J.3_Education_Sector_Plan_04march10.pdf

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The Education Sector Plan of Liberia – A Commitment To Making A Difference

Mission and Vision for Education in Liberia

MISSION

To provide all Liberians with the opportunity to access and complete affordable education of a quality, relevance and appropriateness that meets their needs and that of the nation

VISION

A system of education that is flexible, evolves with time and fully meets the needs and aspirations of the people individually and collectively as a nation ii

List of Acronyms and Abbreviations

ACS American Colonization Society AIDS Acquired Immuno Deficiency Syndrome AITB Agriculture Industrial Training Bureau ALP Accelerated Learning Program ALU Association Of Liberian Universities CEOs Country Education Officers CETCs Country Education And Training Councils CFS Child Friendly School CRS Country Status Report CWIQ Core Welfare Indicators Questionnaire DEOs District Education Officers DHS Demographic And Health Survey ECD Early Childhood Development ECE Early Childhood Education EFA Education For All EGRA Early Grade Reading Assessment EMIS Education Management Information System ESDC Education Sector Development Committee ESP Education Sector Plan ESR Education Sector Review EU European Union FTI Fast Track Initiative GDP Gross Domestic Product GER Gross Enrolment Rate/Ratio GIR Gross Intake Rate GOL Government Of Liberia GPI Gender Parity Index HDR Human Development Report HEIs Higher Education Institutions HIPC Heavily Indebted Poor Country HIV Human Immuno Deficiency Virus IMF International Monetary Fund IPRSR Interim Poverty Reduction Strategy Report IRC International Rescue Committee JHS Junior High School JSS Junior Secondary School KRTTI Kakata Rural Teacher Training Institute LES Liberian Education System LISGIS Liberia Institute Of Statistics And Geo- Information Services LPERP Liberia Primary Education Recovery Program LSMCs Local School Management Committees LTTP Liberia Teacher Training Program MDGs Millennium Development Goals MOE Ministry Of Education MOF Ministry Of Finance MOU Memorandum Of Understanding MOYS Ministry of Youth And Sports MPEA Ministry Of Planning And Economic Affairs iii

List of Acronyms and Abbreviations

MTEF Medium Term Expenditure Framework NCHE National Commission On Higher Education NER Net Enrolment Rate NGOs Non Governmental Organizations NIR Net Intake Rate NSC National School Census NSDS National Strategy For The Development Of Statistics OSI Open Society Institute PCR Proxy Completion Rate PEMFAR Public Expenditure Management and Financial Accountability Review PFMU Project Financial Management Unit PRS Poverty Reduction Strategy PTAs Parents Teacher Associations RTI Research Triangle International RTTIs Rural Teacher Training Institutes SFA School Fee Abolition SHS Senior High School SMCs School Management Committees SSS Senior Secondary School TTCs Teacher Training Colleges TVET Technical Vocational Education and Training UL University Of Liberia UN United Nations UNDP United Nations Development Program UNESCO United Nations Education Scientific and Cultural Organization UNHCR United Nations High Commissioner For Refugees UNICEF United Nations Children Fund UPE Universal Primary Education USAID United States Agency For International Development WASSCE West African Senior School Certificate Examination WB World Bank WAEC West African Examinations Council WFP World Food Program WVSTCT William V.S. Tubman College Of Technology ZRTTI Zorzor Rural Teacher Institute iv

TABLE OF CONTENTS

Vision and Mission i

List of Acronyms and Abbreviations ii

Table of Contents iv

Foreword vi

Acknowledgements vii

Preface ix

Executive Summary xi

Chapter 1. Background and Context 1

Chapter 2. An Overview of Education in Liberia 11

Chapter 3. Education Plan Formulation and Consultation Process, Links, Baseline and Scenarios 22

Chapter 4. Making an Early Start in Addressing Social Disparities – Early Childhood Development Focusing on Pre-Primary Education 36

Chapter 5. Achieving Universal Primary Education of Quality …………… 56

Chapter 6. Increasing Secondary Level Enrolment while Improving School Quality …… 88

Chapter 7. Addressing the Literacy and TVET Needs of the Nation

Chapter 8. Providing the Teachers for an Expanding System in Transition …………….. 131

Chapter 9. Shaping our Future with Higher Education …………………….. 148

Chapter 10. Improving Governance, Planning, Management and Leadership ………….. 159

Chapter 11. Monitoring for Quality Improvement and Accountability …………………… 174

Chapter 12. Trade-offs, Financing and Fiscal Sustainability …………………….. … 184 v

ANNEXES

Annex 1: References 200 Annex 2: National Consultations Group Work Responses 202 Annex 3: List of Ministries, Agencies, Partners and Civil Society Groups Consulted 206 Annex 4: Education Pyramid of Liberia 207 Annex 5: School Level Enrolment Statistics by County and Selected Primary Rates 208 Annex 6: Average Financing and Financing Gap 2010 - 2012 212 Annex 7: Donor Funding 2010 - 2012 213 Annex 8: Definition of Indicators 214 Annex 9: Key Members of ESP Drafting Team 215 vi vii viii ix x xi

