UNFPA/SÏI776/P01 C I C U U A Restricted UNFPA/SI Terminal Report

LEONE

Integration of Population Education into the School Curricula - In-service and Pre-service Teacher Education

Project Findings and Recommendations

Serial No.: FMR/ED/SCM/86/219 (UNFPA)

United Nations Educational, Scientific and United Nations Fund Cultural Organization for Population Activities

Paris, 1986

• S I E R R A L E O N E

INTEGRATION OF POPULATION EDUCATION

INTO THE SCHOOL CURRICULA

- In-service and Pre-serv±ce Teacher Education

Project Findings and Recommendations

Report prepared for the Government of Sierra Leone by the United Nations Educational, Scientific and Cultural Organization (Unesco) acting as Executing Agency for the • United Nations Fund for Population Activities (UNFPA)

United Nations Educational, Scientific and Cultural Organization

United Nations Fund for Population Activities

UNFPA/SIL/76/POl Terminal Report FMR/ED/SCM/76/219(UNFPA) 29 May 1986

© Unesco 1986 Printed in France

TABLE OF CONTENTS

Page

I. INTRODUCTION 1

II. OBJECTIVES OF THE PROJECT 2

III. ACTIVITIES AND OUTPUTS 4

A. The development of a core of Sierra Leoneans qualified in population education 5

B. The integration of population education concepts into the curriculum for secondary schools and teachers' colleges 5

C. The training of teachers already engaged in trials teaching in pilot schools ,in different parts of the country so that they may train and give support to their colleagues within the new integrated curricula 8

IV. ACHIEVEMENT OF IMMEDIATE OBJECTIVES 10

V. UTILIZATION OF PROJECT RESULTS 13

VI. FINDINGS .14

VII. CONCLUSIONS AND RECOMMENDATIONS 15

APPENDICES

A. LIST OF UNESCO EXPERTS "- SHORT-TERM CONSULTANTS ' 18

B. LIST OF UNESCO FELLOWSHIP AND STUDY TOURS 19

C. LIST OF NATIONAL STAFF (997. GOVERNMENT FINANCED) 20

D. UNFPA/GOVERNMENT OF SIERRA LEONE FINANCIAL INPUTS (1977-1983) 21

E.. LIST OF CURRICULUM TEACHING UNITS PRODUCED (1978-1983) 22 - 25

F. YEAR II MATERIALS - PRE- AND POST-ATTITUDE TEST RESULTS 26 - 41

G. LIST OF MAJOR ITEMS OF EQUIPMENT 42

H. ANALYSIS OF FEED-BACK FROM TEACHERS 43 - 44

I. ORGANIGRAM OF THE PROJECT 45

UNFPA/SIL/76/POl - Integration of Population Education into the School Curricula - In-service and Pre-service Teacher Education

Terminal Report

I. INTRODUCTION

1. The population trend in Sierra Leone is typical of West African countries. According to United Nations population estimates of 1970 the population of Sierra Leone increased from 2,165,000 in 1960 (mid-year) to 2,367,000 in 1965. According to a media variant projection for 1965-85, the population will have reached 3,817,000 by 1985. This increase is characterized by high densities in urban areas caused by the high rates of rural-urban migration and the high fertility rate.

2. The results of the 1974 census confirmed this estimate. It gave the population of Sierra Leone as 2,735,159 over an area of 27,925 sq. miles (or 73,000 sq. km.) an overall density of 99 persons per square mile. However, the overall density per sq. mile of arable land was given as 1,341 persons, the highest being 22,120 persons in the predominantly urban western area. The age composition showed a young population made up of 40.6 per cent under age 15, 54 per cent aged 15-64, and 5.4 per cent aged 65 and over. The total fertility rate was 6.501 per 1,000 and the general fertility 206 live births per 1,000 women. The crude birth rate was 48.7 per 1,000, whilst the infant mortality rate was 227 per 1,000 live births and the crude death rate 28.04 per 1,000. The high mortality rates are a reflection of the low levels of socio-economic development which prevail in the country. It also became clear that the increase in the overall growth rate from 1.9 to 2.1 per cent in 10 years was brought about by a falling death rate in combination with an almost constant birth rate.

3. The trends were already evident during the preparation of the First National Development Plan 1974-1979, which stated:

"It is estimated that the population of Sierra Leone is currently increasing at an average of 68,000 persons per annum (1970-75). During the period 1975-80 and 1980-85, the annual increases are estimated at 81,000 and 98,000 respectively. The total increase during the Plan period 1974-79 is estimated at 393,000 or an annual average of 79,000".

The Plan further recognized a "problem associated with rapid and accelerating population growth" and stated, "It is generally recognized that a population expanding too rapidly aggravates many economic and social problems."

4. Under the circumstances it was felt that population education would inform on:

(i) the relationship between socio-economic development and population activities

SOURCE: Armand Thomas, The Population of Sierra Leone.

- 2 -

(ii) the implications of the changing demographic scene on population behaviour.

5. In the light of the above considerations, in 1976 the Government of Sierra Leone called upon the United Nations Fund for Population Activities (UNFPA) with Unesco as Executing Agency, to assist in implementing a curriculum development project at the Institute of Education, University of Sierra Leone, for the purpose of integrating population education concepts into the school curricula. The project, entitled "Integration of Population Education into the School Curricula - In-service and Pre-service teacher education" was intended to revise the curriculum, particularly in social studies, at secondary level and to train teachers in population education through in-service and pre-service courses.'

6. A project document calling for a three-year project was submitted in December 1976 with April 1977 set as the date of project commencement. To facilitate the implementation of the project the Government of Sierra Leone committed the equivalent of $100,000 per annum in cash and kind, whilst the UNFPA contributed $147,000 to cover the three-year period.

II. OBJECTIVES OF THE PROJECT

•7. ' *• The project, which actually became operative in September 1977 for a three-year period ending 1980, had the following objectives:

A. Immediate objectives

i) •To develop a core of Sierra Leoneans qualified in population education.

ii) To integrate population education concepts into the curricula for secondary schools, and teachers' colleges.

iii) To train, in the new integrated curricula, teachers already engaged in trials teaching in pilot schools in different parts of the country, so that they may train and give support to their colleagues.

B. Development objectives

i) To integrate systematically, population education into the whole education system of Sierra Leone.

ii) To create an awareness of the implications and consequences of population growth on the socio-economic development of the country.

8. After the appointment of the UNFPA Co-ordinator in 1979, a review was made of the project. It was found that although some success had been made through the initiative of the national team, the only guidance that had been given was by a Unesco consultant at the initiation of the project. (See

- 3 -

Appendix A.) Areas needing immediate attention were identified, and a project revision to give the project staff greater insight into the requirements of their task was submitted for rephasing the project activities and redistributing the project funds, increasing the approved budget by 10%. The revision also provided for study tours.

9. The Tripartite Review Mission of March 1981 made a thorough study of the problems being faced and the progress being made at the time. It concluded that the immediate objectives outlined in the document generally appeared to be consistent with the development objectives. However, a few problems were ident­ified when each objective was examined.

10. Firstly, the project document assigned to the initial stages of the project the task of developing a core of Sierra Leoneans qualified in population education. Provision was made for the training of two lecturers only, neither of whom was working full-time on the project. The means of developing the core of Sierra Leoneans, the number making up a core, the nature of the qualification intended, were not explained. It was left for the members of the small project team, none of whom had been trained in population education, to determine strategies for achieving the objective. They studied population education literature left by the first consultant and gleaned some knowledge to be passed on. They decided to make the curriculum development process the very means by which the core was to be developed. The degree to which this was to be done depended on the level (i.e. third-year secondary initially) to which the curriculum was to be developed.

11. The project document also assigned the integration of population education concepts into the curricula for secondary schools and teachers ' colleges. In view of the high prestige attached to the well established disciplines of the existing curriculum (as a basis for upward mobility) it was easier to begin the exercise with a subject (social studies) which was in its innovatory stages. This resulted in what Professor Sloan Wayland later described as "an innovation within an innovation". The project therefore assumed a different approach from others elsewhere. Population -education was to be introduced into the curriculum by means of a new subject which was itself just being established. This meant that initially only the curriculum of the pilot schools would be affected.

12. The method of integration also presented a problem. It had to be decided whether separate population education units were to be developed -alongside social studies units or whether social studies units were to be so structured as to include population education concepts. In the end the latter method was used.

13. Until social studies became fully established in the curriculum, the majority of schools would not have been exposed to population education. This problem was to be minimized first of all by adding to the pilot schools (i.e. schools where trial teaching was planned and monitored by project staff) schools termed 'project schools' which were allowed to use the draft materials without being monitored regularly. Further steps were taken by inviting teachers from other schools to some of the workshops and in-service courses, and by addressing

- 4 -

meetings of the Conference of Principals of Secondary Schools to keep them abreast of developments. Although many schools were interested in becoming project schools, the number included had to be limited because of the inability of the project to produce adequate materials,

14. In view of the dependence . on the text-book at secondary level, it was considered imperative that the integrated material written by teachers, resource persons and the project staff be produced as text-books in adequate numbers for use in the first three classes of all secondary schools in the country. It was also necessary to prepare the social studies/population education curriculum to the end of the secondary cycle in view of the prospect of having social studies included in the syllabus of the GCE Ordinary Level examinations of the West African Examinations Council. A two-year extension of the project to 1983 was recommended.

15. Considering the fact that the project was to concentrate on the curricula for secondary schools, the teachers' colleges referred to were taken to mean secondary teachers' colleges. The only one training teachers for the first three classes of the secondary school, Milton Margai Teachers' College, was to be assisted to integrate population education into its new social studies curriculum.

16. It became clear that the integration of population education concepts into other subjects in the curriculum could not be a project objective, even though attempts were made to do so into another innovatory programme - the Core Course Integrated Science Programme.

III. .ACTIVITIES AND OUTPUTS

17. During the 1977-1983 period of project activities, three experts on short-term consultancies assisted the project, whilst a fourth reviewed the Core Course Integrated Science Programme and prepared a programme for the integration of population education concepts into it. (For a list of experts see Appendix.A.)

18. The implementation of project activities was facilitated by a team spirit which developed among members of the project staff, by the support of the staff of the Institute of Education,.and the co-operation of government authorities, university and college staff, as well as principals and teachers of secondary schools. The Population Education Advisory Committee gave additional support by advising on steps to be taken to solve some of the problems and by ratifying actions of the project staff. Early activities were, however, hampered by shortage of transportation for travelling to schools in the provinces, and absence of equipment for the production of draft materials. The fact that project staff had received no training in population education had an initial dampening effect on the project. The uncertainty of the future of social studies did influence the seriousness with which teachers participated in the programme at the outset. From an external point of view there were various financial constraints due to delays in the approval of budgets, the UNFPA liquidity crises of 1979-80, and the system of allocating funds after

- 5 -

the activities for which they were intended should have been undertaken.

