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Revolutionizing Innovation: University Students Participate in Two-Day Digital Public Goods 3D Printing Hackathon in Kenema, Sierra Leone

The Directorate of Science, Technology, and Innovation (DSTI), in collaboration with The United Nations Children’s Fund (UNICEF) Sierra Leone, recently organised a three-day digital public goods 3D printing hackathon for university students at the Eastern Technical University in Kenema, Eastern Sierra Leone. The event was aimed at promoting innovation and creativity among the students while also encouraging the development of digital public goods that can be used to tackle real-world challenges.

Digital public goods are defined as open-source software, open data, open educational resources, open standards, and open content that are designed to provide public benefits. These goods are essential for addressing global challenges such as poverty, inequality, and climate change, and are freely available for anyone to use, modify, and distribute.

The hackathon, which was attended by over 150 students, provided a platform for the participants to work collaboratively, exposed participants to foundational knowledge on 3D printing and develop innovative solutions that address some of the challenges faced in Sierra Leone. Participants were divided into teams and given access to 3D printing technology and other resources to help them bring their ideas to life.

One of the student participants, John Kamara, expressed his excitement about the event, saying, “This is an excellent opportunity for us to learn new skills and work collaboratively with other students to develop innovative solutions that can have a real impact on our society. I am excited about the possibilities that this hackathon presents, and I am looking forward to seeing what we can achieve.”

According to Babasile Daniel, UNICEF’s DPG Consultant, “The digital public goods 3D printing hackathon is an excellent initiative that will help to promote innovation and creativity among the students. It is an opportunity for them to learn new skills and work collaboratively with other students to develop innovative solutions that can have a real impact on society.”

Dr. Babasile Daniel, UNICEF’s DPG Consultant

The hackathon is expected to have a lasting impact on the participants, who have been equipped with new skills and knowledge that they can apply in their future endeavours. Additionally, the event is expected to contribute to the development of digital public goods that can be used to tackle real-world challenges in Sierra Leone and beyond.

Delivering her closing remarks, DPG Project Coordinator at DSTI, Bineta Diop expressed that the hackathon was not just a learning experience for the participants, but also an opportunity to promote innovation and entrepreneurship in Sierra Leone. 

By leveraging technology to develop solutions to achieve the 17 SDG’s, young people can create new opportunities for themselves and their communities, and contribute to the economic and social development of the country.

As Ms. Diop put it, “Sierra Leone is full of talented young people who have the potential to create amazing things. By organising events like this hackathon, we can help them realise their potential and make a real difference in their communities and the world.”

In conclusion, the digital public goods 3D printing hackathon organised by the DSTI in partnership with UNICEF Sierra Leone was a resounding success. 

The event provided a platform for university students in Sierra Leone to learn new skills, work collaboratively, and develop innovative solutions that can have a real impact on society. As the world continues to face global challenges, events like this will be crucial in promoting innovation and creativity among the next generation of leaders and problem-solvers.


DSTI and MIT GOV/LAB –  Benefits of Collaborative Innovation Projects and Intended Next Steps 

Final reflections  

 The MIT GOV/LAB partnership has indeed provided a significant amount of learning and opportunity. It remains clear to all of us involved that the outcomes of this partnership have the potential to benefit the citizens of Sierra Leone on both a macro and micro level. These benefits are particularly exciting, as they can add value for citizens in both the short and long term.  

 For the individual citizen, having access to these tools could and should help citizens save money. Within a context where those without access to information can be taken advantage of, this type of solution provides an important first step in correcting a latent injustice. Whether it be the opportunity for lawyers to access and verify information on land instruments or allow self-employed workers to calculate their tax obligations, there are clear benefits. With that said, more can be done to increase access to these tools in general. More specifically, thinking about how citizens with low literacy levels engage with these tech solutions remain a consideration.  

