC), Faith Alliance Against Slavery and Trafficking (FAAST) and Save
the Children.
The role of the stakeholders included provision of funding, materials and resource
persons for the designing and writing of the modules that serve as resource materials for
the training of the facilitators, teachers and teacher trainees and monitoring and
supervision of the development and implementation of the programme.
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However, the work of the stakeholders faced a major problem, that is, conflict of roles.
The local experts contracted to design the curriculum intended to design the curriculum
based on their knowledge of the formal style of curriculum design. One of the main
stakeholders- UNICEF did not seem pleased with the intension of the local experts. In a
bid to improve on the work of these local experts, an internationally renowned consultant
was contracted who changed the entire approach of the curriculum. This foreign expert
emphasized participatory pedagogy. She believes that the new curriculum is a behaviour
change curriculum that depended considerably on active participation of the target
groups. The modules that were subsequently written were activity based which engaged
the participants fully. Notwithstanding this tremendous effort, there were certain fears.
These fears included allowing the pedagogy degenerating into traditional methods of
lecturing which is non participatory, the lack of provision of resource materials for
effective and efficient teaching of the course and the full understanding of the curriculum
by the participants.
Statement of the Problem
From the examination of the roles of the stakeholders, it is clear that there were sincere
concerns. There was a clash in the roles of the stakeholders. While the local experts
were used to the traditional conventional curriculum, the foreign expert including the
major donors have a different approach. The target groups that included facilitators,
teachers and teacher trainees were used to the conventional curriculum design. The
questions are do they fully understand the pedagogy of this new curriculum? How far will
they sustain the new curriculum without reverting to the old conventional lecture method?
Behavior change comes but very slowly. The success of the new curriculum depends to
a very large extent on the full understanding of the purpose of the curriculum and the
method of teaching the new course.
The eleven year civil war in Sierra Leone caused a lot of damage not only to the physical
infrastructure but the mentality and behaviour of Sierra Leoneans. In a bid to make
lasting reconciliation, the Truth and Reconciliation Commission (TRC) came out with
revelations and recommendations. The report observed that youths were excluded from
any meaningful participation in the political process from the late 1960 to the outbreak of
the war in 1991. It also observed that despite the important strides made by the
government since the conclusion of the war, the condition of the youth in Sierra Leone
continues to be unbearable. It maintained that a significant number of young people have
expressed frustration and concern that the circumstances that resulted in the war have
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not been meaningfully addressed. It expressed the fear that a failure to address these
shortcomings would have serious repercussions for the country.
In addition, the Commission observed that children suffered gross physical abuse at the
hands of adults in the Sierra Leonean conflict. Children are still subject to
institutionalized physical abuse through the use of corporal punishment at school and in
homes. According to the Commission, flogging for the purpose of correcting behaviour in
school legitimises violence more generally and the consequence of corporal punishment
is to encourage physical aggression throughout society.
The Emerging Issues Curriculum is expected to develop the cognitive, affective and
psychomotor aspects of students and is yet to be justified as to whether it brings about
the much desired behavioral change. The informal curriculum often referred to as the
hidden curriculum which is expected to lay the foundation for the inculcation of positive
behaviour change does not seem to be addressing these problems.
The TRC recommended that human rights and peace studies should be introduced into
the curriculum of colleges and schools. It believed that the teaching of tolerance and
understanding start as early as possible in the education of children. There is the call for
a compulsory programme of Human rights education to be taught in the primary,
secondary and higher levels of education and should become part of the formal
curriculum and must be examinable.
Justification of the Study
The Emerging Issues course is a new course that is quite different from other courses in
the Teachers Certificate curriculum. The basic difference between this course and the
other courses lies in its teaching and learning process. While the other courses use
much of the lecture method, Emerging Issues course emphasizes the active participation
of the learners in the learning process. The justification of this study lies in the effective
methods in which the course is taught to bring about behavior change in the facilitators,
teachers, teachers trainees and subsequently to the school children and the society as a
whole.
The study has highlighted the destructive and negative behavior and practices which
have retarded the growth and development of Sierra Leone. This is contrasted with
constructive and positive behaviours and practices that would promote the development
of the country. The study is justified because it has shown how the internalization of
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these constructive positive behaviors through its new teaching methods would lead to
development.
Given where Sierra Leone had come from in the not too distant past, there is no doubt
that Sierra Leonean have the enormous responsibility of providing an education and
training system which will not only lead to the overall development of the country and its
people but also as one that will allow them to take their place among the world’s nation
as a country that has managed to recover from the depth of despair and depravity to a
situation where they uphold and respect human rights.
The study examined the roles of the different categories of people in the study; the
facilitators, the teachers, the teacher trainees, UNICEF, IRC, ACC, FAAST Save the
Children and the Ministry of Education Youth and Sport in the effective implementation of
the Emerging Issues Course which brings about behaviour change
The success of the behaviour change programme is expected. As the TRC reports
recommended, the starting point is for the teachers to know exactly the skills and values
of their subjects. This buttresses the significant role of teachers especially primary
School teachers. Thus, the study helps to justify the inclusion of Emerging Issues not
only in the teacher training curriculum but also in the Primary and Secondary school
curricula.
Purpose and Objectives of the Study
Purpose
The purpose of the study is to investigate the role of various stakeholders in the
Introduction of Emerging Issues Course and the capacity of the course to bring about
behaviour change in facilitators, teachers and teacher trainees and subsequently school
children.
Objectives
The objectives of this study were as follows: 6. To determine the level of awareness demonstrated among education stakeholders,
teachers, teacher trainees and facilitators of the justification and purpose of the
Introduction of Emerging Issues Course in the teacher training colleges, polytechnic
institutes and Njala University.
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7. To determine the extent to which facilitators, teachers, teacher-trainees and other
education stakeholders understood their roles in fostering the positive constructive
behaviour change in students.
8. To assess the relevance, appropriateness and contribution of the teaching methods
in the participatory Behaviour Change Emerging Issues Course to bringing about the
positive constructive behaviour change in students.
9. To identify the challenges associated with the implementation of the Introduction of
Emerging Issues Course in the Teacher Certificate programme.
10. To recommend ways of meeting the challenges.
Significance of the Study
The study investigated the justification, purpose, relevance and appropriateness of the
introduction of Emerging Issues Course as well as to assess the roles of the facilitators,
teachers, teacher - trainees and other education stakeholders in addressing the thorny
issues of behavior change in the teacher education sector. The course has been
introduced in the teacher training institutions in Freetown, Bo, Kenema, Makeni, Port
Loko and the Distance Education centers throughout the country. The study provides an
opportunity to educators, educationists, government officials and others and the extent to
which the roles of different people in the success of the new course have been met.
The study is of considerable significance to the government and the Attitudinal Change
Secretariat in mapping out strategies for the attainment of this agenda. The programme
has been introduced in the teacher training institutions that will subsequently be handling
the children in the primary schools. The other target group is the teachers who are now
in the teaching profession. It is believed by both the government and international
agencies and donors that one of the most important factors in the development of any
nation is the internalization of positive constructive behaviours.
For those engaged in curriculum planning, design and implementation, the study
provides them an opportunity to examine their curriculum planning and designing
strategies to include elements of the hidden curriculum that are of considerable
significance in the attainment of the most cherished behaviour change.
In addition, the study helps to evaluate the extent to which the learners demonstrate the
positive constructive behaviour change that the curriculum aims at. It determines the
challenges for the full implementation of the programme so that measures could be
taken to address them which will be beneficial for the behaviour change desired.
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Finally, the study opens up debates on the issues addressed by this curriculum which
leads to broadening the scope of the course to become more comprehensive and wider
in scope. This is especially done because issues will keep emerging as those issues in
the current course grow obsolete.
CHAPTER TWO
REVIEW OF RELEVANT LITERATURE
Introduction
This literature review is an attempt to discuss relevant literature on the research topic.
The chapter is divided into the following sections
i. Nature and scope of the Participatory and Behaviour Change Emerging Issues
Course.
ii. The relevance, appropriateness and contribution of the teaching methods of the
Participatory and Behaviour Change Emerging Issues Course to bringing
about positive constructive behaviour change in students.
iii. The role of facilitators, teachers, teacher trainees and other education stakeholders
in fostering positive constructive behaviour change in students.
iv. Challenges associated with the implementation of the Introduction of Emerging
Issues Course in the Teachers Certificate Programme.
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Section One The Nature and Scope of the Participato ry and Behaviour Change
Emerging Issues Curriculum
Participatory and Behaviour Change Emerging Issues course was introduced in
Teachers Certificate programme of teachers training institutions to address some of the
problems emanating from the eleven year civil war that ended nearly a decade ago.
People in Sierra Leone suffered immeasurable human right abuses during the war and
the deplorable practice continued unabated even after the guns were silent. Some of the
abuses include extra-judicial execution, unlawful incarcerations, child abuse and
exploitation, sexual harassment and exploitation, gender discrimination and so on.
Ireland(nd) noted that
Sierra Leone is still a country where egregious violations of human rights occur, despite the fact
that the civil war that ravaged the country for a decade ended officially in 2002. In addition the
author claimed that the country still struggles to gain political stability, but is still plagued by the
atrocities of the civil war that manifest in continuing abuses of women who suffer from genital
mutilation, rape, and domestic violence. The author noted that the entire country suffers from
extreme poverty which keeps the country in turmoil.
Besides, the Sierra Leone society remains largely intolerant where political campaign
during elections result in open confrontation and violence. The issue of corruption both
within the classroom and in the wider society is in the increase. In addition, negative
attitude to environment and neglect and sometimes ignorance about certain health
matters remain a serious concern. These negative practices affect every facet of society.
According to MacJohnson (2004), corrupt practices in Sierra Leone are widespread and
service delivery by the public sector is generally marked by irregularities and bribery.
