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 The study investigates challenges within the higher education system, such as inadequate funding, outdated curricula, and limited research capacity, and presents a comprehensive framework for transformation.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
| [1] | Patrick Barron et. al (2023) New Frontiers Of Social Policy Social Sustainability In Development Meeting The Challenges Of The 21st Century |
| [2] | Daniela Olo (2021) Higher Education Institutions and Development: Missions, Models, and Challenges |
| [3] | Christopher B. Mugimu (2021) Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid; |
| [4] |
Ester van Laar et. al. (2020) Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review;
https://journals.sagepub.com/doi/epub/10.1177/2158244019900176 |
| [5] |
Paul Tiyambe Zeleza (2024) Enhancing and Sustaining Capacities for Higher Education and Science in Africa
https://www.linkedin.com/pulse/enhancing-sustaining-capacities-higher-education-science-zeleza-tmzke |
| [6] | Magnus Boström et. al. (2018) Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach |
| [7] |
Jack Mezirow (1997) Transformative Learning: Theory to Practice;
https://www.ecolas.eu/eng/wp-content/uploads/2015/10/Mezirow-Transformative-Learning.pdf |
| [8] | Lisiane Closs and Claudia Simone Antonell (2011) Transformative Learning: Integrating Critical Reflection Into Management Education; |
| [9] | Michael Christie et. al (2017) Putting transformative learning theory into practice; |
| [10] | Sunday Paul C. Onwuegbuchulam (2021) Towards a Theory of Education for Social Change: Exploring the Nexus between Transformational Education and the Capability Approach; |
| [11] | Mezirow, J. (1991). Transformative Dimensions of Adult Learning. |
| [12] |
Cheryl R. Merzel (2023) Pedagogy for Transformative Teaching and Learning,
https://journals.sagepub.com/doi/epub/10.1177/23733799231208392 |
| [13] |
Taylor, E. W. (2008). Transformative Learning Theory. New Directions for Adult and Continuing Education, 119, 5-15;
https://portals-assets.najah.edu/wesi/media/filer_public/5b/38/5b38d0f5- |
| [14] |
Mohammed Abdullatif Almulla (2020) The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning;
https://journals.sagepub.com/doi/epub/10.1177/2158244020938702 |
| [15] | Cranton, P., & Roy, M. (2003). When the Bottom Falls Out of the Bucket: Toward A Holistic Perspective on Transformative Learning, |
| [16] |
Joana Wild (2022) Transforming learning by rethinking teaching
https://www.inasp.info/sites/default/files/202209/TESCEA_transformative%20TL%20learning%20brief.pdf |
| [17] | UNESCO (2015) Rethinking education: towards a global common good?; |
| [18] |
Ciaran Sugrue et. al. (2022) Anatomy of an educational change: The safe learning model, Sierra Leone ;
https://eric.ed.gov/?q=source%3A%22Journal+of+Educational+Change%22&pg=3&id=EJ1387013 |
| [19] | Mahajan P. T. & Golahit S. B. (2016) Only Education Is Not Enough: A Necessity Of All-Inclusive Services For Technical Education |
| [20] | David V. J. Bell (2016) Twenty First Century Education: Transformative Education for Sustainability and Responsible Citizenship - Journal of Teacher Education for Sustainability, vol. 18, no. 1, pp. 48ñ56, 2016 |
| [21] | NIH (2024) Sustainable Laboratory Capacity Building in Sierra Leone: From Ebola to COVID-19; |
| [22] | Jenny E. & Aicha R. (2017) A Framework For Flipped Learning |
| [23] |
Adam M. Persky et al. (2017) The Flipped Classroom – From Theory to Practice in Health Professional Education,
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5607728/pdf/ajpe816118.pdf |
| [24] |
Rachel A. Howell (2021) Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies,
https://www.sciencedirect.com/science/article/abs/pii/S0959652621035034 |
| [25] | Thaniya Yaodum (2023) Experiential Learning For Higher Education Students: Why, What, And How? |
| [26] |
IUCN – The World Conservation Union (2002) Education and Sustainability: Responding to the Global Challenge.