 Sierra Leonean citizens who have worked as equal partners on this project have gained significant learnings from this experience. By becoming active members of this process, all stakeholders involved have been afforded a safe space to experiment and learn by doing. For the educators among us, creating an environment where one can learn by ‘play’ tugs at the centre of our Piagetian heartstrings. Alongside this by deliberately providing manageable next steps and building on existing knowledge, the DSTI and MIT teams have been able to ‘scaffold’ learning. By providing support in a deliberate manner (including challenge and questioning), we were able to enlarge the zone of proximal development and increase learning for all. Although not perfect in delivery, by consciously employing classics in teaching pedagogy, the team was able to support the development of human capital for the individuals involved.    

 On a macro level, the tools developed possess a huge amount of untapped potential if embedded and adopted. Increasing access to information on taxes due also empowers businesses to make informed decisions. As an example, by increasing transparency and indirectly contributing to the confidence one has in paying taxes, it also strengthens the social contract between the government and citizens. Additionally, by strengthening the organisational knowledge of DSTI and other MDAs, a partnership such as this can help supercharge efficiency and effectiveness. Capturing and sharing learnings across MDAs also allowed leaders within this context to not only imagine what can be done but see the process for themselves.   

Complementary to the above, contributions to the wider ecosystem cannot and should not be underestimated. In addition to supporting MDAs to adopt tech solutions, this project has indirectly exposed some stakeholders to elements of the fourth industrial revolution. By introducing language and concepts around technology that were not part of their toolkit before, the DSTI-MIT GOV/LAB partnership takes a crucial step in shaping the culture.  

Moving from the abstract to the tangible, the development of a tech tool, built by Sierra Leoneans for Sierra Leoneans also makes a small contribution to the tech economy.   

Although small in monetary value, the deliberate selection of a local company to develop a solution for an MDA can contribute to creating a positive narrative. This change in narrative is important as it also begins to unsettle the status quo and demand the attention of policymakers and those in governance. The development of tools that have the potential to become disruptive technologies within this context is also exciting. Through this project, other MDAs and partners will be able to see that Sierra Leonean firms can deliver to an international standard and should not settle for less. Complementary to increasing potential client confidence within the country, a partnership like this also allows Sierra Leone to tell its own story in a positive light to an international audience. If change is to continue in Sierra Leone, it should continue to be driven by local actors with support from international partners such as the MIT GOV/LAB. The MVP outputs, learnings to date and positive feelings left with Sierra Leoneans provide compelling evidence for this.  


What happens now?  

The “what happens now” question leaves me with two competing emotions, excitement and trepidation respectively. Speaking personally, I have a fear that the learnings experienced, and products made will not become embedded and used. Alongside being a waste of much-needed resources, the concern that an opportunity for Sierra Leone citizens could be lost, deeply moves me. To help mitigate this risk and increase the likelihood of success by our DSTI metrics, several deliberate actions must be taken by us all.  

Firstly, conversations around implementation, launch and scale-up must continue on several levels. Within this, helping MDAs identify the changes needed to refine the MVPs for wider consumption must happen. Through this, the development of internal and external policies where appropriate will also help ensure that these tools which are then fit for purpose, are embedded. To ensure this happens, engagement with end users, administrators and technocrats must be well thought out and completed with dogged determination.   

Secondly, resources to deliver on key areas identified must be found. Whilst identifying the much-needed fixes for the MDAs, it will also be essential to find funding and resources for the technical work. Alongside this, it will also be essential to run a sensitisation and marketing campaign that raises the potential of these tools with end users. Although not part of the original scope, it has become increasingly clear that without investing in these two areas, adoption will fail.   

Thirdly, learnings must continue to be captured, interrogated and analysed. Our belief is that learning should not be limited to a quantum of time but be part of an attitude to life itself. By continuing the present momentum and partnering with organisations such as MIT to extend studies and capture the impact of adoption, we have an opportunity to learn how to accelerate the deployment of innovative technology within this context. The hope through this will be to generate a toolkit that employs theories of behavioural change that are contextualised and localised.  

