Governmentof the Republic

of LiberiaMinistry of Education

Education Statistics

National Statistical Booklet

for the Republic of Liberia

2014

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Republic of Liberia Deputy Ministry of Planning, Research & Development, Research, EMIS, Statistics, and Demographics Department, Education Management Information Systems, Monrovia, Liberia www.moe.gov.lr © Ministry of Education 2014 This publication may be used as a part or as a whole, provided that the MoE is acknowledged as the source of information. This publication has been produced with financial and technical support from the USAID Liberian Teacher Training Program. For inquiries or requests, please use the following contact information: Dr. Khalipha Bility / Deputy Minister of Planning, Research & Development/ kbility@moe.gov.lr Daniel Garway / Statistician / dgarway@moe.gov.lr Satiah Jipleh / Statistician / sjipleh@moe.gov.lr Tamba Johnson / Data Analyst / jtamba@moe.gov.lr Theophilus Wesseh / Data Analyst / twesseh@moe.gov.lr Kebeh Kennedy / Research Officer / kkennedy@moe.gov.lr Wilmot Corpee / Data Entry Clerk / wcorpee@moe.gov.lr Edward Davies / Data Entry Clerk / edavis@moe.gov.lr Cover Photo Credits: William Vest-Lillesøe/IBIS, Amelia Snyder, Kristen Zozulin

This booklet is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of the Liberia Teacher Training Program and do not necessarily reflect the views of USAID or the United States Government.

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Foreword Message from Minister Etmonia D. Tarpeh

It is with immense pleasure that I have the honor of presenting here the 2014/2015 Education Statistical Booklet produced by the Ministry of Education. This booklet serves as a guide for the development of Liberia’s educational system. It gives stakeholders a detailed overview of the present state of Liberia’s educational system in a way that is both accessible and detailed enough to inform decision making. A hard base of evidence is critical for planning budgets and monitoring outcomes in Liberia’s schools and learning institutes This year Accelerated Learning Programs, Alternative Basic Education and Technical and Vocational Education and Training were included in the Annual School Census. This gives greater representation of the education system to enable a greater depth of understanding of just what is available for students and learners in Liberia. At the Ministry of Education, we are committed to guaranteeing a solid foundation of learning for the children and youth of Liberia. We need to know on a year by year basis how many qualified teachers we have, how many students are enrolled in our classes and where, which counties are underperforming and which counties are exceeding expectations, and whether students are making progress. This statistical booklet is not merely the presentation of information but it is a comprehensive tool to be used by the Government of Liberia and its education partners and stakeholders to address inequalities and challenges that pose a threat to our goal of education for all. 2015 is a key year for the Millennium Development Goals and this booklet serves to highlight what we have achieved and the distance that we still have to go before fully meeting the expectations of our own people and that of the international community. But finally, let me give recognition to those who supported this effort: the production of this booklet would not have been possible without the dedicated and tireless work of the Ministry of Education staff and Education Officers at the county and district levels. I commend the exceptional work of principals and registrars who completed the questionnaires used to capture the data, they often travelled or walked miles to deliver their complete questionnaires to their Education Officers. I also thank partners who help strengthen the Liberian education sector; in particular USAID and LTTP (implemented by FHI360) for their technical support in producing this booklet. Based on the information you will read in this booklet we will continue to push forward with the mission of the Ministry of Education to provide access to education for all. This plays a crucial role in helping us further demonstrate our commitment to meeting the education demands in Liberia. Sincerely,

Hon. Etmonia D. Tarpeh Minister of Education

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Table of Contents 1.0. Acronyms .............................................................................................................................................................. 5 2.0. Introduction .......................................................................................................................................................... 6

2.1. Background and Context ......................................................................................................................................... 6 2.2. About the EMIS Unit ............................................................................................................................................... 6 2.3. Utilization of EMIS Data .......................................................................................................................................... 7 2.4. EMIS Process ......................................................................................................................................................... 7 2.5. Approach to EMIS .................................................................................................................................................. 8 2.6. About the Booklet .................................................................................................................................................. 8 2.7. How to Read the Data in this Booklet ....................................................................................................................... 9

3.0. Methodology ....................................................................................................................................................... 10 3.1. Data Cleaning ...................................................................................................................................................... 10 3.2. Population Projections .......................................................................................................................................... 11

4.0. Definitions ........................................................................................................................................................... 12 4.1. Indicators Used to Measure Access ........................................................................................................................ 12 4.2. Indicators Used to Measure Resources ................................................................................................................... 13 4.3. Indicators Used to Measure Student Flow ............................................................................................................... 13

5.0. Liberia 2014 EMIS Data Projection (with Estimation for Missing Schools) ........................................................ 15 5.1 Schools ............................................................................................................................................................... 15 5.2 Staff ................................................................................................................................................................... 16 5.3 Students ............................................................................................................................................................. 17

6.0. Overview of EMIS Data ....................................................................................................................................... 18 6.1. Schools ............................................................................................................................................................... 18 6.2. Staff ................................................................................................................................................................... 19 6.3. Students ............................................................................................................................................................. 23

7.0. Early Childhood Education .................................................................................................................................. 25 7.1. Access ................................................................................................................................................................ 25

7.1.1. Enrollment ..................................................................................................................................................... 25 7.1.2. Overage students ........................................................................................................................................... 28 7.1.3. Students with disability ................................................................................................................................... 30

7.2. Resources ........................................................................................................................................................... 30 7.2.1. Schools ......................................................................................................................................................... 30 7.2.2. Teachers ....................................................................................................................................................... 31 7.2.3. Classrooms .................................................................................................................................................... 37

8.0. Primary Schools .................................................................................................................................................. 39 8.1. Access ................................................................................................................................................................ 39

8.1.1. Enrollment ..................................................................................................................................................... 39 8.1.2. Overage students ........................................................................................................................................... 42 8.1.3. New entrants ................................................................................................................................................. 44 8.1.4. Students with disabilities ................................................................................................................................. 47

8.2. Resources ........................................................................................................................................................... 48 8.2.1. Primary schools .............................................................................................................................................. 48 8.2.2. Teachers ....................................................................................................................................................... 48 8.2.3. Classrooms .................................................................................................................................................... 54 8.2.4. Curriculum and instruction .............................................................................................................................. 56 8.2.5. Facilities ........................................................................................................................................................ 58 8.2.6. Management .................................................................................................................................................. 63

8.3. Student Flow ....................................................................................................................................................... 64 8.3.1 Promotion rate ............................................................................................................................................... 64 8.3.2 Repetition rate ............................................................................................................................................... 66 8.3.3 Dropout rate .................................................................................................................................................. 67

9.0. Secondary Schools .............................................................................................................................................. 69 9.1. Access ................................................................................................................................................................ 69

9.1.1. Enrollment ..................................................................................................................................................... 69 9.1.2. Overage students ........................................................................................................................................... 74 9.1.3. Intakes .......................................................................................................................................................... 76 9.1.4. Students with disability ................................................................................................................................... 78

9.2. Resources ........................................................................................................................................................... 78 9.2.1. Secondary schools .......................................................................................................................................... 78 9.2.2. Teachers ....................................................................................................................................................... 80 9.2.3. Classrooms .................................................................................................................................................... 87 9.2.4. Curriculum and instruction .............................................................................................................................. 89 9.2.5. Facilities ........................................................................................................................................................ 91 9.2.6. Management .................................................................................................................................................. 96

9.3 Student Flow ....................................................................................................................................................... 98 9.3.1 Promotion rate ............................................................................................................................................... 98 9.3.2 Repetition rate ............................................................................................................................................... 99 9.3.3 Dropout rate ................................................................................................................................................. 101

10.0. Accelerated Learning Program (ALP) ................................................................................................................ 103

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10.1. Access ............................................................................................................................................................... 103 10.1.1. Enrollment .................................................................................................................................................... 103

10.2. Resources .......................................................................................................................................................... 105 10.2.1. Ownership .................................................................................................................................................... 105 10.2.2. Teachers ...................................................................................................................................................... 105 10.2.3. Classrooms ................................................................................................................................................... 110 10.2.4. Curriculum and instruction ............................................................................................................................. 111

11.0. Alternative Basic Education (ABE) .................................................................................................................... 113 11.1. Access ............................................................................................................................................................... 113

11.1.1. Enrollment .................................................................................................................................................... 113 11.2. Resources .......................................................................................................................................................... 115

11.2.1. Teachers ...................................................................................................................................................... 115 11.2.2. Classrooms ................................................................................................................................................... 120 11.2.3. Curriculum and instruction ............................................................................................................................. 121

12.0. Technical and Vocational Education and Training (TVET) ................................................................................. 123 12.1. Access .............................................................................................................................................................. 123

12.1.1. Enrollment .................................................................................................................................................... 123 12.2. Resources .......................................................................................................................................................... 126

12.2.1. Teachers ...................................................................................................................................................... 126 12.2.2. Classrooms ................................................................................................................................................... 130 12.2.3. Curriculum and instruction ............................................................................................................................. 131

12.3. Student Flow ...................................................................................................................................................... 132 12.3.1. TVET center graduates .................................................................................................................................. 132

13.0. Missing Schools ................................................................................................................................................. 134 13.1. Schools Missing from the Census .......................................................................................................................... 134 13.2. Methodology for Missing Data Estimation .............................................................................................................. 135 13.3. List of Missing Schools ......................................................................................................................................... 136

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1.0. Acronyms

ABE Alternative Basic Education1 ALP Accelerated Learning Program2 ASC Annual School Census CEO County Education Officer DEO District Education Officer ECE Early Childhood Education EMIS Education Management Information System GER Gross enrollment rate GIR Gross intake rate GIS Geographic information system Global ED*ASSIST Global Education Automated Statistical Information System Toolkit GOL Government of Liberia HIPE (Global ED*ASSIST) High-Level Interactive Projections for Education LISGIS Liberian Institute of Statistics and Geo-Information Services LTTP Liberia Teacher Training Project MDG Millennium Development Goals MoE Ministry of Education NER Net enrollment rate NIR Net intake rate SCR Student-classroom ratio (also known as the pupil-classroom ratio (PCR)) SMC School Management Committee PTA Parent Teacher Association STR Student-teacher ratio (also known as the pupil-teacher ratio (PTR)) STextR Student-textbook ratio (also known as the pupil-textbook ratio (PTextR)) SCR Student-classroom ratio (also known as the pupil-classroom ratio (PCR)) TTI Teacher Training Institute TVET Technical and Vocational Education and Training USAID United States Agency for International Development

                                                                                 1 ABE does not follow the formal curriculum and condenses six years of schooling into three years. 2 ALP follows the formal curriculum and condenses six years of schooling into three years.

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2.0. Introduction

“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.”

Mission Statement for the Liberian Ministry of Education

2.1. Background and Context

Two civil wars (1989-1996 and 1998-2003) rendered educational opportunities in Liberia scarce. During this time, the development of basic service delivery systems was non-existent and accessing the little infrastructure that did exist was difficult. The Government of the Republic of Liberia’s (GOL) Ministry of Education (MOE) has established as its goal the provision of equal access to educational opportunities and facilities for all citizens to the extent of available resources, regardless of age, disability, and gender.3

Figure 1. Liberia formal education ladder Year Age 24

26

23 25 22 24 21

23

20 22 19

Tertiary (Bachelor’s to Doctorate)

21 18

Teacher training*

20 17 19 16 18 15

Senior Secondary (Grades 10 to 12) Technical & Vocational Education 17

14 16 13 15 12

Basic Education (Grades 1 to 9)

14 11 13 10 12 9 11 8 10 7 9 6 8 5 7 4 6 3

Early Childhood Education (ages 3 to 5) 5

2 4 1 3

* As per the Education Reform Act 2011, the Grade C teaching certificate is for teaching primary school (grades 1-6) only and requires 1 year of training (two semesters). The Grade AA teaching certificate (equivalent to an associate’s degree) is for teaching both primary and junior high secondary only (grades 6-9) and requires 2 years of training. The Grade B teaching certificate (equivalent to a bachelor’s degree) is for teaching secondary school (grades 6-12) only and requires 2 years of training. The teaching certificate to teach in Colleges of Education requires 2 years of training in teaching and a Master’s degree.

To meet this goal, the MOE has constructed parallel formal and non-formal educational systems. The formal education ladder comprises a 6-6-4 system—that is, 6 years of primary education, 6 years of secondary education (3 years of junior secondary and 3 years of senior secondary), and 4 of tertiary education (see Figure 1 above). Teacher training and technical and vocational education and training (TVET) are included in the formal system. In the non-formal system, the Accelerated Learning Program (ALP) compresses 6 years of formal primary education into 3 years. In addition, Alternative Basic Education (ABE) offers a three year non formal educational program in which learners participate in literacy, numeracy, and livelihood skills training. ALP and ABE accommodates children, youth, and adult learners.4

2.2. About the EMIS Unit

The MOE’s EMIS Unit operates under the Ministry of Education’s Department of Planning, Research, and Development (See Figure 2, below) and is part of the Research, EMIS, Statistics, and Demographics Unit. Within EMIS there is: - Demographer - 3 Research Officers - Data Quality Supervisor - Database Administrator - 3 Data Analysts - 3 Data Entry Clerks

                                                                                 3 Government of the Republic of Liberia. (1984). Constitution of the Republic of Liberia. http://www.ilo.org/wcmsp5/groups/public/---ed_protect/---protrav/---ilo_aids/documents/legaldocument/wcms_126725.pdf 4 The Ministry of Education and Partners. (2008). The development and state of the art of Adult Learning and Education (ALE). http://www.unesco.org/fileadmin/MULTIMEDIA/INSTITUTES/UIL/confintea/pdf/National_Reports/Africa/Africa/Liberia.pdf

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- 2 Statisticians

2.3. Utilization of EMIS Data

EMIS gives an overview of the education system and gives a snapshot of how this system is performing. It facilitates decision-making and the formation of policies by providing information on the current condition of the system. Data gathered from the EMIS plays a crucial role in determining educational needs so authorities may decide how to best allocate limited resources in the face of competing priorities. EMIS can be used also for:

i. Monitoring and evaluating progress; ii. Identifying challenges; and iii. Strategizing possible solutions at the national, county, district and school levels.

It is equally important to recognize that EMIS is merely a tool; it does not give definitive answers to challenges. Consistent updates are necessary to ensure its continued accuracy and appropriate use.

2.4. EMIS Process

The EMIS process consists of four major (4) steps: 1) Data Collection:

- Refining the ASC questionnaires and subsequent EMIS software; - Retrieving an up to date listing of all administratively identified schools by District Education Officers (DEO)

and County Education Officers (CEO); - Training of administratively identified schools on questionnaire completion; - Distribution of questionnaires to principals during training and also to the DEOs and CEOs for the schools that

did not attend the census training; - Retrieval of completed questionnaires, verifying the data through the District Education Offices and County

Education Offices, and receiving verified questionnaires at central MoE. 2) Data Processing:

- Entering of data into a common database and merging of all data; - Micro and Macro data cleaning;

3) Data Dissemination: - Analysis and production of tools for use in planning and budgeting. - Key tools include the Annual Education Statistical Booklet, the High-level Interactive Projection for Education

(HIPE) (Simulation) Model, education dashboards, thematic mapping and more analysis upon demand. 4) Data Utilization:

Data Collection Data Processing Data Dissemination Data Utilization

Figure 2. Liberia MoE organizational chart

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- Ongoing training and practice that guides the national, county and district education agencies and their partner organizations in the application of EMIS data in building short, mid, and long-term strategic plans and budgets.

Each step requires extensive planning and coordination with stakeholders at the county, district and school levels.

2.5. Approach to EMIS

This year represents the third year of a highly monitored EMIS effort. The CEOs provided an up-to-date list of all the schools in their respective counties (4,460), of which 2,483 schools have been verified during the 2013 GIS mapping exercise. Of the 4,460 schools, 3,363 were trained on the completion of the Annual School Census Questionnaire in 2014. For the schools that did not attend the workshop, questionnaires were distributed to the schools via the CEO and DEO. From the questionnaires that were distributed in 2014: 4038 (90.5%) of the schools returned questionnaires to their CEOs to ensure participation in the census, while 422 (9.5%) did not. This booklet makes data estimations for the schools that did not return their questionnaires. See Section 12.0 Missing Schools from Census for a breakdown of the response rate by county as well as methodology for missing data estimation.

2.6. About the Booklet EMIS data for 2014 was collected for all levels for March of this year: early childhood education (ECE), primary, junior high, senior high, accelerated learning program (ALP), alternative basic education (ABE) and Technical and Vocational Education and Training (TVET). Data from all schools classified as public, private, religious/mission or community owned were collected. This contrasts with 2012 during which data for ONLY public schools were collected, and 2013 during which data for ONLY ECE, primary and secondary were collected. 2014 represents the first time the decentralized ASC data has been collected for two consecutive years in public schools. As such, education indicators and student flow rates are compared across 2012-2014 for ONLY public schools. Two (2) types of data were used in the compilation of this booklet: 1) 2014 ASC outputs and 2) population projections based on the 2008 population data from the Liberia Institute of Statistics and Geo-Information Services (LISGIS); 2010 World Bank estimates for Liberia by age and gender5, and estimates of the total population by year from the IMF6. This ASC Booklet is a reference document for government and other relevant organizations, agencies, and individuals. Its purpose is to display what was reported by individual school principals and registrars and verified by their respective District Education Officer (DEO) and County Education Officer (CEO).

The electronic copy of this booklet is accessible online at www.moe.gov.lr. Education dashboards, thematic maps and other web based interactive statistics can be accessed via the same ministry website allowing users to compare and contrast key statistics by county.

                                                                                 5 http://data.worldbank.org/country/liberia 6 http://www.imf.org/external/datamapper/index.php?excelExport&goals=79940

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2.7. How to Read the Data in this Booklet

The booklet displays information in three ways: 1) tables, 2) graphs with numbers, and 3) graphs with percentages. There are only two types of graphs: 1) bar graphs and 2) pie graphs/charts. The various aspects of data presentation are illustrated below for improved understanding and interpretation of the numbers.

