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Fintech is having a profound impact in Sub-Saharan Africa (SSA) because it offers more financial inclusion. In this paper, the authors examine the interrelationship of Fintech, base of the pyramid (BOP) entrepreneurs and social value creation, particularly in the SSA context.

The current paper uses a qualitative research design with open-ended, in-depth interviews as the main data sources. The authors interviewed respondents from the Sierra Leone Fintech Association and four BOP entrepreneurs operating in different sectors.

The authors find that Fintech services, specifically mobile money, play a significant role in reducing uncertainty surrounding business operations. FinTech also offers growth possibilities for BOP entrepreneurs and creates social value by providing transactional security, convenience and reducing physical cash robberies. At the same time, Fintech contributes to social value by enhancing BOP entrepreneurs as well as consumers' skills development.

This study highlights the importance of context-specific theorization when analyzing the interlinkage between BOP entrepreneurship, social value creation and Fintech. For example, the possibility of safety from a street robbery may not appear to be part of social value creation by a technological development like Fintech. However, in a country like Sierra Leone, which has experienced both a civil war and Ebola outbreak, insecurity has been one of the biggest concerns expressed by BOP inhabitants. Hence, scholars need to incorporate contextual elements of risk, uncertainty and volatility while theorizing on Fintech's application in BOP contexts.

A key managerial implication relates to micro-firm entrepreneurs and information specific benefits. Fintech offers entrepreneurs the possibility to be in regular contact with customers and evaluate their purchasing patterns as well as emergent needs. Fintech offers BOP entrepreneurs a possibility to further develop their technological skills as learning to use such apps can be used as a basis for further skills development. From a policy perspective, our study highlights the importance of regulating Fintech charges so that the affordability is increased, which is expected to result in significantly more BOP entrepreneurs using these services.

The authors find that at the same time, Fintech contributes to social value by enhancing skills development of BOP consumers who interact with case firms.

This paper is one of the first studies that specifically focuses on BOP entrepreneurship and social value creation by Fintech services in an SSA context. It is also one of the few studies that incorporates views from both entrepreneurs and the country's Fintech association, rather than focusing solely on either entrepreneurs or Fintech firms. Finally, there is a specific focus on BOP entrepreneurs engaging in micro-entrepreneurship.

The current chapter is one of the first studies to specifically address the role of civil society organisations (CSOs) for entrepreneurship development in the disadvantaged context of Sierra Leone. It highlights the important role of CSOs in the petty trading (disadvantaged) entrepreneurial ecosystem. Based on qualitative analysis of interviewers undertaken with two CSOs and three entrepreneurial firms from disadvantaged backgrounds, our findings offer interesting insights into this phenomenon. The authors find that in the context of disadvantaged entrepreneurship development, CSOs are seen as more trustworthy by the general population than the government (public bodies). The government, through the national youth commission, also tried to collaborate with CSOs regarding entrepreneurial skills development in disadvantaged entrepreneurs. The findings further reveal that despite the appreciation of the role of CSOs for disadvantaged entrepreneurship development by public authorities in recent years, they still face many bureaucratic hurdles and delays in operations. Finally, our chapter reveals several dynamics associated with skills and competencies development in disadvantaged entrepreneurship in the Sierra Leone-specific context, where skills such as basic business planning, livestock handling, and financial management emerge as being highly useful.

This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are “add-on,” meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.

The purpose of the present study is to investigate the extent to which female and male university students from low-income countries express different entrepreneurial intentions. Specifically, the study empirically tests whether the anticipated financial returns to entrepreneurship versus salaried employment, or the perceived barriers to entrepreneurship exert a stronger influence on the relationship between gender and entrepreneurial intentions.

To test the relationship of anticipated rewards versus barriers to entrepreneurship on gender and entrepreneurial intention, the study uses new data from a field survey in Sierra Leone and employs multiple mediation analyses.

The authors find that the relationship between gender and entrepreneurial intentions operates through the mediator of perceptions of the financial returns to entrepreneurship but not perceived barriers to entrepreneurship.

The authors study intent, not behavior, acknowledging that cognitive intent is a powerful predictor of later behavior. Implications for future research on entrepreneurship in the African context are discussed.

The results from this study can be applied to both pedagogic and business settings in the field of entrepreneurship, with concrete implications for policymakers.

Results suggest that the gender gap in entrepreneurial intentions (EI) for science, technology, engineering and mathematics (STEM)- and business-educated students in Sierra Leone is predominantly influenced by anticipated financial returns to occupational choices, as opposed to perceived barriers to entrepreneurship, a more frequently studied antecedent to EI.

The Government of Sierra Leone has launched a strategic plan 2019–2022 that includes a large focus on new large infrastructure. This plan includes the Lungi Bridge project, a 7-km bridge for connecting the capital city Freetown with the Lungi airport, procured with a public–private partnership (PPP) model. This study aims to reflect on seven issues regarding the plan implementation and the procurement of the Lungi Bridge project.

This study uses case study analysis (Sierra Leone’s infrastructure plan), in which existing literature and expertise is applied to discuss/reflect the implications for the future.

Among other reflections, this study addresses the benefits and risks of using a PPP option with non-sovereign guarantee, off-balance sheet treatment and a special purpose vehicle for multiple projects; this study also discusses the social risk of misperceiving the bridge as a basic essential transport option (non-voluntary).

The reflective process can contribute significantly to policymakers in Sierra Leone and its neighbour countries, as it is a contextualised analysis for the country.

Many studies have addressed existing PPP projects and contexts for low-income countries. However, to best of the author’s knowledge, the analysis of a single government infrastructure plan has not been addressed. Moreover, for the Sierra Leone’s context, this is unique.

This chapter draws on the school improvement research of EducAid, a small NGO with schools in Sierra Leone. We review the challenge of school improvement in the context of a low-income country still emerging from the aftermath of civil war, historically low expenditure on education as a per cent of GDP, low levels of trust between people and the government and lack of a reliable evidence base on which to plan school improvement. As predictable consequences of these challenges, the Ministry of Education recognises weaknesses in teacher recruitment and training, resulting in low student attainments. In a critique of adaptations of Hood's (1998) social cohesion/social regulation matrix we argue that it may not provide a coherent framework for understanding the process of school improvement in a low-income country such as Sierra Leone. Specifically, high social cohesion, when focussed on educational improvement, is likely to be necessary for school improvement, but the concept of social regulation is more complex. Although the structure is hierarchical, both at national and local levels, implying high social regulation, lines of accountability seldom work effectively, resulting in low social regulation. The picture is further complicated by evidence that socioeconomic status may be less influential in predicting students' attainments in low-income countries than in those with high and middle incomes. We argue that a professional learning network for head teachers is a necessary starting point for head teachers to stimulate debate on change strategies within their own schools.

This chapter presents the African context, and in particular Sierra Leone, one that can be used as an example with common structural conditions and contingencies of many other African and developing countries. Specifically, this chapter will aim to present a brief history of Sierra Leone, its culture, and an overview of its economic and entrepreneurial ecosystem and related challenges. This chapter will also present clear evidence of the fact that EE needs contextualisation, as much as other studies on entrepreneurship. It will also present an analysis of a set of structural, education-related, and cultural factors that may impede the full application of theoretical models developed in western countries and contexts.