Executive Summary

In September 2009 many children born after the conclusion of 14 years of debilitating civil conflict entered classrooms across Liberia for the first time. The Ministry of Education (MOE) and its development partners, recognizing this pivotal moment in Liberia’s post-conflict reconstruction, are making every effort to fulfil the mandate of providing all Liberians with the opportunity to access and complete affordable education of a quality, relevance and appropriateness that meets their needs and that of the nation

Central to the agenda of the democratically-elected government which took power in 2006 was the establishment of a framework that would allow implementation of the 2002 Education Law, which called for free and compulsory primary education. The Liberia Primary Education Recovery Program (LPERP), which also informed the education components of the Liberia Poverty Reduction Strategy (PRS) of 2008, therefore set out to create an environment for accessible quality education at the primary level. LPERP implementation resulted in an immediate enrolment increase in the primary sector, from 260,499 during the 2005/2006 academic year to 308,748 in 2007/2008, not including students enrolled in the Accelerated Learning Program.

Despite systemic weaknesses and general resource limitations exacerbated by protracted conflict and mismanagement, the MOE has achieved considerable progress. The primary completion rate has also increased from only 21 percent in 2002 to 62 percent in 2008. Many schools have been constructed; teacher training institutions are once again certifying educational professionals for Liberian classrooms; and 1.2 million teachers’ guides and textbooks have been procured and distributed. While LPERP goals and PRS deliverables have focused on the primary sector, the implementation process has strengthened the coordination between the MOE and its donor partners, strengthened MOE planning and management systems, provided a platform for inter-ministerial collaboration for educational development and created an environment for the sector wide approach that this comprehensive education sector plan (ESP) reflects.

This sector plan has been ratified through an extensive process of national consultations. Following a joint education sector review with a broad range of national and international education partners, the MOE held regional meetings to present and elicit feedback on the ESP to ensure that the perspectives and priorities of the citizens across the country, who emphasized the need to prioritize the provision of qualified teachers and quality schools in remote areas of the country, were included. The consultations also ensured that education leaders at the county, district, and school leaders have a role in shaping the policies and programs that they will implement. The ESP is fully aligned with the PRS, and further sharpens the MOE’s focus on interventions across the education sector. It gives the main priority of government in the sector as “ significant progress towards the achievement of MDG and EFA Goal No.2 by 2015”. In this regard, the goal of “ensuring that all children (especially girls, individuals with special needs, vulnerable children, children with ‘manageable’ emotional behavioural disorders and learning disabilities) start at the right age and complete primary level education of a minimum stipulated quality” is pre-eminent. To enable this, the Government of Liberia (GOL) also prioritizes “improving the quality of the teaching staff and programs” at the primary and post-primary levels as well as “increasing access, retention and completion” at all levels but with a special focus at the primary and junior high school (basic education) levels. The plan also reflects the government’s inter-ministerial priority on early childhood development, as the foundation of holistic development through which children are prepared to thrive.

While the post-primary access rate is estimated to increase from 52% in 2010 to 89% in 2015, a significant number of individuals will only complete primary or basic education and remain without the technical skills to contribute to Liberia’s development. The GOL is therefore also prioritizing a multi-sectoral approach that xii would ensure an increase in the relevance, availability, and quality of skills training and TVET as a whole.

Given that the success of interventions in education is dependent on the quality of oversight and management provided, high priority is also given to “developing the institutional capacity for management at the central, regional and local levels”.

Policies and Key Strategies for Education Sector Development

Rather than dwelling on the current situation and the challenges confronting education at each level, both of which receive detailed attention in the chapters that follow, the specific policy objectives, from which the major challenges can be deduced and the strategies proposed to achieve the objectives are highlighted in the sections that follow.

Pre-Primary / Early Childhood Development Sub-Sector In Liberia, pre-primary education is a sub-set of Early Childhood Development (ECD). The main policy goal of the latter is to ensure that all children achieve their full potential and are ready for primary schooling by providing quality, integrated ECD services and programs for all children from zero to age 5 through an inter-sectoral collaborative approach. A focus on early childhood education and development, along with revising the requirement that all children must be able to read and write before entering Grade 1, will both reduce the prevalence of overage children in primary school and provide a solid foundation for long-term educational achievement.

The specific policy objectives are

1. To increase access to early childhood development services for children aged 0 – 5 years targeting the poor and most vulnerable

2. To improve the quality of all early childhood development services and programs in the country

3. To support greater community and family involvement in provisions and programs for those aged

0 to 5 years

4. To establish mechanisms for greater collaboration and co-ordination between relevant ministries, agencies and communities, in order to maximize the impact and effectiveness of ECD programs

The strategy related actions of highest priority in the short and medium term at this level are

i. Abolition of testing of children to determine their eligibility to enter 1 st

ii. Production and implementation of a comprehensive policy on early childhood development covering education, health, nutrition, protection, water and sanitation grade in order to free up spaces in pre-primary for younger children

iii. Preparation of a minimum standard document for day-care centres and educational institutions and encouragement of partners and providers in all districts to establish provision for early childhood development

iv. Development of a teacher training program for the pre-primary level and a requirement for all teachers at this level to obtain a qualification in pre-primary teaching or early childhood development

v. Sensitization of traditional leaders, local government officials, providers, proprietors and institutions on the importance of the early years and devise strategies to expand low-cost, quality ECD options in their communities xiii

Primary Sub-Sector The main policy goal for primary level education is the provision of resources necessary for all school age children, and others so desiring, to receive and complete primary education of a quality that adequately prepares them for lifelong learning. The ‘all’ is inclusive of ‘special needs’ and ‘vulnerable children’ as well as those having ‘manageable’ emotional behavioural disorders and learning disabilities.

