Impact of the Free Quality School Education (FQSE) Policy on Learning Achievement and Equity in Sierra Leone: A Narrative Desk-Review Analysis

In 2018, the Government of Sierra Leone launched the Free Quality School Education (FQSE) policy to remove financial barriers to schooling and accelerate progress towards inclusive, quality education. This article reviews how far FQSE has advanced learning achievement and equity in the first years of implementation. The analysis is based on a qualitative dominant, narrative desk review of national statistics, government policy documents, evaluation reports and development partner studies published mainly between 2018 and 2025. The evidence shows that FQSE has contributed to substantial gains in access and participation, particularly at primary and junior secondary levels, and has helped to narrow gender gaps in enrolment. However, learning outcomes remain low and many classrooms are overcrowded, with persistent teacher shortages, uneven deployment and gaps in the availability of textbooks and other inputs. Equity challenges are especially acute for children from poorer households, rural and hard‑to‑reach communities, and learners with disabilities. While education spending has increased, financing remains constrained and implementation capacity is stretched. Overall, the review concludes that FQSE has largely achieved its immediate objective of expanding access but has not yet translated this into consistently improved learning achievement or fully equitable opportunities. A second phase of FQSE is therefore needed that places greater emphasis on teacher quality, targeted support to disadvantaged learners, effective use of assessment and data, and more progressive, sustainable financing to turn access gains into equitable learning for all.