Number of primary school students by county and grade, 2014 County Total Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Bomi 12,968 3,254 2,542 2,515 1,824 1,606 1,227 Bong 30,829 7,983 5,967 5,296 4,629 3,779 3,175 Gbarpolu 8,736 2,312 1,827 1,606 1,289 974 728 Grand Bassa 24,531 6,707 4,841 4,331 3,653 2,745 2,254 Grand Cape Mount 14,847 3,786 2,945 2,617 2,249 1,797 1,453 Grand Gedeh 12,861 3,188 2,471 2,180 1,965 1,640 1,417 Grand Kru 10,385 2,727 2,054 1,765 1,510 1,259 1,070 Lofa 33,303 8,205 6,583 5,708 4,890 4,256 3,661 Margibi 35,215 7,558 6,725 6,146 5,676 4,893 4,217 Maryland 19,169 4,688 3,905 3,346 2,877 2,372 1,981 Montserrado 130,272 25,926 22,376 21,847 21,121 19,954 19,048 Nimba 64,481 15,216 12,221 11,074 9,933 8,373 7,664 River Cess 7,348 2,128 1,553 1,326 983 782 576 River Gee 10,258 2,691 2,050 1,824 1,509 1,238 946 Sinoe 11,426 3,000 2,287 2,029 1,746 1,301 1,063 Total 426,629 99,369 80,347 73,610 65,854 56,969 50,480

Number of primary school students by grade and gender, 2014

% of primary school students by county and gender, 2014

-

10,000

20,000

30,000

40,000

50,000

60,000

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total

Male Female

TITLE OF GRAPH describes the indicator, unit of disaggregation, and the year the data represents.

ALL UNITS OF DISAGGREGATION are always listed alphabetically, with the TOTAL represented at the bottom.

The LABEL specifies the number or percentage the bar represents.

Refer to the LEGEND to identify what the color represents. In these two graphs, blue bars represent males and yellow bars represent females.

FIELD HEADING always begins with the TOTAL, followed by the unit of disaggregation.TITLE OF TABLE describes the indicator, unit of

disaggregation, and the year the data represents.

Bar graphs presenting percentage always include national average on the far right.

All bar graphs represent data from the greatest to the least. For instance, Nimba has the largest male enrolment. Hence, it stands all the way on the left. On the far right is River Cess which has the least male enrolment.

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3.0. Methodology 3.1. Data Cleaning

In order to ensure that the data collected can be analyzed and displayed in a clear and presentable format for the booklet, a number of data cleaning steps were taken. These involved detecting, adjusting (or removing) corrupt or inaccurate records from the database, therein ensuring that the data set is consistent with other similar data sets in the system.

1) Questionnaire Screening: All questionnaires were screened upon entry to the central ministry by the CEOs. If errors

were found within the questionnaire, they were returned to the CEO. The CEO was then responsible for returning the questionnaire back to the DEO and eventually the school for rectification. The questionnaires were then corrected and resubmitted.

2) Data Entry Correction: Once all data entry is conducted, the questionnaires were rechecked against the data entered by the EMIS statisticians for data entry errors. All errors were reviewed and rectified.

3) Use Error Checking Module: A program was developed to identify invalid or missing information entered into the database from the 2014 ASC questionnaire. These are errors which may have been overlooked during the questionnaire screening or data entry correction processes. Reports were then generated to identify the errors for both micro and macro data cleaning.

4) Micro Data Cleaning: Using the error checking module to identify the errors, data summation errors were rectified. This applied to general enrollment figures, new entrants, repeaters and students with disability. Referring to the original questionnaires, it was possible to determine if there was a data entry error or a summation error on the questionnaire. The error was then adjusted to ensure that the totals were equaled the sum of its parts. Teachers who did not indicate their level of teaching were designated to either ECE, primary or secondary based on their type of certificate and enrollment figures. Invalid years of birth, years of establishment or the school starting/ ending times were rectified.

5) Macro Data Cleaning: In some areas micro data scrubbing was not sufficient and macro data cleaning was required. Students. Student data is reported by grade. The total number of male and female students at the grade is taken as the baseline. These numbers are presumed the most likely to be accurate because they can be arrived at by counting rather than calculation, and therefore avoid arithmetic errors. Repeaters, new entrants to grades one and seven, and students with disabilities are each checked to insure they are not larger than the total number of students; if they are larger, they are set to be equal to the number students. Because a student could have more than one type of disability, each disability was considered separately. For primary grade 1, entrants with early childhood education are adjusted so that they are not greater than the total number of entrants. In addition, for grades one and seven, repeaters plus new entrants should equal total students. Where this was not the case, repeaters and entrants were adjusted. The majority of these cases occurred where no data was reported for entrants or repeaters. In that case, total students were distributed such that approximately 80% were considered new entrants and the remainder repeaters. The 80% is an estimated figure; roughly consistent with previous experience. As a special case, there were some instances wherein repeaters plus entrants did not equal total students, but repeaters plus entrants plus entrants with ECE did. The conclusion was that the respondent misunderstood the instructions, and instead of total entrance, reported entrants with ECE and entrants without ECE separately. In these cases, entrants were adjusted to be the sum of the reported entrants and reported entrants with ECE. Students by Age. Respondents were asked to report the total male and female students by age for each grade. Two discrepancies arose here: the calculated total of students for individual ages did not sum to the reported total; or the reported total students for the grade was not the same as that reported in the Students item. Again, the majority of the latter cases were those in which no data was reported for individual ages. In these cases, the data were adjusted by first copying the totals from the Students data so that the total number of students would remain the same. Then, data for individual ages was adjusted so that the sum would match the total. The good data, i.e. those without discrepancies, were tabulated to find the percentage of students by age for each grade. These percentages were then used to adjust the difference between the reported total and the calculated sum. Because of rounding, the calculated sum may still be off from the total by a maximum difference of three (observed result), and in the majority of cases the difference of one. This remaining difference was resolved, in the case where the total was greater than the calculated sum, by increasing the ages with the highest percentages of students (e.g. difference equals three, then increase the three highest percentage ages by one); or in the case where the calculated sum is greater than the total, decreasing the highest ages by one.

New Entrants to Grades 1 and 7. Entrants were handled similarly to Students by Age. Respondents were asked to report the total male and female New Entrants by age for grades one and seven. Two discrepancies arose here: the calculated

Questionnaire Screening

Data Entry Correction

Develop and Use Error Checking Module

Micro Data Cleaning

Macro Data Cleaning

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total of students for individual ages did not sum to the reported total; or the reported total students for the grade was not the same as the reported new entrants (intake) in the Students item. In these cases, the data were adjusted by first copying the totals from the New Entrants (Intake) item under Students. Then, the data for individual agents was adjusted so that the sum would match the total. The good data, i.e. those without discrepancies, were tabulated to find the percentage of entrants by age. These percentages were then used to adjust the difference between the reported total and the calculated sum. Because of rounding, the calculated sum may still be off from the total by a maximum difference of three (observed result), and in the majority of cases the difference of one. This remaining difference was resolved, in the case where the total was greater than the calculated sum, by increasing the ages with the highest percentages of entrants; or in the case where the calculated sum is greater than the total, decreasing the highest ages. An additional condition was imposed such that the entrants at a particular age could not be greater than the total students in that grade at that age. New Entrants to Grade 1 with Early Childhood Education. A final adjustment was made such that, for a given age, ECE students are not greater than total entrants.

3.2. Population Projections Population figures are a requirement in calculating enrollment rates and intake rates. The available population statistics for Liberia come from the 2008 Housing and Census data from LISGIS; and from the 1984 Census. Because of the span of time between the two, and the civil conditions during this period, projections based on rate of change between the two were not considered desirable. Population estimates are based on projections published by the World Bank. The World Bank publishes population estimates for 5-year age groups at five-year intervals. Estimates for 2014 for each 5-year age group were calculated through a linear interpolation. The 2008 Census figures were aggregated into the same 5-year groups, and a rate of increase between the 2008 Census and World Bank projections was calculated for each age group. The corresponding rate was then applied to each age from the 2008 Census to produce an estimate of total population by age. This total population was distributed by County according to the percentages reported in the 2008 Census. Finally, estimates by age were re-aggregated into the corresponding early childhood education, primary and secondary school age population.

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4.0. Definitions 4.1. Indicators Used to Measure Access 4.1.1. At-age students refer to students whose age is the official age for a grade level. In Liberia, the official age is 3 to 5 for

early childhood education, 6 to 11 for grades 1 to 6 in primary school; and 12 to 17 for grades 7 to 12 in secondary school. A grade 1 student at the age of 6 is considered “at-age”; a student at the age of 5 is considered “underage”. Schools may enroll underage students when there is a shortage of schools that accommodate to appropriate (i.e. higher) grade levels.

4.1.2. Overage students refer to students whose age is above the official age for a grade level. In Liberia, the official age is 3 to 5 for early childhood education, 6 to 11 for grades 1 to 6 in primary school; and 12 to 17 for grades 7 to 12 in secondary school. A student who is in grade 1 at the age of 6 is “at-age”; a student who is in grade 1 at the age of 7 is considered “overage”. Schools may enroll overage students when students have previously missed schooling or there is a shortage of schools that accommodate to appropriate (i.e. lower) grade levels.

4.1.3. New entrants/intakes refer to new students of any age entering grade 1 (new entrants) or grade 7 (new intake) for the first time in a school year. New entrants/intakes include first time grade 1 or 7 students who have transferred from one school to another during the school year. Students who have left school but returned to school in grade 1 or 7 in the same year are also considered new entrants/intakes. Students who attended grade 1 or 7the previous year are NOT new entrants/intakes; they are considered “repeaters” (further defined below). This count is used to calculate the gross intake rate (GIR) and net intake rate (NIR) (also further defined below).

“Am I a NEW ENTRANT?”

YES I’m attending grade 1 for the very first time. NO I was in grade 1 last year.

“Am I a NEW INTAKE?”

YES I’m attending grade 7 for the very first time. NO I was in grade 7 last year.

4.1.4. Gross intake rate (GIR) indicates the general level of access to primary education. It also indicates the capacity of the

education system to provide access to grade 1 for the official school entrance age population. This rate can be over 100%, when the number of over-aged and under-aged children in grade 1 is excessive, relative to the children of the right age of admission. The “official primary school entrance age” in Liberia is age 6. The formula for GIR is:

GIR =

Total number of new entrants of all ages in grade 1 X 100%

Population of all age 6 children

4.1.5. Net intake rate (NIR) shows the level of access to primary education of the eligible population of primary school-entrance

age. A high NIR indicates a high degree of access to primary education for children of the official primary school entrance age. For countries wanting to achieve the goal of universal primary education, an NIR of 100% will be a necessity. The “official primary school entrance age” in Liberia is age 6. The formula for NIR is:

NIR =

Total number of new entrants of age 6 in grade 1 X 100%

Population of all age 6 children

GIR and NIR are useful when used in combination, as the difference between these two (2) ratios indicates the rate of deviation from the official age intake.

4.1.6. Gross enrollment rate (GER) is used to show the general level of participation in a given level of education. A GER value

of 100% indicates that a country is, in principle, able to accommodate all of its school-aged population. The “official school-age” for primary education in Liberia is 6-11, and secondary education 12-17. The formulas for primary GER and secondary GER are:

Primary GER =

Total number of students of all ages in primary school X 100%

Population of ages 6-11 children

Secondary GER =

Total number of students of all ages in secondary school X 100%

Population of ages 12-17 children

4.1.7. Net enrollment rate (NER) shows the proportion of children of school age who are enrolled in school. NER applies only

to children of official school age. NER below 100% provides a measure of school age children who are not enrolled in school. NER only accounts for students of “official school-age”, it is always less than or equal to GER. The “official school-age” for primary education in Liberia is 6-11, and secondary education 12-17. The formulas for primary NER and secondary NER are:

 

13

Primary NER =

Total number of students in school of ages 6-11 X 100% Population of ages 6-11 children

Secondary NER =

Total number of students in school of ages 12-17 X 100%

Population of ages 12-17 children

4.2. Indicators Used to Measure Resources 4.2.1. Student-teacher ratio (STR), also known as the pupil-teacher ratio (PTR), measures the level of human resources input

in terms of number of teachers in relation to the number of students. A high STR suggests that each teacher is responsible for a large number of students. In other words, the higher the STR, the lower the relative access students have to teachers. It is generally assumed that a low STR signifies smaller classes, which enables the teacher to pay more attention to individual students, which will likely result in a better performance of the students in the long run. The formula for STR is:

STR =

Total number of students

Total number of teachers

4.2.2. Student-classroom ratio (SCR), also known as the pupil-classroom ratio (PCR), measures the level of basic facilities

available in terms of number of classrooms in relation to the size of the student population. The higher the SCR, the lower the relative access of students to classrooms. It is generally assumed that a low SCR signifies an environment more conducive to learning, likely in the long run to result in a better performance of the students. To support the education reform towards providing all students with stable learning spaces, this report counts only solid and semi-solid classrooms in the calculation.7 The formula for SCR is:

SCR =

Total number of students Total number of solid and semi-solid classrooms

4.2.3. Student-Textbook Ratio (STextR), also known as the pupil-textbook ratio (PTextR), measures the level of learning

materials available in terms of number of textbooks in relation to the number of students. The higher the STextR, the lower the relative access to textbooks by students. It is generally assumed that a low STextR signifies a condition more conducive to learning, likely in the long run to result in a better performance of the students. The formula for STextR for each subject’s textbooks is:

STextR =

Total number of students

Total number of textbooks

4.3. Indicators Used to Measure Student Flow8

4.3.1. Promotion refers to students who have moved on to the next grade level from one year to the next, ending up in one

grade level higher from the previous year. By convention, a student in grade 3 in year 1 should be in grade 4 in year 2. If a student has moved on to grade 4 for this year, the student is considered promoted. The diagram below illustrates this scenario (see Figure 3 below).

4.3.2. Promotion rate measures the number of students from a cohort moving up a grade, and largely determines the internal efficiency of education systems. It is one of the key indicators for analyzing and projecting student flows from grade to grade within the education cycle. The promotion rate ideally should approach 100%; a low promotion rate signals problems in the internal efficiency of the education system. Decreasing promotion rates serve as an early warning that the system is experiencing teaching or learning challenges. When compared across grades, the patterns can indicate specific grades for which there is lower promotion, hence requiring more in depth study of causes and possible remedies.

Promotion Rate = Grade (i+1) enrollment in year + 1 – Grade (i+1) repeaters in year +1 X 100

Grade i enrollment in year

4.3.3. Repeaters refer to students who have not been promoted to the next grade level from one year to the next, ending up in

the same grade in the current year as the previous year. A student in grade 3 in year 1 should be in grade 4 in year 2. If the student has stayed in grade 3 for year 1, the student is considered a repeater. The diagram below illustrates this scenario (see Figures 3 and 4 below).

                                                                                 7 Solid classrooms refer to those constructed of bricks or cement. Semi-solid classrooms refer to those constructed of mud block. 8 All indicators used to measure student flow are UNESCO formulas.

14

Figure 3. Student promoted to next grade, 2013-2014 Figure 4. Student repeating a grade 2013-2014 2013 2014 2013 2014

Grade 4 Grade 4 Grade 4 Grade 4

Grade 3

Grade 3 Grade 3

Grade 3

4.3.4. Repetition rate measures the number of students from a cohort repeating a grade, and the effect on the internal efficiency

of education systems. It is one of the key indicators for analyzing and projecting student flows from grade to grade within the education cycle. Repetition rate should ideally be 0%; a high repetition rate signals problems in the quality of the education system. An increasing repetition rate serves as an early warning that the system is experiencing teaching and or learning challenges. When compared across grades, the patterns can indicate specific grades for which there is higher repetition, hence requiring more in depth study of causes and possible remedies.

Repetition Rate =

Grade i repeaters in year +1 X 100

Grade i enrollment in year

4.3.5. Dropouts refer to students who have withdrawn (for any

reason) from the school system. The distinction between dropouts and repeaters is that repeaters remain in system while dropouts do not.

4.3.6. Dropout rate monitors education system coverage and student progression by measuring the proportion of students in a

given cohort dropping out of—or leaving—the system altogether. The formula for dropout rate is:

Dropout Rate =

100 - (Promotion rate + repetition rate)

 

 

 

 

 

 

 

 

 

 

 

 

15

5.0. Liberia 2014 EMIS Data Projection (with Estimation for Missing Schools) The section below lists a number of tables and graphs that present Liberia EMIS data with inclusion of data estimation for missing schools. Out of the 4,460 schools targeted for the 2014 Liberia EMIS data collection, 4,038 returned the questionnaires while 422 did not. As a result, data estimation are made for the 422 missing schools. These estimates are important since the school coverage rate is now 90.5%. By estimation, the 422 missing schools have 127,792 students as well as 5,722 teachers in total. Data estimation for missing schools helps present data in a more realistic manner. The list of missing schools by county is listed below. For a detailed explanation of methodology for missing data estimation, see Section 12.