Only through all of the above happening will we have a chance at making a lasting impact. This opportunity must continue to be owned by Sierra Leoneans so change is not ‘done’ to us, but owned by us. This future must be the property of Sierra Leoneans. However, we can only get there through meaningful collaboration. The realisation of these two principles will guide our path through this fourth industrial revolution. 

By Kahil Ali


Redefining Digital Education In Sierra Leone: 1000+ Teachers Embrace The Learning Passport

(Dr.  Babasile Daniel, UNICEF’s DPG Consultant, Aiding Participants With The Mobile LP During Breakout Session In Port Loko)

The Directorate of Science, Technology, and Innovation (DSTI) in partnership with UNICEF Sierra Leone and Ministry of Basic & Senior Secondary Education (MBSSE), has initiated an 8-week training program for teachers in Kabala, Falaba, Kambia, and West Rural Area Sierra Leone, Tonkolili, Kenema, Bo and Port Loko. The program is designed to train teachers on the use of the Learning Passport, an innovative online platform that provides students with access to past exam questions and simulated mock exercises.

Left To Right (Dr. Babasile Daniel, Unicef DPG Consultant, Mr. Osman Kamara, Director of Curriculum & Research MBSSE, Mr. Joseph Fallah Yondah, Learning Passport Specialist Unicef)

Now in its 4th week, the training has been a resounding success, with teachers embracing the Learning Passport as a tool for revolutionising the education system in Sierra Leone. The participants have been enthusiastic about the program, recognizing the potential it has to improve the quality of education and enhance students’ academic performance.

(Mr. Koroma Making A Statement)

One of the participating teachers, Mr. Koroma, stated, “The Learning Passport is a game-changer. It provides our students with access to exam questions from past years, and it enables them to practise simulated mock exams, which is crucial for their success in national exams.” He went on to add that “this training is preparing us to use the Learning Passport effectively, and we can’t wait to implement it in our classrooms.”

Mr. Edward Vamboi, Innovation Specialist At UNICEFSL Facilitating Breakout Session.

The Learning Passport is an online platform that provides access to a wide range of educational resources, including videos, games, quizzes, and past exam questions. The platform is designed to be user-friendly, and it can be accessed on any device with an internet connection.

A Teacher Asking Questions On The Use Of The LP

The impact of the Learning Passport on students’ academic performance has been significant. According to UNICEF, students who use the Learning Passport are more likely to pass their exams and progress to the next grade. The platform has also been instrumental in increasing students’ engagement and motivation, as it provides a fun and interactive way of learning.

According to Mr. Bani Forster, the LP program coordinator, “The Learning Passport has the potential to transform the education system in Sierra Leone, and we are excited about the impact it will have on our students. We are pleased to see that the teachers are embracing the platform and are eager to use it in their classrooms.”

(DSTI’s LP Project Lead, Bani Forster Gives LP Overview Before Training)

As the training program enters its 5th week, there is no doubt that the Learning Passport will continue to play a vital role in improving the quality of education in Sierra Leone. The enthusiasm and dedication of the participating teachers are a testament to the impact of the platform and the commitment of educators to enhance the learning experience for their students.

In conclusion, the Learning Passport training program is a step towards transforming the education system in Sierra Leone. It provides students with access to crucial resources and enhances their academic performance. With the commitment of the participating teachers, the impact of the Learning Passport is bound to be significant, and there is no doubt that the training program will continue to empower teachers and students alike.


DSTI & UNICEF hold the first official meeting of the Sierra Leone Digital Public Goods Steering Committee.

The Directorate of Science, Technology, and Innovation (DSTI), in partnership with United Nations Children’s Fund (UNICEF), officially held the first meeting of the Digital Public Goods Sierra Leone technical working group on Friday, 3rd February, 2023.