“Two-thirds of users of public services, from telephones to banks to schools or hospitals,
reported having to pay bribes to use the service” ( 2004, p.1).
However, the Introduction of Emerging issues Course is an attempt to address some of
these negative practices. The government of Sierra Leone with the support of UNICEF
developed and implemented Emerging Issues course at the level of Teachers Certificate
programme. An Australian national, Pamela Baxter, was contracted to help develop the
programme. The course has four main themes in addition to its principles and pedagogy.
The themes include:
i. Human Rights
ii. Civics and democracy
iii. Gender
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iv. Health and Environment.
The course was introduced in teachers training colleges in order to target primary school
teachers whom they considered capable to effect positive behaviour change and will in
turn influence behaviour change in pupils in schools which will ultimately affect the entire
country.
The Emerging Issues Curriculum is quite different from conventional courses in that its
pedagogy lays emphasis on participation in learning. Bass and Schlafly (2009) define
participatory learning as‘Learning which includes the ways in which new technologies
enable learners (of any age) to contribute in diverse ways to individual and shared
learning goals’ (p.5). Participatory curriculum development is an emerging approach
which builds on experience of participation as it is a critical element in the success of
education and training. Forrest (nd) indicated that the use of participatory methods and
subsequent increase in opportunity for discussion enhance their experience. World
Agroforestry Center (2003) listed a number of benefits for engaging in participatory
learning which include:
a. You should have greater opportunities for discussion and reflection
with different stakeholders (people and groups who have an interest
in the training). This will help everyone learn, and work together more
effectively.
b. You should be able to form links and networks more easily, which will
allow you to share information better than before; your courses should
become more relevant to the local context.
c. Some groups and individuals who do not normally have a ‘voice’,
such as women, poor people, or children, may become included in
negotiations and dialogue; they will benefit more as a result of the
training.
d. You should be able to establish a dynamic course design process as
new linkages and lines of communication are set up, resulting in
greater satisfaction with your training programmes.
e. Different stakeholders can gain greater responsibility for various
stages of the curriculum development process; this increases the
motivation and commitment of everyone who participates (pp.2-3).
Section Two : The Relevance, Appropriateness and Contribution of the teaching
methods of the Participatory and Behaviour Change Emerging
Issues Course
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Emerging Issues course is specifically designed to influence positive behaviour change
in students. The themes – principles and pedagogy are designed to encourage
participatory teaching in addition to supporting the other themes in promoting behaviour
change in students. It has been observed that change comes from within.
When I was a child I thought I could change the world.
When I was a youth I thought I could change my country When I married I thought I could change my family Now I am dying and I realize that I can only change myself And perhaps by changing myself I could change my family, And then my country and finally the whole world Inscribed on a twelfth century tomb.
Debora (nd) noted that behaviour is not like other subjects in school, it cannot just be
learnt
In a discrete hour each day but it is learnt every minute of the school day at breaks and
dinner times, in the corridors, during assemblies, as well as during lessons. Students
learnt about behaviour during every interactions they have with an adult or another
student and by observing others interacting. They learn through their mistakes and the
outcomes of their behaviour so is essential to consider this when thinking about
behaviour and class management.
Poeck et al (nd) noted that if education is essentially about the transmission of facts,
skills and values, then learning is a closed process because learning outcome are
predetermined and prescribed by a small group of experts and education contributes
primarily to social reproduction and efficiency. By contrast, learning from a transformative
point of view is a more open process providing space for self determination on the
learners’ side. Knowledge and understanding are constructed within a social context and
education creates the ability to criticise and transcend social norms and patterns of
behaviour and life styles. The Emerging Issues course is set within the transformative
area where learners are encouraged to contribute to the development of the themes.
Their views form an integral part of the discourse. Rogers and Taylor (1998) noted that if
curriculum development is carried out efficiently and effectively, using suitable, relevant
methods and materials, a good service will be delivered, satisfying the demand of
different stakeholders, and the goals and aims of education and training programmes will
be achieved. Morrish (1995) revealed that people only feel powerful when they are able
to see change. The Emerging Issues Curriculum is the platform which promotes open
discussion; provides opportunity for group work thereby enhancing group dynamics.
Learners have an opportunity to learn both from their colleagues during group sessions
and from the facilitators.
World Agroforestry Center (2003) stated that
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If you use a participatory approach
to curriculum development, you will
be able to help more people to learn
more things that are useful, so
that they can use what they have learned
for the benefit of themselves and others (p. 2.)
Each of the four key themes addresses pertinent aspects of the lives of the people. The
theme of Human rights focuses on creating awareness and deepening the understanding
of human rights issues and the importance in promoting such values. Many people are
not even aware of the wordings of both the Universal Declaration of Human Rights and
the Convention of the Right of the Child. Such ignorance contributes to either violations
of such rights or being complacent when such rights are violated. Much of the violations
are borne by women and children. The theme on gender addresses many of the neglect,
discrimination and abuse of the rights of women and girls in the arena of education,
employment, social gathering, economic setting and so on. The goal is to promote
gender equality in all facets of society.
Gender equality is the removal of deep-seated barriers to equality of opportunity and
outcome, such as discriminatory laws, customs, practices and institutional
processes. It also entails concern with the development of the freedom of all
individuals, irrespective of gender and to choose outcomes they have reason to
value. It is integral to the ideas of educational quality, as an education system would
lack key dimensions of quality if it was discriminatory or did not develop capabilities
in children to work for an education that was personally and socially worthwhile.
Some aspects of this are the freedom to enter school, to learn and participate there
in safety and security, to develop identities that tolerate others, to promote health
and to enjoy economic, political and cultural opportunities. Gender equality in the
classroom therefore is a key to connecting schooling and citizenship with human
rights and underpins values of care and respect for children and their teachers.
Gender equality is an important and ambitious aspiration for countries and education
systems, and is linked to the achievement of gender equality in the everyday lives of
individuals and groups. Over the last one hundred years there have been huge steps
forward towards realising gender equality in education, but there is also considerable
difference within the world on these issues and much work still needs to be done
especially in Sierra Leone.
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Generally, the country’s economy is underdeveloped and most of its population is
unemployed and poor. According to Politics of Development: Understanding Sierra
Leone’s Human Development Index Crisis Report (2007), “the people of Sierra
Leone remain isolated from their own resources, deprived of even the basic social
services (energy, tap water and housing) required for growth and development”(p.2).
This has had the immaculately dysfunctional consequences of further worsening the
living conditions in the country with still a low life expectancy, high infant mortality
rates, a declining economy and a vastly hungry population (Politics of Development:
Understanding Sierra Leone’s Human Development Index Crisis Report, 2007 (p.2).
Also, the Sierra Leone National report (2008) noted that the decade-long civil war
severely devastated the country’s economy, destroyed infrastructure and caused large-
scale human suffering. In 2008, Sierra Leone ranked 84 out of 88 countries in the Global
Hunger Index and last out of 179 countries in the Human Development Index.
The theme on health and environment addresses health and environmental issues that
affect the lives of the people in general. Such health issues include the rise in HIV/AIDS
cases across the country which undermines current efforts at curbing its spread, the
increase in infants and maternal mortality due to either poor health facilities and
unsanitary conditions in most communities or both, high incidence of drug misuse and
abuse and so on. Medicine San Frontier Report (MSF) (2009) claimed that Sierra Leone
consistently ranks among the lowest in the world on the Human Development Index,
having recently moved from last place (182) to 180. The report further noted that
maternal death rate and the child mortality rate in the country are the highest in the world
with one in five children dying before their first birthday and that poverty is extreme, with
more than half of the population living on less than a dollar a day.
In addition, the country suffers from some of the most serious environmental problems
which include: deforestation, pollution, waste management, climate change, etc.
Section Three: The Role of Facilitators, Teachers, Teachers Trainers and Other
Education Stakeholders in Fostering positive constr uctive behaviour
change in students
Facilitators, teachers, teacher-trainees and other education stakeholders have the
responsibility in fostering positive and constructive behaviour change in students. The
aforementioned categories of people are important duty bearers in education. They are
responsible partners in education. The facilitators have the responsibility to ensure that
they prepare the teachers and teacher trainees using the participatory teaching
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techniques which they learnt in training. This will help the teachers and teacher trainees
who they train to appreciate the relevance of this pedagogy in fostering behavior change
in students. Similarly, they are to be role models especially in putting into practice what
they have learnt.
The teachers and teacher- trainees are in turn expected to put into practice what they
had learnt from the facilitators. Behaviours are imitated and copied. Therefore, it is the
responsibility of the teachers and teacher trainees to practise what they had learnt and
also to ensure that they influence the children whom they teach. When the course is
extended to the schools, it is their responsibility to teach their students using the same
participatory teaching technique.
The stakeholders have the responsibility to provide the learners with the necessary
resource materials that will facilitate the effective and efficient teaching and learning
materials of the Emerging Issues course. In addition, they should monitor and supervise
the entire teaching and learning process of the course. This implies observing the
facilitators as they teach the course and the teachers and teacher trainees as they try to
put into practice some of the values they had learnt.
Thus, the facilitators teach the teachers and teacher trainees the Emerging Issues
Course using the participatory teaching techniques and be role models. The teachers
and teacher trainees should put into practice what they had learnt and be role models.
The stakeholders provide the enabling environment and the resource materials, monitor
and supervise the teaching of the course and above all be role models themselves.
Section Four: Challenges associated with the Introd uction of Emerging Issues
Course in Teachers Certificate Programme
The teachers training curriculum at the Teachers Certificate level is not fully participatory
as it is supposed to be. The pedagogy is traditional which relies heavily on rote learning,
overwhelmingly teacher- centred with emphasis on obedience to authority which
ultimately results in submissiveness. Therefore, the Introduction of Emerging Issues
course which is participatory encourages learners to be assertive as it also influences
positive behaviour change.