19. In spite of these constraints and problems, as from 1977, the following set of project activities designed to achieve project objectives were undertaken:

A. The development of a core of Sierra Leoneans qualified in population education

i) At the outset in September 1977, one university lecturer from Njala University College with qualifications in social science was awarded a fellowship for a Master's Degree in Population Education at Teachers' College, Columbia University. The workplan provided for the training of two lecturers simultaneously, but the second, from the Teacher Education Department of the same college, with qualifications in biological science proceeded for training in January 1978 after her participation in the National Seminar held in December 1977. This fellow also obtained a Master's Degree in Population Education.

ii) In 1979 the project directors alone, and with a secondary school principal in 1980, went on study tours to see and learn from population'education activities in the Philippines (1979) and

• -Bangkok (1980).

iii) In 1980, the programme development officer and a secondary school principal attended a three-week population education course in Bangkok, and visited population education projects in Malaysia and Bangladesh.

iv) In October-November 1983, two lecturers from Milton Margai Teachers' College attended a short-term course at Columbia University.

20. Through the Project, a core of eight persons have had varying degrees of training or exposure to population education.

B. The integration of population education concepts into the curriculum for secondary schools and teachers' colleges. More specially this meant:

i) the defining of population education as a study of the population situation and its implications for the family, the community, the nation and the world

ii) the choice of the National Programme in Social Studies (NPSS) as the vehicle for integration in the first instance

21. This choice was made because it was felt that social studies education provides the learner with varied skills in inquiry, knowledge and learning opportunities and their application to new problem-solving situations in the day-to-day encounter with the real world. Further, social studies, as

- 6 -

an open curriculum, could be enriched from time to time by revisions and the introduction of new areas of learning, new skills and new inquiry and instructional strategies. In consequence, it can be developed and structured to accommodate new concepts from a wide selection of disciplines of the humanities and social sciences, as well as from other subject areas which have a direct bearing on man and his interaction with his physical, social and cultural environment, e.g. population education. In effect, the Social Studies Unit of the Institute was to assume full responsibility for operating the programme in population education.

iii) the decision that population education was to be developed and taught to pupils in the first three forms of the secondary school

22. This decision was based on the premise that:

the first three forms of the secondary school worked on a general programme and only in Forms Four and Five were pupils prepared for external examinations in certain subject areas

the pupils at this stage of development should be able to conceptualize the consequences of rapid and uncontrolled population.growth and its implications for themselves, their family, the community and their nation

through the programme, the pupils would eventually be able to make informed and rational decisions on matters relating to population, like when to marry, how many wives to marry, when to have children, size of family, and to make positive moves towards ensuring improved "quality of life for their-family, community and nation

iv) the identification of the following concepts for the first year:

- population (human and non-human) the human population of an area the structure and composition of a given population family size, type and growth

- effect of births and deaths on family size - basic family needs of food, shelter and clothing in relation

to family needs

v) the writing' and production of a population education supplement with the above concepts for first-year pupils

23. The preparation of a supplement was recommended by the First National Population Education Seminar in December 1977 in view of the fact that the social studies text material for the first year had been completed before the implementation of the Project began.

- 7 -

vi) the preparation and production of evaluation check-lists to be used with the material

vii) the development of the population education curriculum content for the major revision of material for Years II and III

24. The curriculum of the National Programme in Social Studies (NPSS) into which integration was to be made was based on the theme, "Man in his Environment" and was being developed using the following topics:

"Man Himself", i.e. his origins and his characteristics and abilities. This was intended for use in Year I of the secondary school and had already been completed

"Man's Abode", i.e. his physical environment and his adaptation to it. This was in the process of development for the second-year secondary pupils, and the major revision approach was used

"Man in Society", i.e. his social environment and his patterns of organized living. This was to be developed for the third year secondary pupils, and the major revision approach was to be used

viii) the writing and production in draft of the revised Years II and III text material--for trial teaching in pilot schools • •

ix) the writing and production in draft of accompanying teachers' guides

x) the regular evaluation of the text material

xi) the restructuring of the cours'e as a result of evaluation results

25. The restructured course advocated a spiral curriculum using a new set of topics as follows (based on the- theme "Man in his Environment"):

"Man's Origin", development and characteristics (to include an introduction to the concept of population - the population of an area, the physical and physiological characteristics of the human population - the idea of population growth, etc.)

"Man's Environment" (to consider favourable conditions for the location of the human population on the planet 'Earth' and introduce the concept of migration with special reference to the migratory history of the population of Sierra Leone, etc. - the determinants of population change, rapid population growth and the ecological balance, etc.)

- "Man's Culture" (to include his institutions, especially the family type, life cycle, cultural beliefs and family size, folk demography as applied to traditional beliefs and practices affecting population issues, etc.)

- 8 -

"Population and Resources" (including basic family needs of food, shelter, clothing in relation to family size - relationship between the population and the resources of Sierra Leone. Demography and demographic facts about Sierra Leone and other parts of the world, the dependency burden, effects of rapid population growth on availability of resources, etc.)

"Communication in the Service of Man" ( to include the use of communication for collecting vital information about the population or passing on vital information to the population, population surveys and census. The principle of population, etc.)

- "Global Issues" (to include the interdependence of nations; under­development, poverty, urbanization, the problems of youth, etc., and attempted solutions by the United Nations and such agencies as UNICEF/ the UNFPA etc.).

xii) the writing and production in draft of the restructured text material for trial .teaching in pilot schools -

xiii) the drafting of accompanying teachers' guides

xiv) the development of a curriculum for pre-service teacher education

xv) the development of a curriculum for the entire secondary cycle.

26. The selection-of twenty-four pilot secondary schools was representative of different standards (good, fair), different experiences (old established, newly established), different pupil composition (all male, all female, mixed), different locations (eight out of 12 districts in all three provinces"and the western area).. Schools had to be constantly supplied with materials throughout the 1978-1983 period. The refining, editing, publishing, printing and eventual dissemination in all schools were to be accomplished after 1983.

C. The training of teachers already engaged in trials teaching in pilot schools in different parts of the country, so that they may train and give support to' their colleagues within the new integrated curricula

i) The first of these activities was undertaken during a two-week in-service course in August 1978. Before the draft texts for each class were used, the teachers were exposed to the content and methodology and trained to use them. In-service courses were thereafter held regionally every year.

ii) Pre-tests were administered to the pupils to assess their under­standing of population education concepts before the trial teaching. Post-tests were administered to the same pupils after the trial testing to evaluate the effects of the material.

iii) Activities connected with the training of teachers and the development of the integrated curriculum were not limited to

- 9 -

teachers in pilot schools alone. Other schools which had shown an interest and had requested consideration for participation were encouraged to participate as 'project schools' and their teachers also received in-service training.

iv) In view of the administrative procedures in secondary schools, which make it prohibitive for teachers of the same level to train their colleagues, the Project embarked on the training of teachers who were heads of social studies departments so that they could train and give support to teachers in their departments.

27. The immediate objectives discussed above are singly subordinate to the development objectives of the project, and related activities and outputs were geared towards the ultimate achievement of the broader goals.

28. Though limited in number, the project staff undertook activities and made outputs which contributed to the attainment of these goals and objectives by focussing on curriculum development, in-service training programmes, text­book writing activities and trial teaching. However "to integrate systematically population education into the whole educational system of Sierra Leone" was found to be beyond the capacity of the present project. Vain attempts were made at the outset to incorporate the science unit into the Project so that integration into science could be done simultaneously with integration into social studies. Another attempt was made in 1980 when the Project provided a consultant who assisted with the preparation of a draft for the integration of population education into science. The possibility of integration into all the relevant subjects in the curriculum at all levels of the curriculum is rather remote.

29. . Some of the facilitating factors were found at the local level in . areas requiring co-operation and support. Among these were:

i) the co-operation of some members of staff of the Institute of Education, the unflagging support of individual members of Fourah Bay College, Njala University College and Milton Margai Teachers' College, the understanding and co-operation of authorities within the Ministry of Education and the assistance of the Population Education Advisory Committee

ii) the interest of principals and members of staff of project schools, and.the commitment and dedication of individual teachers

iii) the new facilities of the Institute of Education which makes it possible for a variety of activities to be carried on simultaneously

iv) the support of ancilliary staff (temporary and permanent) who have often worked late into the night to produce materials for the schools, driven long distances along rough roads to distribute books and monitor teaching.

- 10 -

30, On the other hand, impeding factors were both internal and external and sometimes caused difficulties and delays. Among these were:

' i) the initial unavailability of suitable equipment for the production of material

ii) the continuing need for stationery and extra manpower to provide text materials for 24 pilot schools initially, and 40 finally. 2,000 copies of draft material were needed annually for each of three forms, and where a book contained as many as 100 pages, the volume of stationery needed increased accordingly

iii) the initial problem of transportation to the schools over 200 miles away, often through difficult terrain. The Project Document had not taken this into consideration and although government vehicles were made available from time to time, they did not always meet the needs of the project. The Revision of 1979 facilitated the provision of two vehicles which alleviated the situation

iv) the irregular system of project financing.

IV. ACHIEVEMENT OF IMMEDIATE OBJECTIVES

31, By the end of December 1983 when funding for the project terminated, the curriculum in social studies integrated with population education had been completed for secondary schools and secondary teachers' colleges. In addition, three editions of draft text-books culminating in a final edition with six units each for the first three years of the secondary cycle had been written, tried out, and the final edition handed over to a publisher contracted by Unesco for preparation ready to be printed in large numbers under Unesco 's auspices. Furthermore, a Teachers' Guide for each year had also been drafted, and a population education kit and three charts produced. There was also a population education supplement and an accompanying teachers' guide.

32, On the recommendation of the first National Population Education Seminar, and with the approval of the Ministry of Education, four secondary school teachers were seconded to the project on a full-time basis. They were trained in curriculum development and population education and gradually became teacher/writers.

33, Under the direction of the Programme Development Officer, the teachers usually prepared the curriculum outlines, identified population education concepts and drafted curriculum units. These were all submitted to a panel of resource persons with qualifications in demography, population education, sociology, history and geography at writing workshops.

34, The material was evaluated, revised and further developed at the writing workshops before being completed by the writing team, illustrated by a part-time artist, and finalized and edited by the project director.

- 11 -

35. The edited materials were usually produced in time for the in-service courses at which teachers were introduced to them and trained to use them, whilst also being trained in population education.

36. During training courses, field trips were organized to areas where examples of population issues were evident, and teachers were made aware of them and taught to conduct surveys of such areas.

37. Teachers were trained in other social studies/population education methodology such as brainstorming, use of springboard, games, role playing, interviewing, making surveys, conducting case studies, organizing field trips, planning projects, small group discussions, class debates and panel discussions. They were also encouraged to prepare teaching aids such as graphs, charts and illustrations, and in a few cases to take photographs.

38. After the in-service courses had been held, the materials were multiplied for distribution to the pilot schools in different parts of the country for trial testing. Pre-tests were prepared and administered by the project evaluation officer before trial teaching began, and post-tests after the material had been tried out.

39. Visits were made to the pilot schools at least once a term, i.e. three times a year. Originally more visits were planned, but this was hindered by the problems of rough roads and fuel shortages.