(DSTI’s Director & Chief Operating Officer,  Ms. Michala Mackay making the opening statement)

The gathering’s inaugural session, which included top specialists in the digital field from across the professional spectrum, was widely attended. Government Ministers, development partners, civil society activists, business executives, non-governmental organisation representatives, journalists, and many more made up the audience.

Digital public goods are public goods in the form of open-source software, data sets, AI models, or digital content. These tools contribute to achieving the United Nations’ Sustainable development goals (SDGs), and must meet a range of international standards found here.

As the proud home of Africa’s first representative on the Digital Public Goods Alliance Governance Board, Sierra Leone has established itself as a steadfast supporter of incorporating open-source technology into many development areas, including health, agriculture, and disaster response. This has also given some colleges the chance to adjust their curricula to meet the rising demand for fundamental digital skills.

(Presidential Adviser, Dr. Emmanuel Gaima, Delivering The Keynote Address On Behalf Of The Chief Minister)

UNICEF’s’s Country Representative, Dr. Suleiman Braimoh, believes that “the launch of this DPG Initiative comes as a welcomed sequel to DPG Hackathon which brought together young people from different backgrounds to collaborate and build sustainable digital solutions to problems in their communities.

The launch of this initiative promises to make open-source software and tools accessible to emerging technocrats and tech enthusiasts whilst addressing the existing challenge of skills gaps for young people within the workforce by providing more digital learning opportunities.”

(Unicef’s Country Representative, Dr. Suleiman Braimoh Making A Statement)

“The roll-out of this initiative is set to optimise and redefine existing notions about DPGs meaningfully. Furthermore, the initiative aligns with the broader objective of advancing President Julius Maada Bio’s Human Capital Development Agenda for the people of Sierra Leone” – Dr. Francis Kaikai, Minister of Planning & Economic Development.

(Dr. Francis Kaikai, Minister of Planning & Economic Development, making a statement)

Delivering his closing remarks, DSTI Consultant, Kahil Ali, emphasised the great deal of promise he sees in this initiative.

( DSTI Consultant, Kahil Ali, Delivering His Closing Remarks)

`We can only meet the demands of the 21st century workforce if we acquire the capacity and skills required locally. DPG’s have the potential to provide a wide range of benefits and even more opportunities to our young people. In addition to driving the job market through potential job creation, the money saved by using DPG’s can be used to benefit many of the citizens across Sierra Leone.’ – DSTI Consultant, Kahil Ali.

Want to know more about the DPGs or how to get involved?  Learn More Here 


10 Things to learn from DSTI and UNICEF’s Hackathon

Over the past decade, companies across industries have digitised their operations and processes. Even now, businesses are employing artificial intelligence (AI) to streamline workflows and supply chains. 

As a result, today’s job seekers require specialised skills to help them stand out from the crowd. While some colleges, universities and training providers have modified or expanded their curriculum to meet the growing demand for digital know-how, many educators struggle to provide the essential skills students need.

In an effort to prepare young tech enthusiasts for tomorrow’s fast-paced digital job market; DSTI and UNICEF have staged a Digital Public Goods Hackathon to bring together young people from different backgrounds to collaborate and build digital solutions in relation to improving online public services.

Here Are 10 Key Takeaways From The DPG Hackathon; 

  1. Increase awareness of the Fourth Industrial Revolution’s (4IR) career options for students.
  1. Contribute to human capital development by targeting 700+ students. 
  1. Improve critical thinking skills for young people venturing into the tech space.
  1. Fostering experiential learning among tech enthusiasts.
  1. Expanding the student’s worldview through extended discussions and Q&A sessions.
  1. Conducting Practical training for students with an introduction to 4AIR skills (data science, software development artificial intelligence, communications in tech, etc.) 
  1. Foster a stronger bond between student DPG champions and DSTI by increasing the awareness of open-sourced environments in Sierra Leone.
  1. Collect data that helps DSTI understand aspects of local culture that stereotype gender roles and prevent young girls from embarking on a career in STEM. 
  1. Encourage students to practicalize theories and engage in brainstorming sessions.  
  1. Help students develop a critical intellect for creative problem-solving.