World Agroforestry center (2003) pointed out that in traditional curriculum, it is very
common, unfortunately for teachers and trainers to do a lot of talking. The trainer takes
the role of an expert, and tries to transfer knowledge to the learners. The learners are not
asked to do anything, other than to be there, and perhaps to be quiet. Such odd practice
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was contrasted sharply with participatory type where learners are actively participating in
the learning process where they are more likely to learn and training is likely to be
effective.
Mcneah (1998) noted that it is difficult to change the way people teach. New teaching
techniques are not easily adopted because people are being told about these
techniques; they need to experience being taught in good ways. People need to practice,
get feedback, and receive continuous support from colleagues. In addition, the Center
(2003) further pointed out the difficulties involved in implementing participatory approach
as people perceive that it requires more time and resources. The document noted that it
is often true, but it is also commonly found that the better the process and means of
production (which means more time may be needed) the higher the quality of the output.
Moreover, real participatory means sharing power - power over resources and their use,
power over decision making, power over who gets the benefit. Many people and
organisations find it difficult to really share power and benefits.
According to Smith (2003), research has shown that while participatory techniques are
effective in raising awareness, they are not necessarily effective in obtaining behaviour
change. Jones (1998) disclosed that people can feel strong level of emotion when they
are confronted with change. Some may be happy about the possibilities that the new
behaviour will bring about and other may not. They often feel a mixture of anger at being
told they have to change, sadness at the loss of the old way of operating and fear about
the changes and their ability to do them. Geller (2002) suggests that educators should
tailor their approach to the needs of the individual they are dealing with. He claims
that this will result in greater levels of acceptance and change. The author further
divides people into four different categories, each of which requires a different
combination of the educational approaches. The first three categories are information
based, motivational based, and support based. The fourth category is one in which
people monitor their own actions and do not need outside assistance. He believes
the aim of all programs is to move people to this fourth state. The goal of Emerging
Issues Curriculum is to move people to the point where they will be capacitated to do
the correct things because it is the right thing to do, not because they will be
punished or be rewarded.
However, teachers face multiple problems and challenges in their personal and
professional lives including low pay and poor conditions contributing to low morale and
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low status. They are expected to be active transformers of the system, to assess
textbooks, audit curriculum and develop new classroom practice. Expectations of
teachers to become effective change agents for gender equality, human rights, spread
true democratic values, protect the environment and maintain students and colleagues’
good health will not be met unless teachers are supported and empowered to do this
through the coordinated efforts of pre-service training institutions and in-service and
ongoing professional development by Government and Non governmental organisations.
Conclusion From the review of the relevant literature, it would be concluded that the nature and
scope of the Participatory and Behaviour Change Emerging Issues Course was apt
enough in addressing the problems responsible for the underdevelopment of Sierra
Leone. The Emerging Issues programme that was introduced by the Sababu Education
Project only addressed peace education and citizenship. This was because it was the
immediate end of the war and so there was strong need for peace education. The
present curriculum has been expanded to include a lot more in accordance with the four
themes of Emerging Issues course, i.e. Human Rights, Civics and Democracy, Gender
and Health and Environment.
Learning is supposed to be procedural, collective, interactive and collaborative. It was
against this background that the relevance, appropriateness and contributions of the
Participatory and Behaviour Change Emerging Issues Course to bringing about positive
constructive behaviour could be considered. Participatory learning approach was
adopted. Participatory learning encourages learners to share their experiences and
knowledge by interacting with others of varied experiences. It utilizes aspects of other
education techniques to help learners understand issues, why it is worthwhile for them to
change their behaviour and help them to achieve positive constructive behaviour
change.
The roles of facilitators, teachers, teacher-trainees and other education stakeholders in
fostering positive constructive behaviour change were highlighted. The key objectives in
Emerging Issues Course are the development of morality and the internalization of good
moral values. Thus, the issue of these actors serving as role models in bringing about
positive constructive behaviour change was very significant. Similarly, the provision of
sufficient teaching and learning materials was also brought up. Many challenges were
highlighted which included the reluctance to change on the part of the learners, the
willingness to adopt the participatory learning approach and the many problems face by
teachers.
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CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter presents the design and methods used in the study which includes the
objectives of the study, variables (dependent and independent), the study setting, the
population and sample, sampling procedure, instrumentation and data collection
procedure and method of data analysis.
3.2 Research Design
The research design used is the Descriptive or Survey Research Design. This research
design attempts to describe and explain the introduction of Emerging Issues Course by
using questionnaires and interview schedule guide to fully describe the phenomenon.
The research design is a well planned and organised component of the research study
which includes the method of formulating and implementing the study and of collecting
and analysing the issues of the research with instruments such as questionnaire and
personal interview. In this study, the focus of the design among other things is to analyse
and evaluate the role of facilitators, teachers, teacher-trainees and other education
stakeholders in developing the Participatory and Behaviour Change Emerging Issues
Course for Teacher Training programme in Sierra Leone.
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3.3 Objectives
The objectives of the study are as follows:
1. To determine the level of awareness demonstrated among education
stakeholders of the purpose and justification of the Introduction of the Emerging
Issues Course in the teacher training colleges, polytechnic institutes and Njala
University (Bo campus).
2. To determine the extent to which facilitators, teachers, teacher-trainees and other
education stakeholders understood their roles in fostering the positive
constructive behaviour change in students.
3. To assess the relevance, appropriateness, contribution of the teaching methods
in the Participatory Behaviour Change Emerging Issues Course to bringing about
the positive constructive behaviour change in students.
4. To identify the challenges associated with the implementation of the introduction
of the Emerging Issues Course in the Teachers Certificate programme.
5. To recommend ways of meeting the challenges
3.4 Research Variables
The study examined two classes of variables: (independent and dependent). The
independent variables were the level of awareness demonstrated among stakeholders,
the relevance and appropriateness of the course, the roles played by facilitators,
teachers, teacher-trainees and other education stakeholders towards the development
and implementation of the Emerging Issues Course for Teachers Certificate students
offering the course at Freetown Teachers College, Port Loko Teachers College, Northern
and Eastern Polytechnic Institutes and Njala University (Bo campus) in Sierra Leone.
The dependent variables was the expected positive behaviour change in the participants’
actions: The independent variables- relevant and appropriateness in understanding the
themes and issues addressed in the course, the roles of the implementers, the level of
awareness associated with implementing the Emerging Issues course for Teachers
Certificate students at Freetown Teachers College, Port Loko Teachers College,
Northern and Eastern Polytechnic Institutes and Njala University (Bo campus)- lead to
the attainment of the dependent variables when properly applied. Thus, it was assumed
that the result of the manipulation of the independent variables will yield positive
behavior change in the students.
3.5 The Study Setting
The study was conducted on Teacher Training Institutions of Freetown Teachers
College, Port Loko Teachers College, Northern and Eastern Polytechnic institutes and
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Njala University (Bo Campus) and tutors of Distance Education Centers. One Hundred
lecturers and Forty Eight tutors of these institutions were trained as facilitators to handle
the new pedagogy and are expected to be grounded in the new Emerging Issues course
which has been introduced in the Teachers Certificate programme. In addition, one
thousand trained and qualified teachers from selected primary schools in Freetown, Port
Loko, Makeni, Bo and Kenema have also been trained and they will form the category of
teacher respondents.
Also, the study targets pre-service students (teacher trainees) in the five teacher training
institutions offer the Teachers Certificate programme. The Education Stakeholders
comprised officials at the Ministry of Education, Youth and Sports and some Non-
Governmental Organisations like: - United Nations International Children’s Emergency
Fund (UNICEF). International Rescue Committee (IRC), the Ministry of Education, Youth
and Sports, Anti Corruption Commission (ACC), Faith Alliance Against Slavery and
Trafficking (FAAST) and Save the Children.
3.6 Population and Sample
3.6.1 Study Population
The research population comprised trained facilitators who are lecturers in teacher
training colleges, polytechnic institutes and Njala University (Bo Campus) and tutors in
Distance Education centers, teachers in primary schools and teacher-trainees offering
the Emerging Issues Course in the teacher training colleges. It also included
representatives of the Ministry of Education, Youth and Sports and some Non-
governmental organisations–: UNICEF, IRC, ACC, FAAST and Save the Children.
3.6.2 Samples and Sampling Procedure
A sample of two hundred and fifty (250) trained teachers of the Emerging Issues Course
were randomly selected on the basis of five (5) per primary school from ten (10)
randomly selected primary schools in each of the five regions – Freetown, Port Loko,
Makeni, Bo and Kenema Districts
Two hundred and fifty (250) teacher-trainees in the Emerging Issues Course were
randomly selected from teacher training institutions – Freetown Teachers College, Port
Loko Teachers College, Northern and Eastern polytechnic Institutes, and Njala
University (Bo Campus) on the basis of fifty(50) per institution.
The reason for the sample of two hundred and fifty (250) trained teachers and another
two hundred and fifty (250) teacher trainees of Emerging Issues course is that they
comprised those that are expected to take the programme of behaviour change to the
school children and members of the public and assist in the transformation of Sierra
Leone.
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The next group of respondents was twenty (20) purposely selected trained facilitators
with four each from Freetown Teachers College, Port Loko Teachers College, Northern
and Eastern Polytechnic Institutes and Njala University (Bo Campus). The selection was
based on the fact that they were trained as facilitators. All of them offer the Emerging
Issues course in their institutions and are expected to help the learners go through the
participatory and behavioural change programme so that they can contribute to
behaviour change in the people for a better Sierra Leone. Twelve respondents were
purposively selected from the Ministry of Education Youth and Sport, UNICEF, IRC,
ACC, FAAST and Save the Children because they are the education stakeholders and
are the key players in terms of providing the necessary educational policy, provision of
expertise and logistics for the development of the Emerging Issues course for Teachers
Certificate students offering the course.