County Total

Bong 38 Gbarpolu 1 Grand Cape Mount 1 Grand Gedeh 3 Grand Kru 1 Lofa 20 Margibi 4 Montserrado 328 Nimba 26 Total 422

5.1 Schools

Number of physical schools by county and number of school levels offered, 2014

County Physical Total ECE Primary Junior High Senior High ALP ABE TVET

Bomi 144 139 137 21 7 9 2 2 Bong 333 291 292 85 20 9 23 4 Gbarpolu 125 121 117 22 4 0 1 0 Grand Bassa 280 268 272 44 13 2 11 2 Grand Cape Mount 167 158 158 25 10 0 1 2 Grand Gedeh 147 127 130 35 13 1 0 0 Grand Kru 136 111 108 39 4 0 0 0 Lofa 336 302 306 81 23 2 23 3 Margibi 262 237 251 104 33 1 4 2 Maryland 165 135 149 38 15 6 1 1 Montserrado 1,323 915 950 517 228 7 21 17 Nimba 623 568 574 178 47 16 33 8 River Cess 119 118 117 12 1 1 0 0 River Gee 106 99 104 13 2 0 0 0 Sinoe 194 190 192 41 10 2 0 1 Total 4,460 3,779 3,857 1,255 430 56 120 42

Number of physical schools by ownership and number of school levels offered, 2014

Ownership Physical total ECE Primary Junior High Senior High ALP ABE TVET Public 2,577 2,332 2,377 520 120 41 111 14 Private 1,170 852 869 453 178 9 7 20 Religious/Mission 472 383 396 230 122 3 1 7 Community 241 212 215 52 10 3 1 1 Total 4,460 3,779 3,857 1,255 430 56 120 42

Out of the 4,460 schools in Liberia, 84.7% offer ECE level of education, and 86% offer primary education level. 28%, or 1,255 schools offer junior high education, and less than 10% of the schools have senior high level of education. ALP, ABE, TVET schools all make up less than 3% of the total schools.

Montserrado County has the largest number of schools, 1,323, or 30% of the total schools nationwide. More than half of the total 4,460 schools are public schools, followed by 26% that are private.

 

16

5.2 Staff Number and % of teachers by county and levels taught, 2014

County Total ECE Primary Junior High Senior High ALP ABE TVET Bomi 866 312 507 137 72 33 11 6 Bong 2,749 726 1,708 567 227 35 76 15 Gbarpolu 611 247 393 122 32 0 1 0 Grand Bassa 1,702 579 1,085 273 133 8 35 17 Grand Cape Mount 877 355 576 141 72 0 3 12 Grand Gedeh 1,175 293 741 232 138 1 0 0 Grand Kru 792 284 519 218 26 0 0 0Lofa 2,880 712 1,850 632 254 9 107 7 Margibi 3,004 658 1,531 730 416 1 14 94 Maryland 1,397 376 808 293 170 18 1 1 Montserrado 19,592 4,515 9,066 5,025 3,320 22 104 66 Nimba 5,328 1,392 3,254 1,197 437 57 109 27 River Cess 599 241 420 69 9 2 0 0 River Gee 639 300 524 86 12 0 0 0 Sinoe 1,131 411 765 215 69 2 0 17 Total 43,342 11,401 23,747 9,937 5,387 188 461 262

*“Teachers” also include trainers that deliver instruction in classrooms.

Number and % of teachers by county and gender, 2014

County Total Male Female

Count % total Count % total Bomi 866 699 80.7% 167 19.3% Bong 2,749 2,273 82.7% 476 17.3% Gbarpolu 611 531 87.0% 80 13.0% Grand Bassa 1,702 1,388 81.6% 314 18.4% Grand Cape Mount 877 724 82.6% 153 17.4% Grand Gedeh 1,175 938 79.8% 237 20.2% Grand Kru 792 680 85.9% 112 14.1% Lofa 2,880 2,563 89.0% 317 11.0% Margibi 3,004 2,300 76.6% 704 23.4% Maryland 1,397 1,060 75.9% 337 24.1% Montserrado 19,592 13,851 70.7% 5,741 29.3% Nimba 5,328 4,044 75.9% 1,284 24.1%River Cess 599 528 88.1% 71 11.9% River Gee 639 530 82.9% 109 17.1% Sinoe 1,131 938 82.9% 193 17.1% Total 43,342 33,312 76.9% 10,030 23.1%

*“Teachers” also include trainers that deliver instruction in classrooms.

According to data estimation, there are 43,342 teachers in Liberia nationwide. More than half (55%) of them teach primary education, and 26% teach ECE. As is the trend with the school levels of schools, the number of teachers for ALP, ABE and TVET schools is significantly fewer than other education levels.

At the county level, Montserrado has the largest number of teachers – almost 20,000. On the other hand, counties such as Bomi and Gbarpolu have fewer than 1,000 teachers.

Nationwide, 77% of the teachers are male, 23% are female. Montserrado has the largest percentage of female teachers, 29%, followed by Nimba (24%) and Maryland (24%).

17

5.3 Students Number of students by county and school levels offered, 2014

County Total ECE Primary Junior High Senior High ALP ABE TVET Bomi 34,647 15,587 12,968 2,394 1,270 982 617 829 Bong 89,089 40,740 34,251 7,582 3,687 998 1,548 283 Gbarpolu 22,124 11,921 8,806 1,041 264 0 91 0 Grand Bassa 61,146 28,558 24,531 4,337 2,279 283 785 373 Grand Cape Mount 37,420 19,236 14,936 2,086 736 0 94 331 Grand Gedeh 29,560 11,162 13,129 3,225 2,034 11 0 0 Grand Kru 21,851 9,286 10,462 1,657 445 0 0 0 Lofa 83,509 32,402 35,411 8,084 4,827 358 2,255 171 Margibi 83,348 26,191 35,761 9,981 6,087 70 571 4,688 Maryland 41,992 15,194 19,169 4,068 2,823 511 165 62 Montserrado 421,327 117,149 173,216 69,554 50,428 682 3,057 7,241 Nimba 162,565 67,308 67,289 15,220 7,761 973 2,219 1,796 River Cess 17,304 9,207 7,348 519 152 78 0 0 River Gee 20,887 8,423 10,258 1,617 589 0 0 0 Sinoe 26,546 12,088 11,426 1,723 863 98 0 348 Total 1,153,316 424,452 478,962 133,089 84,246 5,044 11,401 16,122

 

According to the data estimation, there are 1,153,316 students in Liberia in 2014. About 37% of the students study in ECE schools, and 42% in Primary schools. In terms of secondary school students, junior high school students make up 12% of the total students, and senior high 7%.

Montserrado county has the largest number of students – more than 420,000, which is more than one third of the entire student population nationwide.

   

18

6.0. Overview of EMIS Data 6.1. Schools

Number of physical schools by county and school levels offered, 2014 *See textbox

County Physical Total ECE Primary Junior High Senior High ALP ABE TVET

Bomi 144 139 137 21 7 9 2 2 Bong 295 291 292 85 20 9 23 3 Gbarpolu 124 121 117 22 4 - 1 - Grand Bassa 280 268 272 44 13 2 11 2 Grand Cape Mount 166 158 158 25 10 - 1 2 Grand Gedeh 144 126 129 35 13 1 - - Grand Kru 135 111 108 39 4 - - - Lofa 316 302 306 81 23 2 23 3 Margibi 258 237 251 104 33 1 4 2 Maryland 165 135 149 38 15 6 1 1 Montserrado 995 913 949 516 228 6 20 17 Nimba 597 567 573 177 47 16 33 8 River Cess 119 118 117 12 1 1 - - River Gee 106 99 104 13 2 - - - Sinoe 194 190 192 41 10 2 - 1 Total 4,038 3,775 3,854 1,253 430 55 119 41

Number of physical schools by county, 2014

Number of physical schools by ownership and school levels offered, 2014

Ownership Physical total ECE Primary Junior High Senior High ALP ABE TVET Public 2,500 2,330 2,375 519 120 40 111 13 Private 902 850 868 452 178 9 6 20 Religious/Mission 415 383 396 230 122 3 1 7 Community 221 212 215 52 10 3 1 1 Total 4,038 3,775 3,854 1,253 430 55 119 41

% of schools by ownership, 2014

For planning purposes, a school represents a building or an entity as opposed to the level of schooling under operation. Taking this into account, many levels of schooling co-exist within the same building/compound. Hence, the total number of schools does not equal the sum of early childhood education, primary, and secondary schools.

4,038 school units participated in the annual school census in 2014. The majority of the schools provide ECE or primary level education, while significantly fewer schools provide the other education levels.

Montserrado has the largest number of schools among all counties – about one fourth of the total schools in Liberia – followed by Nimba and Lofa counties.

About two thirds of the schools nationwide are public schools. Private schools make up approximately one fifth of all schools.

Public schools make up 60% or more of the schools for ECE, Primary, ALP and ABE levels. It is noteworthy that private schools account for 40% or more of all senior high and TVET schools.

-

200

400

600

800

1,000

1,200

Physical Total

Public62%

Private22%

Religious /Mission

10%

Community6%

19

6.2. Staff

Number and % of teachers by county and gender, 2014

County Total Male Female

Count % total Count % total Bomi 866 699 80.7% 167 19.3% Bong 2,445 2,022 82.7% 423 17.3% Gbarpolu 606 527 87.0% 79 13.0% Grand Bassa 1,702 1,388 81.6% 314 18.4% Grand Cape Mount 872 720 82.6% 152 17.4% Grand Gedeh 1,151 919 79.8% 232 20.2% Grand Kru 786 675 85.9% 111 14.1% Lofa 2,700 2,403 89.0% 297 11.0% Margibi 2,960 2,266 76.6% 694 23.4% Maryland 1,397 1,060 75.9% 337 24.1% Montserrado 14,672 10,373 70.7% 4,299 29.3% Nimba 5,094 3,866 75.9% 1,228 24.1% River Cess 599 528 88.1% 71 11.9% River Gee 639 530 82.9% 109 17.1% Sinoe 1,131 938 82.9% 193 17.1%Total 37,620 28,914 76.9% 8,706 23.1%

*”Teachers” include trainers that deliver instruction in classrooms.

Number of teachers by county and gender, 2014

Gender breakdown of teachers by county, 2014

There are 37,620 teachers in Liberia nationwide reporting in 2014. Male teachers dominate the teaching force, making up 77% of the total teacher population. The percentages of male teachers remain fairly consistent across counties, ranging from 89% in Lofa to 71% in Montserrado.

About 40% of the teachers in the entire country are concentrated in Montserrado county. The counties that report the second and third largest numbers of teachers are Nimba (5,094) and Lofa (2,700).

-

2,000

4,000

6,000

8,000

10,000

12,000

Male Female

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Male Female

20

Number and % of teachers by county and levels taught, 2014 County Total ECE Primary Junior High Senior High ALP ABE TVET Bomi 866 312 507 137 72 33 11 6 Bong 2,445 652 1,528 531 207 29 73 11 Gbarpolu 606 245 390 122 32 - 1 - Grand Bassa 1,702 579 1,085 273 133 8 35 17 Grand Cape Mount 872 353 572 141 72 - 3 12 Grand Gedeh 1,151 287 723 226 138 1 - - Grand Kru 786 281 514 218 26 - - - Lofa 2,700 674 1,736 597 243 9 103 7 Margibi 2,960 646 1,507 716 404 1 14 94 Maryland 1,397 376 808 293 170 18 1 1 Montserrado 14,672 3,311 6,875 3,835 2,495 16 76 48 Nimba 5,094 1,342 3,129 1,149 419 54 106 27 River Cess 599 241 420 69 9 2 - - River Gee 639 300 524 86 12 - - - Sinoe 1,131 411 765 215 69 2 - 17 Total 37,620 10,010 21,083 8,608 4,501 173 423 240

*A Teacher may teach multiple levels, hence the sum of teachers by levels taught does not equal the total number of teachers.

Number of teachers by levels taught and gender, 2014

Gender breakdown of teachers by levels taught, 2014

More than half (56%) of the teachers nationwide teach for primary education, and around 27% of them teach ECE level. ALP, ABE, and TVET programs all report fewer than 500 teachers.

In terms of the percentage of male versus female teachers by education level, it is noteworthy that ECE teachers are divided almost equally into male and female teachers – 52% (female) versus 48% (male). The same applies to ALP where male and female teachers both make up 50% of the teaching force. For other education levels, however, at least 80% of the teachers are male.

- 2,000 4,000 6,000 8,000

10,000 12,000 14,000 16,000 18,000 20,000

ECE Primary Junior High Senior High ALP ABE TVET

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ECE Primary Junior High Senior High ALP ABE TVET Total

Male Female

21

Number and % of teachers teaching multiple levels by county, 2014

County Total Single level Multiple levels*

Count % total Count % total Bomi 866 663 76.6% 203 23.4% Bong 2,445 1,900 77.7% 545 22.3% Gbarpolu 606 426 70.3% 180 29.7% Grand Bassa 1,702 1,289 75.7% 413 24.3% Grand Cape Mount 872 600 68.8% 272 31.2% Grand Gedeh 1,151 933 81.1% 218 18.9% Grand Kru 786 539 68.6% 247 31.4% Lofa 2,700 2,095 77.6% 605 22.4% Margibi 2,960 2,556 86.4% 404 13.6% Maryland 1,397 1,139 81.5% 258 18.5% Montserrado 14,672 12,807 87.3% 1,865 12.7% Nimba 5,094 4,015 78.8% 1,079 21.2% River Cess 599 458 76.5% 141 23.5% River Gee 639 360 56.3% 279 43.7% Sinoe 1,131 797 70.5% 334 29.5% Total 37,620 30,577 81.3% 7,043 18.7%

* Many teachers deliver instruction across numerous levels within a school.

Number of teachers teaching multiple levels by county, 2014

% of teachers teaching multiple levels by county, 2014

At the national level, the majority of the teachers only teach one education level. Only 19% teach multiple levels of education. At the county level, in counties such as Montserrado, Margibi and Maryland the percentages of teachers teaching single levels is

consistent with national trend while in counties such as River Gee, Grand Kru and Grand Cape Mount more than 30% of teachers teach multiple levels.

-

2,000

4,000

6,000

8,000

10,000

12,000

14,000

Single Level Multiple Level

0%

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30%

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100%

Single Level Multiple Level

22

Number and % of non-teaching staff by county and gender, 2014

County Total Male Female

Count % total Count % total Bomi 409 137 33.5% 272 66.5% Bong 317 191 60.3% 126 39.7% Gbarpolu 71 30 42.3% 41 57.7% Grand Bassa 333 185 55.6% 148 44.4% Grand Cape Mount 364 112 30.8% 252 69.2% Grand Gedeh 332 161 48.5% 171 51.5% Grand Kru 128 46 35.9% 82 64.1% Lofa 641 357 55.7% 284 44.3% Margibi 697 416 59.7% 281 40.3% Maryland 305 127 41.6% 178 58.4% Montserrado 2,991 1,736 58.0% 1,255 42.0% Nimba 1,012 437 43.2% 575 56.8% River Cess 101 35 34.7% 66 65.3%River Gee 129 31 24.0% 98 76.0% Sinoe 283 130 45.9% 153 54.1% Total 8,113 4,131 50.9% 3,982 49.1%

Number of non-teaching staff by county and level, 2014

Gender breakdown of non-teaching staff by county, 2014

There are 8,113 non-teaching staff reporting in 2014 in the country overall, and the percentages of male versus female non-teaching staff at the national level are almost identical.

Montserrado reports the largest number of non-teaching staff (2,991), followed by Nimba (1,012). At the county level, the gender ratio among non-teaching staff varies. While in counties including Bong, Margibi, Montserrado,

Lofa, and Grand Bassa, more than half of the non-teaching staff are male, in counties such as Grand Cape Mount and River Gee at almost 70% or more of the non-teaching staff are female.

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200

400

600

800

1,000

1,200

1,400

1,600

1,800

2,000

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

23

6.3. Students Number of students by county and school levels offered, 2014

County Total ECE Primary Junior High Senior High ALP ABE TVET Bomi 34,647 15,587 12,968 2,394 1,270 982 617 829 Bong 79,946 36,627 30,829 6,950 3,352 739 1,385 64 Gbarpolu 21,947 11,826 8,736 1,033 262 0 90 0 Grand Bassa 61,146 28,558 24,531 4,337 2,279 283 785 373 Grand Cape Mount 37,196 19,121 14,847 2,074 732 0 93 329 Grand Gedeh 28,957 10,934 12,861 3,159 1,992 11 0 0 Grand Kru 21,690 9,218 10,385 1,645 442 0 0 0 Lofa 78,538 30,473 33,303 7,603 4,540 337 2,121 161 Margibi 82,076 25,791 35,215 9,829 5,994 69 562 4,616 Maryland 41,992 15,194 19,169 4,068 2,823 511 165 62 Montserrado 316,871 88,105 130,272 52,310 37,926 513 2,299 5,446 Nimba 155,781 64,499 64,481 14,585 7,437 932 2,126 1,721 River Cess 17,304 9,207 7,348 519 152 78 0 0 River Gee 20,887 8,423 10,258 1,617 589 0 0 0 Sinoe 26,546 12,088 11,426 1,723 863 98 0 348 Total 1,025,524 385,651 426,629 113,846 70,653 4,553 10,243 13,949

 

Number of students by county and school levels offered, 2014

Number of students by school level and gender, 2014

Gender breakdown of students by school level, 2014

0

50,000

100,000

150,000

200,000

250,000

300,000

350,000

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50,000

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ECE Primary JuniorHigh SeniorHigh ALP ABE TVET

Male Female

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100%

ECE Primary Junior High Senior High ALP ABE TVET Total

Male Female

24

Number of students by ownership and school levels offered, 2014

Ownership Total ECE Primary Junior High Senior High ALP ABE TVET Public 607,362 248,657 256,888 56,371 28,097 3,473 8,586 5,290 Private 249,503 84,215 105,301 33,519 20,562 605 1,419 3,882 Religious/Mission 116,905 28,650 42,222 21,142 20,445 303 73 4,070 Community 51,754 24,129 22,218 2,814 1,549 172 165 707Total 1,025,524 385,651 426,629 113,846 70,653 4,553 10,243 13,949

% of students by ownership, 2014

There are 1,025,524 learners reporting in Liberia in the 2014 school year. Primary schools have the largest number of students of all school levels – 42% of the total students, followed by ECE schools (with 38% of the total students).

Montserrado reports the largest number of students among all counties – almost one third of the total students in Liberia – followed by Nimba and Margibi counties.

52% of the total students are male, compared with 48% female. At all school levels offered, the percentage of male students is slightly over 50%, with the exception of ABE schools where male students make up only 40% of the student population.