The specific policy objectives for primary education are

i. To make the provisions necessary for all children (especially girls, individuals with special needs, vulnerable children, children with ‘manageable’ emotional behavioural disorders and learning disabilities) start at the right age and complete primary level education of a minimum stipulated quality

ii. To put in place provisions and structures such that no individual is denied the possibility of primary education because of age and/or circumstances

iii. To put into operation a strategy and framework for greater efficiency and cost effectiveness in primary schooling

iv. To make those provisions and arrangements that result in the school environment being clean, sanitary, violence-free and sufficiently conducive for all students, especially girls, to feel safe and at ease

v. To reduce worm infestation as well as the possibility of staff and students at the primary level contracting and/or spreading HIV/AIDS

The strategy related actions of highest priority in the short and medium term at the primary level are

i. The immediate cessation of entrance examinations for Grade 1 applicants and cessation of the refusing of entry to applicants of 6 years of age and above when space for admission is available

ii. Provision of training for more primary school teachers in order to achieve a PTR of 40:1 by 2020. At the same time this move should lower the Repetition Rate from 7% to 2% by 2020 and increase the Proxy Completion Rate from 62% to 100% by 2015

iii. Production of a rehabilitation and construction plan and strategy and rehabilitation/construction of schools guided by latest Education Management Information System and Population Census numbers as well reports from District Education Officers and partners. This should make possible the accommodation of an estimated additional 123,000 students in public and community schools in the period 2010 to 2015

iv. Implementation and enforcement of a school charges policy of which fee abolition is an integral part and provision of sponsorship or in-kind contribution (e.g. uniforms) targeting students in extreme circumstances

v. Review and revision of the primary school curriculum so that it is relevant, appropriate and addresses major content and quality concerns including local language issues. This is to be followed by the introduction of the revised curriculum to schools together with needed teaching/learning materials, including the provision and supply of primary textbooks and relevant teacher guides

vi. Development of a national assessment system to track and monitor progress in learning outcomes

Secondary Sub-Sector xiv

According to the GOL, ‘basic education’ encompasses grades one through nine. Junior high school (Grades 7, 8, and 9) is an immediate priority along with the primary sub-sector. The main policy goal for secondary level education is the provision of resources that would allow all school age children, and others so desiring, to receive and complete a junior high school program of quality. Further, that as many as can benefit and so wish, move on to and complete a diversified broad base high quality senior high school program or its equivalent in readiness for the next stage/phase of living and learning.

The specific policy objectives for secondary education are

i. To increase access and the transition rate from primary to junior high school and from junior high to senior high school

ii. To increase the retention and completion rates of both levels of secondary education

iii. To increase the number of girls accessing and completing secondary schooling

iv. To improve the quality of secondary education and the conditions of teaching and learning

v. To make those provisions and arrangements that result in the school environment being clean, sanitary, violence-free and sufficiently conducive for all students, especially girls, to feel safe and at ease

vi. To reduce worm infestation as well as the possibility of staff and students at the secondary level contracting and/or spreading HIV/AIDS

The strategy related actions of highest priority in the short and medium term at the secondary level are

Junior High School Level

i. Review and revision of the JHS teacher training program and the training of more teachers

ii. Production and implementation of a classroom rehabilitation and construction plan and strategy. The intention being the provision of structures where none presently exist for students completing primary education as well as the provision of accommodation for increasing numbers of students transiting from the primary level

iii. Production and implementation of a minimum standard guidelines for JHSs

iv. Production and implementation of a curriculum that is relevant, appropriate and addresses major content and quality concerns

v. Provision of student texts and teacher guides

Senior High School Level Same as those for the junior high school level except for (i) above which should read:

i. Establishment of a scheme to attract more graduates into the teaching profession

Technical Vocational Education and Training (TVET) The main policy goal for TVET is the provision of increased opportunities for the acquisition of relevant and appropriate technical and vocational education and skills training of quality. In this regard, a great deal of attention will be paid to ensuring that the TVET system not only meets present private sector demand but anticipates and responds to changes. It is for this reason that the objective of “improving the quality and relevance of TVET” and the strategy based action of a “national labor market and employment survey followed by development of new TVET curricula” are prioritized. Even while the frameworks are being developed, strengthening of key institutions will take place through, amongst other things, provision of urgently needed equipment and logistics for programs known to be addressing immediate private sector needs.

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At the same time, establishment of links between key institutions and private business/industries will be fostered.

The specific policy objectives for TVET are

i. To bring together Ministries and agencies vested with responsibility for TVET in Liberia so that they are able to work collaboratively and cooperatively

ii. To improve the quality and relevance of TVET nationally and build links between TVET and secondary education;

iii. To increase access to TVET programs nationally through the development of cost-effective mechanisms/strategies

The strategy related actions of highest priority in the short and medium term for TVET are

i. Establishment of an inter-sectoral governing body and secretariat responsible for regulating TVET, and development of a training fund

ii. Drafting and implementation of a TVET policy

iii. Conduct national labor market and employment survey and develop new TVET curricula based on findings

iv. Establishment of minimum standards for TVET institutions and regular monitoring and evaluation of

TVET institutions

v. Rehabilitation, construction and equipping of strategically sited TVET institutions

Teacher Education The main goal for teacher education is the provision of competent, well-qualified and motivated teachers for all educational institutions in Liberia.