40. Trial teaching was followed by evaluation workshops at which analyzed results of the pre- and post-tests were presented, the experiences and observations of the teachers discussed, and revisions made to the materials accordingly.

41. The revised material was finalized and edited by the project team and used during the in-service course, when teachers were introduced to the population concepts for the next class and trained to teach them.

42. The whole exercise began with the preparation of the Population Education Supplement which was tried out in 1978/1979 and finalized in 1979/1980. The second-year materials were prepared and tried out in 1979/1980 and finalized in 1980/1981. The third-year materials were prepared and tried out in 1980/1981 and finalized in 1981/1982.

43. Writing and evaluation workshops were usually held in July and in-service training courses in August of each year, whilst trial teaching went on throughout the school year from September to July, during which the project team prepared the material and monitored trial teaching. On some occasions short Easter and Christmas vacation workshops were held with resource persons.

44. The Tripartite Review of March 1981 recommended inter-alia "an extension of the project to 1983 to make possible expansion to the upper levels of the school system, pre-service teacher training" as well as integration into other subjects.

- 12 -

45. Consequently in 1981/1982 the three-year social studies/population education programme for secondary schools was reviewed in the light of experience and evaluation reports, and with a view to expanding it as planned. A complete re-structuring was done with the assistance of a British Council-sponsored consultant.

46. This resulted in the production of a five-year spiral curriculum and the rewriting of the texts for the first three years by the project team. These were presented to the team of resource persons and heads of social studies departments for scrutiny. In the light of their observations, amendments were made and the texts revised and multiplied for trial in pilot schools. The usual evaluation exercises were done, and the results taken into consideration during the finalization of the material ready for submission to the Population Education Advisory Committee for approval.

47. The approach advocated is Jerome Bruner's Spiral Curriculum by which the six topics are introduced in the first year and repeated in greater depth and in" wider scope each year up to the fifth year of secondary school level. Population concepts are integrated into each topic or unit in a natural manner, whilst one topic/unit is devoted entirely to population concepts. This should ensure a more systematic integration and make a greater impact than hitherto.

48. With the assistance of a short-term Unesco consultant, a workshop was held in August 1981 at which a'pre-service programme prepared during the Easter workshop was reviewed and teacher educators were trained in population education.

49. In 1981/1982 and in 1982/1983 the pre-service population education programme was tried out at the Milton Margai Teachers' College and evaluated.

50. In December 1983,'.the pre-service population education curriculum was revised in the light of the evaluation and the re-structured secondary curriculum.

51. A large number of educators were exposed to the concept of population education during the lifetime of the project. At the inaugural seminar in December 1977, there were over 100 participants, including primary and secondary school principals and teachers, policy-makers, educational administrators, teacher educators and university personnel. An average of 120 teachers attended each in-service course from 1978 to 1983. Most of these were "repeaters" being introduced to population education concepts for different levels, and therefore attending more than one session.

52. By 1981, interest in the programme had become so keen that teachers in non-pilot or project schools arrived uninvited at that year's in-service course. Unfortunately they had to be turned away because they had not been catered for.

53. Some of the pilot schools in use at the beginning of the project dropped out when teachers who had been trained left for other jobs and replacements were not readily available. In such cases, project schools in the same locality were raised to the status of pilot schools.

54. At present, there are 40 secondary schools out of a total of 130 which are using the social studies/population education material. In each of these

- 13 -

there is a head of department and an average of two teachers, making a total of 120 teachers who have been trained in or exposed to population education.

55. In each of the 40 schools there are 50 draft text-books with an average of 110 A4 pages each of the three classes, i.e., 150 draft text-books, three teachers' guides, one study kit and three charts, as well as one copy of the curriculum for years I - V.

56. The draft text-books are used by as many as four streams of a class of an average of 40-45 pupils per stream. This presents a problem for time­tabling, as the same set of books has to be used by different sets of pupils.

57. Because the draft texts are mimeographed and the content is usually revised annually, they have had to be replaced annually, and pupils have not been able to own them. Samples of all the editions produced so far are available in the project offices at the Institute.

V. UTILIZATION OF PROJECT RESULTS

58. As a result of project activities 1977-1983, all the secondary schools have expressed a wish to embark on the teaching of social studies/population education as soon as text-books become available, and the West African Examin­ations Council includes it in its syllabus for the Ordinary Level examinations taken at the end of the fifth year of secondary school. The syllabus which has already been prepared is being further reviewed by the Ministry of Education and other selected educators before its submission to the Examinations Council for consideration. The indications are that it will be favourably considered.

59. In the interim, over 8oZ of the s"chools have committed themselves to using the materials already produced, to the third year, when they become available. Steps have therefore been taken by Unesco to ensure the preparation of the draft texts for printing in the hope of obtaining help from a friendly government for the actual reproduction of a total of at least 30,000 copies for the schools.

60. The availability of text-books which secondary school students will be able to take to their homes for their parents to see and read will contribute immensely to the attainment of the development objective of creating an aware­ness of the implications and consequences of population' growth on the socio­economic development of the country. However, it would only mean one step towards the systematic integration of population education into the whole educational system of Sierra Leone.

61. Primary teachers' colleges have been sensitized to the need for population education, and the results of interviews have justified the integration of population education concepts into the curriculum at that level during a forthcoming revision. At a recent revision of the primary school curriculum, population education concepts were included in the social studies, science and home economics syllabi.

- 14 -

62. The social studies/population education programme has taken root at Milton Margai Teachers' College, which is the only college specially set up to give pre-service training for teaching in the first three forms of the secondary school and a research project has already been undertaken to aid pre-service training entitled "Population Factors in Relation to Cultural and Socio-Economic Development" - a study of attitudes and impacts at the household level.

63. In anticipation of the expansion into the upper secondary classes, the Department of Education of Fourah Bay College and the Teacher Education Department of Njala University College have held seminars in population education.

64. As a result of his training in this project and the opportunity provided for him by the project to attend a training workshop and go on a study tour abroad, the principal of one of the pilot secondary schools, who is also Secretary of the People's Educational Association, has been influential in the introduction of population education into adult education courses at the Extra-Mural Department of the University, as well as in out-of-school classes run in co-operation with the German Adult Association (DW).

VI. FINDINGS

65.° Apart from the -Tripartite Review of 1981 and the final Evaluation of 1983, no studies or outside evaluation of the project have been made. As a result of the project's own evaluation, observations, interviews and surveys, the following are significant findings.

i) Principals and teachers in project schools have responded admirably to the introduction of the integrated social studies/ population education programme into their curriculum.

ii) Pupils have found the course different from others because it has a direct bearing on their own lives.

iii) The attitude of pupils to certain population issues such as family size has been favourably influenced.

iv) An awareness of the implications of the consequences of the population trends in the country has been created among teachers.

v) A strong desire has been expressed by principals, teachers and pupils for a continuation of the programme to the upper classes of secondary schools.

vi) There has been a clamour among students at Milton Margai Teachers' College who are not in the initial classes for courses in social studies/population education.

vii) Students who participated in the pilot programme at the College found themselves being influenced in their decision-making.

- 15 -

66. Among the main conclusions reached as a result of the experience gained are the following:

i) The original plan of the project was unsatisfactorily conceived since responsibility for its direction was not spelt out, neither was any guidance given as to the procedures and expectations for the management of the project.

ii) Some project activities were based on assumptions, e.g. that the implementation of the project depended on the training of university lecturers, one of whom would, on completion, be appointed a full-time member of the . Institute of Education. This of course was not the case.

iii) In view of the above, an identification of someone to be responsible for the direction of the project should have been made at the outset and the necessary guidance and training given 'in the procedures expected for the management of the project. Management of such a project is a full-time job and requires administrative ability and professional experience of a high order.

iv) The original project document stated under "Equipment and Supplies" "The Institute of Education and other institutions and agencies engaged in population education will be provided with books, documentation and audio-visual materials-on population and development population"education". Very few books and audio-visual equipment, have been provided in six years.

v) The integration of population education concepts into new subjects, or subjects which are not fully established throughout the school system at any level, would demand more in terms of time and funding if the long-term objectives are to be attained.

vi) It is more advantageous to train project staff after they have been appointed and have shown commitment to a project than to do so before.

vii) Guidance should be given in the procedures for requesting funds for projects and in the maintenance of project accounts.

viii) Financing of projects should be made in advance of project activities to avoid delays and unnecessary cancellations.

VII. CONCLUSIONS AND RECOMMENDATIONS

67. Although the report of the UNFPA evaluation mission of February 1983 has been termed "favourable", no judgement has been made as to the degree of success achieved by the project. No action has as yet been taken by the Ministry of Education to do its own evaluation, although it has accepted the UNFPA report.

68. At the time of writing this report, Unesco had succeeded in preparing production of the social studies/population education text-books in time for the 1984-1985 school year, when the following action was considered necessary:

- 16 -

i) provision to be made by the local UNFPA office and the UNDP for the receipt of the books when they were shipped out;

ii) provision to be made by the Ministry of Education and the Institute for the warehousing or storage of the books when they were received, and for their distribution thereafter;

iii) a decision by the Ministry about the possibility of having school principals undertake to ensure the security of the books to enable three succeeding groups of pupils to use them in the next three years, after which they would be revised for reprinting by Government or some other donor country/agency.

69. With the departure of the project director and the programme development officer from the Institute of Education, the NPSS/Population Education Unit will need to be strengthened to ensure the continuity of activities, and in particular:

iv) the draft teachers' guides should be finalized and reproduced locally for the use of teachers;

v) monitoring, evaluation and in-service training should be intensified and extended to all secondary schools. Funding may hav*e to be sought for the purpose;

vi) additional charts and visual aids should be produced;

vii) the production of a source book using materials already accumulated, and a newsletter periodically for transmission of population education and news.

70. It is imperative that the momentum now gathered by Milton Margai Teachers' College be maintained by

viii) full and continued support through whatever means possible;

ix) providing the items of equipment and books requested months ago through Unesco for which funds were originally allocated in the 1983 budget.

71. To ensure expansion to"the upper levels of the secondary school it would be advisable at some stage

x) to give out contracts for the writing of text-books in social studies/population education for Years IV and V.

72. The proposal for the integration of population education into science should be seen as an opportunity for building on the social studies/population

- 17 -

education framework a population education unit into which other population education projects can be allotted, e.g. in home economics, in mathematics and in health education.