https://portals.iucn.org/library/sites/library/files/documents/2002-002.pdf |
| [27] | Khalifatulloh Fiel’ardh et. al. (2023) Integrating Perspectives from Education for Sustainable Development to Foster Plant Awareness among Trainee Science Teachers: A Mixed Methods Study |
| [28] |
Brundtland Commission (1987) Report of the World Commission on Environment and Development: Our Common Future
https://sustainabledevelopment.un.org/content/documents/5987our-common-future.pdf |
| [29] | Nishan Sakalasooriya (2021) Conceptual Analysis of Sustainability and Sustainable Development. |
| [30] | Walter Leal Filho et. al. (2021) A Framework for the Implementation of the Sustainable Development Goals in University, |
| [31] | Salonen, A O & Siirilä, J 2019, Transformative Pedagogies for Sustainable Development |
| [32] | ILO (2023) Transformative change and SDG 8 - The critical role of collective capabilities and societal learning. |
| [33] | WHEC (2022) HIGHER EDUCATION REPORT SIERRA LEONE, Sierra Leone National Commission for UNESCO Report, May 2022; |
| [34] | UNESCO (2023) Towards universal access to higher education: international trends; |
| [35] |
AFTEF AFRICA - World Bank (2013) Republic of Sierra leone - Higher & Tiatiary Education Sector Public Policy Sector Note;
https://documents1.worldbank.org/curated/en/857591468302730070/pdf/ |
| [36] |
Andrew Ebekozien et. al. (2022) Infrastructure development in higher institutions: the role of private organisations via unexplored expanded corporate social responsibility (ECSR);
https://www.emerald.com/insight/content/doi/10.1108/PM-03-2022-0015/ |
| [37] | Mamdouh Alenezi (2023) Digital_Learning_and_Digital_Institution_in_Higher_Education |
| [38] | Cristina Mocanu et. al. (2014) Matching Curricula with Labour Market Needs for Higher Education: State of Art, Obstacles and Facilitating Factors; |
| [39] |
The Economist Intelligence Unit Limited (2014) Higher Education Environment Overview – Case Study -Sierra; Leone;
https://assets.publishing.service.gov.uk/media/57a089a9e5274a27b20001db/61296- |
| [40] | Prince C. Brainard (2022) Factors Affecting Quality Teaching and Learning Outcomes in Teacher Education in Sierra Leone; |
| [41] | Shakhawat Hossain Sarka (2016) Budgetary Challenges of Higher Education: Evidence from Bangladesh; |
| [42] | Garcia Jordi et. al. The Challenges of Higher Education and its Contribution to Sustainable Development |
| [43] | ANTHONY-CLARET ONWUTALOBI (2020) Effect of Brain Drain or Skilled Labor Migration on Economic Development; |
| [44] | Alexis Zickafoose et. al.,(2024) Barriers and Challenges Affecting Quality Education (Sustainable Development Goal #4) in Sub-Saharan Africa by 2030; |
| [45] | Marzena Podgorska and Iwona Zdonek (2023) Interdisciplinary collaboration in higher education towards sustainable development; |
| [46] | OECD (2017) Curriculum Reform: A Literature Review To Support Effective Implementation; |
| [47] |
INSAP- Mamoud Idriss Tarawallie (2015) Sierra Leone research and knowledge systems: a rapid literature review;
https://www.inasp.info/sites/default/files/2018-04/Country%20profile%20–%20Sierra%20Leone.pdf |
| [48] | UNESCO (2022) Culture and sustainable development: a still untapped potential, |
| [49] | Christopher T. Mgonja (2017) Enhancing the University - Industry Collaboration in Developing Countries through Best Practices. International Journal of Engineering Trends and Technology (IJETT) – Volume 50 Number 4 August 2017 |
| [50] |
Inga Žalėnienėa & Paulo Pereirab (2021) Higher Education For Sustainability: A Global Perspective;
https://rediie.cl/wp-content/uploads/Higher-Education-For-Sustainability_-A-Global-Perspective.pdf |
| [51] |
GoSL (2024) Sierra Leone’s Medium Term National Development Plan 2024 – 2030 - A Transformative Acceleration Agenda for Food Security, Human Capital Development and Job Creation;
https://sldevelopmentencyclopaedia.org/5_mtndp/5_2/28.01.24.Abridged%20Version_MTNDP2024_2030.pdf |