3.6.3 Instrumentation and Data Collection Procedure
The objectives of the study were the basis on which the choice of the research
instruments was determined. Consequently, two instruments – structured questionnaires
and personal interview schedule guide were developed and validated (see annexes A, B
& C).
The structured questionnaires were developed from the objectives of the study and
divided into six sections: viz,
• Personal biographical data of respondents
• The level of awareness demonstrated among education stakeholders of the purpose
and justification of the Introduction of the course in the Teacher training colleges,
polytechnic institutes and Njala University (Bo Campus).
• The role of facilitators, teachers, teacher trainees, and other education
stakeholders, in fostering positive constructive behaviour change in students.
• The relevance, appropriateness and contribution of the participatory Behaviour
Change Emerging Issues Course to bringing about the positive constructive
behaviour change in students.
• The challenges associated with the implementation of the Introduction of the
Emerging Issues Course in the Teachers Certificate programme in the Teacher
Training Colleges, Polytechnic Institutes and Njala University (Bo Campus).
• To recommend ways of meeting the challenges
The personal biographical items were focused on age and sex. They were required to
tick the correct option that was applicable to them.
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With regards to the level of awareness expected among teachers, teacher- trainees,
facilitators and education stakeholders of the justification and purpose of the introduction
of the Emerging Issues course in the Teacher Training colleges, Polytechnic institutes
and Njala University (Bo Campus), the respondents were required to enter their
responses or tick (√ ) the correct option.
In terms of the role of facilitators, teachers, teacher- trainees and other education
stakeholders in fostering the positive constructive behaviour change in students, the
respondents were required to choose the correct option from the list provided on the
questionnaire. They were required to indicate the activities they undertook in helping to
bring about behaviour change in students of the Emerging Issues Course.
The items on the relevance and appropriateness of the Emerging Issues Course
required the respondents to tick ( √ ) the correct answer in relation to participatory
behaviour change programmes that should bring about positive constructive behaviour
change in the action of the students.
In relation to the challenges associated with the introduction of the Emerging Issues
Course in the tertiary education institutions, the respondents were required to tick (√ ) the
correct option from the list of options on the questionnaire.
Finally, the respondents were asked to give their recommendations to help ameliorate
the problems associated with the implementation of the Emerging Issues course in
teacher training colleges, polytechnic institutes and Njala University (Bo Campus).
b. Interview Schedule Guide
The Interview Schedule Guide had questions that were developed from the objectives of
the study. This research instrument was used to obtain information from selected
representatives of the Ministry of Education, Youth and Sports and those of the Non
governmental organisations. This Interview Schedule Guide was used so that the
respondents will have an opportunity to delve deeply into the issues by providing detailed
explanations. Hence, the researchers thought it fit to meet them in person and conduct
interviews within the project time frame.
Desk Survey
Desk survey was carried out in the libraries and from other documentary sources. In
addition, a survey on related literature was carried out in Cyber internet cafes to
complement and at the same time reinforce the findings of the study.
c. Validation of Research Instruments
The research instruments were pilot tested among a small group of facilitators, teachers
and teacher-trainees in primary schools and in teacher training institutions. They willingly
cooperated with the researchers of the study. The pilot-study was done according to the
plan that was developed for the purpose of the study. On the questionnaire for teachers
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and teacher trainees, it was found necessary to reorganise some of the items for easy
accessibility, ease of understanding, logical procedure and appropriateness for the
research instrument. In addition, some items were re-written to obtain better focus and
comprehension. It was done with the assistance of the research mentor.
d. Training of Data Collectors
A two-day training workshop was organised for the data collectors. The main purpose
was to enable them understand the purpose, nature, conditions and application of the
research instruments. A brief trial of the research instruments was done among
themselves to assess their ability to use the instrument as required.
e. Data Collection
In preparation for the data collection exercise, letters were sent to heads of the primary
schools informing them of the purpose of the study and soliciting their cooperation. Ten
(10) data collectors were trained to administer questionnaires to teachers and teacher
trainees of selected primary schools in Freetown, Port Loko, Makeni, Bo and Kenema
(two per district). The data collection schedule lasted for one month because the study
covered the Northern, Southern, Eastern provinces and the Western area of Sierra
Leone. The questionnaire was administered to five (5) teachers in each of the ten (10)
selected primary schools in Freetown, Bo, Kenema, Port Loko and Makeni totalling two
hundred and fifty (250) respondents. Fifty (50) questionnaires were administered to fifty
teacher-trainees at each of the institutions (Freetown Teachers College, Port Loko
Teachers College Northern and Eastern Polytechnic Institutes and Njala University (Bo
Campus ) totaling two hundred and fifty (250). All of the questionnaires were completed
and returned to the trained data collectors within the stipulated time frame. Hence a total
of five hundred (500) questionnaires were collected from teachers and teacher trainees.
The second set of questionnaire was administered to four (4) facilitators at each of the
institutions (Freetown Teachers College, Port Loko Teachers College, Northern and
Eastern Polytechnic institutes and Njala University (Bo Campus)) totaling twenty (20)
respondents. Two (2) respondents were interviewed at UNICEF, MEYS, IRC, ACC,
FAAST and Save the Children, totaling twelve (12) respondents.
f. Response Rate
Table 1 shows the response rate of the respondents. Evidently, questionnaire A
administered to the teachers and teacher-trainees were returned successfully. In fact,
what aided the response was the strategy in administering the questionnaire in person
by data collectors and waiting for the responses on the spot. In addition, questionnaire B
was administered to 20 (twenty) facilitators from the teacher training institutions and an
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interview schedule on the representatives of the Ministry of Education, Youth and Sports
and of Non-governmental organisations.
Table 1: Response Rate of Questionnaires administer ed to the Study Sample
Category Of
Respondents
Number
Administered
Numbered
Returned
Response Rate
Percentage
Trained teachers of
primary schools 250 250 100
Teacher-trainees in
the tertiary education
institutions
250 250 100
Facilitators 20 20 100 Total 520 520 100
3.8 Data Analysis
Data analysis was determined by the research objectives and the lesson learnt from
related studies. Both quantitative and qualitative methods were used to analyse the data.
The quantitative data included converting responses into statistical table with frequencies
and percentages. The qualitative method was used to examine and discuss interviews in
order to discover underlying explanations and modes of relationships between the roles
played by facilitators, teachers, teacher-trainees and other education stakeholders in the
development and implementation of the Participatory and Behaviour Change Emerging
Issues Course for teacher training institutions in Sierra Leone.
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CHAPTER FOUR
RESEARCH FINDINGS
This chapter presents the findings of the research study based on the objectives which
were as follows:
1. To determine the level of awareness demonstrated among education
stakeholders, teachers, teacher trainees and facilitators of the purpose and
justification for the Introduction of the Emerging Issues Course in the teacher
training colleges, polytechnic institutes and Njala University( Bo Campus).
2. To determine the extent to which facilitators, teachers, teacher-trainees and other
education stakeholders understood their roles in fostering positive constructive
behaviour change in students.
3. To assess the relevance, appropriateness and contributions of the teaching
methods in the Participatory Behaviour Change Emerging Issues Course to
bringing about positive constructive behaviour change in students.
4. To identify the challenges associated with the implementation of the Introduction
of the Emerging Issues Course in the Teachers Certificate programme.
5. To recommend ways of meeting the challenges.
The first part of the presentation is a brief biographical data of the respondents.
Biographical Data
The essence of dealing with the biographical data of the respondents is to understand
some characteristics of the persons who constitute the teachers, teacher trainees,
facilitators and education stakeholders in this context. Therefore, the findings are
presented below:
Table 2a: Age Distribution of Teachers and Teacher Trainees
Responses Teachers Teachers Trainees Total
Age bracket No % No % No %
20 - 25 24 9.6 60 24.0 84 16.8
26 - 30 119 47.6 50 20.0 169 33.8
31 - 35 71 28.4 80 32.0 151 30.2
36 - 40 7 2.8 45 18.0 52 10.4
41 -44 20 8.0 5 2.0 25 5.0
Above 45 9 3.6 10 4.0 19 3.8
Total 250 100.0 250 100.0 500 100.0
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Table 2a contains the age distribution of the respondents. The highest number of the
respondents (33.8%) falls within the age bracket of 26-30 years. They are closely
followed by age bracket of 31-35 years (30.2%). These two respondents form the bulk of
teachers and teacher trainees who were targeted for the study. A small percent of 3.8%
represents teachers and teacher trainees above 45 years. The distribution is significant
for the study in that the bulk of the teachers and teacher trainees are in the active period
of their lives as they have gone through the threshold of maturity. The age group of 20-
25 years represents 16.8%. These are very young teachers and teacher trainees who
are gradually gaining a foothold in the profession.
Table2b: Age Distribution of Facilitators and Educa tion Stakeholders
Respondents Facilitators Education
Stakeholders
Total
Age bracket No % No % No %
30 - 40 2 10.0 0 0.0 2 6.2
41 - 51 14 70.0 4 33.3 18 56.3
Above 51 4 20.0 8 66.7 12 37.5
Total 20 100.0 12 100.0 32 100. 0
Table 2b shows the age distribution of facilitators and education stakeholders. These
facilitators are lecturers of teacher training institutions and tutors at the Distance
Education Centers. The stakeholders are officials from MEYS and non-governmental
organizations. The bulk of the respondents (56.3%) fall within the age bracket of 41-51
years. Also, 37.5% of the facilitators and stakeholders are above 51 years of age. The
facilitators and education stakeholders are much older than the teachers and teacher
trainees.
