V2I8P12

Empowering Women through Higher Education: Teaching Strategies that Enhance Participation in Community Decision-Making in Bo District Southern Sierra Leone

Angella Magdalene George^1*

Abstract

This study explores the role of higher education in empowering women to participate effectively in community decision-making processes in Sierra Leone, with a particular focus on Bo District. Framed within the context of inclusive development and gender equity, the research investigates how teaching strategies at the tertiary level contribute to building women’s leadership capacity and civic engagement. The study employed a mixed-methods approach, collecting quantitative data through structured questionnaires administered to 180 female university students and graduates, and qualitative data via semi-structured interviews with lecturers, university administrators, and community stakeholders. The sample consisted of 100 female university students who completed structured questionnaires, 30 female graduates who also responded to questionnaires, 20 female lecturers and academic staff who participated in interviews, 10 university administrators and curriculum planners who were interviewed, and 20 community stakeholders who also took part in qualitative interviews. Findings indicate that while a significant number of respondents (67.5%) are actively engaged in community development activities, only 35.8% participate formally in decision-making structures. Most participants reported that higher education improved their communication skills (88%), leadership abilities (72%), and civic awareness (65%). However, practical engagement in leadership roles remains limited due to cultural, institutional, and structural barriers. Despite the presence of leadership-related content in academic programs, a gap exists between theoretical knowledge and actual leadership practice. The study concludes that higher education institutions play a critical role in fostering women’s empowerment but must go beyond curricular content to implement experiential, gender-sensitive, and mentorship-based teaching strategies. Strengthening such approaches can enhance women’s influence in local governance and contribute meaningfully to sustainable community development in Sierra Leone. The research recommends that policy makers, educators, and institutions collaborate to institutionalize inclusive pedagogies that support female leadership at both academic and community levels.

Keywords:

Empowerment, Higher Education, Community Decision-Making, Teaching Strategies