The Decline of True Learning: Analyzing the Pursuit of Degrees Over Knowledge in Sierra Leone 

By Jensen Brian Abass Cummings

In Sierra Leone, a concerning trend has emerged among students: the pursuit of college degrees has become more about obtaining a certificate than acquiring true knowledge and practical skills. This phenomenon, characterized by a disconnection between academic accolades and real competence, poses significant implications for the nation’s educational and professional landscape.

High Academic Achievements, Low Practical Competence

The education journey often begins with a promising display of potential. Students pass the country’s national examinations with flying colors, earning high marks and recognition. Yet, many of these students struggle when they transition to higher education institutions. It is not uncommon to witness university students, even those nearing graduation, unable to construct proper sentences in English or solve basic mathematical problems. This raises the question: how did they reach this stage?

The disconnect between examination success and real-world capability suggests that rote memorization and exam-focused learning have taken precedence over critical thinking and comprehension. Students prioritize passing exams at any cost, often supported by a system that rewards results without scrutinizing the process. As a result, diplomas and degrees become mere pieces of paper, signifying attendance rather than understanding.

The Role of Lecturers and the Perception of Integrity

Lecturers who choose to uphold rigorous academic standards are often perceived as “wicked” or overly strict. Their insistence on maintaining integrity and challenging students to meet genuine academic benchmarks is met with resistance. This cultural attitude toward educators who do not compromise their values highlights an underlying problem: a preference for leniency and shortcuts over effort and merit. This attitude contributes to the perpetuation of an environment where students graduate without the necessary skills and knowledge to contribute effectively to society or the economy.

Social Media: A Tool or a Distraction?

One cannot discuss modern education without acknowledging the impact of social media. For many students, social media serves as a significant distraction. It consumes time that could otherwise be spent on learning, research, or honing practical skills. The platforms encourage a culture of instant gratification and superficial engagement, often at the expense of deep learning and intellectual growth.

Yet, social media is not solely to blame. When used correctly, it can be an invaluable tool for learning and networking. The problem lies in the way it is utilized. Instead of harnessing its potential to access educational resources and opportunities, many students fall into patterns of procrastination and unproductive browsing.

Systemic Flaws and the Need for Overhaul

The current educational system in Sierra Leone must take a share of the responsibility. A curriculum that prioritizes theoretical knowledge over practical skills is bound to produce graduates who excel in exams but falter in real-world applications. Moreover, there is often a lack of accountability and rigorous quality checks within universities that allow unqualified students to pass through the system. This creates a loop where thousands graduate each year without the essential skills and competencies expected at their level of education.

Reforms are needed at multiple levels:

• Curriculum Update: Integrate practical skills training and critical thinking exercises that align with real-world demands.
• Evaluation Methods: Shift from purely exam-based assessments to continuous evaluation that includes practical applications, group projects, and problem-solving tasks.
• Support for Lecturers: Create an environment where educators can maintain high academic standards without being stigmatized. They should be supported, not vilified, for holding students to rigorous expectations.
• Digital Literacy Programs: Encourage students to use social media and digital tools productively for academic purposes through targeted programs that promote digital literacy and discipline.

Advice to All Parties Involved

To address these issues, all stakeholders—students, educators, administrators, and policymakers—must commit to meaningful change. Students must recognize that real learning goes beyond exams and take responsibility for seeking knowledge. Educators must continue to uphold their principles and inspire genuine learning. Administrators should work to create a supportive structure that promotes quality over quantity. Finally, policymakers need to initiate reforms that ensure education translates into real-world competence.

The situation in Sierra Leone’s higher education system reflects a crisis not just of academic quality but of purpose. If degrees are sought merely as status symbols or tickets to job eligibility, the country will continue to see graduates who are educated in name only. True change demands a collective effort to revive the spirit of learning, integrity, and competence.