73. For the developmental objective of integration into the whole educational system to be achieved however, it may be necessary to set up the Population Education Unit within the Ministry of Education with a Population Education Project Director who would identify suitable institutions for integration into the curriculum of different subjects simultaneously instead of piece-meal, and who would be responsible for the co-ordination and general management of the project (per se). This seems to be the pattern adopted with great success in Somalia.

e CU

s e 00 1-1

CO

ca O

0)

CO

a

c u l-H

3 ca C o

cj s (U

4J

O

CO

17 4-5

ä a K

c c «H

O

. o

•H

1-3

- 18

-A

PPEND

IX A

I s» oo

ON

O

N

l-l ,-1

O

4J i—I

fi O

• •

fi

o u c 3 tu

o e

>.1-l l-i

M

4-1 -

H

3 U

3

O

O

CJ

CU

S

ca Z

u z 33 U

M

co

2 u 0) ¿3 411 ,-

4

TS

B

c ^

ra o

U-l

CO 4-I

O

d J

= 0)

4-»

s eu h

00 O

C

U-l

)-l l-l

IJ co

CO

T4

l4

t». «

U

4J to

ta

c S

l-l B

-o i-I

C

-4 3

V O

u u

eu 00 •

^ eu

u -fi

co 4J

,£) .fi

U-l

4J O

1-1

3 C

O

4J

l-l CO

U

•H C

O

C0 l-l

C0 C

O

co eu (S

o u

H

P.

u 3 CU

c M

O

4J U

4J O

CO

4-1

« "O

S

cu B

Cu

co i-i

M

V

o u

o P

U

CO

1-4 C

«

O

i-I C

O

4-1 .c

CO ^

H .fi

•

3 o

r» c

m

r» O

.C

O

N

fe

3H

<B

U

U

x n

ai U

C

i -"

B

u-i E

a)

O eu

00 Q

C

.-H

fl

Cfl

CM

£

CN

u o

C

«H

I 3

4-1

co co

m

i-l Z

rH

CO

c efl

to

ON

r

ON

i-i

m

o • v

O

O

o j-i

ON

r

o\ •—

i

vf> O

• o O

C

00 o

c

«

T4

i-i *a

3 U

CU

O

1-4

Pi

CO

fi CU

l-l .fi

u-l 4-1

C0

U-l

4-1 O

-H

4J

C

C

O

CU i-l

0)

c! co

O

-H

U

> «

CO

.C

4-1 13

C

eu co

4J CO

U

3 C

1-4

U

co B

>

eu cu I-I

a •O

CL.

C

3 co c

o S

c

cu o

i-i i-l

> 4J

eu co u

u 3

O

"3 H

Cd

eu fi

4J CO

O

U-l

4J O

fi

i-l fi O

CO

•H

U

4-1

a. u

eu eu

o »-i

C

cu o

co u

cu c

¿3 O

0)

co o 3

"O 4J

CU

CO

cu c

i-l o

U

-r4 u C0

•O

4J co

IJ i-4

CO

3

o. a.

c o

o •

ac

ó

d eu

CO U

-l C

O

o

o oo a\ I-I • «* O

• vO

i-I

O

oo O

N

1-4 • O

r*» 4-1

O •

<T O

•—i

oo er» I-I • oo O

• en O

•-4 00 O

N

I-I • o oo 4-1

O •

CN

C

M

CO

o

4-1 CO

l-l

1-t 00

U

cu cu 4-1

4J C

efl •H

B

•W Cfl

Cfl

> -a CO o

H

•J2 CO eu

•o efl i—

i 00

c CO

03

33

< fu 1-4

H

<

cu o e m

i-i

o i-l

4J ü

CO

4J

co u

co 00

M

'V

CU

4J CU

4-1 4J

fi O

tfl

iH

4J

u c

00 CU

i-l

CU J2

4J 4-1

CO

CU

a. 0)

o c o C

J c o

M

U

o CU

U-l

en l-l 3 o

_ C

J «

U

_ cu

oo i-i U

O

4J

O

U

CO

u a,

u 3

CU

Cfl "

O

.fi M

4-1

eu u

d 3

co o

V

O,

i-l l-l

CU

' 4J

> U

efl

cu cu I-I

U

3 •O

Cu

OC

O

H

co Pu

CO

•H

1-4 CO

U

4-1 CO

3 <

ca j¿ c CO

J •^ Vi

CO

1-3

s >4 W

»J

d)

U

•H > CU CO I CU

u CU

l-l o

eu 00

cu

4J U

-l co u

"3

Cfl

o 3 V

W

4-1 fi

O

C

-H

O

4-1 Cfl

CU

1-4 CO

3

•^

CU

>

O

-a

PU

C

fl

co T

3 CU

C

i-l

co *a 3

S

4J C

UC

O

1-1 >

-I V

Cfl

l-l 1-1 O

o

o H

co

oo d

•H

tí •

T4

C

cfl O

l-l

1-1 U

4-1 Cfl

eu u

'J3 3

4J T

3 U

fi

•H

fi O

C

i-l

•-I 4J

eu co

•C

1-4 3

O

CU

4-1

O

PH

-O

C

C

co

i-I C

co

o u

i-l eu

4-1 U

CO

3

U

4J 3

CJ "

3 eu

CU i-l

M

< S«

H

Cá

CO

<

• • 4J U

eu eu X

eu

•3 CU

l-i o CO

c o CU

co 1 co o l-l sa CO

c CO

> H

•3 C

cfl i-l •H

U

C

3 O

CJ .e co •w

4J i-l U

» CO

•3 eu TJ "O

cfl eu

¿3 •n i-i 3 O

JZ CO

4J CO

l-l r-4

CO

•r4

J3 4J

O H

l C

M

00

CT\

i-l

(

O •

m he curriculum, 0

4-1

U-l

O

00 d

•H V4 3

4J CJ

3 l-i 4J CO

eu U eu

j: 4J

d i-i 4J CO

-4 CO

CO

cfl

o H

fi i-l cfl 4

J ^

4 U

ça 4-1 Cfl eu u CJ

1-4 3 CO

PU

C

O

< M

P3 H

3

CM

00 en i-U

CT\

O •

r~ d the training 2 c CO M

4J

X

eu 4J

"3 eu co

i-l > eu )-i 0)

.fi 4J

U-l O 00 c

•H

4J i-l "3 eu eu

.fi 4J

1

oo en i-H

c» O

• 1-4 O •

eu

co u 00 O

u eu

•3 eu 4-1

cfl U

00 eu 4J

C

•H

CU

J= 4-1

fi •H

CO

l-l eu J3 U

Cfl eu

4-1

U-l O

en 0

0 O

N

1-4

oo O

• o P

O

1

oo cr. i—

i

i-i f-U

• 1-4 C

N en co O

N

r-4

CM

l-H

• r>» l-H

- 19 -

APPENDIX B

LIST OF UNESCO FELLOWSHIPS

Name of Fellow Field of Study- Place of Study Duration of contract From To

JCOF Amy

AMARA Juliana

RON-MACAULEY Caroline

SELLU A.K.

Population Education Columbia University, USA

Population Education Columbia University, USA

Population Education Columbia University, USA

Population Education Columbia University, USA

Sept. 1977 - Dec. 1977

Jan. 1978 - Dec. 1978

Oct. 1983 - Nov. 1983

Oct. 1983 - Nov. 1983

LIST OF STUDY TOUR'PARTICIPANTS

Name Field of Study Place of Study Duration of Contract From To

LUCAN, T.A.

LEIGH, S.E.O.

LABOR Garva

THOMPSON, J.

Activities in Philippines; Population Education Bangkok

Course in Population Bangkok Education, Activities Malaysia in Population Ed. . Bangladesh

Activities in Bangkok Population Education

Course in Population Bangkok Education Malaysia Activities in Population Ed. Bangladesh

August 1979- Sept.1979 June 1980

. Aug. 1980

Sep. 1980

June 1980

Aug. 1980

Sep. 1980

- 20 -APPENDIX C

LIST OF NATIONAL STAFF (99% GOVERNMENT FINANCED)

a) Professional

Mrs. T. Aisie Lucan

Mr. S.E. Olotu-Leigh

Mr. A.B.N. Wilson

Miss Margaret Manley

Mr. D. Ashley

Mr. J.A. JUSÜ

Mr. A.B.M. Sheriff

Mr. Oronto-Cole

b) Administrative and Other Support

Mrs. CG. Alkusain

Mr. A. Johnson

Mr. S. Tomagbandi

Mr. E. George

Mr. M. Moriba

Mr. W. Taylor

Mrs. J.Y. Jonah

Miss D. Williams

Miss C. Williams

Mr. Abu Bangura

Mr. A. Koroma

Mr. A. Bangura

c) Local Resource Personnel

Project Director and Curriculum Co-ordinator

Programme Development and Senior Curriculum Development Officer

Programme Evaluator and Assistant Development Officer

Teacher/Writer (temporary) ti ti H

H

H

Artist (part-time)

Secretary/Typist (full-time)

Driver "

Supervising Finance Officer (part-time)

Assistant Finance Officer "

Supervising Production Officer (part-time)

Assistant Production 'Officer .(full-time)

Secretary/Typist (part-time)

Copy Typist

Driver

Messenger/Cleaner (full-time)

Watchman (part-time)

Mrs J. Amara, B.Ed.Science, M.A. (Pop; Educ.) M.Ed.

Dr. Amy Joof, B.A. Dip. Ed., M.A., M.Ed. (Pop Educ.), Ph.D. (Geography) (Project Fellowship)

Dr. H.B. Kandeh, B.A. Hons., M.A., Ph.D. (Geography/Demography)

Dr. M. Dumbuya, B.A., M.A., Ph.D. (Sociology)

Mr. Armand Thomas, B.A., Dip. TP., M.A. (Demography)

Mrs Caroline Roy-Macauley, B.A., M.Ed. (Evaluation)

Mr. A.K. Sellu, B.A., M.Ed.

- 21 -

APPENDIX D

UNFPA/GOVERNMENT OF SIERRA LEONE FINANCIAL INPUTS (1977 - 1983)

Statement of Cumulative UNFPA Inputs 1977-1983

Experts (man/months) 7.75 Sub-contracts ($ US 000) 30,00a.00 Equipment received ($ US 000) 96,351.00 Fellowships (man/months) 39

Statement of Government Financial Contribution 1977-1983

1.2.2. SIERRA LEONE GOVERNMENT CONTRIBUTION

For training of teachers and printing of Report, etc. 1978 g_5_5_j.OOO

Staff salaries for at least one driver, the Programme Development Officer, four teacher/writers, production personnel, typist, finance officer and supplementary staff approx. Le 50.000 p.a.

