Despite its contributions to the development of the country, the mining sector in Sierra Leone, has been attributed to a multitude of impacts on the environment. This article focuses on assessing the environmental impacts of mining in mining edge communities in Sierra Leone. A survey of 360 people from three mining edge communities (Sierra Rutile Limited (SRL), Bonthe district; Octea Mining Company (OMC), Kono district and Sierra Leone Mining Company (SLM), Port Loko district) was conducted. Key informant interviews, focus groups, and secondary data sources - Government policies and regulatory documents, government’s Mines Department annual reports-provided data for this article. Data were analyzed using the Statistical Analysis System with a mean separation done at α = 0.05 (SAS version 9.4). As a result of mining operations, the rates of deforestation, land degradation and destruction of farmlands, inadequate availability of clean water, poor air quality and noise pollution were the main impacts exacerbated by rutile, iron ore and diamond mining. Strategies as recommended by the local communities to be put in place, to restore ecological function in the mining edge communities include, the Environmental Protection Agency (EPA), the Mines and Mineral Agency, and other responsible authorities addressing weakness in mining and environmental policies, thereby strengthening enforcement and monitoring regulations relating to mining operations; and companies embarking on rehabilitation, reclamation, and restoration measures to ensure environmental sustainability.

Pakistan is rich in biodiversity, but for several reasons, it has not paid enough attention to biodiversity conservation and management. Furthermore, the country’s biodiversity action plan (BAP) for biodiversity issues is limited. This study aimed to assess the considerations in the BAP regarding biodiversity, progress, and issues in the implementation of the China–Pakistan Economic Corridor. The poor implementation of the BAP is the result of the failure of authorities to enforce Pakistan’s laws in the country as well as cross-border China-Pakistan Economic Corridor. In this regard, the knowledge, attitudes, and perspectives of the officials of different environmentally concerned departments in Pakistan needed to be reviewed. Their opinions on Pakistan’s BAP were determined. A questionnairebased survey of the perceptions about Pakistan’s BAP was conducted. According to the majority of the respondents, the reasons for weak biodiversity governance were unclear targets and goals that resulted from poor institutional coordination (72%), unclear responsibilities (56%), and insufficient advisory guidelines (68%). This result demonstrates the country’s failure to fulfill its commitments to the Convention on Biological Diversity by implementing the BAP. Even the country’s environmental authorities did not agree to consider biodiversity or the implementation of BAP in the China-Pakistan Economic Corridor route, and no biodiversity-related survey or biodiversity-related training has been implemented. Therefore, improvement in biodiversity governance can counter some of the pressures and can enhance not only the biodiversity status of the country but also the state of the China-Pakistan Economic Corridor.

Strategic Environmental Assessment (SEA) is a proactive and collaborative method for environmental management designed to integrate environmental considerations into decision-making; and it is good for Sierra Leone. To understand whether SEA would be useful in the context of Sierra Leone, the authors interviewed 64 out of 78 experts face to face from March to July 2019. In addition, government policies and regulatory documents on environmental management and sustainable development, published articles served as secondary sources of data. Data were analyzed using descriptive statistics. These Sierra Leonean experts agreed that SEA would be useful for integration and achievement of improved sustainable urban planning strategies. However, the barriers identified to integrating SEA include: not addressing environmental issues during the preparation of policies and programs, insufficient political will, the absence of clear objectives, targets, principles and approaches, overlapping mandates among environmental institutions, and inadequate institutional coordination and non-integrated development framework as barriers to integrating SEA into their work. The study shows that SEA has the potential to have a positive impact on environmental concerns in decision-making, but it would need to be supported by stronger political will, legal frameworks, and improved technical guidance from the policy perspective. Moreover, we propose a conceptual framework for the inclusion of SEA into the urban planning process in Sierra Leone.

Background: Perceived myths about women's participation in sports remain a significant barrier to gender equity in athletic engagement, particularly in sub-Saharan African contexts. This study investigated the perceived myths and truths about women's participation in sports and assessed their effects on participation levels in Bo and Kenema cities, Sierra Leone. Methods: A descriptive survey research design with mixed-methods approach was adopted. A total sample of 350 respondents was drawn using simple random sampling from female athletes (n = 280), coaches (n = 50), and parents (n = 20) in Bo and Kenema cities. Structured questionnaires and semi-structured interview guides were used for data collection. Quantitative data were analysed using SPSS version 26, employing descriptive statistics (frequencies, percentages) and inferential statistics including one-way analysis of variance (ANOVA) and Pearson's product-moment correlation coefficient. Qualitative data were analysed using Thematic Content Analysis. Instrument reliability was established at Pearson's r = 0.82 (test-retest) and Cronbach's α = 0.79. Results: Findings revealed that 88.2% (n = 149) of athlete respondents confirmed the existence of perceived myths about women in sports. The most prevalent myths included the belief that sports cause barrenness (18.6%), loss of femininity/masculinization (17.1%), disruption of the menstrual cycle (17.1%), and loss of virginity (11.4%). One-way ANOVA revealed a significant difference in myth belief across age groups [F(3, 165) = 8.461, p < 0.001], with younger athletes (10-26 years) exhibiting higher myth adherence (92.0%-94.5%) compared to older athletes (26-34 years: 78.6%; 34-42 years: 25.0%). A significant positive correlation was found between myth belief and reduced participation levels (r = 0.226, t = 2.945, p < 0.01). Gender-based discrimination was experienced by 81.7% of respondents. Cultural norms were identified as playing a major role in perpetuating myths by 55.0% of respondents, with cultural norms significantly correlated with media coverage perceptions (r = 0.364, t = 5.051, p < 0.001). Conclusion: Perceived myths significantly hinder women's sports participation in Bo and Kenema cities through reinforcement of gender stereotypes, social stigma, and reduced institutional support. Evidence-based myth-busting campaigns, female role model visibility, and gender-sensitive sports policies are urgently needed to improve participation levels.