| [52] | Hsbollah, H. M., & Hassan, H. (2022). Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications. Malaysian Journal of Learning & Instruction, 19(1), 147-181. |
| [53] |
Samuel Ankrah & Omar AL-Tabbaa (2015) Universities—industry collaboration: A systematic review;
https://www.researchgate.net/publication/314562766_Universities- |
| [54] | Marius Busemeyer et. al. (2017) The contribution of education to social progress; |
| [55] | World Bank (2023) Sierra Leone Human Capita Review - Maximizing Human Potential for Resilience and Inclusive Development (p. 107) |
| [56] | Yusuf Olawale Owa-Onire Uthman (2023) How Transformative Education Empowers Social Justice: Bridging the Gap between Knowledge and Action; |
| [57] | Diversity & Democracy (2011) -Civic Learning for shared future; |
| [58] | UNESCO (2006) Governance in education: transparency and accountability |
| [59] | NBSAP (2017) Sierra Leone’s Second National Biodiversity Strategy and Action Plan 2017-2026; |
| [60] | UNESCO (2009) Trends in Global Higher Education: Tracking an Academic Revolution -A Report Prepared for theUNESCO 2009 World Conference on Higher Education; |
| [61] |
Tomás Barros Ramos et. al (2015) Experiences from the implementation of sustainable development in higher education institutions: Environmental Management for Sustainable Universities.
https://www.sciencedirect.com/science/article/abs/pii/S0959652615006897 |
| [62] | Rodrigo Lozano et al (2015) Declarations for sustainability in higher education: Becoming better leaders, through addressing the university system; |
| [63] |
Paola S. F. & Emmanuel R. ( 2015) Sustainability in higher education: a systematic review with focus on management education;
https://www.sciencedirect.com/science/article/abs/pii/S095965261500493X |
| [64] |
Gisela Cebrián et. al. (2015) Academic staff engagement in education for sustainable development;
https://www.sciencedirect.com/science/article/abs/pii/S0959652614012955 |
| [65] |
Reem Abou Assi et. al. (2022) Integrating Environmental Protection and Sustainable Waste Practices Among the Communities in Higher Education Institutions: Case Study in a Malaysian University
https://www.frontiersin.org/journals/environmental-science/articles/10.3389/fenvs.2022.886060/full |
| [66] | Lulu Ruan (2023) A Review of Aalborg University’s Problem-Based Learning (PBL) Model to Achieve Sustainable Development Goals; |
| [67] | Ariunaa ENKHTUR & Beverley Anne YAMAMOTO (2017) Transformative Learning Theory and its Application in Higher Education Settings: A Review Paper; |
| [68] | Tom Coppen et. al. (2020) Innovating Education for Sustainable Urban Development through Problem Based Learning in Latin America: Lessons from the CITYLAB Experience; |
| [69] | John Davies et. al. (2011) PBL Across The Disciplines: Research Into Best Practice |
| [70] |
UNIVERSITY OF CAPE TOWN SUSTAINABILITY AND THE SDGS (2021) Sustainable Development Goal
https://uct.ac.za/sites/default/files/media/documents/uct_ac_za/39/SDG_REPORT_WEB_S |
| [71] | Mahed-Ul-Islam Choudhury et. al. (2021) Transformative learning and community resilience to cyclones and storm surges: The case of coastal communities in Bangladesh; |
| [72] | UNESCO 2002) Education for sustainability: from Rio to Johannesburg, lessons learnt from a decade of commitment (p. 18) |
| [73] | Nomfundo Sibya et. al. (2022) Empowering the Voiceless: Securing the Participation of Marginalised Groups in Climate Change Governance in South Africa; |
| [74] | W. Leal Filho et. al. (2018) The role of transformation in learning and education for sustainability; |
| [75] | Rieswan Pangawira Kurnia (2021) A Case for Mezirow’s Transformative Learning; |
| [76] | Ted Flemming (2018) Mezirow and the Theory of Transformative Learning; |
| [77] | Diego Bonilla Jurado et. al. (2024) Advancing University Education: Exploring the Benefits of Education for Sustainable Development; |
| [78] | Valentin, GRECU & Nagore, IPIÑA (2014) THE SUSTAINABLE UNIVERSITY – A MODEL FOR THE SUSTAINABLE ORGANIZA TION; |