»

Basic materials, e.g. stationery for correspondence, printing material for reports and publications

approx. 12,000 "

Maintenance of basic equipment, i.e. typewriters, duplicating machines, air conditioners, etc. •

approx. 10,000 "

Maintenance of vehicles used by project - fuel, etc. approx. 12,000 "

Maintenance of accommodation and furniture, etc. approx. 4,000 "

Service, i.e. electricity, telephones, water supply approx. 6,000 "

Storage of materials, etc. approx. 6,000 "

TOTAL Le=ioo±ggg

- 22 -

APPENDIX E

LIST OF DRAFT CURRICULUM TEACHING UNITS PRODUCED 1978 - 1983

TITLE 1978/1979 No. PRODUCED

Population Education Supplement (Pupils Year I) 10,000

(i) Population (ii) The structure of the population (iii) The composition of an area (iv) Family types, size and growth (v) Basic family needs Population Education (Guideline for Teachers) 500

1979/1980

Man's Abode (Pupils Year II) 3,000

(i) The human population of the earth (ii) Migration (iii) Effects of migration on population growth (iv) Population facts about Sierra Leone (v) Factors which affect population change Man's Abode (Teachers' Guide") 200

1980/81-1981/82

Man in Society (Pupils Year III) 3,000

(i) . The family as a social institution origin, functions, importance

(ii) Main features of religious beliefs and practices (iii) Factors which cause population to change

fertility, mortality, migration (iv) Population growth rate (v) How we obtain population data

censuses, sample surveys, vital registration (vi) Problems with collecting population data (vii) Presentation and interpretation of tables (viii) Presentation and interpretation of graphs (ix) Presentation and interpretation of rates of

population data (x) Some of the uses and significance of population data (xi) Effects of the population change on resources and

economic development (xii) Rapid population growth (xiii) Effects of population en iae environnent s civ, Significance cf populsticn policy Han in Society (Teachers' Guide) 200

- 23 -

APPENDIX E (Cont'd)

1982/1983

Revised Integrated Course - Population Content

1. Man's Origin, Development and Characteristics (Years I - III) 5,000

(l) Introduction to the concepts of population (ii) The characteristics of the population (iii) The composition of the population of an area (iv) Beginnings of population growth (v) Man's physiological characteristics:

Reproductive activity Life span Life expectancy Slow growing-up process

(vi) World population trends

2. Man's Environment (Years I - III) 5,000

(i) The human population of the earth (ii) Introduction to migration (iii) History of migration into Sierra Leone (iv) Effects of early migration on population growth (v) Effects -of man's activities on the eco-system (vi)- Effects of man's numbers on-the'eco-system (vii) Environmental management (viii) Check on population growth

3. Man's Culture (Years I - III) 5,000

(i) The famiiy as a social institution (ii) Types of families (iii). The family life cycle (iv) Cultural beliefs and family size (v) Folklore as applied to traditional beliefs and

practices affecting population issues (vi) Factors which contribute to high infant mortality (vii) Rural and urban communities

4. Population and Resources (Years I - III) 5,000

(i) Our family needs (ii) How families meet their needs for food (iii) How families meet their needs for shelter (iv) How families meet their needs for clothing (v) Relationship between family needs and family size (vi) The population of Sierra Leone (vii) Population distribution (viii) Population density (ix) Relationship between distribution, density and land

resources - rural - urban migration (x) Characteristics of our population

- 24 -

APPENDIX E (Cont'd)

(a) Ethnic composition (b) Age-sex structure (c) Dependency burden and its effects on resources (d) Educational composition (e) Marital composition and fertility (f) Occupational composition

(xi) Causes of population change: fertility mortality migration

(xii) Effects of population change (xiii) Relationship between population and resources in

Sierra Leone (xiv) Effect of population characteristics on resources (xv) Optimum population (xvi) Need for population planning and control (xvii) The National Population Commission

5, Communication in the Service of Man (Years I - III) 5,000

(i) How we obtain population data (ii) Problems with collecting population data (iii) Censuses, sample surveys, vital registration (iv) Presentation and interpretation of population data

(tables, graphs, charts) (v) Rates of population data (vi) Uses and significance of population data

6. Global Issues (Years I - III) 5,000

(i) Some issues affecting individual and world nations (ii) The United Nations Organization (UNO) (iii) Other U.N. bodies, e.g. UNFPA (iv) The issues of urbanization (v) World population problems (vi) Attempts at solutions (vii) A young or a youthful population (viii) The adolescent (ix) Characteristics of the adolescent (x) Common social problems among youths (xi) The role of the family unit (xii) National action (xiii) International action

Technical Reports

1. Report of First National Population Education Seminar 1977 - Unesco 2. Report of consultancy by D. Weerasinghe 1978 - Unesco 3. Report of consultancy by A. Latif 1979 - Unesco 4. Report of study tour by T.A. Lucan 1979 - Unesco

- 25 -

APPENDIX E (Cont'd)

Report of consultancy by Yaxley 1980 - Unesco Report of study tour by T.A. Lucan and Labor 1980 - Unesco Project situation report 1981 - Unesco Tripartite Review Report 1981 - Unesco Report of study tour by Olotu-Leigh and Thompson 1981 - Unesco Report of consultancy by Jayasuriya 1981 - Unesco Project follow-up to Tripartite Review 1981 - Unesco UNFPA Evaluation Report 1983 - Unesco

Six-monthly reports, June 1978 - December 1983 - UNFPA/Unesco

- 26 -APPENDIX F

YEAR II MATERIALS - PRE- AND POST-ATTITUDE TEST RESULTS

Twenty attitude test items based on population education concepts were administered to 12 classes in seven pilot schools in October 1979. Based on the Likert five-point scale, the maximum score was 100%. By spreading the grades on the stanine scale, the following results are shown:

The majority of the pupils in each class were in group 4, scoring grades from 61 to 77%. 248 out of 359 pupils were in this group.

The number of pupils on the higher scale, groups 3 and 2, and on the lower scale, groups 5, 6 and 7, gets fewer; in groups 3 and 2 the numbers were 38 and six respectively, while in groups 5, 6 and 7 the numbers were 65 and one respectively.

Four schools had one pupil each in group 2 with grades from 90-96. They were St. Andrew's Secondary II White, Bo Government School 2-01, St. Joseph's Blama IIA, Government Secondary School Jimmi Form IIA, St. Joseph's Blama Form IIB had two pupils.

Description of the results of the attitude post-test

In June 1980, the same'attitude test was administered-again to 20 classes including the 12 in the first administration. By spreading the scores in per cent in stanine, the results show that the majority of the pupils were in group 4, scoring from 61 to 77%. Out of a total of 564 pupils, 351 were in group 4, 103 in group 5, 105 in group 3, nine in group 2 and one in group 6.

A comparison between the scores in the pre-'and post-tests show the following results:

In the 12 classes which took the tests, 69.1% were in stanine group 4 in the pre-test while 65.3% were in group 4 in the post-test. In the 20 classes which took the post-test, 62.6% of the pupils had scores in group 4.

In the pre-test, 38 out of 359 or 10.6% had scores in group 3, while in the post-test, 105 out of 564 or 18.6% were in group 3, with grades ranging from 78 to 89%.

In the pre-test only six pupils were in group 2, while in the post-test only 7% were in this group. No pupils had grades in group 1. The scores in group 2 ranged from 90 to 96 and in group 1 from 97 to 100%.

- 27 -

APPENDIX F (Cont'd)

Pre-test attitude test scores - October 1979

Per cent in stanine

97 100

90 96

78 89

61 77

41 60

24 40

12 23

5 11

1 4

39 St. Andrew's II White

31 Tomlinson High School II2

29 Bumpe High School II s

33 Bo Govt. School 2-01

29 Siaka Stevens Comm.II Red

41 St. Joseph's Blama IIA

37 St. Joseph's Blama IIB

43 St. Andrew's Sec.Bo II Blue

Govt,Sec. Seh. Jimmi 2A

Govt.Sec. Seh. Jimmi 2C

25

22

19 St. Joseph's Agrie. Sec. Blama IIC

1

2

1

8

2

6

12

7

11 Siaka Stevens Comm.

25

21

17

20

21

33

18

29

21

16

17

10

12

10

10

4

6

1

5

7

3.

5

1

1

359

Attitude test scores ? S " ce:

26

xr. s tanins

35 St. Andrew's II White

17 Tomlinson High Sch. Songo 2 1

18 " " 2 2

32 Bumpe High School 2S

27 " " " 2E

32 Govt.Sec. Sch. Bo 201

31 Siaka Stevens Comm, Sec. Port Loko 2 Red

1

97 100

2

90 96

38 248 65

Post-test June 1930

3 4 5 6 7

78 61 41 34 12

89 77 60 40

13 . 13

3

1

2

3

3

5

6

12

10

21

16

22

19

3

5

8

6

1

6

21

23

8

5 11

9

1

- 28 -APPENDIX F (Cont'd)

Per cent in stanine

97 100

90 96

78 89

61 77

41 60

34 40

12 23

5 ' 11

1 4

29 Siaka Stevens Comm.Sec. Porto Loko 2 Yellow

34 St. Joseph's Sec.Sch. Blama IIA

26

20

38

27

29

22

St. Joseph's Sec.Sch. Blama IIB

St. Joseph's Sec. Sch. Blama IIC

St. Andrew's Sec. Sch. Bo II Blue

Govt.Sec. Sch. Jimmi IIA it H ii H I I B

H H M H I I C

44 Magburaka Sec.Sch. for Girls II

24 Methodist Boys' High Sch.II]

42 Laura Dove Vocational II

17 Municipal Secondary School

7 18 4

13 19 2

3 17 5

2 11 7

7 . 26 5

1 ' 19 7

5 19 5

3 16 3

1 13 23 7

• 18 6

1 13 18 10

13 4

564 105 351 103

Comment on the results in stanine

The 12 classes which took both the pre- and post-tests did not have the same number of pupils. Slightly fewer in number did the post-test. The numbers were 359 and 326 respectively. By examining the numbers in each of the stanine groups, the following results are shown:

Six pupils in group 2 in both tests In group 3 there were 38 in the pre-test and 67 in the post-test. This shows that more pupils changed their responses positively from lower groups to group 3.

In group 4 there were 248 pupils in the pre-test and 213 in the post-test. This shows that there was a reduction in the number of pupils in this group in the post-test.

In group 5 there were- 65 pupils in the pre-test and 56 in the post-test. The number was slightly less in

- 29 -

APPENDIX F (Cont'd)

this low group in the post-test.

In group 6 there was one pupil each in the pre-test and post-test.

In group 7 there was one pupil in the pre-test and none in the post-test.

The difference in the number of pupils in the pre- and post-tests only showed shift in the attitude of pupils over the period, but it does not show in each group whether the change was significant.

Responses across respondents on six items from the attitude test

Sample responses of the same pupils in five schools on six items were examined in both the pre-test and post-test. The responses were calculated in three categories: on 'those in favour, those rot in favour of the item and on those who were undecided.

were:

The six classes which were selected on the basis of systematic sample

St.- Andrew's Secondary School, Bo, Form II White 34 pupils Bo Government School, Form 2-01 32 pupils St. Joseph's Secondary and Agrie. Sch. Blama Form IIA 34 pupils " " "'• " " " " " IIB 26 pupils

Govt. Secondary Sch. Jimmi Form IIB 25 pupils Tomlinson High School Form II2 24 pupils

The six test items selected were as follows:

Item 3: If the earth's resources are misused, it will affect the quality of life of the people.

Item 4: Constant pollution'of the world's atmosphere can result in the destruction of our environment.

Item 5: Parents should have as many children as they wish as God/Allah will provide their basic needs.

Item 9: Sierra Leone should stabilize her population growth, especially with the current trend in food production.

Item 13: Population with a large young female group should be taught methods of family planning.

Item 14: Every school-going child should be made aware of the population situation as it relates to the family and the school.