Public schools have the largest number of students, about 60% of the total student population. Private schools have the second largest number of students – 24% of the total student population.

   

Public59%

Private24%

Religious /Mission

12%

Community5%

25

7.0. Early Childhood Education 7.1. Access 7.1.1. Enrollment

Number of early childhood education students by county and grade, 2014

County Total Nursery I Nursery II Kindergarten I Kindergarten II Bomi 15,587 5,413 3,221 3,647 3,306 Bong 36,627 13,708 6,335 9,096 7,488 Gbarpolu 11,826 4,297 2,329 2,648 2,552 Grand Bassa 28,558 8,095 6,132 7,549 6,782 Grand Cape Mount 19,121 5,352 4,643 4,979 4,147 Grand Gedeh 10,934 1,697 2,627 3,503 3,107 Grand Kru 9,218 2,168 1,515 3,218 2,317 Lofa 30,473 9,900 6,662 7,439 6,472 Margibi 25,791 6,942 4,662 7,513 6,674 Maryland 15,194 2,834 2,094 5,701 4,565 Montserrado 88,105 25,267 19,210 21,649 21,979 Nimba 64,499 17,113 15,628 15,877 15,881 River Cess 9,207 2,235 2,491 2,395 2,086 River Gee 8,423 1,847 1,238 2,920 2,418 Sinoe 12,088 2,878 3,063 3,282 2,865 Total 385,651 109,746 81,850 101,416 92,639

Number of early childhood education students by county and gender, 2014

Number of early childhood education students

by grade and gender, 2014

% of early childhood education students by grade and gender, 2014

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

50,000

Male Female

-

10,000

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30,000

40,000

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Male Female

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26

% of early childhood education students by county and gender, 2014

The number of early childhood education (ECE) students reporting in 2014 in Liberia is 385,651, with the largest number of ECE students in Nursery I (56,000).

There is gender parity among ECE students, meaning a roughly equal proportion of males and females are enrolled. This is also true for each level of ECE.

By county, Nimba and Montserrado have the greatest numbers of ECE students, and River Gee has the lowest ECE enrollment. The greatest disparity between genders in student enrollment is seen in River Cess, where 54% of students are male.

Number and % of early childhood education students by ownership and grade, 2014 Ownership Total Nursery I Nursery II Kindergarten I Kindergarten II Public 248,657 73,097 52,437 65,325 57,798 Private 84,215 22,596 17,758 22,297 21,564 Religious/Mission 28,650 7,134 5,993 7,813 7,710 Community 24,129 6,919 5,662 5,981 5,567 Total 385,651 109,746 81,850 101,416 92,639

Number of early childhood education students by ownership and gender, 2014

% of early childhood education students by ownership and gender, 2014

Nationally, almost 250,000 ECE students reporting in 2014 are in public schools, followed by private schools (84,000). Religious/mission, community and private school student enrollment combined still accounts for fewer students than in public

schools. Notably, public schools are the only type where there is a greater proportion of boys than girls.

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

-

20,000

40,000

60,000

80,000

100,000

120,000

140,000

Public Private Mission/religiousgroup

Community

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Public Community Mission/religiousgroup

Private Total

Male Female

27

Early childhood education gross enrollment rate (GER) by county and gender, 2014

County Total Male Female

Ages 3-5 pop

All ages enrolled GER Ages 3-5

popAll ages enrolled GER Ages 3-5

pop All ages enrolled GER

Bomi 12,741 15,587 122.3% 6,459 8,148 126.1% 6,282 7,439 118.4% Bong 50,244 36,627 72.9% 25,893 19,196 74.1% 24,351 17,431 71.6% Gbarpolu 11,007 11,826 107.4% 5,660 6,228 110.0% 5,347 5,598 104.7% Grand Bassa 32,368 28,558 88.2% 16,683 15,072 90.3% 15,685 13,486 86.0% Grand Cape Mount 19,021 19,121 100.5% 9,823 9,553 97.2% 9,198 9,568 104.0% Grand Gedeh 13,158 10,934 83.1% 6,719 5,592 83.2% 6,439 5,342 83.0%Grand Kru 8,282 9,218 111.3% 4,334 4,878 112.6% 3,948 4,340 109.9% Lofa 40,140 30,473 75.9% 20,079 15,584 77.6% 20,061 14,889 74.2% Margibi 27,850 25,791 92.6% 14,100 12,962 91.9% 13,751 12,829 93.3% Maryland 17,657 15,194 86.0% 9,167 7,741 84.4% 8,490 7,453 87.8% Montserrado 122,709 88,105 71.8% 61,026 42,289 69.3% 61,683 45,816 74.3% Nimba 65,295 64,499 98.8% 33,329 33,686 101.1% 31,966 30,813 96.4% River Cess 9,809 9,207 93.9% 4,991 4,958 99.3% 4,818 4,249 88.2% River Gee 9,511 8,423 88.6% 5,013 4,428 88.3% 4,498 3,995 88.8% Sinoe 14,459 12,088 83.6% 7,627 6,414 84.1% 6,832 5,674 83.0% Total 454,251 385,651 84.9% 230,903 196,729 85.2% 223,348 188,922 84.6%

Early childhood education gross enrollment rate (GER) by county and gender, 2014

The gross enrollment rate (GER), which represents the total number of students in ECE compared to the appropriate ECE age group population, is roughly 65% for both boys and girls at the national level. It is worth noting, that for the purpose of this year’s annual school census effort, ECE was recorded only in schools which also offer primary or secondary.

The county with the greatest GER is Bomi, which has a GER higher than 100% for both boys and girls. With the exception of Montserrado every county has a GER higher than 50% for both genders.

The GER can be greater than 100% when there are a large number of overage (or underage) ECE students because it measures the number of ECE students, regardless of age, as a percentage of the official ECE school age group population.

Five counties have GERs of over 90% for males: Bomi, River Cess, Gbarpolu, Nimba and River Gee. Notably, only 3 of these have a GER of over 90% for females.

Early childhood education net enrollment rate (NER) by county and gender, 2014

County Total Male Female

Ages 3-5 pop

Ages 3-5 enrolled NER Ages 3-5

popAges 3-5 enrolled NER Ages 3-5

pop Ages 3-5 enrolled NER

Bomi 12,741 7,229 56.7% 6,459 3,704 57.3% 6,282 3,525 56.1% Bong 50,244 12,586 25.0% 25,893 6,538 25.3% 24,351 6,048 24.8% Gbarpolu 11,007 4,771 43.3% 5,660 2,553 45.1% 5,347 2,218 41.5% Grand Bassa 32,368 8,518 26.3% 16,683 4,506 27.0% 15,685 4,012 25.6% Grand Cape Mount 19,021 9,461 49.7% 9,823 4,756 48.4% 9,198 4,705 51.2% Grand Gedeh 13,158 5,198 39.5% 6,719 2,682 39.9% 6,439 2,516 39.1% Grand Kru 8,282 4,310 52.0% 4,334 2,330 53.8% 3,948 1,980 50.2% Lofa 40,140 13,697 34.1% 20,079 6,948 34.6% 20,061 6,749 33.6% Margibi 27,850 9,054 32.5% 14,100 4,673 33.1% 13,751 4,381 31.9% Maryland 17,657 6,669 37.8% 9,167 3,504 38.2% 8,490 3,165 37.3% Montserrado 122,709 44,382 36.2% 61,026 21,318 34.9% 61,683 23,064 37.4% Nimba 65,295 20,797 31.9% 33,329 10,725 32.2% 31,966 10,072 31.5% River Cess 9,809 2,757 28.1% 4,991 1,422 28.5% 4,818 1,335 27.7% River Gee 9,511 2,946 31.0% 5,013 1,553 31.0% 4,498 1,393 31.0% Sinoe 14,459 4,237 29.3% 7,627 2,267 29.7% 6,832 1,970 28.8% Total 454,251 156,612 34.5% 230,903 79,479 34.4% 223,348 77,133 34.5%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

140.0%

Male Female

28

Early childhood education net enrollment rate (NER) by county and gender, 2014

The net enrollment rate (NER), which is the proportion of the appropriate ECE age population attending school, is approximately 24% at the national level for boys and girls

The counties with the highest NERs (over 30%) are Bomi, Gbarpolu and Grand Cape Mount. In all other counties the NER is below 30%.

The counties with the lowest NERs are Montserrado, Sinoe, Grand Bassa, Maryland and Bong. In each county there is a roughly equal proportion of boys and girls enrolled in ECE.

7.1.2. Overage students

Number and % of early childhood education at-age and overage students by county and gender, 2014

County Total Male Female

At age Overage Overage % At age Overage Overage

% At age Overage Overage %

Bomi 3,202 12,385 79.5% 1,598 6,550 80.4% 1,604 5,835 78.4% Bong 4,782 31,845 86.9% 2,440 16,756 87.3% 2,342 15,089 86.6% Gbarpolu 2,004 9,822 83.1% 1,079 5,149 82.7% 925 4,673 83.5% Grand Bassa 2,896 25,662 89.9% 1,531 13,541 89.8% 1,365 12,121 89.9% Grand Cape Mount 4,212 14,909 78.0% 2,075 7,478 78.3% 2,137 7,431 77.7% Grand Gedeh 2,712 8,222 75.2% 1,389 4,203 75.2% 1,323 4,019 75.2% Grand Kru 2,245 6,973 75.6% 1,239 3,639 74.6% 1,006 3,334 76.8% Lofa 5,721 24,752 81.2% 2,873 12,711 81.6% 2,848 12,041 80.9% Margibi 3,396 22,395 86.8% 1,744 11,218 86.5% 1,652 11,177 87.1% Maryland 3,744 11,450 75.4% 1,979 5,762 74.4% 1,765 5,688 76.3% Montserrado 22,605 65,500 74.3% 10,815 31,474 74.4% 11,790 34,026 74.3% Nimba 7,133 57,366 88.9% 3,683 30,003 89.1% 3,450 27,363 88.8% River Cess 772 8,435 91.6% 392 4,566 92.1% 380 3,869 91.1% River Gee 882 7,541 89.5% 489 3,939 89.0% 393 3,602 90.2% Sinoe 1,572 10,516 87.0% 856 5,558 86.7% 716 4,958 87.4% Total 67,878 317,773 82.4% 34,182 162,547 82.6% 33,696 155,226 82.2%

Number of early childhood education at-age and overage students by county, 2014

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

Male Female

-

10,000

20,000

30,000

40,000

50,000

60,000

70,000

At-Age Overage

29

% of early childhood education at-age and overage students by county, 2014

A high proportion of ECE students (over 82%), both female and male, are overage in ECE programs in Liberia. See in Section 2.1 Liberia’s formal education ladder for a breakdown of the appropriate ages per grade.

River Cess has an overage rate of more than 90%. The county with the lowest percentage of overage students is Montserrado (74.3%).

Number and % of early childhood education school overage students by grade and gender, 2014

Grade Total Male Female At age Overage Overage % At age Overage Overage % At age Overage Overage %

Nursery I 22,699 87,047 79.3% 11,313 44,645 79.8% 11,386 42,402 78.8% Nursery II 10,567 71,283 87.1% 5,184 36,516 87.6% 5,383 34,767 86.6% Kindergarten I 16,104 85,312 84.1% 8,156 43,632 84.3% 7,948 41,680 84.0% Kindergarten II 18,508 74,131 80.0% 9,529 37,754 79.8% 8,979 36,377 80.2%Total 67,878 317,773 82.4% 34,182 162,547 82.6% 33,696 155,226 82.2%

Number of early childhood education at-age and overage students by grade, 2014

% of early childhood education at-age and overage students by grade, 2014

The greatest percentage of overage students is in Nursery II, where over 87% of students are overage. This decreases to 79% in Nursery I.

There is no gender disparity in terms of the percentage of overage pupils at the ECE level. Males and females represent similar proportions of overage pupils at each level of ECE.

Nursery I, which reports the greatest number of ECE students by grade, also reports the greatest number of overage students, at 87,047.

0%

20%

40%

60%

80%

100%

At-Age Overage

-

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

90,000

100,000

Nursery I Nursery II Kindergarten I Kindergarten II

At-Age Overage

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Nursery I Nursery II Kindergarten I Kindergarten II Total

At-Age Overage

30

7.1.3. Students with disability

Number and % of ECE school students with disability by county and gender, 2014

County Total Male Female

All students

S/With disability

S/with disability%

All students

S/With disability

S/with disability%

All students

S/with disability

S/with disability%

Bomi 15,587 106 0.7% 8,148 78 1.0% 7,439 28 0.4% Bong 36,627 49 0.1% 19,196 27 0.1% 17,431 22 0.1% Gbarpolu 11,826 81 0.7% 6,228 47 0.8% 5,598 34 0.6%Grand Bassa 28,558 50 0.2% 15,072 23 0.2% 13,486 27 0.2% Grand Cape Mount 19,121 49 0.3% 9,553 26 0.3% 9,568 23 0.2% Grand Gedeh 10,934 33 0.3% 5,592 17 0.3% 5,342 16 0.3% Grand Kru 9,218 22 0.2% 4,878 14 0.3% 4,340 8 0.2% Lofa 30,473 115 0.4% 15,584 68 0.4% 14,889 47 0.3% Margibi 25,791 106 0.4% 12,962 78 0.6% 12,829 28 0.2% Maryland 15,194 46 0.3% 7,741 28 0.4% 7,453 18 0.2% Montserrado 88,105 161 0.2% 42,289 83 0.2% 45,816 78 0.2% Nimba 64,499 167 0.3% 33,686 104 0.3% 30,813 63 0.2% River Cess 9,207 39 0.4% 4,958 18 0.4% 4,249 21 0.5% River Gee 8,423 28 0.3% 4,428 18 0.4% 3,995 10 0.3% Sinoe 12,088 38 0.3% 6,414 22 0.3% 5,674 16 0.3% Total 385,651 1,090 0.3% 196,729 651 0.3% 188,922 439 0.2%

Number of ECE school students by disability type and gender, 2014

Just over 1,000 students countrywide are listed as having any disability.

The percentage of ECE students with a noted disability is 0.3% for males and 0.2% for females.

The most common type of disability in Liberian ECE schools is listed as “other physical handicaps”. This includes impairments such as a missing or deformed limb, or partial paralysis in a limb.

Fewer than 200 total ECE students report to be blind.

About 200 more male students than female students report having a disability.

7.2. Resources

7.2.1. Schools Number and % of early childhood education schools by county and ownership, 2014

County Public Private Religious /Mission Community Total Count % total Count % total Count % total Count % total

Bomi 139 104 74.8% 20 14.4% 11 7.9% 4 2.9% Bong 291 227 78.0% 27 9.3% 18 6.2% 19 6.5% Gbarpolu 121 111 91.7% - 0.0% 5 4.1% 5 4.1% Grand Bassa 268 169 63.1% 28 10.4% 33 12.3% 38 14.2% Grand Cape Mount 158 128 81.0% 7 4.4% 7 4.4% 16 10.1% Grand Gedeh 126 108 85.7% 7 5.6% 11 8.7% - 0.0% Grand Kru 111 103 92.8% - 0.0% 7 6.3% 1 0.9% Lofa 302 265 87.7% 9 3.0% 23 7.6% 5 1.7% Margibi 237 92 38.8% 76 32.1% 17 7.2% 52 21.9% Maryland 135 99 73.3% 14 10.4% 8 5.9% 14 10.4% Montserrado 913 142 15.6% 568 62.2% 178 19.5% 25 2.7% Nimba 567 420 74.1% 73 12.9% 44 7.8% 30 5.3% River Cess 118 107 90.7% 1 0.8% 7 5.9% 3 2.5% River Gee 99 82 82.8% 8 8.1% 9 9.1% - 0.0% Sinoe 190 173 91.1% 12 6.3% 5 2.6% - 0.0% Total 3,775 2,330 61.7% 850 22.5% 383 10.1% 212 5.6%

-

100

200

300

400

Blind Deaf Other PhysicalDisability

Male Female

31

% of early childhood education schools by ownership, 2014

At the national level, almost 62% of ECE schools are public schools. The next greatest percentage is private schools, at 22.5%.

Religious/mission schools make up just over 10% of all schools, while community schools make up almost 6%.

Montserrado and Nimba report the greatest number of ECE schools, at 913 and 567 respectively. Bomi, Gbarpolu, Grand Cape Mount, Grand Gedeh, Grand Kru, Maryland, River Cess, River Gee and Sinoe all report fewer than 200 ECE schools.

Montserrado reports the greatest number of private ECE schools (568), followed by Margibi (76).

Two counties report no private ECE schools: Grand Kru and Gbarpolu.

7.2.2. Teachers

Number and % of early childhood education teachers by county and gender, 2014

County Total Male Female

Count % total Count % total Bomi 312 192 61.5% 120 38.5% Bong 652 419 64.3% 233 35.7% Gbarpolu 245 188 76.7% 57 23.3%

Grand Bassa 579 379 65.5% 200 34.5% Grand Cape Mount 353 247 70.0% 106 30.0%

Grand Gedeh 287 162 56.4% 125 43.6% Grand Kru 281 191 68.0% 90 32.0% Lofa 674 495 73.4% 179 26.6%

Margibi 646 270 41.8% 376 58.2% Maryland 376 182 48.4% 194 51.6%

Montserrado 3,311 803 24.3% 2,508 75.7% Nimba 1,342 574 42.8% 768 57.2% River Cess 241 185 76.8% 56 23.2%

River Gee 300 217 72.3% 83 27.7% Sinoe 411 277 67.4% 134 32.6%

Total 10,010 4,781 47.8% 5,229 52.2%

Number of early childhood education teachers by county and gender, 2014

Public62%

Private22%

Religious / Mission10%

Community6%

0

500

1000

1500

2000

2500

3000

Male Female

32

% of early childhood education teachers by county and gender, 2014

In 11 counties there is a greater number of male ECE teachers reporting in 2014. In 4 counties: Maryland, Nimba, Margibi and Montserrado, there are more female teachers reporting in 2014 with the widest gender gap seen in Montserrado (almost 76% of all ECE teachers in that county are female).

