Texte remanié de: Th. doct.--Centre for West African studies--University of Birmingham, 1978-1981. / Bibliogr. p. 243-250. Index.

Thesis (M.A. in Security Studies (Middle East, South Asia, Sub-Saharan Africa))--Naval Postgraduate School, March 2010. / Thesis Advisor(s): Lawson, Letitia. Second Reader: Mensch, Eugene M. "March 2010." Description based on title screen as viewed on April 23, 2010. Author(s) subject terms: Sierra Leone, Post-Conflict, Security Sector Reform, SSR, RSLAF, SLP, Police, Sierra Leone military. Includes bibliographical references (p. 49-60). Also available in print.

Sierra Leone was torn apart by a violent conflict that lasted for over a decade between 1991 and 2002. The deep physical and emotional scars it left on the people and their communities and the destruction of the country's socio-economic and institutional foundations are still visible today. But Sierra Leoneans have also shown an extraordinary ability to deal with the painful and violent past and to move on. This does not mean that the victims would be able to easily forget the suffering they endured or that the return and (re)integration of the ex-combatants into the society would always go smoothly and effortlessly. Yet, if you ask around in the villages across the country, people almost always answer the same: "We have reconciled". What do they mean by that? And how have they achieved it? These questions form the core puzzle of the present thesis. It explores the process of reconciliation and restoration of relationships at village level in Sierra Leone, with a particular focus on the role of local ceremonies. While its main concern is with the specific circumstances in Sierra Leone, it also aims to contribute to the debates in transitional justice and peacebuilding fields regarding the 'local' practices of reconciliation in African post-conflict societies. The thesis argues that Sierra Leonean...

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 324-345).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Texte remanié de: Ph. D.--Law--University of Cambridge, 1977. / Bibliogr. p. 255-274. Index.

Developing successful 'literacy for development programmes' for adults remains a critical issue for many Third World policy makers and educators. The purpose of this study was to describe and analyze Sierra Leone's educational reform policies and practices between 1970 and 1992 with regard to adult literacy in order to understand the factors associated with the successful and unsuccessful outcomes of adult literacy programmes. The chief theoretical perspective that informed the research concerned the socio-economic, educational, historical and political ecology of adult literacy work. Literacy work was problematized as a complex process deeply rooted in a nation's social, economic and political structures. A conceptual framework depicting three analytic categories of factors associated with the successful and unsuccessful outcomes of adult literacy programmes in Third World societies was developed from an extensive review of literacy literature. These categories were labelled as macro-level factors, meso-level factors and micro-level factors. The 'orchestration' or 'combination' of all three analytic categories of factors was viewed as critical in in uderstanding the factors associated with the success and failure of adult literacy programmes operating in the country. The basic method of data collection was semi-structured interview. Other data sources included policy documents, official statistics and observations. The study found that seven principal factors were associated with the success and failure of adult literacy programmes. It was the conclusion of the study that: (i) international forces, social-historical features of Sierra Leone society as well as organisational and administrative support were as critical to the success or failure of adult literacy programmes as were the educational features and circumstances of illiterate adults; (ii) contrary to the rhetoric expressed in policy documents and pronouncements, the solutions to Sierra Leone's underdevelopment problems were probably beyond the reach of increased literacy per se to remedy and; (iii) in their current form, adult literacy programmes were probably functioning as instruments of the state and the nation's elites, contributing to the legitimation of government and elite authority. The implications of the study for policy, practice, theory and further research as well as the recommendations arising from it are discussed.

Developing successful 'literacy for development programmes' for adults remains a critical issue for many Third World policy makers and educators. The purpose of this study was to describe and analyze Sierra Leone's educational reform policies and practices between 1970 and 1992 with regard to adult literacy in order to understand the factors associated with the successful and unsuccessful outcomes of adult literacy programmes. The chief theoretical perspective that informed the research concerned the socio-economic, educational, historical and political ecology of adult literacy work. Literacy work was problematized as a complex process deeply rooted in a nation's social, economic and political structures. A conceptual framework depicting three analytic categories of factors associated with the successful and unsuccessful outcomes of adult literacy programmes in Third World societies was developed from an extensive review of literacy literature. These categories were labelled as macro-level factors, meso-level factors and micro-level factors. The 'orchestration' or 'combination' of all three analytic categories of factors was viewed as critical in in uderstanding the factors associated with the success and failure of adult literacy programmes operating in the country. The basic method of data collection was semi-structured interview. Other data sources included policy documents, official statistics and observations. The study found that seven principal factors were associated with the success and failure of adult literacy programmes. It was the conclusion of the study that: (i) international forces, social-historical features of Sierra Leone society as well as organisational and administrative support were as critical to the success or failure of adult literacy programmes as were the educational features and circumstances of illiterate adults; (ii) contrary to the rhetoric expressed in policy documents and pronouncements, the solutions to Sierra Leone's underdevelopment problems were probably beyond the reach of increased literacy per se to remedy and; (iii) in their current form, adult literacy programmes were probably functioning as instruments of the state and the nation's elites, contributing to the legitimation of government and elite authority. The implications of the study for policy, practice, theory and further research as well as the recommendations arising from it are discussed. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

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