The specific policy objectives for teacher education are

i. To provide adequate training and professional development programs for teachers at the pre-primary to tertiary levels

ii. To put in place arrangements and a framework that result in teachers becoming motivated and supported to carry out their responsibilities

iii. To make provisions for the deployment of teachers to rural and under-served areas

iv. To upgrade the status of the teaching profession in Liberia

v. To increase the number of females in the teaching profession

vi. To improve efficiency in teacher management

The strategy related actions of highest priority in the short and medium term for teacher education are

i. Development of curriculum for training of teachers at the pre-primary and the secondary levels

ii. Development and implementation of an in-service program to upgrade and update trained teachers

iii. Development and implementation of an affordable and sustainable distance education program for serving untrained teachers

iv. Assignment of teachers to specific school levels and abolishing multi-level teaching

v. Enforcement of a minimum number of hours per week to be taught by full time teachers

vi. Development and implementation of conditions of service and a salary scale for teachers independent of that of other civil servants

vii. Development and introduction of a ‘remote area’ and ‘special subject’ allowance for teachers xvi

viii. Development of a scheme to attract and retain more females in the teaching profession

Higher Education The main goal for higher education is better regulation and monitoring of higher education in Liberia while ensuring at the same time an improvement in the quality and relevance of programs and institutions of higher learning. Linked with this is the development of the research capacity of universities.

The specific policy objectives for higher education are

i. To improve on the regulatory and governance mechanisms for higher education

ii. To improve on the funding mechanisms for higher education

iii. To improve on the quality of the teaching staff

iv. To put in place mechanisms that result in programs on offer and research conducted in institutions of learning being relevant to the needs of the society

v. To reduce inequities in access to higher education

The strategy related actions of highest priority in the short and medium term for higher education are

i. Strengthening of the capacity of the National Commission for Higher Education to enable it to better perform its role and responsibilities

ii. Conducting of a study on programs/courses on offer at universities, research capabilities, as well as selection criteria for admission with a view to assessing their quality, relevance and value and implementation of its recommendations

iii. Conducting of an assessment on the competence, qualifications and relevant experience of teaching staff in institutions of higher education with a view to improving staff quality

iv. Establishment of ties between foreign universities of quality and national institutions with a view to setting up program improvement, staff training and staff exchange arrangements.

v. Provision of targeted scholarships in favor of programs producing graduates needed by the nation.

vi. Conducting of a critical analysis of the policies on higher education with a view to revising and updating them

vii. Development of partnerships in the funding of higher education

Management and Financing of the Education System

Management The extent to which improvements in the education system can be achieved is dependent on the management and funding provided. There are shortcomings in what presently exists and in this regard governance and management goals and objectives have been revisited and revised. The main medium term goal for governance and management of the education system is the establishment of processes through which the Ministry of Education is able to manage an efficient and accountable decentralized system that delivers relevant learning and training opportunities of quality.

The specific policy objectives for governance and management are

i. To develop the institutional capacity for management at the central, regional and local levels

ii. To increase planning and management capacity xvii

iii. To increase accountability and transparency throughout the education system

iv. To strengthen the decentralized system of governance

The strategy related actions of highest priority in the short and medium term for governance and management are

i. Development and utilisation of an effective human resources management strategy and error-free database

ii. Checking and making copies of their TOR and job descriptions available to all MOE personnel

iii. Conduct a skills audit to ensure that personnel have the necessary skills and qualifications to undertake the jobs for which they are paid

iv. Provision of training that would enable all personnel to perform their roles and responsibilities efficiently and effectively

v. Development and utilisation of a performance appraisal system

vi. Development and utilisation of an effective system of monitoring, supervision and reporting

vii. Development of decentralisation policy and strategy with built-in transparent accountability mechanisms

Effective management is built upon sound mechanisms for monitoring and supervision. Many of the challenges facing education in Liberia presently can be directly traced to a deficiency in the level and quality of monitoring and supervision of the system. In this regard, the goals and objectives for monitoring and supervision have been re-visited and revised. The main medium term goal is now - to develop monitoring and supervisory mechanisms that will provide useful information to guide the Ministry of Education’s management of the system and its actions.