At the national level, however, there are more female teachers reporting in 2014 than male teachers, because of the effect of the largest counties.

The county with the lowest percentage of female teachers is River Cess.

Number and % of early childhood education teachers by ownership and gender, 2014

Ownership Total Male Female Count % total Count % total

Public 5,292 3,335 63.0% 1,957 37.0% Private 3,016 827 27.4% 2,189 72.6% Religious/Mission 1,139 373 32.7% 766 67.3% Community 563 246 43.7% 317 56.3% Total 10,010 4,781 47.8% 5,229 52.2%

Number of early childhood education teachers by ownership and gender, 2014

% of early childhood education teachers by ownership and gender, 2014

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

33

Number and % of ECE teachers by professional qualification and county, 2014

County Total Trained Untrained Unknown Count % total Count % total Count % total

Bomi 312 154 49.4% 158 50.6% - 0.0% Bong 652 346 53.1% 297 45.6% 9 1.4% Gbarpolu 245 106 43.3% 137 55.9% 2 0.8% Grand Bassa 579 215 37.1% 364 62.9% - 0.0% Grand Cape Mount 353 217 61.5% 131 37.1% 5 1.4% Grand Gedeh 287 130 45.3% 153 53.3% 4 1.4% Grand Kru 281 66 23.5% 214 76.2% 1 0.4% Lofa 674 303 45.0% 371 55.0% - 0.0% Margibi 646 369 57.1% 251 38.9% 26 4.0% Maryland 376 133 35.4% 243 64.6% - 0.0% Montserrado 3,311 1,742 52.6% 1,463 44.2% 106 3.2% Nimba 1,342 872 65.0% 450 33.5% 20 1.5% River Cess 241 71 29.5% 169 70.1% 1 0.4% River Gee 300 91 30.3% 207 69.0% 2 0.7% Sinoe 411 71 17.3% 339 82.5% 1 0.2% Total 10,010 4,886 48.8% 4,947 49.4% 177 1.8%

*“Trained” encompasses teachers with training from teacher training institute training (TTI), accelerated learning programs (ALP), and higher education/university training. “Unknown” teachers include those whose professional qualification was not reported.

Number of early childhood education teachers by qualification and county, 2014

% of early childhood education teachers by qualification type and county, 2014

- 200 400 600 800

1,000 1,200 1,400 1,600 1,800 2,000

Trained Untrained Unknown

0%10%20%30%40%50%60%70%80%90%

100%

Trained Untrained Unknown

34

% of early childhood education teachers by qualification type and gender, 2014

* As per the Education Reform Act 2011, Grade C teaching certificate is for teaching primary school (grades 1-6) only and requires 1 year of training (two semesters). The Grade AA teaching certificate (equivalent to an associate’s degree) is for teaching both primary and junior high secondary (grades 6-9) only and requires 2 years of training. The Grade B teaching certificate (equivalent to a bachelor’s degree) is for teaching secondary school (grades 6-12) only and requires 2 years of training. 

% of early childhood education teachers by qualification type and gender, 2014

There are just over 10,000 ECE teachers reporting in 2014 throughout the country. Most ECE teachers in public schools are male (63%). In other types of ECE schools however, there are a greater percentage of female teachers. In private schools for example, almost

73% of ECE teachers are female. Almost 5000 teachers throughout the country reporting in 2014 have no teaching certificate but currently hold ECE positions.

Number and % of early childhood education teachers by academic qualification and county, 2014

County Total Did not complete

secondary Secondary school University and above Unknown

Count % total Count % total Count % total Count % total Bomi 312 35 11.2% 273 87.5% 4 1.3% - 0.0% Bong 652 55 8.4% 578 88.7% 11 1.7% 8 1.2% Gbarpolu 245 43 17.6% 197 80.4% 4 1.6% 1 0.4% Grand Bassa 579 74 12.8% 494 85.3% 11 1.9% - 0.0% Grand Cape Mount

353 41 11.6% 292 82.7% 14 4.0% 6 1.7%

Grand Gedeh 287 19 6.6% 264 92.0% 4 1.4% - 0.0% Grand Kru 281 28 10.0% 252 89.7% 1 0.4% - 0.0% Lofa 674 66 9.8% 598 88.7% 9 1.3% 1 0.1% Margibi 646 31 4.8% 591 91.5% 17 2.6% 7 1.1% Maryland 376 87 23.1% 286 76.1% 3 0.8% - 0.0% Montserrado 3,311 147 4.4% 2,886 87.2% 180 5.4% 98 3.0% Nimba 1,342 102 7.6% 1,203 89.6% 13 1.0% 24 1.8% River Cess 241 64 26.6% 170 70.5% 1 0.4% 6 2.5% River Gee 300 20 6.7% 274 91.3% - 0.0% 6 2.0% Sinoe 411 58 14.1% 349 84.9% 1 0.2% 3 0.7% Total 10,010 870 8.7% 8,707 87.0% 273 2.7% 160 1.6%

* “Did not complete secondary” includes non-completion of primary and intermediate/lower secondary education levels. “Secondary school” attainment includes completion of secondary; high school/secondary diploma. “University and above” attainment includes completion of four (4) or more years of university education or its equivalent. “Unknown” teachers include those whose academic qualification was not reported.

-

500

1,000

1,500

2,000

2,500

3,000

No TeachingCertificate

In-Service CCertificate

Pre-Service CCertificate

Pre-Service BCertificate

AA Certificate Unknown In-Service BCertificate

Bsc. InEducation

TVETCertification

fromAccredited

Inst.

Ms. InEducation

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Unknown Pre-ServiceB Certificate

No TeachingCertificate

Pre-ServiceC Certificate

Ms. InEducation

Bsc. InEducation

In-Service BCertificate

In-Service CCertificate

AACertificate

TVETCertification

fromAccredited

Inst.

Total

Male Female

35

Number of early childhood education teachers by academic qualification and gender, 2014

% of early childhood education teachers by academic qualification and gender, 2014

An overwhelming majority of ECE teachers in Liberia were educated through the secondary level with near gender parity. 90% of ECE teachers completed secondary school. There are eight counties where more than 10% of ECE teachers did not complete secondary school: Bomi, Gbarpolu, Grand

Bassa, Grand Cape Mount, Grand Kru, Maryland, River Cess and Sinoe. River Cess has the greatest number of teachers who did not complete secondary school: over 25% Montserrado and Grand Cape Mount are the counties with the greatest percentage of ECE teachers with university and above

qualifications, at 5% and 4%, respectively.

Number and % of early childhood education teachers by source of salary and county, 2014

County Total Government Private Inst. Household Volunteer Unknown

Count % total Count % total Count %

total Count % total Count % total

Bomi 312 142 45.5% 89 28.5% 5 1.6% 76 24.4% - 0.0% Bong 652 401 61.5% 135 20.7% 21 3.2% 88 13.5% 7 1.1% Gbarpolu 245 185 75.5% 15 6.1% 6 2.4% 39 15.9% - 0.0% Grand Bassa 579 261 45.1% 159 27.5% 75 13.0% 84 14.5% - 0.0% Grand Cape Mount 353 184 52.1% 45 12.7% 19 5.4% 103 29.2% 2 0.6% Grand Gedeh 287 194 67.6% 49 17.1% 3 1.0% 41 14.3% - 0.0% Grand Kru 281 247 87.9% 8 2.8% 10 3.6% 16 5.7% - 0.0% Lofa 674 243 36.1% 122 18.1% 208 30.9% 101 15.0% - 0.0% Margibi 646 195 30.2% 344 53.3% 49 7.6% 47 7.3% 11 1.7% Maryland 376 174 46.3% 101 26.9% 37 9.8% 64 17.0% - 0.0% Montserrado 3,311 472 14.3% 2,497 75.4% 150 4.5% 98 3.0% 94 2.8% Nimba 1,342 721 53.7% 335 25.0% 57 4.2% 216 16.1% 13 1.0% River Cess 241 163 67.6% 20 8.3% - 0.0% 58 24.1% - 0.0% River Gee 300 231 77.0% 36 12.0% - 0.0% 33 11.0% - 0.0% Sinoe 411 292 71.0% 60 14.6% - 0.0% 57 13.9% 2 0.5% Total 10,010 4,105 41.0% 4,015 40.1% 640 6.4% 1,121 11.2% 129 1.3%

* Private institutions include firms, religious bodies and NGOs. Household includes family and community. “Unknown” teachers include those whose source of salary was not reported.

- 500

1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500 5,000

CompletedSecondary

Did NotCompleteSecondary

AnyBachelorsDegree

Unknown AnyMasters

Degree orAbove

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Male

36

Number of early childhood education teachers by source of salary and gender, 2014

% of early childhood education teachers by source of salary, 2014

The government pays the majority of teachers’ salaries at the ECE level (41%). 29% of male teachers have their salary paid by private institutions, while 46% of female ECE teachers are volunteers. The county where the greatest percentage of teachers’ salaries is paid by private institutions is Montserrado, at 75%. Grand Kru is the county where the greatest percentage of ECE teachers is volunteers, at 24.4%.

Early childhood education student-teacher ratio (STR) by county, 2014

County Overall Government Non-Government

Student Teacher STR Student Teacher STR Student Teacher STR

Bomi 15,587 312 50.0 11,678 212 55.1 3,909 100 39.1 Bong 36,627 652 56.2 30,330 485 62.5 6,297 167 37.7 Gbarpolu 11,826 245 48.3 11,116 220 50.5 710 25 28.4 Grand Bassa 28,558 579 49.3 16,878 347 48.6 11,680 232 50.3 Grand Cape Mount 19,121 353 54.2 15,243 272 56.0 3,878 81 47.9 Grand Gedeh 10,934 287 38.1 8,860 241 36.8 2,074 46 45.1 Grand Kru 9,218 281 32.8 8,685 264 32.9 533 17 31.4 Lofa 30,473 674 45.2 26,890 560 48.0 3,583 114 31.4 Margibi 25,791 646 39.9 12,185 210 58.0 13,606 436 31.2 Maryland 15,194 376 40.4 10,437 248 42.1 4,757 128 37.2 Montserrado 88,105 3,311 26.6 20,236 488 41.5 67,869 2,823 24.0 Nimba 64,499 1,342 48.1 50,760 928 54.7 13,739 414 33.2 River Cess 9,207 241 38.2 8,598 220 39.1 609 21 29.0 River Gee 8,423 300 28.1 6,771 246 27.5 1,652 54 30.6 Sinoe 12,088 411 29.4 9,990 351 28.5 2,098 60 35.0 Total 385,651 10,010 38.5 248,657 5,292 47.0 136,994 4,718 29.0

*Student-Teacher Ratio (STR) may also be referred to as Pupil-Teacher Ratio or PTR

-

500

1,000

1,500

2,000

2,500

3,000

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Male Female

37

Early childhood education student-teacher ratio (STR) by county and ownership, 2014

The student-teacher ratio (STR) at the ECE level is 38.5. This means there are approximately 39 students for every teacher at the ECE level.

By county the STR ranges from 26 in Montserrado 56 in Bong. The STR in non-government ECE schools is much lower than government schools. In non-government schools it is 29 and in

government schools it is 47. In only one county is the non-government STR above 50 (Grand Bassa).

7.2.3. Classrooms

Number of early childhood education classrooms and student-classroom ratio (SCR) by county and type, 2014 County Total Solid Semi-solid Makeshift Partition Open-Air Other SCR Bomi 447 138 159 42 97 6 5 52.5 Bong 915 300 427 68 114 5 1 50.4 Gbarpolu 405 81 190 71 45 6 12 43.6 Grand Bassa 720 189 159 78 288 4 2 82.1 Grand Cape Mount

561 182 174 55 141 3 6 53.7

Grand Gedeh 411 147 135 86 42 - 1 38.8 Grand Kru 388 38 42 155 141 1 11 115.2 Lofa 768 237 375 72 77 1 6 49.8 Margibi 871 345 314 42 158 7 5 39.1 Maryland 387 95 129 84 71 5 3 67.8 Montserrado 3,841 2,137 487 201 959 20 37 33.6 Nimba 1,696 284 965 185 216 13 33 51.6 River Cess 380 65 182 91 34 - 8 37.3 River Gee 210 30 53 88 35 - 4 101.5 Sinoe 505 159 87 138 108 4 9 49.1 Total 12,505 4,427 3,878 1,456 2,526 75 143 46.4

*Student-Classroom Ratio (SCR) may also be referred to as Pupil-Classroom Ratio or PTR

Early childhood education student-classroom ratio (SCR) by county, 2014

-

10.0

20.0

30.0

40.0

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60.0

70.0

Government Non-Government Overall

-

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40.0

60.0

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140.0

SCR

38

Number of early childhood education classrooms by type, 2014

The counties reporting the greatest number of makeshift classrooms at the ECE level are Montserrado, Nimba, Sinoe and Grand Kru.

The student-classroom ratio (SCR) is 46.4 but this ranges widely throughout the counties.

Two counties have SCRs greater than 100: Grand Kru and River Gee.

The county with the lowest SCR is Montserrado at 33.6. 31% of ECE Classrooms are semi solid. At the ECE level 20% of classrooms are partitioned, this

provides an environment that is not conductive to learning.

12% of structures are non-permanent or ‘makeshift’.

Number and % of early childhood education classrooms by ownership, 2014

Ownership Total With solid and semi-solid

classrooms Without solid and semi-solid

classrooms SCR

Count % total Count % total Public 6,843 4,364 63.8% 2,479 36.2% 57.0 Private 3,520 2,443 69.4% 1,077 30.6% 34.5 Religious/Mission 1,352 955 70.6% 397 29.4% 30.0 Community 790 543 68.7% 247 31.3% 44.4 Total 12,505 8,305 66.4% 4,200 33.6% 46.4

Number of early childhood education classrooms by type and ownership, 2014

% of early childhood education classrooms by type and ownership, 2014

   

Solid35%

Semi Solid31%

Make-Shift12%

Partition20%

Open-Air1%

Other1%

- 500

1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500 5,000

With Solid or Semi Solid Classrooms

Without Solid or Semi Solid Classrooms

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Without Solid or Semi Solid Classrooms

With Solid or Semi Solid Classrooms

While the majority of classrooms at the ECE level are solid or semi-solid structures, at 66%, a significant portion of classrooms are built from non-permanent structures, at 34%.

The number of non-solid/semi solid structures is greatest among public schools. The student-classroom ratio (SCR) varies substantially across ownership. There are 57 children to an ECE classroom in public

schools reporting in 2014. In stark contrast, private schools reporting in 2014 have 34 children to an ECE classroom.

39

8.0. Primary Schools 8.1. Access 8.1.1. Enrollment

Number of primary school students by county and grade, 2014 County Total Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Bomi 12,968 3,254 2,542 2,515 1,824 1,606 1,227 Bong 30,829 7,983 5,967 5,296 4,629 3,779 3,175 Gbarpolu 8,736 2,312 1,827 1,606 1,289 974 728 Grand Bassa 24,531 6,707 4,841 4,331 3,653 2,745 2,254 Grand Cape Mount 14,847 3,786 2,945 2,617 2,249 1,797 1,453 Grand Gedeh 12,861 3,188 2,471 2,180 1,965 1,640 1,417 Grand Kru 10,385 2,727 2,054 1,765 1,510 1,259 1,070 Lofa 33,303 8,205 6,583 5,708 4,890 4,256 3,661 Margibi 35,215 7,558 6,725 6,146 5,676 4,893 4,217 Maryland 19,169 4,688 3,905 3,346 2,877 2,372 1,981 Montserrado 130,272 25,926 22,376 21,847 21,121 19,954 19,048 Nimba 64,481 15,216 12,221 11,074 9,933 8,373 7,664 River Cess 7,348 2,128 1,553 1,326 983 782 576 River Gee 10,258 2,691 2,050 1,824 1,509 1,238 946 Sinoe 11,426 3,000 2,287 2,029 1,746 1,301 1,063 Total 426,629 99,369 80,347 73,610 65,854 56,969 50,480

Number of primary school students by grade and gender, 2014

% of primary school students by grade and gender, 2014

-

10,000

20,000

30,000

40,000

50,000

60,000

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total

Male Female

40

Number of primary school students by county and gender, 2014

% of primary school students by county and gender, 2014

The total number of primary school students reporting in 2014 is 426,629. Nationally, there is a persistent gender disparity in each grade level, resulting in roughly 2,000 to 3,000 more males than

females reporting in each grade level. Countrywide there is a greater proportion of male primary age students (almost 52%) compared to 48% female students. The

county with the widest gap is River Cess with 58% male. In Nimba and Montserrado there are considerably more primary students than in any other county. The gender disparity observed by grade at the national level is also present in each county except Montserrado.

By county, the greatest gender disparities are in River Cess, Grand Kru, River Gee, Gbarpolu, Sinoe, and Bong, where more than 55% of primary students are male.

