Improving education has in recent decades been a central part of development strategies in international organizations and in most countries around the world. The discourse is though marked by statements such as; achieve total access to education, ensure completion of education, and increase enrollment rates, which all focus the attention of education improvement on quantitative measures. Research now shows that putting more individuals through the education system does not automatically increase development, and focus should instead be on improving quality in education.
With the assumption that quality education is a catalyst for national development, this study sets out to research how Sierra Leone can improve quality in basic education in a way that contributes to development. The research of the thesis is conducted in Sierra Leone which likewise constitutes the case of interest. Quality in education is therefore examined in the context of Sierra Leone with the view that quality education cannot be generalized and the circumstances for generating meaningful learning within students change depending on the context. The education system must thus be adapted to the students it is supposed to educate; not the other way around.
With an interpretive approach I examine challenges to quality in education in Tonkolili district, Sierra Leone, and analyze observations of different activities, situations, behaviors, and settings related to education in the country. Through theoretical and empirical discussions I identify the areas, within the scope of the research, in which improvements are required in order for the system to provide quality education to the extent that it contributes to national development. Reforms of both internal structure and policies are necessary as education in its present form is not able to contribute to the process of development in the country.
I conclude that inclusion of Sierra Leonean culture and traditional knowledge and more focus on decentralization in the system are central aspects in improving both internal structural problems and issues related to irrelevant curricula and methods.