The results obtained in percentages were as follows:

- 30 -

APPENDIX F (Cont'd)

Pre-test

Item 3 Item 4 Item 5 Item 9 Item 13 Item 14

Post-test

Item 3 Item 4 Item 5 Item 9 Item 13 Item 14

% in favour

63 52 65 60 75 62

76 66 56 73 76 65

7 /o*

not in favour

13 26 30 23 14 23

20 22 36 20 15 • 23

7 Und,

24 22 5 17 11 15

4 11 8 7 9 12

The difference between the percentages for each item in the pre- and post-tests is a measure -of the extent to which the pupils changed their attitude over the period of time.

" The results show that over the period more pupils, 137«, were in favour of item 3 about the earth's resources, raising the figure to 76%.

147. more were in favour of item 4, about pollution. The figure rose to 667», A 'smaller number of pupils, 9%, were in favour of limiting the number of births in the family, thus reducing the figure to 567. in item 5. More pupils, 137o, were in favour of item-9 about stabilization of Sierra Leone's population growth. There was very little difference, just 17, more, to bring the figure up to 767« in favour of item 13 about family planning, and 37» more in favour of item 14 about awareness by each child of the population situation. The figure for item 14 increased to 657,.

The difference between the means of the attitude pre-test and post-test for six classes

The means of. the pre-test, post-test and their differences for each class or correlated group were as follows:

No. in Pre-test Post-test Difference class mean mean between means

34 St. Andrew's Sec. Bo II 64.4 73.3 8.9 White

32 Govt. Sec. Sch.BO 2-01 69.4 75.1 5.7 34 St. Joseph's Sec..& Agrie.

Sch. Blama IIA 72.1 74.7 2.6 25 ditto IIB 70.0 65.7 - 4.3

- 31 -APPENDIX F (Cont'd)

No. in Pre-test Post-test Difference class mean mean between means

25 Govt. Sec. Sch.Jimmi IIB 66.6 64.-9 - 1.7 24 Tomlinson High School II2 63.1 66.5 3.4

The results show that the difference between means was positive for four schools, and negative for two schools out of the six in the sample.

This means that the majority of the pupils in the four schools, St. Andrew's Secondary II White, Government Secondary School Bo, 2-01, St. Joseph's Secondary and Agricultural School, Blama, Form IIA and Tomlinson High School Form 11^ changed to a more positive attitude towards population education over the eight-month period, October 1979 to June 1980.

The greatest positive change was recorded from St. Andrew's Secondary School Bo, Form II White, with a difference of 8.9%. Next to St. Andrew's was Government Secondary School, Bo, 2-01, with 5.7%, Tomlinson High School II2 with 3.4% and St, Joseph's Secondary and Agricultural School Form IIA with a positive mean difference of 2,6%,

The two schools which had a negative mean difference were St, Joseph's Secondary and Agricultural School, Blama, Form IIB with -4.3% and Government Secondary School Jimmi, Form IIB with -1.7%.

The "negative mean difference" indicates that over the period of the first and second administration of the test, a majority of the pupils in these classes changed to a negative attitude towards population education.

The positive and negative différence'between the means of correlated or dependent groups-is a pointer toward the direction of change of attitude. The next step is to answer the question whether the change was significant.

Hypothesis testing

To answer the question as to whether the difference between the means of a correlated or a dependent group was significant or not, a t-test was computed for each group.

The null hypothesis is that the class, having been exposed to the programme for a school year, the means of the post-test would not exceed the means of the pre-test or the means of both the pre-test and the post-test would be equal.

The alternative hypothesis is that the mean of the post-test would exceed that of the pre-test.

Given .01 significance level, a directional test and N-l that is 34-1 degree of freedom (df), for St. Andrew's Secondary School Form II White with 34 pupils, it was found that tobs = 4.33 was greater than t critical = 2.457.

- 32 -

APPENDIX F (Cont'd)

Therefore the null hypothesis, that the mean of the post-test would not exceed the mean of the pre-test was rejected.

The results show that the positive change of the class Form II White was significant.

For Government Secondary School Bo, Form 2-01, the positive change of the pupils was significant. From computation, it was found that tobs » 2.8 is greater than t critical = 2.457 at .01 level of significance.

For St. Joseph's Blama, Form II A, the positive mean difference was not significant. It was found that t observed = 1.56 is less than t critical = 2.457 at .01 level of significance with 33 degrees of freedom.

For Tomlinson High School, the positive mean difference was not significant.

The negative mean difference of -1.70 for Government Secondary School Jimmi was not significant.

In St. Joseph's Secondary and Agricultural School, Form IIB, the negative change of attitude of the majority of the pupils was significant. Form IIB with probably dull pupils, was the only class out of .the six in which . a majority of the pupils showed a significantly negative attitude over the period.

Secondary III: Description of the attitudinal post-test results and comparison with the pre-test results

An attitude test administered in October 1980 was again administered to three sets of pupils in June 1981 as follows:

(i) the eight classes which took the pre-test in seven schools A-H (see code)

(ii) two classes which did not do the pre-test in two schools on the programme I and J

(iii) one class in a school which has never done the programme.

The 20 test items scored on the Likert 5-point scale by each pupil reflect what prevails and the changes which are expected in the Sierra Leone society. The most plausible response to an item scores five points, and the degree of disagreement is scored from four down to one point.

A total number of 443 students did the test. The figures show the percentage of students in each class in favour of each test item.

Item I. There is much disparity in the proportion of students in

- 33 -

APPENDIX F (Cont'd)

the various school/classes in favour of the item. This varies from 84.07» in St. Joseph's Secondary School, Blama A, to Laura Dove Vocation School H, 54.1%, One wonders if the difference in response correlates with the difference between rural (Blama) and urban (Freetown) socio-cultural settings. One would expect the least proportion of students to be in favour of the item, that "parents should tell their children only the good things in life". There is not much difference between the responses in the post- and pre-tests.

Item 2. The small proportion of students in favour of or in disagreement with the item in all the schools reflects the consciousness of the students to have a work-oriented outlook. There is not much difference between the two results.

Item 3. There is not much disparity in the responses of the various schools. The figures range from 24.0% to 10.3% between Tomlinson (G) in Songo and Laura Dove (H) in Freetown, two contrasting geographical and social environments. A comparison shows that the pre-test for this item had little higher proportions; figures then ranged from 36.1%, Magburaka Girls (E) to 17.0%, St. Joseph's, Blama A. This decrease in student response in favour of the statement that "the ideal number of children in a family should be six" is an indication of the change of attitude towards opting for still smaller family size, having known .the implications of large families.

Item 4. ""Children should only accept their parents' religion". There is not much difference in the responses between schools in the post-test. The responses range from 41.1% to 24.3% in Makani and Magburaka respectively. The responses to this item in the pre-test show high proportions of students in favour of the item fron; 61.0% to 34.5%. The decrease in proportion of students in favour denotes a positive change of attitude that children need not- accept • their parents ' religion.

Item 6. "... to abandon customs and traditions and develop new ones". The post-test results show that between 96.1% and 84.5% of the students are in favour of the item. There is not much difference in responses between the post-and pre-test results. This means that this view is still held positively throughout the programme.

Item 7. About giving one year voluntary service to the country. Responses across respondents in favour of this item show little variability. Nevertheless, the proportions are not very high, ranging from 41.0% to 20.1%. A look at the pre-test responses for this item shows almost the same proportions from 41.4% to 28.2%. The overall low response below the mean in favour of voluntary national service is an indication that youths still hold negative views to voluntary national service.

Item 8. The responses to this item in the post-test, that "every country should try to control the growth rate of its population", are high through­out the schools. The proportion of students in favour of the statement ranges from 95.2% for Freetown to 72.6% for Blama. Probably the difference of 27.4 to make up 100% in favour as indicated by St. Joseph's Secondary School, Blama, might be a reflection of the thinking in a rural environment to have more people for

- 34 -

APPENDIX F (Cont'd)

the labour force. The pre-test responses to this item show slightly lower proportions in favour of the statement than those exhibited in the post-test. This means that over the period, there has been a positive change towards the statement as indicated by the slight increase in proportions in favour of the statement.

Item 9. "People should try to stay in the villages instead of moving to large towns to stay permanently". The proportions of students in favour of this item in the post-test range from 50.2% in Port Loko (F) an urban environment, to 12.27» at Songo, a small rural environment. The pre-test responses show a slightly higher proportion in favour, Form IIIC in'Jimmi and Siaka Stevens Secondary School, Port Loko, with 69.0% and 77.4% respectively. The lowest proportion here is 28.2% for Bo. The figures indicate that students in towns are in favour of the statement; but students in the small villages are not in favour, Songo, for example, 12.2%. The phenomenon of urbanization and the attendant problems experienced in Freetown and other big towns was not fully understood in the minds of students over the period. This is verified by the increase in proportions of students who are not in favour of the statement over the period of the two administrations of the test.

Item 10. In the post-test, the proportions of students in favour of this item range from 58.6% to 34.1%. The proportions are not very high as one would expect. The pre-test results show a slightly lower proportion of students in-favour of the item than in the post-test. Figures then ranged from 48.3% to 21.2%. The comparison of the two results shows that there is a positive change of attitude with the increase in proportions of respondents in favour of the item, that "whenever possible,.medical services should be preferable to the use of local herbs, charms, etc.".

Item111. About the giving of accurate information during census and sample surveys and eliminating superstition, ihe post-test shows that greater proportions of the students in all the schools are in favour of the statement. Figures range from 89.3% to 56.2%. In the pre-test, the results have a greater spread, from 100% to 44.87.. A comparison of the figures shows that there is not much difference in the overall proportion of students in favour of the item during the first and second administration of the test.

Item 12. About registering of vital statistics with the Government.. 3 great proportion of the students in all the schools is in favour of the item. Figures range from-93.2% to 72.2%. These figures are slightly higher than the proportion of responses in the pre-test. The figures there ranged from 89.7% to 60.7%. The increase in responses in favour of the item over the period is an indication of a positive change of attitude by a greater proportion of students.

Item 13. The post-test results show that a greater proportion of the students in all the schools is in favour of the item. The responses range from 96.3% to 80.4%. The pre-test results show proportions slightly lower than that of the post-test. The figures range from 88.9% to 48.3% in favour. This increase in proportion of students in favour denotes a positive change of attitude to the statement that "Government should make the rural area more attractive by providing more social services".

- 35 -

APPENDIX F (Cont'd)

Item 14. "People should always prefer imported to locally-manufactured goods". In the post-test, the responses in favour of this item range from 50.5% to 25.3%. In the pre-test, the responses in favour are higher than that of the post-test. Figures range from 86.4% to 37.5%. During the teaching-learning period, there is a positive change of attitude of some students not in favour of the item as indicated by the decrease in proportion of responses between the first and second administration. Despite the change of attitude of a small proportion of the students, the overall preference for imported goods is fairly high.

Item 15. About the inclusion of agriculture in the daily school time­table in the primary and secondary school systems, the post-test shows that a majority of the students are in favour of the item. The responses range from 68.2% to 45.7%. The exposure to the students of the importance of agriculture at home and national levels definitely had an impact on them, as exhibited by an increase in proportion of students in favour of the statement over the period.