Number and % of primary students by ownership and grade, 2014

Ownership Total Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Public 256,888 63,538 49,847 44,957 38,806 32,381 27,359 Private 105,301 22,036 18,909 17,928 17,189 15,296 13,943 Religious/Mission 42,222 8,290 7,121 6,859 6,627 6,540 6,785 Community 22,218 5,505 4,470 3,866 3,232 2,752 2,393 Total 426,629 99,369 80,347 73,610 65,854 56,969 50,480

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Male Female

41

Number of primary students by ownership and gender, 2014

% of primary students by ownership and gender, 2014

Primary school gross enrollment rate (GER) by county and gender, 2014

County Total Male Female

Ages 6-11 pop

All ages enrolled GER Ages 6-

11 popAll ages enrolled GER Ages 6-

11 pop All ages enrolled GER

Bomi 18,115 12,968 71.6% 9,496 6,910 72.8% 8,619 6,058 70.3% Bong 68,819 30,829 44.8% 36,576 17,024 46.5% 32,243 13,805 42.8% Gbarpolu 19,055 8,736 45.8% 9,760 4,918 50.4% 9,295 3,818 41.1% Grand Bassa 45,267 24,531 54.2% 23,850 13,359 56.0% 21,417 11,172 52.2% Grand Cape Mount 27,463 14,847 54.1% 14,673 7,837 53.4% 12,790 7,010 54.8% Grand Gedeh 24,831 12,861 51.8% 13,083 6,989 53.4% 11,748 5,872 50.0% Grand Kru 13,681 10,385 75.9% 7,307 5,976 81.8% 6,374 4,409 69.2% Lofa 62,023 33,303 53.7% 32,209 17,649 54.8% 29,814 15,654 52.5% Margibi 45,411 35,215 77.5% 22,659 18,037 79.6% 22,752 17,178 75.5%Maryland 33,267 19,169 57.6% 17,562 10,100 57.5% 15,705 9,069 57.7% Montserrado 225,385 130,272 57.8% 107,030 61,541 57.5% 118,355 68,731 58.1% Nimba 100,316 64,481 64.3% 52,849 34,544 65.4% 47,467 29,937 63.1% River Cess 16,231 7,348 45.3% 8,873 4,263 48.0% 7,358 3,085 41.9% River Gee 16,572 10,258 61.9% 8,968 5,818 64.9% 7,604 4,440 58.4% Sinoe 23,363 11,426 48.9% 12,641 6,381 50.5% 10,722 5,045 47.1% Total 739,800 426,629 57.7% 377,536 221,346 58.6% 362,264 205,283 56.7%

Primary school gross enrollment rate (GER) by county and gender, 2014

Primary GER measures access to education for students of all ages compared to the official primary school age population. See Section 4.1.6 for the calculation formula. A primary GER value of 100% occurs when there are large numbers of overage (or underage) primary students because the indicator measures the number of primary students, regardless of age, as a percentage of the official primary school age group population

A GER value of 100% or over indicates that a country’s education system is, in principle, able to accommodate all of its primary age population. The official primary school ages in Liberia are 6-11.

The primary gross enrollment rate (GER) varies enormously by county in Liberia. GER ranges from 44.8% in Bong to 77.5% in Margibi.

A GER value below 100% indicates the presence of out-of-school children. The GER for females is about 2 percentage points lower than that for males. The greatest difference between the sexes in GERs is

in Grand Kru, the difference in GERs is over 10 percentage points.

-

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

Public Private Mission/religiousgroup

Community

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Public Community Private Mission/religiousgroup

Total

Male Female

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

Male Female

42

Primary school net enrollment rate (NER) by county and gender, 2014

County

Total Male Female

Ages 6-11 pop

Ages 6-11 enrolled NER Ages 6-11

popAges 6-11

enrolled NER Ages 6-11 pop

Ages 6-11

enrolledNER

Bomi 18,115 6,539 36.1% 9,496 3,444 36.3% 8,619 3,095 35.9% Bong 68,819 12,084 17.6% 36,576 6,382 17.4% 32,243 5,702 17.7% Gbarpolu 19,055 3,659 19.2% 9,760 1,980 20.3% 9,295 1,679 18.1% Grand Bassa 45,267 8,022 17.7% 23,850 4,234 17.8% 21,417 3,788 17.7% Grand Cape Mount 27,463 7,980 29.1% 14,673 4,154 28.3% 12,790 3,826 29.9% Grand Gedeh 24,831 4,918 19.8% 13,083 2,580 19.7% 11,748 2,338 19.9% Grand Kru 13,681 4,954 36.2% 7,307 2,842 38.9% 6,374 2,112 33.1% Lofa 62,023 16,701 26.9% 32,209 8,716 27.1% 29,814 7,985 26.8% Margibi 45,411 16,187 35.6% 22,659 8,295 36.6% 22,752 7,892 34.7% Maryland 33,267 9,001 27.1% 17,562 4,637 26.4% 15,705 4,364 27.8% Montserrado 225,385 71,472 31.7% 107,030 33,837 31.6% 118,355 37,635 31.8%Nimba 100,316 25,240 25.2% 52,849 13,131 24.8% 47,467 12,109 25.5% River Cess 16,231 2,380 14.7% 8,873 1,285 14.5% 7,358 1,095 14.9% River Gee 16,572 3,626 21.9% 8,968 1,957 21.8% 7,604 1,669 21.9% Sinoe 23,363 4,783 20.5% 12,641 2,630 20.8% 10,722 2,153 20.1% Total 739,800 197,546 26.7% 377,536 100,104 26.5% 362,264 97,442 26.9%

Primary school net enrollment rate (NER) by county and gender, 2014

The net enrollment rate (NER) is the number of at-age students (students of official school ages) enrolled in primary school compared to the corresponding population of that age group.

A primary NER below 100% means that not all children of primary school age are in primary school; they may be out of school, or in preschool, secondary school, or in other forms of education.

Note that NER in all counties is substantially below 100%. At the national level the NER is 26.7%: 26.5% for males and 26.9% for females. The NER ranges from around 15% in River Cess to 36% in Bomi. This could signify a large number of out of school children or children in other forms of schooling such as private or community schools.

8.1.2. Overage students

Number and % of primary school at-age and overage students by county and gender, 2014

County Total Male Female

At age Overage Overage % At age Overage Overage

% At age Overage Overage %

Bomi 1,437 11,531 88.9% 759 6,151 89.0% 678 5,380 88.8% Bong 2,962 27,867 90.4% 1,512 15,512 91.1% 1,450 12,355 89.5% Gbarpolu 602 8,134 93.1% 337 4,581 93.1% 265 3,553 93.1% Grand Bassa 1,087 23,444 95.6% 586 12,773 95.6% 501 10,671 95.5% Grand Cape Mount 2,226 12,621 85.0% 1,159 6,678 85.2% 1,067 5,943 84.8% Grand Gedeh 664 12,197 94.8% 351 6,638 95.0% 313 5,559 94.7% Grand Kru 1,255 9,130 87.9% 755 5,221 87.4% 500 3,909 88.7% Lofa 4,213 29,090 87.3% 2,223 15,426 87.4% 1,990 13,664 87.3% Margibi 4,007 31,208 88.6% 2,124 15,913 88.2% 1,883 15,295 89.0% Maryland 1,455 17,714 92.4% 796 9,304 92.1% 659 8,410 92.7% Montserrado 24,830 105,442 80.9% 11,809 49,732 80.8% 13,021 55,710 81.1% Nimba 5,541 58,940 91.4% 2,876 31,668 91.7% 2,665 27,272 91.1% River Cess 288 7,060 96.1% 170 4,093 96.0% 118 2,967 96.2% River Gee 347 9,911 96.6% 203 5,615 96.5% 144 4,296 96.8% Sinoe 1,022 10,404 91.1% 581 5,800 90.9% 441 4,604 91.3% Total 51,936 374,693 87.8% 26,241 195,105 88.1% 25,695 179,588 87.5%

0.0%5.0%

10.0%15.0%20.0%25.0%30.0%35.0%40.0%45.0%

Male Female

43

The total number of overage students across Liberia reporting in 2014 is 374,693. In Liberia, 87.8% of primary students are overage. This means that for every 10 primary students, 9 are older than the official

age for their grade. See Figure 1 for Liberia’s formal education ladder and a breakdown of the official ages per grade. The percentage of overage primary students ranges from 80.9% in Montserrado to 96.6% in River Gee. In every county of

Liberia, over 80% of primary students are overage. Nationally, 88.1% of male primary students are overage compared to 87.5% of females, roughly equal percentages.

Number of primary school at-age and overage students by county, 2014

% of primary school at-age and overage students by county, 2014

Number and % of primary school at-age and overage students by grade and gender, 2014

Grade Total Male Female

At age Overage Overage % At age Overage Overage

% At age Overage Overage %

Grade 1 9,873 89,496 90.1% 4,996 46,188 90.2% 4,877 43,308 89.9% Grade 2 9,573 70,774 88.1% 4,737 36,921 88.6% 4,836 33,853 87.5% Grade 3 9,401 64,209 87.2% 4,773 33,532 87.5% 4,628 30,677 86.9%Grade 4 8,981 56,873 86.4% 4,553 29,370 86.6% 4,428 27,503 86.1% Grade 5 7,593 49,376 86.7% 3,907 25,960 86.9% 3,686 23,416 86.4% Grade 6 6,515 43,965 87.1% 3,275 23,134 87.6% 3,240 20,831 86.5% Total 51,936 374,693 87.8% 26,241 195,105 88.1% 25,695 179,588 87.5%

-

20,000

40,000

60,000

80,000

100,000

120,000

At-Age Overage

0%10%20%30%40%50%60%70%80%90%

100%

At-Age Overage

44

Number of primary school at-age and overage students by grade, 2014

% of primary school at-age and students by grade, 2014

Both the number of at-age students and the number of overage students declines through the cycle of primary school, but the percentage of overage students remains roughly the same regardless of grade.

In grade 6, roughly 6,500 primary students report as at-age, compared to almost 90,000 at-age students reporting in grade 1. The percentage of female and male overage students stays relatively constant throughout primary school.

8.1.3. New entrants

Number and % of new entrants to primary school with ECE education by county and gender, 2014

County

Total Male Female

New Entrants

New entrants with ECE

New Entrants

with ECE %

New Entrants

New entrants with ECE

New Entrants

with ECE %

NewEntrants

New entrants

with ECE

New Entrants

with ECE %

Bomi 2,777 1,739 62.6% 1,438 925 64.3% 1,339 814 60.8% Bong 6,840 4,478 65.5% 3,733 2,471 66.2% 3,107 2,007 64.6% Gbarpolu 1,944 1,230 63.3% 1,054 671 63.7% 890 559 62.8% Grand Bassa 5,626 4,865 86.5% 2,924 2,585 88.4% 2,702 2,280 84.4% Grand Cape Mount 3,135 1,788 57.0% 1,621 906 55.9% 1,514 882 58.3% Grand Gedeh 2,688 1,665 61.9% 1,408 871 61.9% 1,280 794 62.0% Grand Kru 2,131 1,462 68.6% 1,175 795 67.7% 956 667 69.8% Lofa 6,894 5,965 86.5% 3,625 3,148 86.8% 3,269 2,817 86.2% Margibi 6,437 4,130 64.2% 3,167 2,000 63.2% 3,270 2,130 65.1% Maryland 4,057 2,975 73.3% 2,058 1,488 72.3% 1,999 1,487 74.4% Montserrado 23,499 16,099 68.5% 11,135 7,556 67.9% 12,364 8,543 69.1% Nimba 12,822 10,445 81.5% 6,798 5,443 80.1% 6,024 5,002 83.0% River Cess 1,762 1,503 85.3% 962 821 85.3% 800 682 85.3% River Gee 2,346 2,155 91.9% 1,256 1,141 90.8% 1,090 1,014 93.0% Sinoe 2,453 1,625 66.2% 1,320 888 67.3% 1,133 737 65.0% Total 85,411 62,124 72.7% 43,674 31,709 72.6% 41,737 30,415 72.9%

- 10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000 90,000

100,000

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

At-Age Overage

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total

At-Age Overage

45

Number of primary school new entrants with ECE education by county and gender, 2014

% of primary school new entrants with ECE education by county and gender, 2014

The percentage of new entrants to primary school who have early childhood education ranges from 57% in Grand Cape Mount to 91.9% in River Gee.

Almost 3 out of every 4 new entrants to primary school have early childhood education experience in Liberia. Early childhood education helps prepare children with the knowledge and skills needed to succeed in formal schooling.

Primary school gross intake rate (GIR) by county and gender, 2014

County

Total Male Female

Age 6 pop

New entrants all ages

GIR Age 6 pop

New entrants all ages

GIR Age 6 pop

New entrants all ages

GIR

Bomi 3,122 2,777 88.9% 1,403 1,438 102.5% 1,719 1,339 77.9% Bong 13,013 6,840 52.6% 6,541 3,733 57.1% 6,472 3,107 48.0% Gbarpolu 5,600 1,944 34.7% 1,585 1,054 66.5% 4,015 890 22.2% Grand Bassa 8,268 5,626 68.0% 4,253 2,924 68.8% 4,015 2,702 67.3% Grand Cape Mount 5,104 3,135 61.4% 2,606 1,621 62.2% 2,498 1,514 60.6% Grand Gedeh 4,250 2,688 63.2% 2,100 1,408 67.0% 2,150 1,280 59.5% Grand Kru 2,420 2,131 88.1% 1,262 1,175 93.1% 1,158 956 82.6% Lofa 11,046 6,894 62.4% 5,512 3,625 65.8% 5,534 3,269 59.1% Margibi 7,652 6,437 84.1% 3,689 3,167 85.8% 3,963 3,270 82.5% Maryland 5,571 4,057 72.8% 2,771 2,058 74.3% 2,800 1,999 71.4% Montserrado 35,074 23,499 67.0% 16,567 11,135 67.2% 18,507 12,364 66.8% Nimba 17,566 12,822 73.0% 8,928 6,798 76.1% 8,638 6,024 69.7% River Cess 2,811 1,762 62.7% 1,458 962 66.0% 1,353 800 59.1% River Gee 3,071 2,346 76.4% 1,576 1,256 79.7% 1,495 1,090 72.9% Sinoe 4,207 2,453 58.3% 2,194 1,320 60.2% 2,013 1,133 56.3% Total 128,775 85,411 66.3% 62,445 43,674 69.9% 66,330 41,737 62.9%

-

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

46

Primary school gross intake rate (GIR) by county and gender, 2014

GIR indicates the level of access of school. It is measured as the proportion of new entrants to primary school compared to the population of those age 6, which is the official entry age for primary school in Liberia.

A GIR value of 100% indicates that a country’s education system is, in principle, able to accommodate all of its primary school entrance age population. A GIR value exceeding 100% indicates enrollment of some children above or below the official primary school entrance age. A GIR above 100% is usually an indicator of overage enrollment, for example due to repetition in preprimary or late entry into primary. See Section 4.1.4 for the calculation formula.

Similar to enrollment rates, the primary gross intake rate (GIR) fluctuates widely from county to county. The national GIR to primary school is 66.3%.

Primary school net intake rate (NIR) by county and gender, 2014

County Total Male Female

Age 6 pop

New entrants

age 6NIR Age 6

pop

New entrants

age 6NIR Age 6

pop

New entrants

age 6NIR

Bomi 3,122 149 4.8% 1,403 73 5.2% 1,719 76 4.4% Bong 13,013 521 4.0% 6,541 263 4.0% 6,472 258 4.0% Gbarpolu 5,600 124 2.2% 1,585 62 3.9% 4,015 62 1.5% Grand Bassa 8,268 152 1.8% 4,253 93 2.2% 4,015 59 1.5% Grand Cape Mount 5,104 288 5.6% 2,606 147 5.6% 2,498 141 5.6% Grand Gedeh 4,250 95 2.2% 2,100 58 2.8% 2,150 37 1.7% Grand Kru 2,420 164 6.8% 1,262 92 7.3% 1,158 72 6.2% Lofa 11,046 690 6.2% 5,512 332 6.0% 5,534 358 6.5% Margibi 7,652 447 5.8% 3,689 232 6.3% 3,963 215 5.4% Maryland 5,571 267 4.8% 2,771 148 5.3% 2,800 119 4.3% Montserrado 35,074 3,295 9.4% 16,567 1,616 9.8% 18,507 1,679 9.1% Nimba 17,566 597 3.4% 8,928 311 3.5% 8,638 286 3.3% River Cess 2,811 52 1.8% 1,458 27 1.9% 1,353 25 1.8% River Gee 3,071 79 2.6% 1,576 54 3.4% 1,495 25 1.7% Sinoe 4,207 97 2.3% 2,194 55 2.5% 2,013 42 2.1% Total 128,775 7,017 5.4% 62,445 3,563 5.7% 66,330 3,454 5.2%

Primary school net intake rate (NIR) by county and gender, 2014

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

Male Female

47

8.1.4. Students with disabilities

Number and % of primary school students with disabilities by county and gender, 2014

County Total Male Female

All students

S/With disability

S/with disability

%Students S/With

disability S/with

disability%

Students S/with disability

S/with disability

%Bomi 12,968 70 0.5% 6,910 31 0.4% 6,058 39 0.6% Bong 30,829 246 0.8% 17,024 123 0.7% 13,805 123 0.9% Gbarpolu 8,736 18 0.2% 4,918 12 0.2% 3,818 6 0.2% Grand Bassa 24,531 39 0.2% 13,359 28 0.2% 11,172 11 0.1% Grand Cape Mount

14,847 42 0.3% 7,837 23 0.3% 7,010 19 0.3%

Grand Gedeh 12,861 25 0.2% 6,989 17 0.2% 5,872 8 0.1% Grand Kru 10,385 20 0.2% 5,976 10 0.2% 4,409 10 0.2% Lofa 33,303 98 0.3% 17,649 60 0.3% 15,654 38 0.2%Margibi 35,215 80 0.2% 18,037 44 0.2% 17,178 36 0.2% Maryland 19,169 94 0.5% 10,100 78 0.8% 9,069 16 0.2% Montserrado 130,272 839 0.6% 61,541 426 0.7% 68,731 413 0.6% Nimba 64,481 149 0.2% 34,544 99 0.3% 29,937 50 0.2% River Cess 7,348 28 0.4% 4,263 18 0.4% 3,085 10 0.3% River Gee 10,258 37 0.4% 5,818 16 0.3% 4,440 21 0.5% Sinoe 11,426 24 0.2% 6,381 19 0.3% 5,045 5 0.1% Total 426,629 1,809 0.4% 221,346 1,004 0.5% 205,283 805 0.4%

Number of primary school students with disabilities by disability and gender, 2014

The number of primary students with disabilities reporting in 2014 is 1,809.

