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Welcome . In democratic societies avd one in which I have been elected to serve twice between 2011 and 2018, everyone has a right to an opinion . Tiú have stuffy to yours but do not command what we are to believe . Next we are too economically comfortable to play sycophant to any of politician . May be they need us we do not need any . Research your facts to know more ! Finally be civil here .

I do not believe it is support if samura but about support for use processes avd respect for Rule of law and international laws we have agreed on and ratified in our parliament .

Both are the same . A Munku is not exposed so is ignorant .

Correct

Have you ever served SaLone ?

My friend I do not have to boast about myself but if I had gone to teach to Bo school I’ll have taught your present head of state . Flee SaLone ? I served Sierra Leone from 1979 to 1998 and was the brain behind what you call NASSIT now . I only warn you to mind your language here .

Who is more of coward than a person using a Monika rather than the actual name ?

So nice of you

I did that a long time ago by writing a 40 page strategic concept paper on how to provide education with equipment and teaching materials plus how to fund education before 2018 that was send to the Bio team . If you want I can send you a copy.

It is us and our education curriculum is structured to keep us are get we are .

Both are products of same impunity caste system we inherited from our Fulani Malinke DNA.

The Fulani (or Fulɓe) and the Malinke (or Mandinka) caste systems share several similarities rooted in their shared socio-historical and cultural contexts in West Africa. Both systems organize society hierarchically, based on hereditary roles and occupations, reflecting the influence of broader Mande societal structures. Below is an overview of the caste systems and their parallels: Fulani Caste System The Fulani caste system, like other stratified systems in West Africa, is based on rigid hereditary occupational categories. These castes are traditionally endogamous, meaning individuals are expected to marry within their caste. 1. Nobles (Fulɓe Dimo or Rimɓe): • The ruling and warrior elite who are often pastoralists. • They are seen as the leaders and cultural exemplars of Fulani society. 2. Artisans (Nyamakala): • This includes blacksmiths (Wayluɓe), weavers, potters, and leatherworkers. • Often considered spiritually powerful but also socially marginalized. • Associated with mystical abilities due to their control over fire and materials. 3. Griots (Awluɓe): • The praise-singers, oral historians, and genealogists. • They maintain oral traditions and are crucial to Fulani cultural continuity. 4. Slaves (Maccube): • Often captives of war or their descendants, historically used as agricultural workers or domestic servants. Malinke Caste System The Malinke caste system mirrors the general Mande caste hierarchy, with a similar emphasis on hereditary roles and endogamy. 1. Nobles (Hɔrɔn): • The freeborn aristocracy who traditionally controlled political and military power. • They are often landowners and community leaders. 2. Artisans (Nyamakala): • Includes blacksmiths (Numu), leatherworkers (Garanke), potters, and weavers. • Like in the Fulani system, artisans are seen as both essential and marginal, with some groups believed to wield spiritual power. 3. Griots (Jeliw): • Oral historians, musicians, and praise-singers. • Jeliw play a similar role to the Fulani Awluɓe, preserving and transmitting cultural knowledge. 4. Slaves (Jonw): • Descendants of war captives or enslaved individuals, typically assigned menial labor or domestic tasks. Similarities 1. Stratification and Heredity: • Both systems are strictly hereditary, and social mobility between castes is rare. 2. Nyamakala Role: • Both have artisan castes (Wayluɓe among Fulani, Nyamakala among Malinke) associated with specialized crafts and spiritual significance. 3. Griots: • The importance of oral historians and praise-singers in both societies highlights a shared value on oral tradition, particularly for preserving genealogies and histories. 4. Slavery: • Both systems include a caste of enslaved individuals or their descendants, reflecting historical patterns of warfare and conquest in the region. 5. Endogamy: • Marriage within one’s caste is a crucial norm, maintaining the boundaries between groups. Differences 1. Pastoralism vs. Agriculture: • The Fulani, as traditionally pastoralist, have a noble caste centered around cattle-herding, while Malinke nobles are more often associated with landownership and agricultural wealth. 2. Spiritual Emphasis on Artisans: • While artisans are respected for their mystical roles in both systems, the spiritual significance of certain crafts may vary slightly depending on local beliefs and practices. 3. Historical Influence: • The Malinke system is strongly influenced by the Mande Empire and Islam, while Fulani caste divisions are shaped by their nomadic heritage and interactions with various cultures. These caste systems reflect the intertwined histories of Fulani and Malinke peoples, rooted in shared West African cultural traditions while adapted to their unique ecological and historical contexts.

But what ? I have never says in have western qualifications .

@rbnLiveTV education is not western . Most of what we learn are from Persia and Africa . Algebra for example is Arabic started by a Persian in tbe first university in Egypt . www.lowellmilkencenter.org/programs/projects/view/muhammad-ibn-musa-al-khwarizmi

Our pleasure!

Neither you nor I

I’ll want to have a discussion on this . Education is not about the learning of concepts alone but the impact on culture and other areas of human behaviour . When I talk about education I talk as someone trained to teach and administer education sir . Education must have a development impact on the mind of the learner not an egocentric impact that constitutes little to development .

These concepts of counting numbers are in every culture and so it is not unique about western education . We can do basic arithmetic in any and every language . We can teach anything in any language but we cannot get people to develop skills that can give them tbe democratic ability to make choices that improve skills for industry and development if we do not have a curriculum that teaches that efficiently . We cannot have people who clearly understand the meaning of the place they call home if we do not teach it . We have knowledge about America , Europe , China etc but very little about our country Sierra Leone . What is worse most of what we may know divides us not unite us .

Quite correct

It is streamed on both channels because of my participation .

The es it is posted on both channels

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Why are Sierra Leoneans suffering then ? Why are we mostly in hbd diaspora instead of being at home ?