Item 16. 'To avoid spitting and urinating along the streets." The proportion of students in favour of the item is very high across the schools. In the post-test, the proportions range from 94.3% to 72.4%. In the pre-test, proportions were high, 86.6% to 58.67», but not as high as in the post-test. There is a positive change of attitude as indicated by the increase in respondents in favour of the item.

Item 17. About noise pollution from the horns of cars, the results of the post-test show much variability in the proportion of students in favour of the item. The figures range from 44.1% to 18.1%. In the pre-test, the responses in favour of this item were higher, from 86.2% to 65.6%. Only one school has 23.5%. The decrease in proportion of students in favour of the item indicates a positive change of majority attitude of the students towards disapproval of the item.

Item 18. About water pollution, the results of the post-test show a very small proportion of students in favour of the item as one would expect. The figures range from 25.1% to 6.6%. The proportion of students in favour of the item in the pre-test is slightly higher than those in the post-test. The figures range from 37.0% to 10.3%. Although the difference is not too great, the slight difference shown in the reduction of respondents in favour of the item is a measure of the positive change towards denouncing water pollution.

Item 19. About solid pollution, the post-test results show that a greater proportion of students disapproves of the item. The figures range from 32.1% to 8.4%. The proportion of students who are not in favour of the item is as high as in the post-test. Nevertheless, a comparison of the figures from the first and second administration of the test shows a positive change of attitude by a slight additional proportion.

Item 20. "If we pollute our environment, tourism will decrease rapidly." The results of the post-test show that a greater proportion of the students are in favour of the item. The figures range from 84.2% to 59.0%. In the pre-test a similar high proportion of students was in favour of the item. This shows that a positive attitude is maintained throughout.

- 36.-

APPENDIX F (Cont'd)

A. An assessment of the results of a) two schools which did not do the pre-test but only the post-test, and b) post-test results of the seven schools which did the pre-test.

An assessment of the post-test results of the two sets of school A-H and I and J can be made from

i) the mean responses of the two sets

ii) the degree of disagreement between the mean responses "of the two sets of schools.

A careful examination of the mean responses in favour of each test item in the two sets of -schools reveals the following points:

i) There is very little variability between the means for each test item.

ii) The responses denoting positive attitudes are high for the two sets.

The minimal difference in mean responses as exhibited reveals that there would not be significant differences, as the two sets of schools were exposed to the programme prior to the administration of the post-test.'

Schools I and J might not..have been exposed to the test items before, but there is a possibility that the trained teachers could have prepared teacher-made tests on parallel form, for the students to perform as highly as the students, in schools A-H.

B. An assessment of the post-test results of school K (not on the programme at all) and schools I and J, (on the programme but did not do the pre-test).

The mean performance for some test items in the two sets of schools reveals the following examples:

Item 1. The proportion of students in favour of Item 1 is little less than those in I and J.

Item 2. Sets I and J have a little higher positive attitude than K.

Item 3. Similarly, sets I and J have a little higher positive attitude.

In most of the other test items, sets I and J have a greater proportion of students who have developed a positive attitude towards the statements than the proportion of students in K. This difference shows that school K, the control group did not benefit from the programme and the responses are indicated.

o

co

c*

l-l

oí

o

H

O

O 1

H

J

S CO

u

Oí

H

CO

U

H

S PLI

HJ

<

a

M

Q

Í3

H

M

13 <

M

M

W

><

Ca

<

Q

2 o

o

M

CO

CO

M

CO

¡H

•J

•<

z < s s w H

co

U

H

e stude

ir

i-l C

T\

<r en

m

3

r-l ç

a

H

W

1-1

.H B

M H

H

O

- fe

a

' M

O

O

M

b

M

«

r-l

e o

ta

o

-J

.fi

M o

CO

M

eo en

m

C

N vO

en

r-t

ca o

M M

H

M

1-1 H

S S

H

U

o o

fa

fa

1-1

Ö

—

g

•H

•-) M

l-l o

o =

X

i o

P*»

>iC

O

U

U

ta eo

•a -o

c c

o o

u u

eu

eu

CO C

O

CO C

O

• —

-fi 3

a. v

a>

u

to -o

o

c

<-> <

• •

4-1 4

J

CO C

O

chool Code: A. B.

CO

>.

u

ta

•a

tí =

o

u

tu

co

4J

e

ai

H

C

-u

tu

>

o

o

CJ Q

H

H

H g O

fa

ta i-i

vo

j¿

^

ta

u

3

H

l-l H

•Ç

p

CB

S A

0]

l-l U

i-I

a u

o

lu

S

S

S M

a

u

o

fa

O

¿¿

o

h-)

u u

Q

(U

s

—

co

e

tu

>

eu

4J

co

ta

¿¿

ta

•H co

fa en

es

M

l-l M

S

l-l o

fa

o

.00

c

o

CO M

l-l o'

o

Xi

U

co

>>

M

ta

•o

c

o

o

cu

co

tí o

CO

tí

•H

i-I a

o

H

CO

O

<•

f*>

i-i

a

CU

4J

H

H

l-l M

U-l

O

e

w

U

O

3

fa

O

>

S fa

o

4-1

tí

CU 1-1

tu

u

to

fa

w tí

»

CU

i-l

"O

O

3

O

4J

.c co

a

C

O

<4-l

O

l-l C3 »

fi

00

o ta

l-l

4-1

4J

tí

ca eu

°

B

£

S

tu

>

o

a ta

u

3

ta

hJ H.

est Item No.

H « M CU >

O

- 37

APPE

ND

IX

F(C

on

t'd)

HlflH

lflO\C

Or

lCO

ON

Cft>

íSiO

vfJ

NO

CO

iriO

r

O m

NV

Û M i-ifrie

sim

eo

P

i<

fO

*N

HO

NC

O

r*i-icN

j<-«

ioo

en

oo

<tfn

vo

vo

r>.u

-><

i-vo

r^e

sifn

<f

tn

int

nO

OO

OO

Oin

mL

riO

mo

oO

mo

in 55

r^

ro

cM

Om

mo

Oin

r^

pg

r^

iof^

-OiA

me

sO

eM

r»

N

s^

co

nc

on

nc

ov

Dv

on

ins

co

cM

<n

n

Mn

inN

irit

o0

^rN

vo

co

on

co

ifn

on

r4

N<

f O

c

oO

sjin

^c

ftHW

or

^^

wc

osie

oc

oo

s^

-inH

r^

i-tnin

nr^

nco

cM

N^

vo

^rsr

iflin^

Nifi-í

If! N N

N O

CO

I

fl

cM

^N

NN

Nn

i^

Wi

ri

CT

iO

n

fa

0>

OO

Oi-iO

cN

Cn

r^

i-i00

s0

<t<

j-u-iO

fnO

vo

r<

»

mi-*c

sfn

so

criro

co

r»c

Mr-»

r^e

oin

fOv

oe

Mi-ii-i«

d"

lO

C^

HO

C^

c^

o^

co

cO

NO

c^

nl

û^

(N

^^

co

tu >

Î n vo

O co

co m

n

S

Nif

tc

or

*o

nv

o\C

iûC

O

CftH

niflfl'C

OC

NC

ON

CN

I^N

CO

^S

OC

OC

OH

Hlfl

CT

iOf-iO

c^

vO

^-e

MO

roO

r^v

o^

oO

vo

oo

mfrií^

» if

iN^

eo

eo

vo

nn

C

AC

O

OO

>V

OV

O<

T*

NO

OC

ÍI

NH

N.j^

ais

íCftv

o^

oe

oc

oc

o-jc

oc

o

i-ii-ico

^r

cM

eM

cM

eM

OO

inr

^r

^«

*e

nm

OO

Ofo

oo

ev

j c

gro

i-i^-iO

inc

T\<

ti-ii-ic*ii-iv

3-r^

r>»

\oi-ir^

r>~

eM

^

Hc

NN

int?

icN

Co

nr/)v

oi

s>c

oc

»irn

vo

iv«

cn

fri<f

ITir

sv

OO

^f

^N

íOC

ON

Oc

NO

ixO

'NN

fn

vu

NI/l

ca c

ofN

ífiHv

oc

ftco

^fO

vo

^c

hv

oc

nv

oo

^ir

iHC

O

en

cs

sc

fmo

oe

NC

Om

^írL

n'o

r^v

r^c

rvo

r^c

Nm

n

O-

d-

On

eo

Ov

Ov

or

^f

no

r^

cM

Or

^e

Mv

o-

íO

O

0>

jr^

>3

-iHin

rH

infO

i-ii-iOe

ni-ie

nm

ine

7\<

j-i-i i-i

ri

N^

co

ni

o^

st

ií

no

vo

in

^i

ov

oH

nm

Hf

Mn

^f

inv

or

sc

oo

NO

i-iN

ns

ímv

DN

co

cíiO

H

Hr

-I

HH

HH

HH

Ht

N

- 38 -

APPE

ND

IX F

(Co

nt'd

)

co u C cu T3 : 3

OW

Nffn

oO

oiO

ioO

CO

«U

MU

fl

Wh

CS

SH

^W

V

•a

o

o

o

x¡

o C

O

u

>

i-i ta

i-I

lU

u e

>

o

co

CT> >-l

Cd

JUN i

H

C3

M

cd

H i

H

m

o Oi

, T < y,

n

¡-ï H

i—i ATT 3NDARY

ri C

d

M

ia

rn

cr: (--ï

•o

«c b-i

£2

M

P*

g

l—i ANALY. ITEM

H

Cd

H

<

M

H

l-l

g O

b co

a

CO

i-f

n A

I-l O

o

• J

!

u

CO

>•> u

to

*a e o

•

u

eu

CO

m

»

xi

ex V

CO

o

>

->

• CO

cg

3 i-l

«

w

H

H b

U

O

b •

O

m •»

i-i o o

X¡

U

to ea

M

M

M S u

o

b O

Xi

60

CB

pa i-l Ë

2

•H

<-) Ä

I-I O

o

X

I u

>•> C

O u

to

"O

c o u

V

CO

CO

—

» eu

w

T3 C

<

• ¿

J C

O

>ï

I-l to

T3 e o

u

V

CO

u C

<D

s c 0) >

o

I-l M

h-1

O

H

H

H S

M

O

b

»

—

3

^ s

M S

1-1

O b

co

Jd

r-4 CO

U

3

XI

60

tO

S M

CO

I-l u

•u

CJ

M

O

lu

^

—

—

H

M

M S

U

O

b O

¿¿

o

•J

u u o

b

* CO

B

eu

>

(U

4J

CO

CO

1-1

CO

M

H

H ti

M

O

b O

60

B

O

CO

M

fU

o o

X!

O

co

>,

u

CO

"O

e o

u

cu

co

c •o

CO

C

1-1

I-l S O

H

M

M

M tí

U

O

b

.C¡ 3 O

4J

CD

V

U

b

•* ru

o o

X

! U

CO

I-l CO

c o

1-1

u tfl

u

o

> ca

>

o

a «

u

3 W _J 00

I-l I-l M

M

M

H B

I-l C

M O

O

b

l M

O

M ¿

¿

M

O

„ *J

S

U

4-1

O

U

b

O

b

B

«

0)

i-H

•O o

CO

O

o x

; S <

u

u

o

b

i-i O

O

X¡

o

CO

x; 60 •H

0) ex 3

M

• CO

<u

>

í*. i-l

U

CO C

O

c -o

<u c

X

¡ O

« u

U

V

a. co

S

O

I-i U

CD

.M

i-l

C

d c

u

O

i-l ¿

i X!

