Anatomy of an educational change: The safe learning model, Sierra Leone

Abstract This paper undertakes a critical analysis of planned change, the Safe Learning Model (SLM), devised over time by Concern Worldwide, and implemented in 100 primary or elementary schools rural district Sierra Leone. We situate documentation pertaining to SLM (micro) within its wider national (meso) international (macro) context influential policy texts. undertake mixed methods these macro, meso micro documents, interrogated through prism various change paradigms (scientific management, progressivism, theory, teacher professionalism social movement) doing establish where document clusters, their explicit implicit influences, may be located along arc paradigms, thus surfacing ideological assumptions, intent influences. The concludes that seeking improve quality teaching, learning, living this instance, scientific management casts long shadows. power, perspectives financial influence agencies dominate discourses whereby ‘learning crises’ require urgent responses form testing measuring prevail more expansive pedagogical capacity building. Consequently, perpetuating ‘weighing pig’ mindset downplays ignores ecology teaching particularly centrality teachers, as professionals role models, likely compliant than transformative.