When Aminata Sesay walks into a classroom, she sees more than rows of pupils reciting numbers. She sees bright young minds full of potential, eager to make sense of the world through learning.

As one of 10 foundational learning school quality assurance officers for Western Area Rural District, Aminata has dedicated her career to helping teachers strengthen learning for young children.

In 2025, she played a key role in Primary 2 Numeracy Teacher Training, a nationwide initiative supported by GPE through the Ministry of Basic and Senior Secondary Education, the Ministry of Technical and Higher Education and UNICEF.

Over seven days, more than 13,600 teachers and school quality assurance officers across Sierra Leone participated in an intensive, hands-on program designed to strengthen their skills in teaching numeracy at the foundational level.

As part of her role, Aminata conducts classroom observations and school monitoring visits. Based on the observations, she provides with feedback on positive aspects and areas for improvement.

Building confidence and skills in foundational numeracy

According to Aminata, before the training many teachers struggled with limited instructional skills and confidence in teaching numeracy, often relying on rote methods that left pupils disengaged and struggling to grasp basic mathematical concepts.

“When I visit schools now, I can see and feel the difference,” Aminata says proudly. “Teachers are more confident, more creative, and they’re teaching math in ways that make sense to children. You can see pupils becoming more engaged and less afraid of numbers. That’s real progress.”

The training emphasized a structured, child-centered approach to teaching. Teachers learning to use the “I Do, We Do, You Do” model, guiding learners step by step from demonstration to independent practice. They also explored the Concrete-Pictorial-Abstract method, which helps children visualize mathematical concepts before solving them numerically.

Each teacher had the opportunity to plan and deliver lessons during the training, receiving feedback from peers and facilitators. This year, the ministry added an extra day to the national training program to allow more time for classroom simulations, lesson planning and classroom management.

For teachers like Isatu Gbessay Kanu, who has taught in a rural primary school for eight years, the training was eye-opening. “Before, I struggled to make math fun and understandable for my pupils,” she says. “Now, I use objects and drawings to explain numbers, and even the pupils who used to stay quiet are raising their hands to answer. I’ve learned that every child can learn math; we just have to meet them where they are.”

From better teaching to better learning for every child

Beyond instructional methods, the training also focused on inclusion, gender equity and formative assessment. Teachers learned how to identify learners who need extra support, encourage equal participation of girls and boys, and create classroom environments where every child feels capable and valued.

“We are training teachers not only to teach but to nurture,” Aminata explains. “A child who feels encouraged is a child who will learn. We want every girl and boy to believe they can do math — and succeed in it.”

As Aminata and her peers conduct classroom observations and record school visits, they play a critical role in strengthening the national understanding of teaching quality and early learning in pre-primary and primary schools across the country.

According to Emmanuel Allie, National GPE Coordinator at the Ministry of Basic and Senior Secondary Education, the initiative aligns closely with Sierra Leone’s broader education reform priorities.

“Through the support of GPE and UNICEF, we are moving toward a future where quality teaching is the norm, not the exception,” he notes. “This training gives our teachers the tools to build a strong foundation in numeracy, which is critical for lifelong learning and national development.”

For UNICEF’s Chief of Education, Paola Ripamonti, the program highlights the importance of investing in learning during the foundational years.

“With the ministry, we are providing a package of new teaching and learning materials; training for teachers on these materials; their provision for every child in public schools; and in-school monitoring and support provided by a new cadre of school quality assurance officers,” she says. “This is a formula that we believe can shape a new generation of thinkers, problem-solvers and leaders across the country.”

The results are already visible in classrooms. At the Wenner Kuhhnle Primary School in Waterloo, Western Area Rural District, 6-year-old Blessing Favor Conteh can now count confidently and solve simple subtraction problems using her colorful workbook.

“Math is my favorite subject now,” she says with a grin. “My teacher shows us pictures, and we work in groups. I help my friends too.”

As Aminata completes another monitoring visit, she observes the transformation she helped nurture: teachers applying new skills, pupils actively engaging in lessons, and classrooms buzzing with energy and curiosity.

“This is what change looks like,” she reflects. “It starts with empowering teachers, but it ends with empowering children. That’s how we build a stronger Sierra Leone.”