@techreport{beoku-betts_teacher_2023, type = {Policy briefing}, title = {Teacher {Deployment} in {Sierra} {Leone}: {Lessons} learnt and moving forward}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/M3D6NGR4}, abstract = {This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably. Keywords Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman}, year = {2023}, doi = {10.53832/edtechhub.0145}, note = {ZenodoArchiveID: 7521062 ZenodoArchiveConcept: 7521061 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521062 10.53832/edtechhub.0145 2405685:M3D6NGR4}, keywords = {\_r:AddedByZotZen}, } @techreport{beoku-betts_investigating_2023, type = {Working {Paper}}, title = {Investigating the {Activity} {Levels} of {School} {Quality} {Assurance} {Officers} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/AHVWDNGT}, abstract = {Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school improvement, and attendance monitoring. This report presents findings from qualitative research conducted in three districts in Sierra Leone. The aim is to provide the MBSSE and other partners with insights to understand the variation in and what is needed to maximise SQAO activity levels, increase principal engagement with digital tools, and support and promote quality visits to schools. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {51}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman and {Leh Wi Lan}}, year = {2023}, doi = {10.53832/edtechhub.0154}, note = {ZenodoArchiveID: 7521375 ZenodoArchiveConcept: 7521374 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521375 10.53832/edtechhub.0154 2405685:AHVWDNGT}, keywords = {\_r:AddedByZotZen}, } @techreport{mcburnie_mapping_2021, type = {Working {Paper}}, title = {Mapping the education data ecosystem in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/EE9QCGHI}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {McBurnie, Chris and Beoku-Betts, Iman}, month = dec, year = {2021}, doi = {10.53832/edtechhub.0068}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652942 10.53832/edtechhub.0068 2339240:GXUF5TA5 2339240:HHY6M835 2339240:SUEMN855 2405685:8S3IIB2B 2405685:EE9QCGHI 2405685:Q7YZW4YW 2405685:RN79UTQY 4656463:GIIQKETU 4656463:Y8LQGZWY}, keywords = {\_r:AddedByZotZen}, } @techreport{beoku-betts_edtech_2022, type = {Position paper}, title = {{EdTech} {Horizon} {Scan}: {Blockchain} technology in education}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/94H68P58}, abstract = {EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman and Kaye, Tom}, month = jul, year = {2022}, doi = {10.53832/edtechhub.0101}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6676491 10.5281/zenodo.6812384 10.53832/edtechhub.00101 10.53832/edtechhub.0101 2405685:94H68P58 2405685:S9XXPAHD 2405685:VJ84DKDF}, keywords = {\_r:AddedByZotZen}, } @misc{beoku-betts_using_2022, title = {Using technology to support teacher continuous professional development in {Sierra} {Leone}}, url = {https://edtechhub.org/2022/08/18/using-technology-to-support-teacher-continuous-professional-development-in-sierra-leone/}, abstract = {In Sierra Leone, EdTech Hub has been working closely with the TSC and the World Bank over the last 18 months to design a TCPD model that will provide primary school teachers with tools to improve their literacy and numeracy instruction.}, language = {en-US}, urldate = {2024-03-26}, journal = {EdTech Hub}, author = {Beoku-Betts, Iman and Plaut, Daniel and Tanweer, Rabia and Tanweer, Daniel Plaut {and} Rabia, Iman Beoku-Betts}, month = aug, year = {2022}, } @techreport{hasler_outputs_2023, title = {Outputs {Register}: {The} {Impact} of {GIS}-{Supported} {Teacher} {Allocation} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/WXBISTFE}, abstract = {EdTech Hub, Fab Inc, and the Education Workforce Initiative have produced the outputs listed in this document as part of the EdTech Hub-commissioned research project on ‘GIS-supported teacher allocation in Sierra Leone’. This research project began in January 2022. This document lists all outputs produced under this project. All outputs are available to the public via the EdTech Hub Evidence Library. An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn and McBurnie, Chris and Beoku-Betts, Iman}, year = {2023}, doi = {10.53832/edtechhub.0164}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396199 10.5281/zenodo.6472492 10.53832/edtechhub.0089 10.53832/edtechhub.0163 10.53832/edtechhub.0164 2129771:3J4TNGDZ 2339240:QAKR5YM8 2405685:9XJGEX5Z 2405685:NNBEHF4D 2405685:WXBISTFE}, keywords = {Author:OpenDevEd, HLR3, \_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @techreport{beoku-betts_remote_2024, title = {Remote {Supervision} {Options} for {School} {Quality} {Assurance} {Officers}: {Recommendations} for a cost-effective and rapid develop-and-test process}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/VE9NUFGZ}, abstract = {The Sierra Leone Secondary Education Improvement Programme II (SSEIP II) is a five-year programme funded by the UK Foreign, Commonwealth and Development Office (FCDO) to support the Ministry of Basic and Senior Secondary Education (MBSSE) to improve learning outcomes for students at secondary level and to increase the enrolment, retention and well-being of girls and children with disabilities in school. Part of the programme includes exploring the use of different digital tools for School Quality Assurance Officers (SQAOs), including tools for remote visits. In December 2022, the EdTech Hub collaborated with the Government of Sierra Leone and implementing partners of the Leh Wi Lan programme (continued under SSEIP II) to better understand