This paper examines the critical role of higher education in driving sustainable development in Sierra Leone, guided by Transformative Learning Theory (TLT) and Sustainable Development Theory (SDT). The study investigates challenges within the higher education system, such as inadequate funding, outdated curricula, and limited research capacity, and presents a comprehensive framework for transformation. These obstacles hinder the effectiveness of higher education institutions (HEIs) in contributing to national development. The paper highlights innovative teaching methods, such as Problem-Based Learning (PBL) and experiential education, as strategies to foster critical thinking, problem-solving skills, and leadership capabilities among students. By aligning academic programs with the Sustainable Development Goals (SDGs) and emphasizing interdisciplinary research and industry collaboration, HEIs can play a pivotal role in Sierra Leone’s socio-economic progress. Drawing on successful models from universities such as Aalborg, the University of Malaya, and the University of Cape Town, the study demonstrates how interdisciplinary research and industry partnerships can drive innovation and development. The findings underscore the need for coordinated efforts from academia, industry, government, and international partners to transform Sierra Leone’s higher education system into a driver of sustainable development. The paper concludes that, while challenges persist, the integration of transformative learning and sustainable development principles can enable HEIs to equip graduates with the skills necessary to address the country’s most pressing socio-economic and environmental issues.
Published in | International Journal of Sustainable Development Research (Volume 10, Issue 4) |
DOI | 10.11648/j.ijsdr.20241004.13 |
Page(s) | 155-167 |
Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Higher Education, Sustainable Development, Transformation, Research Collaboration, And Socio-economic Progress
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APA Style
Jalloh, C. M. (2024). Transforming Higher Education in Sierra Leone – A Path to Sustainable Development. International Journal of Sustainable Development Research, 10(4), 155-167. https://doi.org/10.11648/j.ijsdr.20241004.13
ACS Style
Jalloh, C. M. Transforming Higher Education in Sierra Leone – A Path to Sustainable Development. Int. J. Sustain. Dev. Res. 2024, 10(4), 155-167. doi: 10.11648/j.ijsdr.20241004.13
AMA Style
Jalloh CM. Transforming Higher Education in Sierra Leone – A Path to Sustainable Development. Int J Sustain Dev Res. 2024;10(4):155-167. doi: 10.11648/j.ijsdr.20241004.13
@article{10.11648/j.ijsdr.20241004.13, author = {Chernor Mohamadu Jalloh}, title = {Transforming Higher Education in Sierra Leone – A Path to Sustainable Development }, journal = {International Journal of Sustainable Development Research}, volume = {10}, number = {4}, pages = {155-167}, doi = {10.11648/j.ijsdr.20241004.13}, url = {https://doi.org/10.11648/j.ijsdr.20241004.13}, eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsdr.20241004.13}, abstract = {This paper examines the critical role of higher education in driving sustainable development in Sierra Leone, guided by Transformative Learning Theory (TLT) and Sustainable Development Theory (SDT). The study investigates challenges within the higher education system, such as inadequate funding, outdated curricula, and limited research capacity, and presents a comprehensive framework for transformation. These obstacles hinder the effectiveness of higher education institutions (HEIs) in contributing to national development. The paper highlights innovative teaching methods, such as Problem-Based Learning (PBL) and experiential education, as strategies to foster critical thinking, problem-solving skills, and leadership capabilities among students. By aligning academic programs with the Sustainable Development Goals (SDGs) and emphasizing interdisciplinary research and industry collaboration, HEIs can play a pivotal role in Sierra Leone’s socio-economic progress. Drawing on successful models from universities such as Aalborg, the University of Malaya, and the University of Cape Town, the study demonstrates how interdisciplinary research and industry partnerships can drive innovation and development. The findings underscore the need for coordinated efforts from academia, industry, government, and international partners to transform Sierra Leone’s higher education system into a driver of sustainable development. The paper concludes that, while challenges persist, the integration of transformative learning and sustainable development principles can enable HEIs to equip graduates with the skills necessary to address the country’s most pressing socio-economic and environmental issues. }, year = {2024} }
TY - JOUR T1 - Transforming Higher Education in Sierra Leone – A Path to Sustainable Development AU - Chernor Mohamadu Jalloh Y1 - 2024/11/18 PY - 2024 N1 - https://doi.org/10.11648/j.ijsdr.20241004.13 DO - 10.11648/j.ijsdr.20241004.13 T2 - International Journal of Sustainable Development Research JF - International Journal of Sustainable Development Research JO - International Journal of Sustainable Development Research SP - 155 EP - 167 PB - Science Publishing Group SN - 2575-1832 UR - https://doi.org/10.11648/j.ijsdr.20241004.13 AB - This paper examines the critical role of higher education in driving sustainable development in Sierra Leone, guided by Transformative Learning Theory (TLT) and Sustainable Development Theory (SDT). The study investigates challenges within the higher education system, such as inadequate funding, outdated curricula, and limited research capacity, and presents a comprehensive framework for transformation. These obstacles hinder the effectiveness of higher education institutions (HEIs) in contributing to national development. The paper highlights innovative teaching methods, such as Problem-Based Learning (PBL) and experiential education, as strategies to foster critical thinking, problem-solving skills, and leadership capabilities among students. By aligning academic programs with the Sustainable Development Goals (SDGs) and emphasizing interdisciplinary research and industry collaboration, HEIs can play a pivotal role in Sierra Leone’s socio-economic progress. Drawing on successful models from universities such as Aalborg, the University of Malaya, and the University of Cape Town, the study demonstrates how interdisciplinary research and industry partnerships can drive innovation and development. The findings underscore the need for coordinated efforts from academia, industry, government, and international partners to transform Sierra Leone’s higher education system into a driver of sustainable development. The paper concludes that, while challenges persist, the integration of transformative learning and sustainable development principles can enable HEIs to equip graduates with the skills necessary to address the country’s most pressing socio-economic and environmental issues. VL - 10 IS - 4 ER -