Aisha Fofana Ibrahim

2 Publications in AERD

Author Publications

Piloting puberty content books and a teacher training guide in Sierra Leone: a qualitative assessment

By Sylvia Ohene Marfo

Introduction: Ensuring young people receive adequate information and guidance about puberty is essential for healthy adolescent transitions. Although many countries are moving toward including comprehensive sexuality education in national curricula, content on puberty during early adolescence, including peer pressure and stigma related to physical and emotional changes, are rarely included. Limited evidence exists about the inclusion of puberty education in schools, and the role of teachers in delivering such content in low-and middle-income countries, including Sierra Leone. Methods: We conducted a qualitative assessment using multiple methodologies (in-depth interviews with teachers; focus group discussions with girls and boys; key informant interviews with teacher training lecturers and government) to explore the feasibility and acceptability of a puberty education package (a teacher training guide and boys’ and girls’ puberty books) for primary school teachers to introduce puberty content in Sierra Leone. Results: Three key themes were identified, including the importance of teacher comfort in discussing puberty, the value of the teacher’s guide for delivering puberty content, and system and resource constraints that impact the implementation of puberty education. Additional insights included how integrating puberty education into existing curriculum courses may be more effective than stand-alone puberty classes; education systems can enable in-service and pre-service teacher training, along with culturally appropriate puberty resources, to increase effective puberty education delivery in schools; and governments serve a key role in providing puberty education teacher training, ensuring sustainable funding to retain trained teachers, and offering guidance on national curriculum requirements on puberty education. Discussion: There is a strong need to integrate puberty education into formal educational systems, with well trained teachers serving a valuable role in its delivery. Research is needed on how best to scale sustainable teacher training interventions to support the delivery of puberty education to adolescents in low- and middle-income contexts. Copyright © 2024 Martinez, Marfo, Ibrahim, Carney, Vavrus, Kabba, Wyss and Sommer.

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Inclusive education champions: overcoming barriers in Zambia, Sierra Leone, and Cameroon

By Ngoran Mathew Banlanjo

Despite efforts to promote inclusive education since the 1990s in Sub‑Saharan Africa, its implementation for children with disabilities remains uncommon. This study examines successful cases in Zambia, Sierra Leone, and Cameroon, identifying shared best practices that address challenges to inclusive education. These schools adopt a holistic perspective, integrating children’s roles within families, communities, and schools. Central to their success are key individuals—particularly head teachers and special educators—who act as advocates, connectors, knowledge brokers, role models, and entrepreneurs. These “champions” play interconnected roles critical to overcoming barriers and advancing inclusive practices. The study argues that such achievements might not have been possible without their efforts. By highlighting these successes, the research provides actionable insights with significant policy implications for advancing inclusive education across Sub‑Saharan Africa, offering guidance for donors, non‑governmental organizations, and governments aiming to promote equity in education. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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