what factors affect the variability in the activity levels of SQAOs and the level of engagement with digital tools by school principals. Based on the findings of this research, the SSEIP II project will look at supporting the MBSSE to formalise remote supervision options for the SQAOs, particularly for those with remote clusters. As part of this work, this report focuses on recommendations for how SQAOs can conduct remote school visits, particularly for schools in hard-to-reach areas.An output of the EdTech Hub, https://edtechhub.org/}, language = {en}, institution = {EdTech Hub}, author = {Beoku-Betts, Iman and Ampofo, Rudolph and Haßler, Björn}, year = {2024}, doi = {10.53832/edtechhub.1002}, note = {ZenodoArchiveID: 10354009 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1002 ZenodoArchiveConcept: 10354008}, keywords = {\_r:AddedByMyEducationEvidence}, } @techreport{mcburnie_advancing_2021, type = {Working paper}, title = {Advancing {Data}-{Driven} {Decision}-{Making} for {School} {Improvement}: {Findings} from the {One} {Tablet} {Per} {School} {User} {Testing} {Programme} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/MPRD5RKR}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {MBSSE, EdTech Hub, Leh Wi Lan}, author = {McBurnie, Chris and Beoku-Betts, Iman and Waistell, Daniel and Nallo, Michael}, month = jun, year = {2021}, doi = {10.53832/edtechhub.0066}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4896502 10.53832/edtechhub.0066 2339240:9A7P2GEI 2339240:PA2CB3JF 2339240:Q3RLYCNW 2339240:TMHE9JIR 2405685:2CEZ2LKN 2405685:9B56X45X 2405685:FAJLNB8S 2405685:KFTXK9K2 2405685:MPRD5RKR 2405685:PGUR927P 2405685:UKHA4WKY 2486141:A5SQMX8T 4656463:XTGYWNYB}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_r:AddedByZotZen}, } @techreport{mcburnie_what_2022, title = {What {Matters} {Most} for {Teacher} {Deployment}? {A} case study of teacher preferences in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/8GN4RWMR}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, number = {3}, institution = {EdTech Hub}, author = {McBurnie, Chris and Godwin, Katie and Beoku-Betts, Iman and Bernard-Jones, Lydia and Haßler, Björn}, month = jun, year = {2022}, doi = {10.53832/edtechhub.0095}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6530321 10.53832/edtechhub.0095 2129771:G2ULWZXN 2339240:5JUXJ5N6 2339240:F43SL362 2405685:8GN4RWMR 2405685:Q8366KLT 2405685:XNBZSCS7}, keywords = {\_C:Sierra Leone SLE, \_r:AddedByZotZen}, } @techreport{espinoza-revollo_school--school_2023, type = {Working {Paper}}, title = {School-to-{School} {Mobility} {Patterns} and {Retention} {Rates} of {Payroll} {Teachers} in {Sierra} {Leone}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/DE7XUSMJ}, abstract = {This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no data on teacher mobility patterns and schools’ teacher retention rates, policies tend to be based on anecdotal evidence. This paper aims to fill this evidence gap by exploring teachers’ school-to-school mobility trends and retention rates using the Annual School Census (ASC) data from 2015 to 2021. Using data on teachers’ individual characteristics, as well as geospatial location data of each school, the paper explores whether mobility patterns vary by teachers’ gender or qualifications and whether the teaching workforce is urbanising. While studies have looked at teacher retention, this study is the first in a low-income country to use school census data to create a panel dataset to study teachers’ movements and school retention rates over time. Keywords: teacher mobility; teacher retention rates; mobility patterns; teacher deployment; Sierra Leone; education An output of the EdTech Hub https://edtechhub.org}, language = {en}, number = {48}, institution = {EdTech Hub}, author = {Espinoza-Revollo, Patricia and Ali, Yusuf and Garrod, Oliver and Atherton, Paul and Mackintosh, Alisdair and Ramirez, Ana and Beoku-Betts, Iman and Haßler, Björn}, year = {2023}, doi = {10.53832/edtechhub.0143}, note = {ZenodoArchiveID: 7421516 ZenodoArchiveConcept: 7421515 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7421516 10.53832/edtechhub.0143 2405685:DE7XUSMJ}, keywords = {\_r:AddedByZotZen}, } @misc{lurvink_where_2023, title = {Where do teachers go, and where do they stay?}, url = {https://edtechhub.org/2023/03/22/where-do-teachers-go-and-where-do-they-stay/}, abstract = {In Sierra Leone, a government payroll position is tied to the teacher, not the school, meaning teachers can change schools once they go on the payroll. This leads to certain schools being chronically understaffed. It also suggests that deploying teachers to rural and understaffed schools (or putting teachers already there on payroll) might not tackle high pupil-to-qualified-teacher ratios in the longer term. Investigating the school-to-school movement of payroll teachers can help us understand where teachers go after they go on the payroll and how long they stay in a given school. We also looked at overall movement nationally to identify areas of the country that are outliers in terms of high and low retention of teachers.}, language = {en-US}, urldate = {2023-06-27}, journal = {EdTech Hub}, author = {Lurvink, Anne-Fleur and Espinoza-Revollo, Patricia and Ali, Yusuf and Garrod, Oliver and Atherton, Paul and Mackintosh, Alasdair and Ramirez, Ana and Beoku-Betts, Iman and Haßler, Björn and Godwin, Katie and Godwin, Patricia Espinoza-Revollo, Yusuf Ali, Oliver Garrod, Paul Atherton, Alasdair Mackintosh, Ana Ramirez, Iman Beoku-Betts, Björn Haßler {and} Katie, Anne-Fleur Lurvink}, month = mar, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:LC8X4TCC}, }