Table 2c: Sex Distribution of Teachers and Teacher Trainees
Respondents Teachers Teacher Trainees Total
Sex distribution No % No % No %
Male 150 60.0 130 52.0 280 56.0
Female 100 40.0 120 48.0 220 44.0
Total 250 100.0 250 100.0 500 100.0
Table 2c presents the sex distribution of the respondents. The bulk of the respondents
are males (56.0%). The difference between male respondents is very pronounced in the
category of teachers and less with regards to teacher trainees. It is the reverse for the
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female respondents as more female teacher trainees (48.0%) outnumbered those of
teachers (40.0%).
Table 2d Sex Distribution of Facilitators and Educa tion Stakeholders
Respondents Facilitators Education Stakeholders Total
Sex distribution No % No % No %
Male 14 70.0 4 33.3 18 56.2
Female 6 30.0 8 66.7 14 43.8
Total 20 100.0 12 100.0 32 100.0
Table 2d contains the sex distribution of facilitators and education stakeholders. From
the data, 56.2% of them are males while 43.8% are females. However, there are more
female respondents (66.7%) among Education Stakeholders.
Objective One
To determine the level of awareness demonstrated am ong Education Stakeholders
of the purpose and justification of the Introductio n of Emerging Issues Course in
the Teacher Training Colleges, Polytechnic Institut es and Njala university (Bo
Campus).
This objective examines the level of awareness demonstrated among education
stakeholders, teachers, teacher- trainees and facilitators on the purpose and justification
for the Introduction of Emerging Issues Course in the Teacher Training colleges,
polytechnic institutes and Njala University (Bo Campus)
Table 3a: level of Awareness of Education Stakehol ders
Stake
holders
UNICEF MEYS FAAST Save the
Children
ACC IRC Total
Response
s
N
o
% N
o
% N
o
% N
o
% N
o
% N
o
% N
o
%
Highly
aware
2 100.
0
1 50.
0
1 50.
0
1 50.
0
2 100.
0
2 100.
0
9 75.
0
Sufficientl
y aware
0 0.0 1 50.
0
1 50.
0
1 50.
0
0 0.0 0 0.0 3 25.
0
Barely
aware
0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Not aware 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Total 2 100.0 2 100.
0
2 100.
0
2 100.
0
2 100.0 2 100.0 12 100.
0
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Table 3a presents the responses of education stakeholders on the level of awareness
demonstrated with regards to the purposes and justification for the Introduction of
Emerging Issues Course in the teacher training institutions. The bulk of the respondents
(75.0%) demonstrated that they are highly aware of the purpose and justification for the
introduction of Emerging Issues Course in the teacher training institutions. This category
of respondents particularly mentioned corruption as a serious problem affecting the
country. They further noted the numerous problems that emanated from the eleven year
civil war that devastated the entire country. They revealed that a course like this one will
help to sensitize the entire population about the destructive practices that caused the war
in the first place. The remaining 25.0% also demonstrated similar idea only that they
were a bit skeptical about the long term commitment of other stakeholders in supporting
the programme to fruition. In fact, they all agree that all of the issues are very pertinent.
It demonstrated that the stakeholders have a clear knowledge of the purpose for the
Introduction of Emerging Issues course in the teacher training institutions in a bid to
addressing behavioural change among teachers, teacher trainees and pupils in the
primary school and ultimately in the entire country.
Table 3b: level of Awareness of Teachers and Teach er Trainees
Respondents Teachers Teachers Trainees Total
Level of awareness No % No % No %
Highly aware 115 46.0 105 42.0 220 44.0
Sufficiently
aware
95 38.0 120 48.0 215 43.0
Barely aware 40 16.0 25 10.0 65 13.0
Not aware 0 0.0 0 0.0 0 0.0
Total 250 100.0 250 100.0 500 100.0
Table 3b contains the responses of teachers and teacher trainees on their level of
awareness about the purpose and justification for the Introduction of the Emerging
Issues course in the teacher training Institutions. Forty four percent of them
demonstrated high level of awareness of the Introduction of Emerging Issues Course.
Also, 43.0% of them indicated that they are sufficiently aware of the introduction of
Emerging Issues Course. It is 13.0% of them who are barely aware of the course either
as a result of their reluctance to change or lack of understanding of the course.
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Table 3c: Level of Awareness of Facilitators
Respondents PLTC NP EP NUBC FTC TOTAL
Level of
awareness No % No % No % No % No % No %
Highly
aware
2 50.0 1 25.0 3 75.0 3 75.0 3 75.0 12 60.0
Sufficiently
aware
2 50.0 3 75.0 1 25.0 1 25.0 1 25.0 8 40.0
Barely
aware
0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Not aware 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Total 4 100.0 4 100.0 4 100.0 4 100.0 4 100.0 20 100.0
Table 3c contains the responses of facilitators on their level of awareness of the
Introduction of Emerging Issues course. The bulk of them (60.0%) demonstrated that
they are highly aware of the Introduction of the Emerging Issues Course. The remaining
40.0% stated that they are sufficiently aware of the implementation of the Emerging
Issues Course. It demonstrated the high level of awareness of the facilitators which is
indicative of the type of training they went through.
Objective Two
To determine the extent to which Facilitators, Teac hers, Teacher-Trainees and
other Education Stakeholders understood their roles in fostering positive
constructive behaviour change in students.
This objective determines the extent to which Facilitators, Teachers, Teacher-Trainees
and other Education Stakeholders understood their roles in fostering positive
constructive behaviour change in students. Table 4a shows the responses of the
respondents on the role of teachers and teacher trainees in fostering positive
constructive behavior change in students. Slightly over half of them (50.4%) indicated
that they understood their roles to serve as good role models. In fact, among the teacher
trainees, 60.0% of them stated that they should serve as role models. Also, 21.6% of the
respondents disclosed that they should use participatory teaching techniques in school.
Other responses are that teachers and teacher trainees should avoid negative practices
(17.05) and that they should do the correct things (11.0%). Generally, the issue of
teachers and teacher trainees serving as role models is crucial in any behaviour change
programme.
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Table 4a: Responses of Teachers and Teacher Trainee s on their Roles in fostering
positive constructive behaviour change in students
Respondents Teachers Teachers Trainee Total
Roles No % No % No %
To serve as a role
model
102 40.8 150 60.0 252 50.4
To avoid all
negative
practices
70 28.0 15 6.0 85 17.0
To do the correct
things at all times
40 16.0 15 6.0 55 11.0
Use participatory
techniques in
schools
38 15.2 70 28.0 108 21.6
Total 250 100.0 250 100.0 500 100.0
Table 4b reveals the responses of the facilitators on their roles in fostering positive
constructive behavior change in students. Forty five percent of the respondents pointed
out that facilitators too must serve as role models. It implies that they must do the things
that are
Table 4b: Responses of Facilitators on their Roles in fostering positive
constructive behavior change in students
Respondents PLTC NP EP NUBC FTC TOTAL
Roles No % No % No % No % No % No %
To serve as a
role model
2 50.0 1 25.0 2 50.0 2 50.0 2 50.0 9 45.0
To avoid all
negative
practices
0 0.0 1 25.0 0 0.0 1 25.0 0 0.0 2 10.0
To do the
correct
things at all
times
0 0.0 1 25.0 0 0.0 0 0 0 0.0 1 5.0
Use
participatory
techniques
in schools
2 50.0 1 25.0 2 50.0 1 25.0 2 50.0 8 40.0
Total 4 100.0 4 100.0 4 100.0 4 100.0 4 100.0 20 100.0
expected of them so that others can copy their good examples. Also, 40.0% opined that
facilitators should use participatory methods in their lessons so that teachers will be
familiar with such methods. Ten percent pointed out that facilitators should avoid
negative practices and 5.0% stated that they should do the correct things respectively.
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Table 4c indicated the responses of education stakeholders on their role in fostering
behavior change in students. The issues of role model attracted 50.0%. It underscored
the importance of role model in the behavior change programme. The issues of financial
and moral support got 16.7%, while the aspect of monitoring and supervision attracted
33.3% of the responses. It underscored the urgent need to provide constant monitoring
and supervision of the course. Stakeholders who included officials of the MEYS and
UNICEF staff are very active in that regard.
Table 4c: Responses of Education Stakeholders on th eir Role in fostering
Behavior -change in students
Stake
holders
UNICEF MEYS FAAST Save the
children
ACC IRC Total
Responses No % No % No % No % No % No % No %
Financial support 1 50.0 0 0.0 0 0.0 0 0.0 0 0.0 1 50.0 2 16.7
Monitoring &
supervision
1 50.0 1 50.0 0 0.0 1 50.0 0 0.0 1 50.0 4 33.3
Role model 0 0.0 1 50.0 2 100.0 1 50.0 2 100.0 0 0.0 6 50.0
Total 2 100.0 2 100.0 2 100.0 2 100.0 2 100.0 2 100.0 12 100.0
Objective Three
Assessment of the Relevance, Contribution and Appro priateness of the teaching
methods in the Participatory Behaviour Change Emerg ing Issues Course to
bringing about Positive Constructive Behaviour Chan ge in students
This objective assesses the relevance, appropriateness and contribution of the teaching
methods in the Participatory Behaviour Change Emerging Issues Course to bringing
about positive constructive behaviour change in students. Table 5a summarises the
responses of both teachers and teacher trainees on the relevance of the Emerging
Issues Course in fostering the positive constructive behavior change in students. Thirty
six percent of the respondents stated that the course creates awareness about problems
and their solutions which are important in any behavior change programmme. Also,
14.0% of the respondents indicated promotion of gender equality and good health
practices simultaneously. Issues like promoting peace (12.0%), preventing corruption
(10.0%), acquiring positive attitude in life (8.0%) were indicated by the respondents.
