Alimamy Amara Sumah

28/10/2025

Part 1: Human Rights Analysis in Sierra Leone

The Universal Declaration of Human Rights (UDHR) represents a global consensus on the

inalienable rights inherent to all human beings. For a post-conflict nation like Sierra Leone,

which has made significant strides since its civil war, the UDHR serves as a crucial blueprint for

rebuilding a just society. However, the full realization of these rights remains a profound

challenge. In Sierra Leone, two critical rights are not being upheld adequately for a majority of

its citizens: the right to education and the right to a standard of living adequate for health and

well-being.

The first right, the right to education, is enshrined in Article 26 of the UDHR, which states that

everyone has the right to free and compulsory elementary education and that technical and

professional education shall be made generally available (United Nations, n.d.). While the

government's Free Quality School Education (FQSE) initiative is a commendable step,

significant gaps persist. The situations leading to this inadequacy include severe overcrowding in

classrooms, a shortage of qualified teachers, and hidden costs for uniforms, books, and levies

that still place education out of reach for the poorest families. Furthermore, there is a stark

disparity in educational access and quality between urban and rural areas, and deeply ingrained

cultural norms continue to disadvantage girls, leading to higher dropout rates due to early

marriage and pregnancy.

The impact of this failure is crippling for both individuals and society. On an individual level, a

lack of quality education perpetuates a cycle of poverty, limiting future employment

opportunities and the ability to participate meaningfully in civic life. For girls, this denial of
education directly limits their autonomy and life choices. On a societal level, Sierra Leone is

deprived of the vast potential of its youth. A nation cannot achieve sustainable development or a

robust democracy without a literate, skilled, and critically thinking populace. As the Internet

Encyclopedia of Philosophy notes, rights can be grounded in interest theory because they

protect fundamental human interests (Internet Encyclopedia of Philosophy, n.d.). The interest in

developing one's cognitive capacities and skills is fundamental to human flourishing, and its

denial through an inadequate education system undermines the very future of the nation.

The second right inadequately upheld is the right to an adequate standard of living, articulated

in Article 25 of the UDHR. This article affirms that “everyone has the right to a standard of

living adequate for the health and well-being of himself and of his family, including food,

clothing, housing and medical care and necessary social services” (United Nations, n.d.). In

Sierra Leone, this right is challenged by widespread poverty, food insecurity, and a struggling

healthcare system. A large percentage of the population lives in informal settlements without

access to clean water or sanitation, a situation that breeds waterborne diseases like cholera.

Despite efforts to improve healthcare, the system remains under-resourced, with high maternal

and infant mortality rates starkly illustrating the gap between the right to health and its

realization.

The impacts are devastating. On an individual level, the constant struggle for food, clean water,

and basic healthcare creates a state of perpetual crisis and vulnerability, robbing people of their

dignity and health. Families are often one illness away from financial ruin. On a societal level,

these conditions hinder economic productivity, place a continuous strain on public services, and

contribute to social instability. A population that is malnourished and in poor health cannot

effectively contribute to the nation's progress. The Global Citizenship Commission (2016)
emphasizes that human rights form the core of a global ethic. For Sierra Leone, upholding

Article 25 is not just a legal obligation but a fundamental ethical imperative for national healing

and development, ensuring that the peace achieved is a peace with dignity for all citizens.

In conclusion, for Sierra Leone, the journey from the principles of the UDHR to their full

realization is ongoing. The inadequate upholding of Article 26 (Education) and Article 25

(Adequate Standard of Living) represents the most significant barrier to unlocking the nation's

full potential. Addressing these issues with sustained commitment, robust policies, and

international support is essential to building a Sierra Leone where every citizen can truly claim

their inalienable human rights.

Part 2: Course Reflection

This course has provided a foundational framework for understanding the complex interplay

between ethics, rights, and our roles in a globalized world. The most important thing I learned

this term is that human rights are not merely a list of legal provisions but are philosophically

grounded concepts that demand justification. Understanding the distinction between the will

theory (rights as spheres of sovereignty) and interest theory (rights as protections for

fundamental well-being) was transformative (Internet Encyclopedia of Philosophy, n.d.). It

moved my understanding from passive acceptance to active critical engagement. I now see the

struggles in my own country, such as the fight for quality education, not just as a policy failure

but as a violation of a fundamental human interest protected by interest theory. This depth of

understanding is crucial because it provides a stronger, more universal language to advocate for

change.
I plan to apply this learning by becoming a more active and ethically conscious citizen of Sierra

Leone. In my future professional endeavours, whether in public service, business, or civil

society, I will use the UDHR as a benchmark for evaluating programs and policies. I will

advocate for initiatives that genuinely fulfil the spirit of Articles 25 and 26, going beyond mere

numbers to assess the real-life impact on people's dignity and well-being. I have already begun

applying these lessons by engaging in more informed discussions with my peers about our

nation's challenges, framing issues not as charity, but as fundamental rights that our government

and society are obligated to fulfil.

My understanding of ethics has evolved from a personal code of conduct to a recognition of

ethics as the foundation for national and global social contracts. I now see that the

underdevelopment and poverty in Sierra Leone are not just economic issues but are, at their core,

profound ethical challenges related to the distribution of resources and opportunity. This has

profoundly influenced how I see myself as a global citizen. I now understand that my

responsibility extends beyond Sierra Leone's borders. I have a duty to understand how global

systems—like international finance, climate change, and trade—impact the ability of Sierra

Leoneans to claim their rights. Simultaneously, as a global citizen from a developing nation, I

can contribute a vital perspective to global dialogues on human rights, emphasizing the urgency

of fulfilling socio-economic rights. As the Global Citizenship Commission (2016) suggests, a

global ethic requires this kind of mutual recognition and shared responsibility.

The primary challenge I faced in this class was grappling with the abstract nature of

philosophical concepts, particularly the will and interest theories of rights, and applying them to

a context like Sierra Leone where the violations are so concrete and visceral. To overcome this, I

constantly related the theories back to specific examples from home. For will theory, I
considered a community's right to free, prior, and informed consent regarding mining operations

on their land. For interest theory, I thought of a child's right to be free from malnutrition, which

protects their interest in healthy physical and cognitive development. This practice of localization

made the concepts tangible and powerfully reinforced their relevance.

References
Global Citizenship Commission. (2016). Human Rights and a Global Ethic. In G. Brown (Ed.), The
Universal Declaration of Human Rights in the 21st century: A living document in a changing
world (1st ed., Vol. 2, pp. 105–108). Open Book Publishers.

Internet Encyclopedia of Philosophy. (n.d.). Human rights. Retrieved July 25, 2024.

United Nations. (n.d.). Universal Declaration of Human Rights. Retrieved July 25, 2024.