The specific policy objectives are

i. To clarify the roles and responsibilities of different institutions and department at national and local levels in monitoring and supervision

ii. To strengthen the capacities of District Education Offices and County Education Offices in monitoring and supervision including classroom assessment of student learning

iii. To strengthen record keeping capacity at the school and community level

iv. To develop mechanism for monitoring Sector Plan progress and providing feedback

v. To improve the Education Management Information System (EMIS) and the analysis and use of EMIS data

The strategy related actions of highest priority in the short and medium term for monitoring and supervision are

i. Development of simple tools for monitoring and supervision of educational institutions and teaching

ii. Establishment of school level management committees in each school

iii. Provision of training for County and District Education Officers on monitoring and supervision

iv. Provision of necessary equipment and logistics for monitoring and supervision

v. Development of simple forms/tools for record keeping at the school level

vi. Training of relevant staff in County and District Education Offices on data entry, analysis and reporting of information collected from educational institutions

vii. Establishment of a Quality Assurance Unit xviii

Financing Education in Liberia is funded by the government, households and donors. The global economic crisis has caused a steep decline in actual and projected national revenue. Government resources are further constrained by low levels of tax payments by individuals and businesses. Given the poverty status of Liberian households as indicated in the Poverty Reduction Strategy (PRS) document, the government and its donor partners must increase spending in education to ensure that significant progress is made towards the achievement of the priorities outlined in this sector plan, as well as the Millennium Development and Education For All goals.

The Government of Liberia is committed to increasing its allocation to education. From 2010 to 2012, the recurrent education budget (excluding debt service) will increase from 14% to 16% and will reach 18% in 2015.

The priority of the Government is basic education but as a first step every effort will be made to get near to universal access and completion of primary schooling by 2015. The share allocated to primary education is projected to rise from 39.4% in 2008 to 41% in 2010, 43% in 2012 and reach 45% in 2015.

Implementation of the medium term plan outlined in the sector plan is estimated to average $99.5 million per year over the next three years. After consideration of donor and government commitments for both recurrent and investment costs, the annual funding gap is estimated at $24 million per year. In order to ensure that sufficient funds are available the government intends to enforce relevant provisions in the Education Law to supplement its normal allocations to education. The Government will submit an application to the Catalytic Fund Committee of the Education For All-Fast Track Initiative for funding to fill the identified gap and enable implementation of the sector plan. To the extent that it is possible, existing in-country donor financing management mechanisms acceptable to the Government of Liberia, FTI and the Supervising Agency for the Catalytic Fund will be employed for donor funds received in support of implementing the sector plan. The Government, its partners and the proposed Supervising Agency have considered use of the existing pooled fund mechanism employed for the implementation of the LPERP. However, in the absence of an audit of the pooled fund, it has been concluded that it would be more prudent to proceed with a project financing mechanism for support received from the Catalytic Fund. Ultimately sectoral financing and targeted budget support is envisioned but is not feasible at this moment in time.

Targets and Indicators

With the Government of Liberia able to fulfil its financial commitments to education and its partners able to provide the necessary support to bridge any financing gap, progress towards the achievement of stated goals and targets will be measured with the use of a number of indicators. Some of these indicators are stated below.

Primary Education The target of highest priority for the period up to 2020 is 100% of 6 to 11-year-olds attending and completing primary schooling of quality. Ideally, this target should be achieved by 2015 but since it has not been possible to get all 6-year-olds into Grade 1 in the 2009/10 academic year, a new target date of 2020 has been set. The key indicators employed for measuring progress towards achievement of this target are:

Access Indicators: Intake and Enrolment Rates; Ratio of Girls to Boys enrolled.

The Gross Intake Rate (GIR) is projected to move from 109% in 2010 to 105.5% in 2012, 100% in 2015 and 100% in 2020. At the same time, the Net Intake Rate (NIR) is to move from 23% in 2010 to 38% in 2012, 61.4% in 2015 and 100% in 2020.

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The Gross Enrolment Rate (GER) is projected to move from 97% in 2010 to 100% in 2012, 104% in 2015 and 102% in 2020. At the same time, the Net Enrolment Rate (NER) is to move from 46% in 2010 to 57% in 2012, 73% in 2015 and 100% in 2020.

The ratio of girls to boys enrolled in primary schools is projected to move from 90% in 2010 to 91% in 2012, 93% in 2015 and 97% (gender parity) in 2020.

Quality Indicators: Repetition and Proxy Completion Rates; Pupil Teacher Ratio (PTR); Learning Achievement scores The Repetition Rate is projected to drop from 6% in 2010 to 5% in 2012, 4% in 2015 and 2% in 2020.

The Proxy Completion Rate is projected to move from 73% in 2010 to 84% in 2012, 100% in 2015 and 100% in 2020.

The Pupil Teacher Ratio (PTR) is projected to move from 47 in 2010 to 46 in 2012, 44 in 2015 and 40 in 2020.

Learning achievement tests in early grade reading and its equivalent in mathematics/number work are to be introduced during the lifetime of the sector plan. After initial preparatory work, trial runs and fine-tuning, these assessments will take place annually. Analysis of test scores will be used to monitor changes in quality of the system and inform policy decisions as well as action.

5.2 Other Levels of Education

Similar indicators to that for primary education are used for the other levels. Given below are some of the key indicators employed.

Access Indicators Pre-primary Gross Enrolment Rate – Projected to decrease from 141% in 2008 to 128% in 2010, 116% in 2012, 97% in 2015 and 65% in 2020 as increasing numbers of ‘over-aged’ children are removed or prevented from entering the level.

Grade 7 (Junior High School) Access Rate – Projected to increase from 52% in 2010 to 61% in 2012, 73.5% in 2015 and 75% in 2020 as more children complete primary education and continue schooling

Junior High School Gross Enrolment Rate – Projected to increase from 50% in 2010 to 58% in 2012, 71% in 2015 and 73% in 2020.