Montserrado and Bong are the counties reporting the greatest number of students with disabilities, at 839 and 246 respectively.

Bong is the county with the greatest percentage of students with disabilities. Nearly 1% of the primary school population there has been reported as having a disability.

The most common type of disability recorded among students in primary school falls under the category “blind”.

The second greatest disability recorded is classified as “Other Physical Disability”. This includes impairments such as a missing or deformed limb, or partial paralysis in a limb.

Deafness accounts for the smallest number of students with a disability.

There are a greater number of male students who are recorded as having a disability.

241 female students are listed as having a disability that falls under the “Other Physical Disability” category.

0.4% of the overall primary student population is listed as having a disability.

-

50

100

150

200

250

300

350

400

450

Blind Deaf Other PhysicalDisability

Male Female

NIR provides a measure of the level of access to school, offering information on new entrants of the official primary school entrance age compared to the age 6 population.

The official entry level primary school age in Liberia is 6 years. By definition, the NIR cannot exceed 100%. See Section 4.1.3 for the calculation formula. NIR value below 100% may indicate the presence of out-of-school children amongst the primary school entrance age population. Note that the net intake rate (NIR), similar to gross intake, varies from county to county, but no county in Liberia has a NIR

above 10% for both sexes combined. At the national level, the NIR is 5.4%. While the overall NIR fluctuates widely between counties, within each county there are differences between male and female net

intake rates, especially Gbarpolu where the difference is greater than 2 percentage points.

48

8.2. Resources

8.2.1. Primary schools Number and % of primary schools by county and ownership, 2014

County Public Private Religious /Mission Community Total Count % total Count % total Count % total Count % total

Bomi 137 101 73.7% 20 14.6% 11 8.0% 5 3.6% Bong 292 227 77.7% 27 9.2% 18 6.2% 20 6.8% Gbarpolu 117 108 92.3% - 0.0% 5 4.3% 4 3.4% Grand Bassa 272 171 62.9% 30 11.0% 33 12.1% 38 14.0% Grand Cape Mount 158 128 81.0% 7 4.4% 7 4.4% 16 10.1% Grand Gedeh 129 110 85.3% 8 6.2% 11 8.5% - 0.0% Grand Kru 108 100 92.6% - 0.0% 7 6.5% 1 0.9% Lofa 306 270 88.2% 9 2.9% 22 7.2% 5 1.6% Margibi 251 97 38.6% 82 32.7% 18 7.2% 54 21.5% Maryland 149 113 75.8% 14 9.4% 9 6.0% 13 8.7% Montserrado 949 161 17.0% 574 60.5% 189 19.9% 25 2.6% Nimba 573 422 73.6% 76 13.3% 45 7.9% 30 5.2% River Cess 117 106 90.6% 1 0.9% 7 6.0% 3 2.6% River Gee 104 86 82.7% 8 7.7% 9 8.7% 1 1.0% Sinoe 192 175 91.1% 12 6.3% 5 2.6% - 0.0% Total 3,854 2,375 61.6% 868 22.5% 396 10.3% 215 5.6%

% of primary schools by ownership, 2014

There are 2,375 primary schools reporting in 2014 in Liberia.

By county, the number of schools reporting in 2014 ranges from 104 in River Gee to 949 in Montserrado.

Counties reporting more than 200 primary schools in Liberia include Nimba, Montserrado, Bong and Lofa.

The overwhelming majority of primary schools in Liberia are public schools.

Montserrado, Margibi, and Grand Bassa have the lowest percentage of public schools. In all other counties, greater than 70% of primary schools are public.

Private schools do not account for much of the total number of schools at the primary level.

It is interesting to note that Montserrado, which reports the greatest number of primary schools, has far and away the largest percentage of non-public schools, with only 17% of the schools classified as public. However, in the county with the second greatest number of primary schools (Nimba), the vast majority are public.

8.2.2. Teachers

Number and % of primary school teachers by county and gender, 2014

County Total Male Female Count % total Count % total

Bomi 507 451 89.0% 56 11.0% Bong 1,528 1,344 88.0% 184 12.0% Gbarpolu 390 366 93.8% 24 6.2% Grand Bassa 1,085 946 87.2% 139 12.8% Grand Cape Mount 572 526 92.0% 46 8.0% Grand Gedeh 723 608 84.1% 115 15.9% Grand Kru 514 485 94.4% 29 5.6% Lofa 1,736 1,605 92.5% 131 7.5% Margibi 1,507 1,213 80.5% 294 19.5% Maryland 808 664 82.2% 144 17.8% Montserrado 6,875 5,276 76.7% 1,599 23.3% Nimba 3,129 2,621 83.8% 508 16.2% River Cess 420 399 95.0% 21 5.0% River Gee 524 462 88.2% 62 11.8% Sinoe 765 688 89.9% 77 10.1% Total 21,083 17,654 83.7% 3,429 16.3%

Public62%

Private23%

Religious / Mission10%

Community6%

49

Number of primary school teachers by county and gender, 2014

Gender breakdown of primary school teachers by county, 2014

The vast majority of primary school teachers in Liberia are male. Males constitute 83.7% of the primary school teaching force. In the county that is closest to gender parity for primary teachers, Montserrado, males still make up over 76% of all teachers. Females make up more than 20% of the primary teaching force in only one county, Montserrado. There are 21,083 teachers reporting in 2014 countrywide. The county reporting the smallest number of female teachers is Gbarpolu, with 24.

Number and % of primary school teachers by school ownership and gender, 2014

Ownership Total Male Female Count % total Count % total

Public 11,705 10,214 87.3% 1,491 12.7% Private 5,718 4,426 77.4% 1,292 22.6% Religious/Mission 2,588 2,126 82.1% 462 17.9% Community 1,072 888 82.8% 184 17.2% Total 21,083 17,654 83.7% 3,429 16.3%

Number of primary school teachers by ownership and gender, 2014

% of primary school teachers who are male and female by ownership, 2014

-

1,000

2,000

3,000

4,000

5,000

6,000

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Male Female

- 2,000 4,000 6,000 8,000

10,000 12,000

Male Female

0%

20%

40%

60%

80%

100%

Male Female

50

Of all primary school teachers in Liberia, over half are in public schools. Among public primary school teachers, 87.3% are male and 12.7% are female. The gender disparity among primary teachers persists even when broken down according to school ownership type. Roughly 4

out of every 5 Liberian primary teachers are male, regardless of whether in public, primary, religious or community schools.

Number and % of primary school teachers by professional qualification and county, 2014

County Total Trained Untrained Unknown Count % total Count % total Count % total

Bomi 507 335 66.1% 172 33.9% - 0.0% Bong 1,528 1,028 67.3% 492 32.2% 8 0.5% Gbarpolu 390 240 61.5% 143 36.7% 7 1.8% Grand Bassa 1,085 609 56.1% 473 43.6% 3 0.3% Grand Cape Mount 572 416 72.7% 152 26.6% 4 0.7% Grand Gedeh 723 478 66.1% 240 33.2% 5 0.7% Grand Kru 514 216 42.0% 298 58.0% - 0.0% Lofa 1,736 1,103 63.5% 633 36.5% - 0.0% Margibi 1,507 1,066 70.7% 408 27.1% 33 2.2% Maryland 808 499 61.8% 309 38.2% - 0.0% Montserrado 6,875 4,398 64.0% 2,319 33.7% 158 2.3% Nimba 3,129 2,434 77.8% 670 21.4% 25 0.8% River Cess 420 181 43.1% 238 56.7% 1 0.2% River Gee 524 245 46.8% 274 52.3% 5 1.0% Sinoe 765 227 29.7% 534 69.8% 4 0.5% Total 21,083 13,475 63.9% 7,355 34.9% 253 1.2%

* “Trained” encompasses teachers with training from teacher training institutes (TTI), accelerated learning programs (ALP), and higher education/university training. “Unknown” teachers include those whose professional qualification was not reported. * University includes teachers that have received a BSc. in Education or a Ms. in Education or higher. “Unknown” teachers include those whose qualification type was not reported. As per the Education Reform Act of 2011, the Grade C teaching certificate is for teaching primary school (grades 1-6) only and requires 1 year of training (two semesters). The Grade AA teaching certificate (equivalent to an associate’s degree) is for teaching both primary and junior high secondary (grades 6-9) only and requires 2 years of training. The Grade B teaching certificate (equivalent to a bachelor’s degree) is for teaching secondary school (grades 6-12) only and requires 2 years of training.

Number of primary school teachers by professional qualification and county, 2014

Breakdown of primary school teachers at different professional qualification levels by county, 2014

-

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

Qualified Not Qualified Unknown

0%10%20%30%40%50%60%70%80%90%

100%

Qualified Not Qualified Unknown

51

Number of primary school teachers by qualification type and gender, 2014

Gender breakdown of primary school teachers by qualification type, 2014

The majority of primary teachers (around 64%) are considered trained in Liberia. There are still, however, a large proportion of untrained teachers. Overall, more than one third of primary teachers are untrained. The proportion of trained teachers varies relatively widely by county. For example, only 29.7% of primary teachers in Sinoe are

trained, while 77.8% of the teachers are trained in Nimba. Overall, there are 4 counties where fewer than 50% of primary teachers are trained; Grand Kru, River Cess, River Gee, and

Sinoe. The percentage of teachers with unknown qualifications is relatively small, at only 1.2% nationally.

Number and % of primary school teachers by academic qualification and county, 2014

County Total Did not complete

secondary Secondary school University and above Unknown

Count % total Count % total Count % total Count % total Bomi 507 30 5.9% 464 91.5% 13 2.6% 0 0.0% Bong 1,528 53 3.5% 1,440 94.2% 28 1.8% 7 0.5% Gbarpolu 390 43 11.0% 340 87.2% 6 1.5% 1 0.3% Grand Bassa 1,085 66 6.1% 972 89.6% 46 4.2% 1 0.1% Grand Cape Mount

572 35 6.1% 506 88.5% 27 4.7% 4 0.7%

Grand Gedeh 723 29 4.0% 668 92.4% 20 2.8% 6 0.8% Grand Kru 514 15 2.9% 491 95.5% 8 1.6% 0 0.0% Lofa 1,736 91 5.2% 1,613 92.9% 32 1.8% 0 0.0% Margibi 1,507 41 2.7% 1,377 91.4% 68 4.5% 21 1.4% Maryland 808 80 9.9% 701 86.8% 27 3.3% 0 0.0% Montserrado 6,875 146 2.1% 5,799 84.3% 725 10.5% 205 3.0% Nimba 3,129 87 2.8% 2,963 94.7% 42 1.3% 37 1.2% River Cess 420 52 12.4% 355 84.5% 6 1.4% 7 1.7% River Gee 524 23 4.4% 489 93.3% 2 0.4% 10 1.9% Sinoe 765 55 7.2% 688 89.9% 9 1.2% 13 1.7% Total 21,083 846 4.0% 18,866 89.5% 1,059 5.0% 312 1.5%

* “Did not complete secondary” includes non-completion of primary and intermediate/lower secondary education levels. “Secondary school” attainment includes completion of secondary; high school/secondary diploma. “University and above” attainment includes completion of four (4) or more years of university education or its equivalent. “Unknown” teachers include those whose academic qualification was not reported.

-

1,000

2,000

3,000

4,000

5,000

6,000

7,000

No TeachingCertificate

In-Service CCertificate

Pre-Service CCertificate

AA Certificate Pre-Service BCertificate

In-Service BCertificate

Bsc. InEducation

Unknown TVETCertification

fromAccredited

Inst.

Ms. InEducation

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

In-Service BCertificate

No TeachingCertificate

Pre-ServiceC Certificate

Pre-ServiceB Certificate

TVETCertification

fromAccredited

Inst.

In-Service CCertificate

AACertificate

Ms. InEducation

Unknown Bsc. InEducation

Total

Male Female

52

Number of primary school teachers by academic qualification and gender, 2014

Gender breakdown of primary school teachers by academic qualification, 2014

The vast majority of male and female primary teachers in Liberia were educated through the secondary level (89.5%). Few primary teachers were educated through the university level, although, in the county with the greatest number of teachers

(Montserrado), over 10% were educated to university or above. Margibi has the second largest proportion of teachers who were educated at university level and above (4.5%). River Cess has the highest percentage of primary teachers, 12.4%, who have not completed secondary schooling. At the national level, only 4% of primary teachers have not completed secondary schooling.

Number and % of primary school teachers by source of salary and county, 2014

County Total Government Private Inst. Household Volunteer Unknown Count % total Count % total Count % total Count % total Count % total

Bomi 507 244 48.1% 153 30.2% 9 1.8% 101 19.9% 0 0.0% Bong 1,528 1,053 68.9% 299 19.6% 36 2.4% 122 8.0% 18 1.2% Gbarpolu 390 315 80.8% 30 7.7% 7 1.8% 36 9.2% 2 0.5% Grand Bassa 1,085 490 45.2% 348 32.1% 143 13.2% 100 9.2% 4 0.4% Grand Cape Mount

572 345 60.3% 86 15.0% 18 3.1% 121 21.2% 2 0.3%

Grand Gedeh 723 503 69.6% 132 18.3% 5 0.7% 82 11.3% 1 0.1% Grand Kru 514 414 80.5% 41 8.0% 20 3.9% 39 7.6% 0 0.0%Lofa 1,736 806 46.4% 244 14.1% 474 27.3% 212 12.2% 0 0.0% Margibi 1,507 534 35.4% 759 50.4% 116 7.7% 72 4.8% 26 1.7% Maryland 808 444 55.0% 213 26.4% 42 5.2% 109 13.5% 0 0.0% Montserrado 6,875 1,477 21.5% 4,798 69.8% 273 4.0% 167 2.4% 160 2.3% Nimba 3,129 1,987 63.5% 715 22.9% 98 3.1% 304 9.7% 25 0.8% River Cess 420 300 71.4% 47 11.2% - 0.0% 72 17.1% 1 0.2% River Gee 524 399 76.1% 75 14.3% - 0.0% 50 9.5% 0 0.0% Sinoe 765 561 73.3% 126 16.5% - 0.0% 73 9.5% 5 0.7% Total 21,083 9,872 46.8% 8,066 38.3% 1,241 5.9% 1,660 7.9% 244 1.2%

* Private institutions include firms, religious bodies and NGOs. Household includes family and community. “Unknown” teachers include those whose source of salary was not reported.

Number of primary school teachers by source of salary and gender, 2014

Gender breakdown of primary school teachers by source of salary, 2014

0

2000

4000

6000

8000

10000

12000

14000

16000

18000

Did NotCompleteSecondary

CompletedSecondary

AnyBachelorsDegree

Any MastersDegree or

Above

Unknown

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

- 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000

10,000

Male Female

0%

20%

40%

60%

80%

100%

Male Female

53

The government is responsible for the salaries of fewer than half the teachers in Liberia, with 46.8% of teachers receiving their salary from the government.

Private institutions make up the next most common source for teacher salaries, at 38%. Only in Montserrado do more than 65% of teachers get their salary from private institutions.

Nationally, around 8% of primary teachers in Liberia are volunteers, and in 6 counties over 10% of primary teachers are volunteers.

Over 10% of teachers receive their salaries from households in two counties, Grand Bassa and Lofa. The counties where the lowest percentage of teacher salaries are the responsibility of the government are Montserrado and

Margibi. The government is the source for around 80% of teacher salaries in Gbarpolu and Grand Kru. These counties have the highest

percentage of government salaries in Liberia.

Primary school student-teacher ratio (STR) by county, 2014

County Overall Government Non-Government

Student Teacher STR Student Teacher STR Student Teacher STR Bomi 12,968 507 25.6 9,491 340 27.9 3,477 167 20.8 Bong 30,829 1,528 20.2 24,451 1,163 21.0 6,378 365 17.5 Gbarpolu 8,736 390 22.4 8,072 347 23.3 664 43 15.4 Grand Bassa 24,531 1,085 22.6 12,425 577 21.5 12,106 508 23.8 Grand Cape Mount 14,847 572 26.0 11,932 446 26.8 2,915 126 23.1 Grand Gedeh 12,861 723 17.8 9,722 581 16.7 3,139 142 22.1 Grand Kru 10,385 514 20.2 9,746 456 21.4 639 58 11.0 Lofa 33,303 1,736 19.2 29,527 1,496 19.7 3,776 240 15.7 Margibi 35,215 1,507 23.4 14,981 546 27.4 20,234 961 21.1 Maryland 19,169 808 23.7 13,732 593 23.2 5,437 215 25.3 Montserrado 130,272 6,875 18.9 40,139 1,452 27.6 90,133 5,423 16.6 Nimba 64,481 3,129 20.6 48,236 2,274 21.2 16,245 855 19.0 River Cess 7,348 420 17.5 6,883 374 18.4 465 46 10.1 River Gee 10,258 524 19.6 8,466 418 20.3 1,792 106 16.9 Sinoe 11,426 765 14.9 9,085 642 14.2 2,341 123 19.0 Total 426,629 21,083 20.2 256,888 11,705 21.9 169,741 9,378 18.1

Student-Teacher Ratio (STR) may also be referred to as Pupil-Teacher Ratio or PTR

Primary school student-teacher ratio (STR) by county and ownership, 2014

Primary STR provides a measure of the level of human resources input to education. It presents the number of teachers in relation to the number of students. See section 4.2.1 for the calculation formula.

A high STR suggests that each teacher is responsible for a large number of students. The higher the STR, the lower the relative access of students to teachers. The primary STR in Liberia is 20.8 overall. For government schools it is 21.9 for non-government schools it is 18.1. The overall STR ranges from 26 students per teacher in Grand Cape Mount to 14.9 students per teacher in Sinoe. In government schools, the county with the greatest STR is Margibi at 27.9. Overall there are four counties where the government

school STR is below 20: Grand Gedeh, Sinoe, Lofa, and River Cess. In non-government schools the STR is generally lower than in government schools.