Table 5a Responses of Teachers and Teacher Trainees of their Assessment of the
Relevance of Emerging Issues Course
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Respondents Teachers Teachers Trainee Total
Relevance of EMI
course
No % No % No %
Create awareness 60 24.0 120 48.0 180 36.0
Promote peace 20 8.0 40 16.0 60 12.0
Acquire positive attitude in life
30 12.0 10 4.0 40 8.0
Promote gender equality
30 12.0 40 16.0 70 14.0
Promote good health practices
50 20.0 20 8.0 70 14.0
Prevent corruption 30 12.0 20 8.0 50 10.0
Promote human right practices
10 4.0 0 0.0 10 2.0
Avoid negative cultural practices like FGM
10 4.0 0 0.0 10 2.0
Help to build good moral practices
10 4.0 0 0.0 10 2.0
Total 250 100.0 250 100.0 500 1 00.0
Table 5b summarises the responses of facilitators and Education Stakeholders with
regards their assessment of the relevance of Emerging Issues Course to bringing about
positive constructive behaviour change. Firstly, 34.4% of them disclosed that the course
will help prevent the opportunity for corruption which is one of the causes of the country’s
underdevelopment. A sizeable percentage of 28.1% revealed that people are more likely
to change their behavior when they are aware of the situation and have good knowledge
of the problem which includes the impact of the problem on self and others. Also, 12.5%
of them mentioned the promotion of gender equality, 9.4% indicated promotion of good
health practices and 6.3% selected the building of good moral practices.
Table 5b Responses of Facilitators and Education St akeholders of their
Assessment of the Relevance of Emerging Issues Cour se
Respondents Facilitators Education
Stakeholders
Total
Relevance of EMI
course
No % No % No %
Create awareness 5 30.0 4 33.3 9 28.1
Promote peace 1 5.0 0 0.0 1 3.1
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Acquire positive attitude in life
1 5.0 0 0.0 1 3.1
Promote gender equality
1 5.0 3 25.0 4 12.5
Promote good health practices
2 10.0 1 8.3 3 9.4
Prevent corruption
9 40.0 2 16.7 11 34.4
Promote human right practices
1 5.0 0 0.0 1 3.1
Avoid negative cultural practices like FGM
0 0.0 0 0.0 0 0.0
Help to build good moral practices
0 0.0 2 16.7 2 6.3
Total 20 100.0 12 100.0 32 100.0
Table 5c: Appropriateness of the Teaching and Learn ing methods/Strategies in the
Emerging Issues course
Respondents Teachers Teachers Trainees Total
Methods/
Strategies
No % No % No %
Group
discussion
135 54.0 118 47.2 253 50.6
Brainstorming
sessions
29 11.6 30 12.0 59 11.8
Activities that
require body
movement
50 20.0 30 12.0 80 16.0
Group
presentation &
debate
23 9.2 20 8.0 43 8.6
Role play &
drama
13 5.2 52 20.8 65 13.0
Total 250 100.0 250 100.0 500 100.0
In Table 5c, the teachers and teacher trainees revealed the teaching and learning
methods/strategies that is, group discussion that is appreciated most(50.6%) in the
course as they promote better understanding of the issues which ultimately lead to
positive constructive behavior change. The second higher response is 16.0% which
refers to the activities that require body movement. Thirteen percent of the respondents
mentioned role play and drama. Strategies like brainstorming session (11.8%) and
group presentation and debate (8.6%) are also mentioned with less emphasis.
In Table 5d, the respondents disclosed the contributions of the method/strategies to the
internationalization of positive behavior change. Forty five percent of the respondents
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revealed that the sitting arrangement in Emerging Issues classes promotes cooperative
learning as the participants face one another. Also, 22.0% of them disclosed that the
discussion and open participation lead to a detailed analysis of situation which will lead
to better understanding of issues. Other contributions include-: class participation
(19.0%) and learner friendly classroom (14.0%) respectively
Table 5d: Contributions of Teaching and Learning Me thods/Strategies to
Internalization of Positive Behaviour Change
Respondents Teachers Teacher- Trainees Total
Responses No % No % No %
Detailed
analysis of the
situation
60 24.0 50 20.0 110 22.0
Class
participation &
discussion
50 20.0 45 18.0 95 19.0
Sitting
arrangement
to promote
cooperation
100 40.0 125 50.0
225 45.0
Learner
friendly
classroom
40 16.0 30 12.0 70 14.0
Total 250 100.0 250 100.0 500 100.0
Objective Four: Identification of the challenges as sociated with the
implementation of the Introduction of Emerging Issu es Course in the Teachers
Certificate Programmes
This objective examines the responses of teacher, teacher- trainees, facilitators and
education stakeholder on the challenges associated with the implementation of the
Introduction of Emerging Issues Course in the Teachers Certificate Programme.
In table 6a, respondents pointed to the challenges associated with the implementation of
the introduction of Emerging Issues Course in Teacher Training institutions. A large
number of the respondents (54.6%) indicated that people are mostly reluctant to change
for a number of reasons including socio-cultural and sometimes the fear of the loss of
opportunity or were simply afraid of change. In fact, 82.8% of the teachers disclosed that
they are reluctant to change for one reason or the other. Also, 26.6% of the respondents
revealed that they do not have the sufficient materials to properly engage with the
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programme. Among this category of respondents, the highest responses came from
teacher trainees (48.0%) offering pre-service course in Emerging Issues Course in
teacher training institutions. These teachers are required to provide their own learning
materials in the form of modules. The trained, qualified and serving teachers received
free supplies of their modules from UNICEF. Other issues like themes being insensitive
to culture attracted 12.8% and themes and issues not adequately treated attracted 6.0%.
Table 6a: Responses of Teachers and Teacher Trainee s on the Challenges
Associated with the Implementation of the Introduct ion of Emerging
Issues Course
Responses Teachers Teacher- Trainees Total
Challenges No % No % No %
Reluctance
to change
207 82.8 66 26.4 273 54.6
Themes &
issues not
adequately
treated
20 8.0 10 4.0 30 6.0
Materials
not
sufficient to
run the
programme
13 5.2 120 48.0 133 26.6
Themes are
insensitive
to culture
10 4.0 54 21.6 64 12.8
Total 250 100.0 250 100.0 500 100.0
Table 6b presents the responses of facilitators, education stakeholders on the
challenges associated with the implementation of the Introduction of Emerging Issues
Course. Unlike the responses of teachers and teacher trainees where a large number
mentioned reluctance to change, it is only 28.1% of them indicating such position. In
addition, 21.9% of them raised concern about access to funds to expand the training to
cater for more teachers across the country because the current pace at which the
training of teachers is done is very slow. In addition, the following responses are made:
18.8% materials not sufficient to run the programme; 15.6% themes and issues not
adequately treated; 12.5% themes are insensitive to culture and so on.
Table 6b: Responses of facilitators and Education s takeholders on the Constraints
Associated with the Introduction of Emerging Issues Course
Respondents Facilitators Education Stakeholders Total
Challenges No % No % No %
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Reluctance to
change
8 40.0 1 8.3 9 28.1
Themes &
issues not
adequately
treated
2 10.0 3 25.0 5 15.6
Materials not
sufficient to
run the
programme
4 20.0 2 16.7 6 18.8
Themes are
insensitive to
culture
4 20.0 0 0.0 4 12.5
Access to funds to expand training
2 10.0 5 41.7 7 21.9
Extent monitoring & supervision to tr. Trainees
0 0.0 1 8.3 1 3.1
Total 20 100.0 12 100.0 32 100. 0
Objective Five
Recommendations to meet the challenges
This objective presents the recommendations of teachers, teacher-trainees, facilitators
and education stakeholders to meet the challenges in the implementation of the course.
Table 7a reveals the recommendations of the respondents with regards to the
challenges in the implementation of the Introduction of Emerging Issues Course. The
highest number of the respondents (34.2%) noted that Emerging Issues Course be made
culturally sensitive. The second highest of the responses (21.0%) mentioned that
Emerging Issues Course be provided for political and other leaders in society. Another
19.8% of the respondents disclosed that Emerging Issues materials be made available to
pre service students.
Table 7a : Recommendations of Teachers and Teacher -Trainees to meet the
Challenges
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Respondents Teachers Teacher- Trainees Total
Recommendations No % No % No %
Emerging
Issues
programmes
be provided for
grass root
programmes
50
20.0
30
12.0 80 16.0
More themes
be included
15 6.0 30 12.0 45 9.0
Emerging
Issues
programmes
be provided for
political &
other leaders
65
26.0
40
16.0 105 21.0
Emerging
Issues course
be made
culturally
sensitive
100
40.0
71
28.4 171 34.2
Emerging
Issues
materials be
provided for
pre-service
students
20
8.0
79
31.6 99 19.8
Total 250 100.0 250 100.0 500 1 00.0
Table 7b contains the recommendations of facilitators and stakeholders to meet the
challenges of the implementation of the Introduction of Emerging Issues course.
Evidently, 37.5% of the respondents indicated that there is a need for additional funds to
expand the programme to cater for more trained teachers in schools across the country.
Twenty five percent of them stated that the monitoring and supervision of the programme
should be extended to teacher trainees in pre-service programme. Also, 15.6% of them
noted that Emerging Issues Course be provided for both grass root people and political
leaders respectively. Finally, 6.3% of them indicated that Emerging Issues materials be
provided for pre – service students in teacher training institutions.
Table 7b Recommendations of Facilitators and Education Stak eholders to meet
the Challenges
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Respondents Facilitators Education
Stakeholders
Total
Challenges No % No
% No %
Additional funds to expand training to more teachers
4 20.0 8 66.7 12 37.5
Monitoring & supervision to be extended to teacher trainees
6 30.0 2 16.7 8 25.0
Emerging Issues programmes be provided for grass root people
4 20.0 1 8.3 5 15.6
Emerging Issues programmes be provided for political & other leaders
4 20.0 1 8.3 5 15.6
Emerging Issues materials be provided for pre-service students
2 10.0 0 0.0 2 6.3
Total 20 100.0 12 100.0 32 100. 0
Discussion of findings
Sierra Leone as a whole is exposed daily to far-reaching socio-economic changes and it
is the responsibility of government and education system to produce citizens who will be
able to respond adequately and positively to a new environment, can adapt and change
and learn new skills at different points in their lives and will contribute to the society
which they wish to develop in the future. Changes in the curriculum are bound to occur to
take cognizance of these socio economic and political realities of current times.