Junior High School ratio of girls to boys enrolled – Projected to increase from 82% in 2010 to 85% in 2012, 89% in 2015 and 97% in 2020 as more girls are persuaded to continue with their education.

Grade 10 (Senior High School) Access Rate – Projected to increase from 32% in 2010 to 39% in 2012, 49% in 2015 and 54% in 2020 as more students complete junior high school and are motivated to move beyond basic education.

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Senior High School ratio of girls to boys enrolled – Projected to increase from 74% in 2010 to 78% in 2012, 85% in 2015 and 97% in 2020 as girls are presented with increasing opportunities and reasons to continue with their education.

Higher education students per thousand of population – Projected to gradually increase from 802 in 2010 to 803 in 2012, 804 in 2015 and 807 in 2020 as greater attention is given to improving quality and controlled growth.

Quality Indicators Junior High School Repetition Rate – Projected to decrease from 6% in 2010 to 5% in 2012, 4% in 2015 and 2% in 2020.

Junior High School Survival Rate – Projected to increase from 81% in 2010 to 83% in 2012, 86% in 2015 and 90% in 2020.

Junior High School Proxy Completion Rate – Projected to move from 43% in 2010 to 50.5% in 2012, 63% in 2015 and 67.5% in 2020.

Junior High School average number of hours of instruction per week – Projected to increase from 22 hours in 2010 to 22.5 hours in 2012, 23.4 hours in 2015 and 25 hours in 2020.

Senior High School Survival Rate – Projected to increase from 82% in 2010 to 83% in 2012, 86% in 2015 and 90% in 2020.

Senior High School Proxy Completion Rate – Projected to move from 26.5% in 2010 to 32% in 2012, 42% in 2015 and 49% in 2020.

Senior High School average number of hours of instruction per week – Projected to increase from 25 hours in 2010 to 26 hours in 2012, 27 hours in 2015 and 30 hours in 2020.

Education For All – Fast Track Initiative (EFA-FTI) Benchmarks With the provision of the resources and the taking of the actions indicated, significant improvements in education relative to the baseline situation are anticipated. The table below indicates the current status relative to the FTI Benchmarks.

Indicators Current Value Comments

LEARNING OUTCOMES

(Real)

(Est. + Proj)

Proportion of students who, after two years of primary schooling, demonstrate sufficient reading fluency and comprehension to ‘read to learn’ 100% is the goal. Countries agree on incremental increases to achieve that goal at national level

Total n/a n/a Girls n/a n/a Boys n/a n/a xxi

Indicators Current Value Comments Proportion of students who are able to read with comprehension by the end of primary school, according to national curricular goals. 100% is the goal. Countries agree on incremental increases to achieve that goal at national level

Total n/a n/a Girls n/a n/a Boys n/a n/a

RESOURCE MOBILIZATION

Minimum public domestically-generated revenues as % of GDP 25% 32% Education share of budget, total (%) Defined as public recurrent spending on education as % of total public recurrent spending 11.4% 14%

20% is an average for some successful countries

Primary education share of education budget, total (%) Defined as public recurrent spending on primary education as % of total public recurrent spending on education, including grants 39% 41%

42-64% is an average for some successful countries

STUDENT FLOWS

Intake into first grade Total 113% 109% 100% by 2010 is the EFA goal. Annual targets on reaching that goal are agreed at national level

Girls 109% 106% Boys 117% 112%

Primary completion rate Total 62% 68% 100% by 2015 is the EFA/ MDG 2 goal.

Annual targets on reaching that goal are agreed at national level

Girls 57% 64% Boys 67% 72%

% repeaters among primary school pupils Total 7% 6%

10% or less is recommended to achieve EFA Girls 7% 6%

Boys 6% 6%

SERVICE DELIVERY

Pupil–teacher ratio in publicly-financed primary schools 49 47 40:1 or less is recommended to achieve

EFA

Average annual salary of primary school teachers as a multiple of GDP per capita 2.5 5

3.5 is an average for some successful countries

Recurrent spending on items other than teacher remuneration as % of total recurrent spending on primary education 54% 31%

33% is an average for some successful countries

Annual instructional hours 850 875 850-1000 annual instructional hours are observed international norms

The table above does not show the projected changes in indicators at the primary level for selected key years relative to FTI Benchmarks. These are shown in the table below.

Indicators

Base Year Year FTI

2008 2010 2012 2015 2020 Bench

Domestically-generated revenues as % of GDP 25.2% 31.9% 28.4% 28.4% 28.5% 14-18%

Recurrent spending on education as % of GDP 2.5% 3.7% 4.2% 4.9% 5.2% 2.8-3.6%

#% education share of budget 11.4% 14% 16% 18% 20.0% approx 20%

Share of Primary Education in Overall Spending (%) 39% 41% 43% 45% 50% approx 50%

Grade 1 (GIR) 113% 109% 106% 100% 100% 100%

Grade 1 (GIR) - Boys 117% 112% 107% 100% 100% 100%

Grade 1 (GIR) -Girls 109% 106% 104% 100% 100% 100%

Grade 6 (Proxy Completion rate) 62% 68% 75% 84% 100% 100% xxii

Indicators

Base Year Year FTI

2008 2010 2012 2015 2020 Bench

Grade 6 (Proxy Completion rate) - Boys 67% 72% 78% 86% 100% 100%

Grade 6 (Proxy Completion rate) - Girls 57% 64% 71% 82% 100% 100%

Average annual salary of primary teacher as multiple of GDP per capita 2.5 5 5 5 5 3.5 *Spending on inputs other than teachers as % of total recurrent spending 54% 31% 31% 31% 30% 33%