Digital transformation is already gradually coming into all spheres of life. Every day we feel the importance of remotely accessible and community-friendly public services, which are critical to providing seamless, convenient and transparent services to people, especially for the most vulnerable groups of population.” David Manley, Lead Project Coordinator, DSTI.

What Are DPG’s?

Digital public goods are public goods in the form of open-source software, data sets, AI models, standards or content that are generally free and contribute to sustainable national and international digital development to tackle real-world challenges.

Learn More Here 


Sierra Leone’s Team Lorem emerge as 1 of 20 country teams to win Generation Unlimited ImaGen Ventures Global Youth Challenge

The Directorate of Science, Technology, and Innovation (DSTI), in partnership with the United Nations Children’s Fund (UNICEF) Sierra Leone, and the  Ministry of Youth Affairs (MoYA) is pleased to officially celebrate the young innovators who represented Sierra Leone at the Generation Unlimited imaGen Ventures Global Youth Challenge. Team Lorem competed against 10,000 global submissions from 37 countries and won 15,000 USD in seed money and mentorship for their e-Learning intervention.

The team of three (L-R Abdul Rahim Jalloh, Emmanuel Kamanda & Lovetta Bangura) comprising of 3rd Year students from Fourah Bay College, University of Sierra Leone, pitched the intervention of the “EASY S.T.E.M (Science, Technology, Engineering & Mathematics) SERVER’‘. 

The easy stem server is a database server which gives college students access to massive S.T.E.M learning content offline. The intervention received high commendation for its unique business model which laid premium on affordability, reliability, and personalised content curation as its enduring hallmarks.

The announcement which took place at the COP27 Climate Summit in Egypt on the 10th November 2022 was live-streamed at a well-attended event in Freetown. The star-studded audience featured Government Ministers, Students, Civil Society Activists, Private Sector Executives, Representatives from Non- Governmental Organisations,  Journalists and many more.

Speaking on this amazing feat, Mohamed Orman Bangura, Minister of Youth Affairs, commended the participants for making the nation proud on the world stage. He also pledged the government’s commitment to building youth capacity and cementing hard-won gains in youth affairs. He continued by saying that this win is a testament to the fact that the government’s youth-centred agenda is bearing fruits. 

“It is a joy to see young people embracing the wave of opportunity, growth, and progress that technology offers. Interventions of this nature set the tone for a more extensive and robust youth agenda. Congratulations to Team LOREM. We are proud of you.” – Dr. Sulaiman Braimoh, UNICEF Representative In Sierra Leone.

“DSTI is grateful for the continued collaboration with UNICEF and the Ministry of Youth Affairs. The Generation Unlimited project aligns with the Government’s flagship Human Capital Development agenda. The success of these young people shows our relenting commitment to transmit the message of hope and development through education for every child in Sierra Leone” – Dr. David Moinina Sengeh, Chief Innovation Officer,  DSTI & Minister of Basic Education.

After an exciting event, Team Captain, Abdul Rahim Jalloh, was overjoyed;

“I am thrilled to have been part of this transformative experience, especially at a time when Africa longs and thirsts for a generation of creatives. I am very proud of our team, and all we have been able to achieve thus far. Big Thanks To DSTI, UNICEF, GenU, and MoYA. We are very excited for our next chapter.” – said Abdul Rahim Jalloh, Team Lead, LOREM.


Project Giga; Redefining Digital Education for every school in Sierra Leone.

It’s a hot Friday afternoon, and lunch break at the Dr. S M Broderick Municipal school is set to begin. Within seconds, after the bell tolls, the air is buzzing with throngs of excited school children rushing to annex the most coveted spots on the playground. 

Children At Play During Lunch Break

Whether this excitement is in anticipation of the thrills of life at home on weekends or whether they were just happy to be out in the open enjoying their favorite pastimes is anyone’s guess. 