Emerging Issues curriculum is an indication of such changes in the curriculum. Some of
the core issues the course addresses are corruption, mismanagement, gross human
right abuses, political and ethnic intolerance, poor health and environmental condition,
negative cultural practices, gender discriminatory practices and so on. It is a reflection of
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the high level of awareness demonstrated by both education stakeholders and facilitators
(75.0%) in table 3a and 3b respectively. According to Country of Origin Information
Report (2006), corruption is endemic in Sierra Leone. In the 2005, Transparency
International Corruption Perceptions Index (CPI) of 159 countries, published in October
2005, Sierra Leone is ranked as the 129th most corrupt country, with a CPI score of 2.4.
The CPI defines corruption as the abuse of public office for private gain, and measures
the degree to which corruption is perceived to exist among a country’s public officials
and politicians (Country of Origin Information Report, 2006). The Country of Origin
Information Report (2006) further stated that Female Genital Mutilation (FGM) or Female
Genital Cutting (FGC) is widely practised on women and girls in Sierra Leone. It is
generally practised by all classes, including the educated elite. Most Sierra Leoneans
who live abroad sometimes bring their daughters back to Sierra Leone to participate in
initiation rites that include this practice. Some estimates place the percentage of women
and girls in Sierra Leone who undergo this practice at 80 percent. Others put the
percentage higher at 90 percent. All ethnic groups practise it except the Krios who are
located primarily in the western region and in the capital, Freetown (Country of Origin
Information Report, 2006).
These are very pertinent issues that affect the lives of millions of people including
women and children. In fact, Arnot (2004) noted that across the world, schooling has not
always fulfilled its potential as a change agent capable of challenging existing gender
inequalities. Assumptions about what is appropriate for boys and girls to learn often
undermine aspirations for equality in pedagogy. For example in many societies it is assumed
girls cannot learn mathematics and boys cannot learn about the care of young children. In
addition, the MICS Report (2005) stated that 85% of women in Sierra Leone are victim of
one form of domestic violence and discrimination.
The education stakeholders, facilitators, teachers and teacher trainees demonstrated
awareness of their roles and responsibilities in the introduction of Emerging Issues
course. The issue of stakeholders serving as role models stand out very clearly as
indicated by teachers and teacher trainees (50.4%), facilitators (45.0%) and education
stakeholders (50.0%). It is the belief that behaviours are caught not taught. The kinds of
positive constructive behaviour that anyone aspires to bring about must be practised by
that person so that others will emulate the good practice. It is not merely teaching it in
your lessons.
The various stakeholders pointed to the relevance of Emerging Issues course to
determine its effectiveness in bringing about the positive constructive behaviour change.
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A sizeable percentage (36.0%) of the teachers and teacher trainees and 28.1% of both
the facilitators and education stakeholders pointed to creation of awareness of the
situation. It is important because it will deepen the understanding of the problem by
everyone which will lead to proper, better and lasting solutions to it. Other concerns
include promotion of gender equality, promotion of good health practices, building of
good moral practices and so on.
In addition, the teaching and learning methods/strategies that are appreciated most in
the curriculum is group discussion (50.6%), activities that require body movement
(16.0%), role play and drama (13.0%) and so on. These teaching method/strategies are
elements of participatory learning techniques where participants take active part in the
learning process as opposed to traditional teaching and learning methods where learners
remain very passive. In addition, the sitting arrangement wherein participants face one
other promotes cooperation in learning (45%). Learning becomes the collective
responsibility of the class not an individual endeavour. Morrish (1997) noted that people
only feel powerful when they are able to be partners in the process and are able to see
change. It is what is referred to as participatory process. With regard to the challenges
associated with the Introduction of Emerging Issues Course in table 6, what stood out
clearly is the reluctance of people to change (54.5%) as stated by the teacher and
teacher trainees. Geller (2002) pointed out that education should tailor their approaches
to the need of the individuals they are dealing with and that will result in greater level of
acceptance and change. De Young (2000) disclosed that people need to feel that
change is important, worthwhile and achievable. With regards to the stakeholders, like
Ministry of Education, Youth and Sports and UNICEF, the most outstanding challenge is
to target the large number of primary school teachers who are over twenty thousand in
number; that number excludes community teachers who are mostly untrained and
unqualified and they did not receive any remuneration from Government. They further
noted that the current intensive training for qualified and serving teachers only target five
hundred teachers per year. Even though the course has been introduced in all pre-
service primary teacher training institutions, the problem of accessing the untrained
teachers and community teachers remain a harrowing experience. Most of the
challenges that bear upon the continuity and sustainability of the programme were
clearly highlighted by a number of the stakeholders.
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CHAPTER FIVE Summary and Conclusions, Implications for Further R esearch
and Recommendations
This chapter presents the Summary and Conclusions, Implications for further research
and recommendations.
Summary and conclusion
According to the first objective which sought to determine the level of awareness
demonstrated among education stakeholders of the purpose and justification for the
Introduction of Emerging Issues Course in the teacher training, colleges, polytechnic
institutes and Njala University(Bo Campus), 75.0% recorded awareness of the purpose
of the course. It would therefore be concluded that a high percentage among the
education stakeholders were aware of the purpose of the course and its existence in the
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Teacher Certificate Curriculum. They identified corruption as one of the serious problem
affecting Sierra Leone. They therefore believed that the course would raise awareness
among the populace starting with the facilitators, teachers, teacher trainees about the
negative destructive behaviours and the need for positive constructive behaviours.
However, there was a general fear about the sustainability of the course because the
provision of financial and moral support rested on stakeholders. Although there was
optimism that the course in changing the behaviours of people from negative and
destructive to positive and constructive, yet the dependence on external support both
financial and moral could be worrisome.
On the second objective which was to assess the role of facilitators, teachers, teacher -
trainees and other education stakeholders in fostering positive and constructive behavior
change in students the need for the teachers and teacher-trainees to serve as role
models (50.4%), facilitators (44%) and stakeholders(50.0%) stood out clearly. It would
be concluded that the teachers, teacher-trainees, facilitators and education stakeholders
should be role models if the course was to succeed in changing the behavior of students
to positive constructive behavior. In addition, the response to the use of the participatory
teaching techniques (50.6%) which included group discussions, activity-based lessons,
role plays, debates, brainstorming, group presentations was fundamental to the success
of the Emerging Issues Course. Monitoring and supervision (23.0%) was also necessary
for its success.
On the third objective which was assessment of the relevance and appropriateness of
the participatory behavior change Emerging Issues Course to determine its capacity to
bring about positive constructive change, there was the acceptance that corruption and
mismanagement were the root cause of many problems in Sierra Leone. It was believed
that negative cultural practices like Female Genital Cutting (FGC); violence against
women, political intolerance, drug abuse, domestic violence, gender discrimination, child
abuse and exploitation, human and child trafficking, health and environmental problems
were rife in Sierra Leone because of corruption and ignorance. It would be concluded
therefore that having a good knowledge of the problem (38.4%) and its effects on the
individual and others would help to bring about positive behavior change.
This would be attained in the Emerging Issues Course through the participatory teaching
techniques and the sitting arrangement in cooperative learning (45.0%) that would foster
discussion, open participation and detailed understanding and analysis of situations or
problems for better resolutions.
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Objective four shows the challenges associated with the Introduction of Emerging Issues
Course in the Teacher Certificate Programme. Among the challenges were the
reluctance of people to change because of reasons which included socio-cultural
considerations, fear of loss of opportunities, and simply the fear of change itself.
The other challenge was the inability to address the unavailability of resource materials
for especially the pre-service teacher-trainees. The pre-service students provided their
learning materials which were not readily available in the market.
There was also the issue of the treatment of culturally sensitive things like Female
Genital Cutting (FGC). In communities where those cultural practices were very
prominent there was likelihood to avoid thorough discussions of those issues by
facilitators, teachers, teacher trainees who might be members themselves.
Implications for Further Research
This research has examined the role of teachers, facilitators, teacher-trainees and other
education stakeholders in the Participatory Emerging Issues Curriculum. Like many other
research findings it is not all exhaustive which means that there is room for further
research. It is hoped that other researchers will study the research findings and come up
with other researchable topics that will explore the hidden curriculum and non formal
education sectors which are absolutely vital for positive behaviour change. This will be
applicable for African countries like Sierra Leone, Liberia, etc that had suffered civil
conflicts and those other countries like Uganda, Sudan, Democratic Republic of Congo,
etc still struggling with rebel wars.
Recommendations
The final part of this chapter deals with the last objective of the study which was
recommendations to meet the challenges in the implementation of the Course.
1. One outstanding recommendation is to make the Emerging Issues Course
culturally sensitive which means taking note of culturally sensitive issues and finding
appropriate and effective means of approaching them that would not lead to general
discontent among the people.
2. Another recommendation is the call for the Emerging Issues Course to be
provided for political and other community leaders especially on subjects like
transparency and accountability, honesty, trust, civic duties and responsibilities, health
and environment.
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3. Members of the Inspectorate Division of the Ministry of Education Youth and
Sports should be given an opportunity to go through the training of the course so that
they would not accuse their teachers of insubordination when such teachers might want
to be positively assertive.
4. The government should start to put modalities in place to provide resource
materials in the form of workbooks for the learners, charts, markers, vanguards for the
facilitators. The effective teaching of the course depends on the adequate provision of
these resources, teaching and learning materials. If they are provided, they should be
affordable on cost recovery basis.