Prim Pupil teacher ratio (public) 49 47 46 44 40 approx 40

Repetition Rate 7% 6% 5% 4% 2% 10% or less

Repetition Rate - Girls 7% 6% 5% 4% 2% 10% or less

Repetition Rate - Boys 6% 6% 5% 4% 2% 10% or less Annual Hours of Instruction (average - single and double shift) 850 875 900 938 1000 850 or more

#Note that new numbers for 2010 have recently been made available by the Budget Bureau and although used in the table above are undergoing further checks before inputting into the simulation model.

*Note the significant change caused by the increase in teacher salaries in 2010. This is being re-computed with real numbers from the budget bureau and will be updated as soon as the numbers are made available.

The above table indicates that Liberia intends to make significant improvements in all aspects of education during the lifetime of this plan.

Tracking the Indicators The indicators are to be tracked through information from financial entities such as the Ministry of Finance, Central Bank of Liberia and IMF as well as data on education collected at the school, district and county levels.

These will be used to inform and update a financial simulation model that has already been developed. The model was developed to enable the government and education stakeholders to decide between four possible scenarios for prioritization of objectives: moderate, no change, access, and quality. The simulation model and projected costs are based on the scenario which would improve the overall quality of the education system.

This model will be used to provide information on changes in all the indicators and to guide any changes in policy needed to keep the sector plan on track. The public will be kept informed through regular press and media reports and programs as well as annual reports disseminated at annual Joint Education Sector Reviews.

Conclusion The Government of Liberia is committed to providing its citizens with education that meets their needs, as expressed during national Poverty Reduction Strategy, Joint Education Sector Review, and extensive Education Sector Plan consultations. The Ministry of Education, international donors, and national implementing partners are eager to build on the success and lessons learned through implementing the Liberia Primary Education Recovery Program (LPERP) and ensure progress across all sub-sectors of the education system. The Government of Liberia is motivated by the extensive collaboration that led to the completion of this comprehensive sector plan and encouraged by the commitment of its partners to provide support for transforming the plan into reality. Having gone through almost a decade and a half of chaos and mayhem and having gone without access to the quality education opportunities that could lift them out of poverty for such a long time, the people of Liberia deserve no less than the concerted efforts of government and partners to prepare them with the skills and abilities to both contribute to and benefit from Liberia’s peace, stability and prosperity.

Chapter 1 Background and Context

1.1 Geography and Demographic Background

Liberia is a small English speaking country of 38,350 square miles (111,370 square kilometers) located in West Africa., and bounded by Sierra Leone, Guinea and Côte d’Ivoire. Administratively, Liberia is divided into 3 regions (North-Central, South-East and South-West) and 15 counties. The capital city, Monrovia, is in the South-Western region in Montserrado County.

Figure 1.1 – Map of Liberia showing its counties, main towns and neighbors

Liberia has a current population of approximately 3.5 million (LISGIS, 2008) made up of 18 indigenous ethnic groups and the descendants of Americo-Liberians who founded modern Liberia in the 1820s under the auspices of the American Colonization Society (ACS). Approximately 40% of the population is Christian, another 40% practices traditional African religions and the remaining 20% is Muslim. (UN Common Country Assessment: Liberia, June 2006, p.4; National Human Development Report: Liberia, 2006, p.20)

Demographic details of relevance and interest are summarized in the table below.

Table 1.1 – Demographic Data on Liberia

Two facts not mentioned in the table above are worth mentioning. Firstly, according to the 2008 National Population and Housing Census, approximately a third of the population of Liberia is to be found in Monrovia. This could be a consequence of the fact that there is a comparative lack of social amenities outside of Monrovia and towns in the major mining and rubber plantation areas. Those who moved to the ‘safer’ urban areas during, and as a consequence of the conflict have not returned back to their home villages.

Secondly, Liberia has an extremely high percentage of youth under the age of 15. In addition, the possibility of the situation intensifying is made apparent by the projected population growth rate up to year 2020 shown in the table below.

Table 1.2 - Estimated School-Age Population Trend for Liberia 2000 – 2020

Population 2000 2005 2010 2015 2020 Annual

Growth rate 2000-2010

Annual Growth rate 2010-2020

Total Population (‘000) 2,717 3,044 3,815 4,453 5,177 2.6% 2.4%

2-5 years old (‘000) (% of total)

(15%)

(15%)

(14%)

(14%)

(14%) 2.3% 2.1%

6-11 years old (‘000) 483 (18%)

(18%)

(17%)

(18%)

(18%) 2.5% 2.5%

12-14 years old (‘000) 212 (8%)

(7%)

(7%)

(8%)

(8%) 2.2% 2.7%

15-17 years old (‘000) 179 (7%)

(7%)

(6%)

(7%)

(7%) 2.5% 2.8%

Author’s estimate based on UN 2006 Revision Population Estimate for Liberia and 2008 Population Census of Liberia