This study examined the availability, professional capacity, and barriers to the effective delivery of guidance and counselling services in secondary schools in Pujehun District, Sierra Leone. A mixed-methods cross-sectional design was employed. The study targeted 1,208 individuals from four senior secondary schools and selected 128 respondents, comprising 4 principals, 4 counsellors, 8 teachers, and 112 pupils, using the 10% sampling recommendation of Mugenda and Mugenda. Principals and counsellors were purposively selected, while teachers and pupils were selected through simple random sampling. Data were collected using questionnaires and interview guides. Content validity was established through expert review, and the questionnaire demonstrated good reliability (Cronbach's α = 0.84). Quantitative data were analysed using descriptive statistics and multiple linear regression, while qualitative data provided contextual explanations. Findings revealed limited availability and delivery of counselling services. Only 32.7% reported the availability of dedicated guidance offices, 27.3% reported access to career resources, and 34.3% reported regular career guidance sessions. Although student participation (57.0%) and academic/vocational focus (54.7%) were relatively stronger, none of the availability and delivery variables significantly predicted pupils' career development (p >.05). Professional capacity was also uneven, with communication and interpersonal skills strongest (58.6%), but formal career-counselling training (22.6%), professional development (24.2%), labour-market knowledge (29.0%), and career assessment skills (29.7%) relatively weak. The strongest professional-capacity association was monitoring and follow-up (β = 0.165, p =.073), although it was not statistically significant. Major barriers included inadequate materials/resources (74.2%), high pupil-counsellor ratios (71.8%), lack of trained counsellors (69.4%), socioeconomic constraints (68.0%), and limited technology and assessment tools (67.2%). The study concludes that counselling services exist but remain under-resourced and inconsistently delivered. It recommends recruiting trained counsellors, strengthening professional development, improving facilities and career resources, reducing pupil-counsellor ratios, integrating counselling into the curriculum, and strengthening monitoring and referral systems.

This study examined the relationship between teachers’ pedagogical competence, school quality factors, and pupils’ learning outcomes in selected senior secondary schools in Sierra Leone. A quantitative design was employed to provide quantitative evidence. The study was conducted in six single-sex secondary schools in the Western Area Urban District and Bo District. A total of 655 pupils, 24 Basic Science teachers, and six school leaders participated. Quantitative data were collected using a validated 40-item Pedagogical Competence Questionnaire (PCQ). Data were analysed using descriptive statistics, Pearson Product Moment Correlation, one-way ANOVA, stepwise multiple regression, chi-square tests of independence, and thematic analysis at a 5% significance level. The findings revealed that teachers’ pedagogical competence was generally high (Mean = 3.52, SD = 0.58), with 91.1% of pupils rating their teachers highly. A statistically significant positive relationship existed between teachers’ pedagogical competence and pupils’ learning outcomes (r = 0.1185, p = 0.0051). Stepwise multiple regression identified lesson preparation (β = 0.175, p < 0.001), explanation frequency (β = 0.168, p = 0.001), and feedback provision (β = 0.113, p = 0.013) as the strongest independent predictors of pupils’ academic performance. Furthermore, school quality factors significantly influenced learning outcomes, as evidenced by chi-square statistics for General Performance (χ ² = 363.299, df = 3, p < 0.001), Mathematics (χ ² = 374.647, df = 4, p < 0.001), Chemistry (χ ² = 341.366, df = 4, p < 0.001), Physics (χ ² = 266.982, df = 4, p < 0.001), and Biology (χ ² = 464.071, df = 4, p < 0.001). The study concludes that although the relationship between pedagogical competence and learning outcomes is modest, it is statistically significant and educationally meaningful. Effective lesson preparation, clear instructional delivery, regular formative feedback, and supportive school environments are critical determinants of improved learning outcomes. The study recommends strengthening continuous professional development programmes, institutionalising regular instructional supervision and feedback mechanisms, improving the availability of teaching and learning resources, and promoting evidence-based school leadership practices to enhance academic performance in Sierra Leonean secondary schools.