5. The Ministry of Education Youth and Sports in collaboration with the Inspectorate
offices in the districts and big towns must provide effective monitoring and supervision of
the teaching of the course in order to achieve its desired objective of positive
constructive behaviour change.
6. The dependence on foreign stakeholders for the provision of financial and moral
support should be considered seriously in order to dispel the fear of the sustainability of
the course.
7. The government should provide a forum where the Emerging Issues facilitators
and the Attitudinal Change Secretariat would meet to find a common ground for the
success of the positive behaviour and attitudinal change programmes.
8. Facilitators and teachers should try very hard to stick to the participatory
pedagogy which is very important to the success of the Emerging Issues Course and
achievement of positive constructive behaviour change. Any attempt to revert to the
traditional lecture method would be quite disturbing.
9. Facilitators should encourage the learners who start the programme to endure to
the end and complete the Emerging Issues Modules in order to fully understand the
content and benefit from the course.
10. Facilitators .teachers, teacher trainees and other education stakeholders should
strive at all times to serve as role models not only to the learners but also to members of
the communities where they live
11. However, this study has not addressed the practical observation of classroom
practice and assessment of learning achievement that would lead to behaviour change.
It is therefore recommended that future related study would address these issues as
there would have been enough time to undertake the tasks.
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ROCARE / ERNWACA • Tel: (223) 20 21 16 12, Fax: (223) 20 21 21 15 • BP E 1854, Bamako, MALI Bénin • Burkina Faso • Cameroun• Congo • Côte d’Ivoire • Gambia • Ghana • Guinée •
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ROCARE / ERNWACA • Tel: (223) 20 21 16 12, Fax: (223) 20 21 21 15 • BP E 1854, Bamako, MALI Bénin • Burkina Faso • Cameroun• Congo • Côte d’Ivoire • Gambia • Ghana • Guinée •
Mali • Mauritanie • Niger • Nigeria • Sénégal • Sierra Leone • République Centrafricaine • Togo www.rocare.org/ www.ernwaca.org
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Mali • Mauritanie • Niger • Nigeria • Sénégal • Sierra Leone • République Centrafricaine • Togo www.rocare.org/ www.ernwaca.org
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APPENDIX I
QUESTIONNAIRE A FOR TEACHERS AND TEACHER-TRAINEES
SECTION A
Bio Data of the Respondents
1. Age 20-25 26-30 31-35
36-40 41-45 Above 45
2. Sex Male Female
3. Status Teacher Teacher-Trainee
SECTION B
Assessment of the level of Awareness of Teachers and Teacher Trainees
a. Highly aware
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b. Sufficiently aware
c. Barely aware
d. Not aware
SECTION C
Assessment of the role of facilitators, teachers, teacher-trainees and other education
stakeholders in fostering the desired behaviour change in students
1. What role do you play as a trained teacher/ teacher-trainee in the Participatory
and behaviour change Emerging Issues Curriculum?
a. To serve as a role model
b. To avoid all negative practices
c. To do the correct things at all times
d. To use new teaching techniques and skills to teach other subjects
e. Others (specify):………………………………………………………….
2. What is the expected role of facilitators in the participatory and behaviour change
Emerging Issues Curriculum?
a. To serve as a role model
b. To avoid all negative practices
c. To do the correct things at all times
d. To use new teaching techniques and skills to teach other subjects
e. Others (specify):………………………………………………………….
3. What is the expected role of certain Education Stakeholders like ministry officials
and NGOs in the participatory and behaviour change Emerging Issues
Curriculum?
a. Support Training Progarmmes financially and morally
b. Support Training Programmes through monitoring and supervision
c. Others (specify):……………………………………………………………
SECTION D
Assessment of the relevance, appropriateness and contribution of the teaching methods
of the participatory Behaviour change Emerging Issues Course to bringing about positive
constructive behaviour change.
1. Responses of Teachers and Teacher Trainees on their Assessment of the
Relevance of Emerging Issues Course
Relevance of Emerging Issues course
a. Create awareness
b. Promote peace
c. Acquire positive attitude in life
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d. Promote gender equality
e. Promote good health practices
f. Prevent corruption
g. Promote human right practices
h. Avoid negative cultural practices like FGM
i. Help to build good moral practices
Appropriateness of Emerging Issues pedagogy
2. Which aspects of the teaching and learning method/strategies do you appreciate
in this Curriculum?
a. Group discussions
b. Brain storming sessions
c. Numerous activities that require body movements
d. Group presentations and debate
e. Others (specify):……………………………………………………………
3. What does the participatory learning methods/strategy contribute to the
internationalization of positive behaviour in your institution?
a. Detailed analysis of the situation
b. Participation in the activities that lead to discovery of a hidden solution
c. Sitting arrangements that promotes cooperative learning
d. Learner friendly classroom environment
e. Others (specify):……………………………………………………………
SECTION E
Identification of the challenges associated with the Introduction of Emerging
Issues course in the Teacher Certificate programme.
1. State the problems that are associated with the introduction of the participatory
and behaviour change Emerging Issues Curriculum
a. Reluctance of people to change their bad habits
b. Themes and issues not exhaustively treated
c. Materials not sufficient to run the programme
d. Themes are insensitive to the culture of the people
e. Others (specify):……………………………………………………………
2. Explain how these problems can be solved/ addressed
a. Emerging Issues programme be provided for grass root people
b. More themes be included that address other issues
c. Emerging Issues programme be provided for political leaders in the country
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d. Materials be provided for pre service students
e. Others (specify):……………………………………………………………
SECTION F:
RECOMMENDATION
1. What are your recommendation(s) to help improve the curriculum and to make it
relevant to the needs of the country.
_________________________________________________________________
___
_________________________________________________________________
___
_________________________________________________________________
___
_________________________________________________________________
___
_________________________________________________________________
__
APPENDIX II
QUESTIONNAIRE B FOR FACILITATORS
SECTION A
SECTION A
1. Bio Data of the Respondents
Status: College lecturers Distance Education Tutors
Town/College:…………………………………………………………….
SECTION B
Assessment of the level of Awareness of Facilitators
a. Highly aware
b. Sufficiently aware
c. Barely aware
d. Not aware
SECTION C
The Role of Teachers, Facilitators and Other Education Stakeholders in the Participatory
and Behaviour Change Emerging Issues Curriculum
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Mali • Mauritanie • Niger • Nigeria • Sénégal • Sierra Leone • République Centrafricaine • Togo www.rocare.org/ www.ernwaca.org
1. What role do you play as a facilitator in the Participatory and behaviour change
Emerging Issues Curriculum?
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………..
2. What is the expected role of other education stakeholders in the Participatory and
behaviour change Emerging Issues Curriculum?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
3. What is the expected role of teachers, teacher trainees in the implementation of
Emerging Issues Curriculum?
………………………………………………………………………………………
……………………………………………………………………………………….
………………………………………………………………………………………….
SECTION D
Assessment of the relevance, appropriateness and contribution of the teaching
methods of the participatory Behaviour change Emerging Issues course to bringing
about positive constructive behaviour change.
1. What is the relevance of participatory Behaviour change Emerging Issues course
to determine its capacity to bring about the desired behaviour.
…………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………
2 Which aspects of the teaching and learning method/strategies do you appreciate
in this Curriculum?
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
1. What does the Participatory learning Methodology contributes to the
internationalization of positive behaviour in your institution?
……………………………………………………………………………………..
…………………………………………………………………………………………
…………………………………………………………………………………………..
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Mali • Mauritanie • Niger • Nigeria • Sénégal • Sierra Leone • République Centrafricaine • Togo www.rocare.org/ www.ernwaca.org
SECTION E
The possible challenges Associated with the introduction of the participatory and
behaviour change Emerging Issues Curriculum?
1. State the problems that are associated with the introduction of the participatory
and behaviour change Emerging Issues Curriculum.
………………………………………………………………………………………
…………………………………………………………………………………………
SECTION F: RECOMMENDATION
1. What are your recommendation(s) to help improve the curriculum and to make it
relevant to the needs of the country?
………………………………………………………………………………….
APPENDIX II1
PERSONAL INTERVIEW SCHEDULE GUIDE FOR EDUCATION STA KEHOLDERS
SECTION A
To determine the level of awareness demonstrated among education stakeholders of the
purpose of the introduction of Emerging Issues Course in the teacher training colleges
and polytechnic institutes.
SECTION A
a. What is the level of awareness of education stakeholders?
SECTION B
The Role of Facilitators and Other Education Stakeholders in the Participatory and
Behaviour Change Emerging Issues Curriculum
a. What role do you play as Education Stakeholders in the Participatory and
behaviour change Emerging Issues Curriculum?
b. What is the expected role of facilitators in the implementation of Emerging Issues
Curriculum?
c. What is the expected role of teachers, teacher trainees and the general public in
the implementation of Emerging Issues Curriculum?
SECTION C
Assess the relevance, appropriateness and contribution of the teaching methods of the
participatory Behaviour change Emerging Issues course to determine its capacity to
bring about the desired behaviour.
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Mali • Mauritanie • Niger • Nigeria • Sénégal • Sierra Leone • République Centrafricaine • Togo www.rocare.org/ www.ernwaca.org
a. What is the relevance of participatory Behaviour change Emerging Issues
course to determine its capacity to bring about the desired behaviour?
d. Which aspects of the teaching and learning method/strategies do you appreciate
in this Curriculum?
e. What does the Participatory learning methodology contribute to the
internationalization of positive behaviour in institutions?
SECTION D
The possible challenges associated with the introduction of the Participatory and
Behaviour Change Emerging Issues Curriculum?
a. State the problems that are associated with the introduction of the participatory
and behaviour change Emerging Issues Curriculum.
SECTION E
RECOMMENDATION
a. What are your recommendation(s) to help improve the curriculum and to make it
relevant to the needs of the country.