Total Population - 3,489,072 (Preliminary Report – 2008 NPHC Provisional Results)

• Males - 1,764,555

• Females - 1,724,517

• Sex Ratio - 102.3

• Average Household size - 5.1

• Population Density - 93 persons per sq mile

Life Expectancy at Birth:

• Total - 45.3 (World Development Indicators Database May 2007)

• Total Fertility Rate - 6.8 per woman (2000-2005) (HDR 2007-2008 Highlights, Liberia)

• Maternal Mortality Rate - 1,200 (2005 - World Development Indicators Database May 2007)

• Infant Mortality Rate - 157 (per 1000 live births) (World Development Indicators Database May

2007)

• Access to improved water - 51.4% (2007 - CWIQ)

• Access to safe sanitation - 39.4% (2007 - CWIQ)

• HIV/AIDS Prevalence Rate (Preliminary Report 2007 Liberia Demographic and Health Survey)

• National - 1.5%

• Urban - 2.5%

• Rural - 0.8%

Adult Literacy Rate (15+) - 51.4% (2007 - CWIQ)

• Female (15+) - 41% (2007 - CWIQ)

• Male (15+) - 68.6% (2007 - CWIQ)

• Youth Literacy Rate (15-24) - 73.1% (2007 - CWIQ)

The projected increases in the school-age population is of particular concern as the domestic resources allocated to education will have to be increased accordingly if the Government of Liberia’s goal of primary education, and subsequently basic education, for all is to be achieved within the lifetime of this plan.

1.2. Human Development Situation

The human development situation in Liberia has been succinctly described and summarized in the draft Country Status Report on Education in Liberia, which provides an even more detailed diagnosis of education than presented in this report; therefore this section will briefly describe the present situation.

Notwithstanding the current peace and stability and package of reforms of the government that came into power in 2005, Liberia finds itself with a Human Development Index (HDI) of .442 for 2007 (Human Development Report 2009 - Liberia), ranking it 169th out of the 182 countries listed

The 14-year long civil war that lasted from 1989-2003 left the basic social service delivery systems in tatters, especially the health and education systems, leaving the government that came to power in 2005 with formidable challenges. In the health and education sectors, as a result of the conflict, infrastructure was largely destroyed, basic supplies for service delivery stopped flowing, and most skilled professionals fled to neighboring countries or to the United States. The intermittent and long-lasting nature of the conflict made it difficult for children to attend school, leaving an entire generation virtually uneducated; additionally, the education system was not able to provide for new teachers or health practitioners to guarantee the future of these systems.

Infant and under five mortality rates have been reduced due to the end of the conflict and the restoration of a few key maternal and child health services such as immunization. However, other indicators, such as child malnutrition rates, remain high. Although diarrheal diseases and malaria are presently the leading causes of death, the potential of HIV/AIDS to devastate the well-being of the nation cannot be under-estimated. The 2007 DHS Report indicates that HIV/AIDS is over 300% more prevalent in the urban, where the bulk of the population of Liberia is to be found, than in the rural areas. With a prevalence of about 1.7%, (UNAIDS, 2007) the epidemic has entered the general population and is capable of being sustained there.

Currently, health provisions are limited and costly. UN statistics show that there are approximately 3 physicians per 100,000 of the population. Available data show that most are based in the capital city and hence large swathes of the country have no medical doctor and limited health-care facilities. Presently, the health sector relies heavily on donors to run many of the facilities throughout the country. Based on total health expenditures for 2006/2007, households provide for 22% of total health expenditures, with government providing 14% and the donors 64%. (2008 PEMFAR).

The government has begun to address the challenges in the health sector. A National Health Policy & Plan exist which sets out the government’s plan to provide a free Basic Package of Health Services in clinics and hospitals. The government currently provides this basic package in 47% of facilities.

In addition, the government has also made in advances in resuscitating the delivery of other basic services.

The national power grid and water supply systems are being rebuilt having been completely destroyed during the conflict. Even when fully functional however service will be largely limited to the capital Monrovia and its surrounding areas. Garbage collection is almost back to normal but with sewers blocked and the unsanitary condition of many households, the rainy season continues to bring localized epidemics of water-borne diseases as access to safe drinking water is limited.

It is worth noting that, as in most developing countries, there is no social security in Liberia and most Liberians, based on the findings of the 2008 PRS, are too ‘poor’ to pay for insurance schemes. The state provides no unemployment benefits and those who benefit from state pensions receive amounts that are far below the cost of living.

1.3. Economic Development Situation

With a GDP per capita of US$256 in 2008 and with 80% of the population living on less than US$1 a day (2006 National Human Development Report), Liberia is one of the poorest countries in the world.

However, in light of the recent peace and stability, the government hopes that large-scale investments in mining, agriculture, timber and services, including construction, will provide much-needed revenues.

According to the Poverty Reduction Strategy (PRS), “

Liberia’s central economic goal over the next three years is to firmly establish a stable and secure environment and to be on an irreversible path toward rapid, inclusive and sustainable growth and development.” The PRS argues that achievement of this goal would have a positive effect on all other sectors.

Since 2002, the economy has been recovering slowly, as the charts below from the IMF indicate.

Figure 1.3 – Estimated Real GDP Trend 2002 - 2008

Source: IMF…