Our team, however, comprising UNICEF and DSTI staff, had a different reason for being excited. The project to connect 11,000+ schools to the internet across Sierra Leone had begun, and here we were finding out how this intervention is amplifying EdTech and improving learning outcomes in the first three connected schools; Dr. S. M Broderick Junior Secondary School at Ferguson Street, Saint John’s Primary School at Savage Street, and Mabella Municipal Primary School at Sani Abacha Street.

Children In Class 3 At The Dr. S. M Broderick Junior Secondary School

Project Giga is a global initiative launched in 2019 by UNICEF and the International Telecommunications Union (ITU) to connect every school worldwide to the Internet by 2030. With 2.9 billion people still offline and 96% of these people living in developing countries, such an intervention comes as welcomed news, noting that the lack of connectivity could significantly diminish learning opportunities for children in underprivileged communities and limit the ability to fulfill their potential in the coming years.

Children In Class At The Dr. S. M Broderick Junior Secondary School

The Government of Sierra Leone, as part of its Medium Term National Development Plan (2019-2023), seeks to not only address traditional challenges in the education sector but equip young learners with the skills and tools needed to be productive in the fourth industrial revolution (4IR). This objective perfectly dovetails with the larger agenda of achieving its Human Capital Development aspirations, especially in skills acquisition and enhancing the overall quality of education in the country. 

Computer Lab At Saint John’s Primary School Provided By Bridge The Digital Divide Also Known As ST Foundation

“Connecting schools allows children to develop digital skills and enhance access to online learning content. In the process, schools can also become anchor points for surrounding communities: if you can connect the school, you can also connect local businesses and essential services.  This creates opportunities for service providers to generate revenue from paying users, making connectivity more sustainable and enriching the local digital economy” – Norman Muhwezi, Innovation Specialist, UNICEF.

A Child In Class At Saint John’s Primary School 

Speaking to the children at Saint John’s school, one recurring theme is that the internet represents more than screens and keyboards; for these children,  the internet literally translates to information, choice, opportunity and most importantly hope for a brighter future. When asked what they’ll do now that they are connected to the internet, one kid excitedly exclaimed “EVERYTHING”.

Mrs. Florence Collier in charge of Class Three (3) Red at the Dr. S. M Broderick Nursery, Preparatory, and Junior Secondary School stated:

“As one of the first beneficiaries, I am deeply moved and strongly in support of this initiative to provide free internet to every school across the country. This will bridge the digital divide with access to teaching and learning materials, particularly for teachers to keep up with contemporary techniques. For instance, young children learn better in fun and exciting settings, so with the installation of this internet, I can download nursery rhymes and play them in class for the children. This initiative will spark creativity in young children for years to come”. 

Mrs. Florence Collier, Class 3 teacher, S.M. Broderick  

Following the successful connection of these three initial schools, Project Lead for Giga at DSTI, Hafsatu Rakie Sesay, indicated that the project’s next phase would involve connecting 39 schools, particularly in the provinces.

DSTI prioritizes human capital development as one of the key pathways for achieving the goal of transforming Sierra Leone into an innovation and entrepreneurial hub. Our approach to digital education is based on the core principles of Universal Access, Radical Inclusion, Accelerated Service Delivery, and Quality Learning.  Our entire team feels incredibly passionate about this, and there’s much enthusiasm, energy, and hard work currently being invested in making sure the project makes the desired impact”, she concluded. 


SORA Technology joins the support of the Government Of Sierra Leone in quality health care delivery

On December 24th, 2021, the Directorate of Science, Technology and Innovation (DSTI), and Njala University signed a Memorandum of Understanding (MoU) with SORA Technology, to support the government of Sierra Leone’s initiative to improve health care delivery through the use of drone technology, for the delivery of life-saving medical supplies. 

