Sustainable Development Paradigms in Sierra Leonean Education Systems: A Qualitative Exploration
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| Auteurs principaux: | , , , |
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| Format: | Recurso digital |
| Langue: | anglais |
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Zenodo
2014
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| _version_ | 1866901226604462080 |
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| author | Kargbo, Fatima Fatikha Bangura, Tayyab Maimuna Sesay, Sabrina Samba Koroma, Foday Musa |
| author_facet | Kargbo, Fatima Fatikha Bangura, Tayyab Maimuna Sesay, Sabrina Samba Koroma, Foday Musa |
| contents | <p>Sustainable development in education systems is crucial for fostering resilient communities in Africa's diverse contexts. Qualitative methods were employed, including semi-structured interviews with educators, policymakers, and community leaders. Data analysis focused on thematic content. A notable theme emerged regarding the integration of environmental sustainability into curricula, evident in 70% of interviewed teachers' practices. The findings suggest a positive trend towards incorporating sustainable development principles but highlight challenges related to resource allocation and teacher training. Policymakers should prioritise integrating environmental education across all levels of Sierra Leonean schools, with targeted support for rural communities.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19098912 |
| institution | Zenodo |
| language | eng |
| publishDate | 2014 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Sustainable Development Paradigms in Sierra Leonean Education Systems: A Qualitative Exploration Kargbo, Fatima Fatikha Bangura, Tayyab Maimuna Sesay, Sabrina Samba Koroma, Foday Musa African geography qualitative research sustainable development resilience theory community empowerment indigenous knowledge systems ethnography <p>Sustainable development in education systems is crucial for fostering resilient communities in Africa's diverse contexts. Qualitative methods were employed, including semi-structured interviews with educators, policymakers, and community leaders. Data analysis focused on thematic content. A notable theme emerged regarding the integration of environmental sustainability into curricula, evident in 70% of interviewed teachers' practices. The findings suggest a positive trend towards incorporating sustainable development principles but highlight challenges related to resource allocation and teacher training. Policymakers should prioritise integrating environmental education across all levels of Sierra Leonean schools, with targeted support for rural communities.</p> |
| title | Sustainable Development Paradigms in Sierra Leonean Education Systems: A Qualitative Exploration |
| topic | African geography qualitative research sustainable development resilience theory community empowerment indigenous knowledge systems ethnography |
| url | https://doi.org/10.5281/zenodo.19098912 |