| [79] | McLaughli, et. al., (2016) Flipped Classroom Implementation: A Case Report of Two Higher Education Institutions in the United States and Australia; |
| [80] |
Debra M. Sellers et. al. (2020) Creating Opportunities Through an Experiential, Community- Based Cooperative Extension Internship Program;
https://archives.joe.org/joe/2020december/pdf/JOE_v58_6iw4.pdf |
| [81] | Ben Trager (2022) COMMUNITY-BASED INTERNSHIPS How a Hybridized High-Impact Practice Affects Students, Community Partners, and the University. |
| [82] |
Vasiliki Kioupi and Nikolaos Voulvoulis (2022) Education for Sustainable Development as the Catalyst for Local Transitions Toward the Sustainable Development Goals;
https://www.frontiersin.org/journals/sustainability/articles/10.3389/frsus.2022.889904/full |
| [83] |
Lucas Veiga Ávila et. al. (2017) Barriers to Innovation and Sustainability at Universities Around the World
https://irep.ntu.ac.uk/id/eprint/31665/1/PubSub9126_Molthan-Hill.pdf |
| [84] | Kudakwashe Manokore & Nduduzo Phuthi (2022) Quality Higher Education for Sustainable Development: The Transition towards Achieving Agenda 2030 Global Goals; |
| [85] | Ted Fleming (2018) Critical Theory and Transformative Learning: Rethinking the Radical Intent of Mezirow's Theory; |
| [86] | I. Franco et. al. (2018) Higher education for sustainable development: actioning the global goals in policy, curriculum and practice; |
| [87] | Boštjan Aver Ajda Fošner and Nikša Alfirević (2021) Higher Education Challenges: Developing Skills to Address Contemporary Economic and Sustainability Issues; |
| [88] |
Bertel, Lykke Brogaard et. al. – Aalborg University (2022) Framing and facilitating complex problem-solving competences in interdisciplinary megaprojects
https://vbn.aau.dk/ws/files/456474210/Megaprojects_author_version.PDF |
| [89] |
Jing Liu, Yuki Watabe & Taketoshi Goto (2022) Integrating sustainability themes for enhancing interdisciplinarity: a case study of a comprehensive research university in Japan;
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9378256/pdf/12564_2022_Article_9788.pdf |
| [90] |
Yared NiGussie Demissie (2021) Fostering Students’ System thinking Competence for Sustainability by Using Multiple Real World Learning Approaches;
https://www.tandfonline.com/doi/epdf/10.1080/13504622.2022.2141692?needAccess=true |
| [91] |
World Bank (2011) The Road to Academic Excellence The Making of World-Class Research Universities (p. 26)
https://documents1.worldbank.org/curated/en/688061468337210820/pdf/ |
| [92] | Rebeka Lukman et. al. (2009) Fostering collaboration between universities regarding regional sustainability initiatives – the University of Maribor |
| [93] | Christopher T. Mgonja (2018) Enhancing the University - Industry Collaboration in Developing Countries through Best Practices; |
| [94] | Kioupi & Voulvoulis, 2019 Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes; |
| [95] | Nancy B. Kurland et. al. (2010) Overcoming Silos: The Role of an Interdisciplinary Course in Shaping a Sustainability Network; |
| [96] | Afzal, A., Khan, S., Daud, S., Ahmad, Z., & Butt, A. (2023). Addressing the Digital Divide: Access and Use of Technology in Education. Journal of Social Sciences Review, 3(2), 883-895. |
| [97] | Ahmed G. Abo-Khalil (2024) Integrating sustainability into higher education challenges and opportunities for universities worldwide; |
| [98] | Vasiliki Kioupi and Nikolaos Voulvoulis (2019) Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes; |
| [99] | UNESCO (2022) Knowledge-driven actions: Transforming higher education for global sustainability Independent Expert Group on the Universities and the 2030 Agenda; |
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
Share This Article
Twitter
Linked In
Facebook
Copy
Download@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 -
Institute of Public Administration (IPAM), University of Sierra Leone (USL), Freetown, Sierra Leone