The MoU, titled “ESTABLISHMENT OF MEDICAL DRONE INFRASTRUCTURE IN SIERRA LEONE”,  solidified the common interest in improving health care outcomes, and the use of digital technologies to catapult the country’s human capital development. 

DSTI’s Project Coordinator and 4IR Lead, David Manley, had stressed on collaborating with multiple partners to create enabling environments to seed and test innovations and develop human capacity to effectively engage with these technologies in a Sierra Leone centric way. 

Since the inked MoU, all parties are in discussions geared towards establishing a national Drone and Data Academy, to build local capacity, as well as skills development for young people in the areas of aerial imagery analysis, building and operating drones. 

“Since the inception of the drones project at DSTI, the vision has always been to create the building blocks for the growth of the national drone ecosystem. With the recognition that the players in that space are many and their interests are varied, collaborations like this are all the more necessary for the growth and strengthening of the ecosystem.”- David Manley.

A research team from SORA Tech has also been utilizing the drone corridor, located at Njala University’s Mokonde campus, for testing and conducting further research on Malaria Control so that they can support the progress of Malaria Control Strategic Plan of Sierra Leone.

“We SORA Technology have been providing a new service that can detect and treat high-risk breeding sites of mosquito larvae, using drone and AI. The MoU with DSTI and Njala University strongly accelerated the project, from speedy tests for technical details to collaboration in building original AI. Localization of our technical knowledge is one of our top priorities for sustainable operations of our service, through which we would like to contribute to encourage various innovations and improved healthcare systems in Sierra Leone.” – Masaki Umeda, Africa Business Lead.

SORA continues their ongoing collaboration with HealthGrid Sierra Leone to provide access to electricity, internet connectivity, and other essential services to off-grid health facilities in the country, organized by USAID Global Development Alliance (GDA) and managed by a multi-sector consortium, including the Ministry of Health and Sanitation. 

Next Steps:

  • SORA will be building capacity by training Sierra Leonean on drones in collaboration with DSTI and Njala University.
  • Design and test drone technologies across multiple use cases in Sierra Leone.

About the Sierra Leone National Drone Corridor

Sierra Leone’s drone corridor is one of six supported by UNICEF in the world. Launched in November 2019 by DSTI, UNICEF, Njala University, Sierra Leone Civil Aviation Authority. As a sandbox where industry, universities, and individuals can test the use of drones for imagery, connectivity, and transport. It has so far provided opportunities for learning and exploration of the use of drones in Sierra Leone and continues to work on creating research opportunities for students and fellows.

About Njala University

Njala University (or simply Njala, as it is fondly called), is a rural comprehensive public research university in Sierra Leone, is committed to providing the highest standards of excellence in higher education in Sierra Leone and beyond, fostering intellectual and personal development, and stimulating meaningful research and service to humankind. Njala University has had a rich history since its establishment in 1964 as a university college based on the model of the American Land Grant University. Since then, it has metamorphosed into one of the leading universities in the country, preparing undergraduate and postgraduate students for careers in a wide variety of specializations including Education, Agricultural Research and Extension, Agricultural Engineering, Environmental Sciences, Community Health Sciences, Social Sciences and Law, Natural Resources Management and in Information Technology, among others. Njala University is a multi-disciplinary university with three campuses–the Njala campus in the Moyamba District, the Bo campus in the Bo District and the newly established Bonthe campus in the Bonthe District. We also operate a location in Freetown.

About SORA Technology

SORA Technology is a Japanese company that utilizes drones and air mobility to promote social transformation after the pandemic of COVID-19. With the purpose of the realization of Universal Health Coverage and Digital Transformation in Africa and Asia, we build and operate drone-based infrastructure, including their flight management systems. We contribute to solving the problems of inaccessibility and inefficiencies by developing completely new infrastructure centered on drones not only for safe, reliable, and timely transportation of goods but also for the effective management of digital information.

Mariama Rogers

Communications Lead 

The Directorate of Science, Technology and Innovation 


P: +(232) 75709963

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