Enhancing Learning Outcomes in Sierra Leone: The Sierra Leone Education Innovation Challenge
Executive Summary
Despite efforts to improve access to quality education in Sierra Leone, learning outcomes still fall below the desired standards, with persistent gender disparities throughout the education system. In response, the Government, in collaboration with the Education Outcomes Fund (EOF), has launched the Sierra Leone Education Innovation Challenge (SLEIC).SLEIC is an outcomes-based fund that targets over 134,000 children in 325 public primary schools, aiming to enhance their foundational literacy and numeracy skills. Through partnerships with implementing partners, the Government and donors contract for specific outcomes, linking payments to the achievement of improved literacy and numeracy skills among students.This comprehensive program covers all districts in Sierra Leone, placing particular emphasis on elevating girls´ learning outcomes. Apart from immediate benefits to participating children, SLEIC will generate valuable insights into effective intervention models, enabling the Government to scale up successful strategies.Another key objective of SLEIC is to strengthen the capacity of implementing partners, fostering a more robust cohort of non-state partners. This enhanced collaboration with the Government will contribute to improving learning outcomes for all learners in Sierra Leone.The Sierra Leone Education Innovation Challenge represents a significant step towards achieving the Government´s vision of equitable access to high-quality education and proficiency in all assessed areas, ultimately leading to enhanced learning outcomes for every child in Sierra Leone.
Implementation
The Sierra Leone Education Innovation Challenge (SLEIC) is a three-year programme with a budget of USD 18 million that aims to improve the literacy and numeracy outcomes for 134,000 children in Sierra Leone. It is an outcomes-based financing project that rewards funding based on results, and five implementing partners focus on diverse activities to achieve these outcomes. They cover five regions of the country collectively, ultimately supporting 325 government schools. SLEIC builds on the success of the earlier Education Innovation Challenge (EIC).
Stakeholders and partners involved
Beneficiaries: Around 134,000 children studying in Primary 1 to Primary 6 in government schools. Geographical scope: Nationwide. Programme designers and implementing agencies: Government of Sierra Leone (MBSSE). Education Outcomes Fund Donors: Government of Sierra Leone, UK Foreign, Commonwealth, and Development Office, Hempel Foundation, Korea International Cooperation Agency, Bank of America. Social Investors/Partners: Bridges Outcomes Partnership, Rockdale Foundation. Implementing partners: EducAid (Working in Kambia, Port Loko, Western Area´s Urban & Rural), National Youth Awareness Forum (Working in Moyamba, Bonthe, Pujehun), Rising Academies (Working in Tonkilili & Kono), Save the Children (Working in Bo, Kenema, Kailahun), Street Child (Working in Bombali, Karene, Koinadugu & Falaba)
Impact
As of August 2023, SLEIC is currently in its first year of implementation, so it is premature to evaluate its impact on beneficiaries. However, there have been notable observations during the initial months: The focus of discussions among partners has been on the learning progress of children. Financial incentives tied to improved literacy and numeracy skills have sparked extensive dialogues among the implementing partners and funding contributors, aligning with the Government of Sierra Leone´s goals to enhance learning outcomes. These discussions are supported by data and evidence, creating a collaborative environment where all partners are committed to achieving the government´s policy objectives. Implementing partners are using data to guide adjustments in their interventions. They have tailored their strategies to address disparities and support specific groups of children who may be falling behind, such as those who have repeated a grade.
Innovations
Shifting Focus to Outcomes Enhances Partnership with Non-State Actors and Drives Continuous Improvement
In partnering with non-state actors, prioritizing outcomes redirects attention from implementing pre-defined activities towards attaining pre-specified outcomes. This shift in emphasis encourages partners to adopt a perspective of ongoing enhancement, facilitated by performance management support and real-time data utilization.
Constraints
In the programme´s first year, valuable insights were gained in establishing conducive environments for open dialogues and collaborative problem-solving. Using interactive platforms, programme partners engaged in frank discussions about significant challenges, such as the reliance on volunteer teachers in the educational system. These dialogues effectively led to collaborative solutions. Influential individuals within the Government of Sierra Leone, implementing partners, and donor organizations played a crucial role in promoting a solution-oriented mindset, inspiring others to shift their focus from challenges to proactive and viable solutions.
Unlocking Learning: Sierra Leone´s Journey to Quality Education and Gender Equality
Adapting to the Initial Phase: In its early stages, SLEIC has generated valuable insights as implementing partners embrace flexibility and innovation in their interventions. One prominent lesson is the decision to provide payment for activities in the programme´s inaugural year, despite its outcomes-based nature. This strategy has proven effective in low-data environments and emerging outcomes-based finance markets.As the first outcomes-based financing programme in Sierra Leone, SLEIC chose to delay outcome-based payments in the first year to refine targets based on collected data. This approach aims to set ambitious yet achievable objectives.The implementation of the first year has justified the choice to compensate for activities during this phase. More data is needed to recalibrate targets, and the data collected in the initial year improves evaluation protocols and ensures reliable information.Furthermore, educational interventions often require time to yield measurable outcomes. Allowing for a grace period in the first year, along with a three-year programme, enables implementing partners to fully integrate into the programme and identify effective strategies for improved outcomes. This approach sets both implementing partners and the programme itself up for future success.