CO O

S to

R

Ol

JJ

M

lU

o

U

3 O

>

CO

b C

•H

CO

4J C

01

TJ

3 u

CO

eu

O

CD

60

(0

4-1 C

<u

u

in

CJ

P-,

O

z s <u 4J 4-1 CO a>

H

>d

-eN

mr

^c

Nr

».i-ii-iO

vid

cn

nr

^^

-vo

<i-o

cM

vo

in

oo r- m

»i vo

oo c

imc

Nu

-i^O

Nv

oi-ic

icM

inc

o <

r o

i-icn

nc

T\c

MC

Oc

*i»3

-r-»o

oo

on

vû

eo

di-ii-ir>

»

^c

riin

io^

r^

inc

NC

NC

or

io^

io^

inc

Ttio

cT

icN

W

C

N0

0v

ov

ûc

N0

0<

firii-icr\c

y<

Ov

D0

0C

MC

oO

cN

>^

-<f

vo

i-iro

nn

oo

cv

ieo

nn

r^

-oo

oo

cN

vo

mn

i—ir

-ico

sf^

^tc

Niu

io^

ON

íi-ii-icn

^tfr

^c

nc

N^

i-mO

»*

Ir

tO

lH

HH

HH

NC

Ol

íl

in

HH

OM

On

CO

CN

ON

vo

H

nN

ícin

co

Nn

co

co

oif

uo

ctic

MN

HO

O

H-í

N fic

o m

N<

íifio

>íN

>ív

oro

>í\o

n«

í>í

Nn

inin

in-íC

Ok

Ov

oo

^n

nH

CO

Cfis

íinc

oc

fi r-»

i-ic

Mro

oo

cN

co

nvi-r>

-cyic

ocn

mco

ni—

i r~

HH

MH

in

N'

ÍN

lO

ON

'Í

Nn

Hi

ri

Sf

r'

lv

OO

iM

NO

NO

oo

Nifn

fn

ojiN

<tin

in

nv

OH

»o

in

in

- H

nn

co

NC

íiíí^r

NO

My

iNin

cíin

HH

CO

. n

HO

^O

^H

ON

nH

-í

ri

HN

ir

ii

ri

in

in

H

O

Om

síi^

ioin

iAc

nc

Nin

OO

inc

No

ov

fcT

io-v

fcn

LO

N

>ÍC

MC

ON

Cf\H

nv

OfflO

\<v

OC

ON

NN

CO

N^

NH

nn

Oi

ON

CO

nM

^O

nr

lF

UO

sí

N

Cl

vO

Cf

tl

OO

UH

ir

iO

>Í

Cf

t>

JO

\C

Ol

fl

CO

CO

vO

MO

vo

uN

sfC

íi^c

oin

^c

oc

oc

on

oc

oH

i-ivo

ON

ín

iíim

-ía

H^

HH

nN

nr

iin

Hs

íiu

n

Cd

Hn

vo

ON

cM

co

co

o«

íin>

íHN

N>

í>íc

oc

^<

f e

ou

H<

rn

o\N

co

nn

co

co

o\^

tN

ai<

r vo

i-iiuc

^ii-id

vO

vtfc

N^

vo

vo

mO

mr^

i-imd

dO

c

iNir

i'î^i^

tN

'îNc

otO

Nio

Oin

Oin

^in

ffi

vO

i-

li—

Ic

nN

OM

On

in

CO

dC

TlIf

Kíf

fiN

Hr

lIf

l

NH

rl

Hn

rt

HH

rl

NO

HN

^s

ís

IH

Hv

ON

mO

<í

OC

O«

ON

IÍ

HO

OO

CO

l/

lr

tN

ÍM

Kl

CO

P1

i^H

uc

Nm

uiN

OíM

rir

NC

Oo

oN

iíif^

fn

NN

PN

mN

un

Hr

iN

NN

N>

í>

ín

nr

OH

nN

i-

iN

P

3 N

sO

vO

in

O>

ÎO

BO

(O

CO

Mv

OC

O\

û>

ÎH

if

lN

W

<r i-iN

^o

ito

n^

t^

vo

^c

Mn

kO

Os

^H

fiv

o

0>

îc

Nn

NM

H)

\O

NH

NC

M>

în

Hn

ir

in

cM

n

•Í

PI

NC

Oí

OO

in

NO

'í

lí

^O

NN

NC

MN

CO

i-

1

co

i-fi-imc^

csir^

-roin

inf^

co

Nív

or^

p-ii-ic

Mco

HN

fl-im

iO

NC

OO

lO

i-l

CM

en »

j in v

o r». c

o cri

O

i-ll-ll-li-lf-ll-I^

Hi-IC

N

- 39 -

APPENDIX F (Cont'd)

Sanple Test Form

INSTITUTE OF EDUCATION

(University of Sierra Leone)

SOCIAL STUDIES/POPULATION EDUCATION CURRICULUM DEVELOPMENT UNIT

FORM III ATTITUDE TEST

Name of School:

Name of Student:

Form III Stream: '.

Put a tick beside the box that best describes how you feel about the following statements, Í.'ÍÍ«¿V3

SD = Strongly disagree

D = Disagree

U • Undecided

. A - Agree

SA - Strongly agree

1. Parents should tell their children only the good things in life

(SD) (D) (U) (A) ' (SA)

2. Students like yourselves should not do any housework

(SD) (D) (U) (A) (SA)

3. The ideal number of children in a family should be six

(SD) (D) (U) (A) (SA)

4. Children should only, accept their parents' religion

(SD) (D)- (U) (A) (SA)

5. As society becomes modernized people should abandon their customs and traditions and develop new ones

(SD) (D) (U) (A) (SA)

6. A man with two or more wives will always have more family problems than a man with one wife

(SD) '(D) (U) (A) (SA)

- 40 -

APPENDIX F (Cont'd)

All young men and women around the age of 17 and above should give some voluntary service of about one year to the country

(SD) (D) (U) (A) (SA)

Every country should try to control the growth rate of its population

(SD) (D) (U) (A) (SA)

People should try to stay in the villages instead of moving to large towns to stay permanently

(SD) (D) (U) (A) (SA)

Whenever possible medical services should be preferable to the use of local herbs, charms, etc.

(SD) (D) (U) (A) (SA)

People should put away superstition and give accurate information during census and sample surveys

(SD) (D) (U) (A) (SA)

Events such as births, deaths and marriages are important information that should be registered with.the Government

" (SD) (D) (U) (A) (SA)

Government should make the rural areas more attractive by providing more social services

'(SD) (D) (U) (A) (SA)

People should always prefer imported to locally-manufactured goods

(SD) (D) (U) (A) (SA)

All primary and secondary schools should teach agriculture every school day

(SD) (D) (U) (A) (SA)

For whatever reasons people should avoid spitting and urinating along the streets

(SD) (D) . (U) (A) (SA)

Car drivers should blow their horns as loud as they c r* : after all they are in command of their vehicles

(SD) (D) (U) (A) (SA)

People should throw refuse in the upper end of a stream because the refuse will sink to the bed before the water reaches the village at the lower end

(SD) (D) (U) (A) (SA)

- 41 -APPENDIX F (Cont'd)

19. Human organic wastes are easy to decompose and change into richer soil. So there is no need to worry about pollution.

(SD) (D) (U) (A) (SA)

20. If we pollute our environment tourism will decrease rapidly.

(SD) (D) (U) (A) (SA)

- 42 -

APPENDIX G

LIST OF MAJOR ITEMS OF EQUIPMENT

a) Provided by the Project

1. Duplicating machine (Gestetner)

2. Electric typewriter (Olympia France)

3. V.W. Combi vehicle

4. Lada Niva vehicle

5. Photocopy machine (Nashua 220 copier)

6. Toyota 26-seater bus

b) Provided by the Government

1. Peugeot Estate 504

2. Typewriters, manual (3)

3. Duplicating machines (1)

- 43 -

APPENDIX H

INSTITUTE OF EDUCATION

(University of Sierra Leone)

ANALYSIS OF FEED-BACK FROM TEACHERS

Completed feed-back sheets from teachers regarding the topic "population dynamics and the significance of population data".

The teachers stated that;

1. Very much preparation was made for teaching social studies, and that there were no difficulties encountered while preparing to teach the topic.

2. The Teacher's Curriculum Guidelines and Source Book provided some clear and specific guidance, and the suggested teaching activities were very useful.

3. All the objectives were fully achieved. Some of the main ideas and . concepts were understood by the students.

'4. The language in the unit presented no difficulty.

5. Additional diagrams were needed to help attain the objectives concerning population change.

6. A teacher suggested that a field trip be done at the end of the sub-unit.

7. The pupils could not develop the skill of using reference materials as there was no library in the school.

8. There were no special problems encountered while teaching the sub-units.

9. The activities which formed the major features were the use of chalk board, group discussion and the use of visual aids.

10. There is a strong relationship between the objectives of the sub-units and the learning activities.

11. The overall reaction of the pupils to the unit is that it is interesting.

12. Unit 2 encountered specific problems regarding population data collection, census and sample surveys:

i) The difficulty of getting materials for teaching aids and printing of individual sheets or forms.

- 44 -

APPENDIX H (Cont'd)

ii) The objectives which could not be achieved during the teaching of the unit are those regarding the presentation and interpretation of graphs.

iii) The concepts which more than 10% of the pupils in the class found difficult to understand are as follows:

Crude birth rate; crude death raté; net migration rate.

iv) The types of additional media needed to help attain the objectives were: maps, diagrams and pictures.

MINISTRY OF

HEALTH

F8C

MINISTRY OF

EDUCATION

- 45 -

ORGANIZATIONAL CHART

INST. OF EDUCATION Í UN' FPA ! MINISTRY 0^ DE'V. UNESCO

PPASL

SLHEA

NUC

MMTC

CLKTRAL STAÍ/STICS

POPULATION EDUCATION ADVISORY COMMITTEE

i

PROJECT DIRECTOR

PROGRAMME DEV. OFFICER

ï PROGRAMME EVALUATION OFFICER

î TEACHER WRITERS

t i

4-

V TEACHER TRAINERS

COLLEGE STUDENTS

I ï TRAINED TEACHERS

A-

1 INDUCTED TEACHE.PT,

A-

i PILOT SEC. SCHOOLS PROJECT SEC. SCHOO; S

KEY * — « • • • • • • • — » •

(JNFPA UrMcd NorUm fund for To-put&fion Activities

NUC ty'afa University Coííc^e) r i 3 L rourah 3ay Lonzue j - -

MWTC MXion Marmî Wachere- Coitrjc

P P A S L . "Planned fnrctithood assoeiattcr: c* Siisrrç* Lfm«

S L H E A _ Sierra Ltonz Hot** JZcpnct-nics Asscciai ion