Secondary Education Reforms in Sub-Saharan Africa: Comparing the Perceptions of Teachers and Students in Sierra Leone and Uganda

Abstract

This mixed methods study compares how secondary school teachers implemented respective secondary reforms in Sierra Leone and Uganda. Major sources were surveys from sample teachers and students in 11 and nine sample schools. The survey asked how often a teaching or evaluation strategy was used. The conclusions of sample students and teachers from both countries indicate that teacher-directed lessons (teacher talk and questioning) dominated (75%). The use of student-centred learning methods (group work, activity-learning, and demonstrations) in a third of the classes. However, almost a quarter of the sample students in both countries stated that the behavior of students in the classroom was affecting their work. A major obstacle for the reform remains high-stakes examinations, which rely heavily on rote memorization, rather than the creative application of knowledge. Educators in all jurisdictions can learn from the reform efforts.