-

5.0

10.0

15.0

20.0

25.0

30.0

Government Non-Government Overall

54

8.2.3. Classrooms

Number of primary school classrooms and student-classroom ratio (SCR) by county and type, 2014 County Total Solid Semi-solid Makeshift Partition Open-Air Other SCR

Bomi 666 209 298 39 116 3 1 25.6 Bong 1,684 451 817 112 157 18 129 24.3 Gbarpolu 519 96 272 95 43 2 11 23.7 Grand Bassa 1,218 380 229 167 428 13 1 40.3 Grand Cape Mount

785 223 280 60 210 3 9 29.5

Grand Gedeh 606 203 250 106 47 - - 28.4 Grand Kru 560 54 142 251 101 10 2 53.0 Lofa 1,811 800 805 98 89 13 6 20.7 Margibi 1,434 616 520 95 183 7 13 31.0 Maryland 761 242 286 145 79 6 3 36.3 Montserrado 5,783 3,629 739 221 1,133 9 52 29.8 Nimba 3,034 637 1,925 247 185 4 36 25.2 River Cess 551 72 289 136 48 - 6 20.4 River Gee 362 102 100 150 8 - 2 50.8 Sinoe 837 242 132 267 184 1 11 30.6 Total 20,611 7,956 7,084 2,189 3,011 89 282 28.4

*Student-Classroom Ratio (SCR) may also be referred to as Pupil-Classroom Ratio or PCR. SCR is calculated as total number of students divided by total number of solid and semi-solid classrooms. See 4.2.2 for further explanation.

Primary school student-classroom ratio (SCR) by county, 2014

% of primary classrooms by type, 2014

-

10.0

20.0

30.0

40.0

50.0

60.0

Solid, 38.6%

Semi Solid, 34.4%

Make-Shift, 10.6%

Partition, 14.6%

Open-Air, 0.4%Other, 1.4%

Primary SCR measures the level of basic facilities available by presenting the number of classrooms in relation to the size of the student population. See section 4.2.2 for the calculation formula.

The higher the SCR, the lower the relative access of students to classrooms, and the greater potential for overcrowding of classrooms.

The lower the SCR, the more conducive an environment is to learning, resulting in improved student performance.

Nationally the SCR for primary schools is 28.4. This means, on average, there are 28 children to a primary school classroom.

Note that the SCR is particularly high in Grand Kru and Grand Bassa, where there are more than 50 students per classroom.

55

Number and % of primary school classrooms by ownership, 2014

Ownership Total With solid and semi-solid

classrooms Without solid and semi-solid

classrooms

SCR Count % total Count % total

Public 11,847 8,526 72.0% 3,321 28.0% 30.1 Private 5,352 3,925 73.3% 1,427 26.7% 26.8 Religious/Mission 2,323 1,810 77.9% 513 22.1% 23.3 Community 1,089 779 71.5% 310 28.5% 28.5 Total 20,611 15,040 73.0% 5,571 27.0% 28.4

*“Unknown” classrooms include those whose numbers of classrooms were not reported.

Number of classrooms by type and ownership, 2014

The majority of classrooms in Liberia (73%) are made from solid or semi-solid materials.

Public schools report the highest number of classrooms (3,321) which are made from non-permanent materials. This means that the classrooms are constructed of make shift materials or, potentially, that class is delivered outside. Schools that have neither solid nor semi-solid classrooms are less able to provide a safe environment conducive to learning.

SCR ranges from 30.1 in public schools to 23.3 in religious/mission schools.

% of primary classrooms by type and ownership, 2014

-

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

Public Private Mission/religious group Community

With Solid or Semi Solid Classrooms Without Solid or Semi Solid Classrooms

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Mission/ religious group Private Public Community Total

With Solid or Semi Solid Classrooms Without Solid or Semi Solid Classrooms

56

8.2.4. Curriculum and instruction

Primary school student-textbook ratio9 (STextR) by county and subject 2014

County Enrollment Language Arts Math Science Social Studies Other

Count STextR Count STextR Count STextR Count STextR Count STextR

Bomi 12,968 3,131 4.1 2,363 5.5 1,691 7.7 1,937 6.7 1,400 9.3 Bong 30,829 18,135 1.7 18,014 1.7 14,272 2.2 15,273 2.0 7,751 4.0 Gbarpolu 8,736 4,502 1.9 3,926 2.2 3,178 2.7 3,333 2.6 1,845 4.7 Grand Bassa 24,531 10,387 2.4 8,452 2.9 7,437 3.3 6,619 3.7 5,884 4.2 Grand Cape Mount

14,847 7,603 2.0 5,022 3.0 4,557 3.3 4,407 3.4 2,297 6.5

Grand Gedeh 12,861 3,716 3.5 3,654 3.5 3,275 3.9 3,165 4.1 1,784 7.2 Grand Kru 10,385 4,267 2.4 3,556 2.9 3,150 3.3 3,481 3.0 1,002 10.4 Lofa 33,303 19,931 1.7 20,101 1.7 16,036 2.1 18,934 1.8 13,418 2.5 Margibi 35,215 5,711 6.2 5,457 6.5 4,278 8.2 4,322 8.1 4,693 7.5 Maryland 19,169 5,510 3.5 5,866 3.3 4,837 4.0 4,890 3.9 1,322 14.5 Montserrado 130,272 38,127 3.4 26,562 4.9 21,236 6.1 17,861 7.3 31,133 4.2 Nimba 64,481 30,812 2.1 28,139 2.3 23,103 2.8 25,708 2.5 6,918 9.3 River Cess 7,348 3,139 2.3 2,105 3.5 1,951 3.8 1,892 3.9 1,144 6.4 River Gee 10,258 5,078 2.0 5,019 2.0 4,451 2.3 4,932 2.1 2,556 4.0 Sinoe 11,426 4,436 2.6 3,633 3.1 3,162 3.6 3,520 3.2 2,450 4.7 Total 426,629 164,485 2.6 141,869 3.0 116,614 3.7 120,274 3.5 85,597 5.0

* Language arts include English, literature, and foreign languages. Mathematics includes arithmetic, algebra, trigonometry, etc. Sciences include general science, physical education, biology, chemistry, and physics. Social studies include civics, history, and geography. Other includes any other books that are not included in categories listed. Unknown includes those textbooks that were not reported.

Primary school student-textbook ratio (STextR) by county and subject (language arts and mathematics), 2014

The student-textbook ratio (STextR) is the ratio of the number of students to the number of textbooks. A STextR of over 1.0 means that there is more than one student per textbook, so textbooks must be shared. By subject, the STextR is lowest for math, science, social studies, and ‘other’ subjects at the primary level. It is 3 for math and

3.7 for science, 3.5 for social studies and 5 for ‘other’ subjects. The counties with the highest STextRs across all subjects are Bomi, Grand Gedeh, Maryland and Margibi. Only 3 counties -- Bong, Gbarpolu, and Lofa -- have STextRs below 2 in any subject, meaning there are fewer than 2 students

for every textbook. Outside of the four main subjects of language arts, math, science and social science, the STextR is much higher, meaning there

are far fewer textbooks per student in these ‘other’ subjects.

Primary school student-textbook ratio (STextR) by grade and subject, 2014

Grade Enrollment Language Arts Math Science Social Studies Other

Count STextR Count STextR Count STextR Count STextR Count STextR

Grade 1 99,369 47,412 2.1 40,279 2.5 26,781 3.7 28,529 3.5 24,600 4.0

Grade 2 80,347 31,826 2.5 28,343 2.8 22,620 3.6 24,152 3.3 15,987 5.0

Grade 3 73,610 28,665 2.6 24,600 3.0 20,506 3.6 21,899 3.4 13,588 5.4

Grade 4 65,854 22,627 2.9 19,109 3.4 18,057 3.6 18,411 3.6 10,663 6.2

Grade 5 56,969 19,519 2.9 16,589 3.4 15,968 3.6 15,593 3.7 9,774 5.8

Grade 6 50,480 16,954 3.0 13,857 3.6 13,723 3.7 12,936 3.9 9,877 5.1 Total 426,629 167,003 2.6 142,777 3.0 117,655 3.6 121,520 3.5 84,489 5.0

* Language arts include English, literature, and foreign languages. Mathematics includes arithmetic, algebra, trigonometry, etc. Sciences include general science, physical education, biology, chemistry, and physics. Social studies include civics, history, and geography. Other includes any other books that are not included in categories listed.

                                                                                 9 The student-textbook ratio (STextR) can also be referred to as the pupil-textbook ratio (PTextR)

-

1.0

2.0

3.0

4.0

5.0

6.0

7.0

Language Arts Math

57

Primary school student-textbook ratio (STextR) by grade and subject (language arts and mathematics), 2014

The general trend is for the STextR to get bigger by grade of primary school.

This trend occurs despite the drop in enrollment numbers, meaning there are many fewer textbooks at upper grades of primary.

The STextR is at its lowest for language arts books and ranges from 2.1 in grade 1 to 3.0 in grade 6, averaging 2.6 across primary grades.

Primary school student-textbook ratio (STextR) by ownership and subject, 2014

Ownership Enrollment Language Arts Math Science Social Studies OtherCount STextR Count STextR Count STextR Count STextR Count STextR

Public 256,888 116,371 2.2 106,242 2.4 84,998 3.0 92,526 2.8 54,791 4.7 Private 105,301 28,457 3.7 21,210 5.0 18,532 5.7 15,772 6.7 16,651 6.3 Religious/Mission 42,222 14,906 2.8 9,662 4.4 9,187 4.6 7,959 5.3 10,220 4.1 Community 22,218 7,269 3.1 5,663 3.9 4,938 4.5 5,263 4.2 2,827 7.9 Total 426,629 167,003 2.6 142,777 3.0 117,655 3.6 121,520 3.5 84,489 5.0

* Language arts include English, literature, and foreign languages. Mathematics includes arithmetic, algebra, trigonometry, etc. Sciences include general science, physical education, biology, chemistry, and physics. Social studies include civics, history, and geography. Other includes any other books that are not included in categories listed. Unknown includes those textbooks that were not included in the list above.

Primary school student-textbook ratio (STextR) by ownership and subject (language arts and mathematics), 2014

The student-textbook ratio (STextR) stays relatively constant across grades and subjects for primary school.

The StextR is lowest in all subjects in public schools.

The STextR is highest in public schools and then mission/religious schools in math.

Number and % of primary schools using national curriculum by county, 2014

County Total Use nat. curriculum Do not use nat.

curriculum Unknown Copies Per

School Count %total Count %total Count %total Bomi 137 117 85.4% 11 8.0% 9 6.6% 4.4 Bong 292 259 88.7% 12 4.1% 21 7.2% 7.1 Gbarpolu 117 91 77.8% 5 4.3% 21 17.9% 3.5 Grand Bassa 272 242 89.0% 16 5.9% 14 5.1% 6.0 Grand Cape Mount

158 147 93.0% 4 2.5% 7 4.4% 5.4

Grand Gedeh 129 108 83.7% 1 0.8% 20 15.5% 5.2 Grand Kru 108 98 90.7% 6 5.6% 4 3.7% 6.2 Lofa 306 301 98.4% 0 0.0% 5 1.6% 10.2 Margibi 251 224 89.2% 6 2.4% 21 8.4% 6.5 Maryland 149 141 94.6% 0 0.0% 8 5.4% 7.8 Montserrado 949 845 89.0% 12 1.3% 92 9.7% 10.7 Nimba 573 512 89.4% 7 1.2% 54 9.4% 6.3 River Cess 117 102 87.2% 8 6.8% 7 6.0% 5.0 River Gee 104 101 97.1% 1 1.0% 2 1.9% 5.4 Sinoe 192 162 84.4% 4 2.1% 26 13.5% 4.7 Total 3,854 3,450 89.5% 93 2.4% 311 8.1% 7.4

Nationally, 89.5% of primary schools use the national curriculum. 93 reporting schools do not use the national curriculum and 311 did not report.

-

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Total

Language Arts Math

-

1.0

2.0

3.0

4.0

5.0

6.0

Private Community Mission/religiousgroup

Public Total

Language Arts Math

58

Average copies of national curriculum textbooks per school by county, 2014

8.2.5. Facilities

Number of primary schools with and without access to water by county, 2014

County Total Pipe Pump Creek/River Facility in need of repair No access Unknown

Bomi 137 - 81 15 23 24 12 Bong 292 2 115 36 42 96 26 Gbarpolu 117 - 28 40 15 20 19 Grand Bassa 272 4 127 81 35 36 19 Grand Cape Mount 158 3 71 36 22 28 8 Grand Gedeh 129 - 66 15 15 23 13 Grand Kru 108 - 12 49 10 28 14 Lofa 306 1 125 40 51 103 19 Margibi 251 10 113 27 22 57 32 Maryland 149 - 73 17 12 39 15Montserrado 949 163 441 18 90 221 88 Nimba 573 4 206 41 80 213 66 River Cess 117 - 28 56 8 22 7 River Gee 104 - 30 33 7 23 13 Sinoe 192 - 54 92 17 19 20 Total 3,854 187 1,570 596 449 952 371

Inadequate access to drinking water can lead to students not attending or underperforming in school. 23% of primary schools do not have access to water. The percentage of schools that have access to water by county varies widely. The percentage of schools with no access to water ranges from 37.2% in Nimba to 9.9% in Sinoe. The percentage of schools whose access to water is unknown is 10% nationally.

Number of primary schools with access to water by county, 2014

-

2.0

4.0

6.0

8.0

10.0

12.0

Copies of the National Curriculum Per School

- 200 400 600 800

1,000 1,200 1,400 1,600 1,800

Pump No access Creek/ River Facilitiy in need ofrepair

Unknown Pipe

Number of schools

59

% of primary schools with access to water by county, 2014

Number and % of primary schools with and without access to a latrine by county, 2014

County Total Functioning Latrine Latrine in need of

repair No latrine Unknown

Count % total Count % total Count % total Count % total Bomi 137 78 56.9% 26 19.0% 24 17.5% 9 6.6% Bong 292 99 33.9% 60 20.5% 71 24.3% 62 21.2% Gbarpolu 117 27 23.1% 12 10.3% 38 32.5% 40 34.2% Grand Bassa 272 111 40.8% 22 8.1% 118 43.4% 21 7.7% Grand Cape Mount

158 69 43.7% 37 23.4% 16 10.1% 36 22.8%

Grand Gedeh 129 66 51.2% 14 10.9% 16 12.4% 33 25.6% Grand Kru 108 21 19.4% 2 1.9% 80 74.1% 5 4.6% Lofa 306 143 46.7% 50 16.3% 104 34.0% 9 2.9% Margibi 251 130 51.8% 29 11.6% 46 18.3% 46 18.3% Maryland 149 88 59.1% 11 7.4% 43 28.9% 7 4.7% Montserrado 949 625 65.9% 107 11.3% 61 6.4% 156 16.4% Nimba 573 235 41.0% 77 13.4% 149 26.0% 112 19.5% River Cess 117 27 23.1% 2 1.7% 62 53.0% 26 22.2% River Gee 104 43 41.3% 6 5.8% 33 31.7% 22 21.2% Sinoe 192 50 26.0% 5 2.6% 88 45.8% 49 25.5% Total 3,854 1,812 47.0% 460 11.9% 949 24.6% 633 16.4%

Number of primary schools with access to a latrine by county, 2014

Pump38%

No access23%

Creek/ River14%

Facilitiy in need of repair

11%

Unknown9%

Pipe5%

-

100

200

300

400

500

600

700

Functioning Latrine Latrine in need of repair No Latrine

60

Number of primary schools with latrines by type and county, 2014

County Schools* Boys only latrine Girls only latrine

Count % total Count % total Bomi 137 51 37.2% 52 38.0% Bong 292 96 32.9% 95 32.5% Gbarpolu 117 19 16.2% 20 17.1% Grand Bassa 272 100 36.8% 100 36.8% Grand Cape Mount 158 76 48.1% 72 45.6% Grand Gedeh 129 61 47.3% 59 45.7% Grand Kru 108 27 25.0% 27 25.0% Lofa 306 103 33.7% 105 34.3% Margibi 251 112 44.6% 111 44.2% Maryland 149 63 42.3% 62 41.6% Montserrado 949 528 55.6% 527 55.5% Nimba 573 215 37.5% 213 37.2% River Cess 117 23 19.7% 22 18.8% River Gee 104 42 40.4% 38 36.5% Sinoe 192 40 20.8% 39 20.3% Total 3,854 1,556 40.4% 1,542 40.0%

* This is the total number of primary schools. It does not equal to the sum of boys only latrine and girls only latrine. ** This section includes only schools which responded to this section.

Breakdown of primary schools with latrines by type, 2014

% of primary schools with latrines by type, 2014

Inadequate access to toilet facilities can lead to student illness, underperformance and non-attendance in schools. Greater access to toilet facilities provides an environment more conducive to learning, especially for female students.

The percentage of public primary schools with no latrine is 25% nationally. Montserrado is the only county where a greater number of primary schools have access to toilet facilities than those that do not.

0%10%20%30%40%50%60%70%80%90%

100%

Functioning Latrine Latrine in need of repair No Latrine Unknown

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Boys Only Latrine Girls Only Latrine

61

Number and % of primary schools with a library by county, 2014

County Schools Library No Library Unknown Count % total Count % total Count % total

Bomi 137 10 7.3% 124 90.5% 3 2.2% Bong 292 29 9.9% 209 71.6% 54 18.5% Gbarpolu 117 1 0.9% 103 88.0% 13 11.1% Grand Bassa 272 5 1.8% 261 96.0% 6 2.2% Grand Cape Mount 158 8 5.1% 135 85.4% 15 9.5% Grand Gedeh 129 6 4.7% 82 63.6% 41 31.8% Grand Kru 108 1 0.9% 100 92.6% 7 6.5% Lofa 306 15 4.9% 283 92.5% 8 2.6% Margibi 251 18 7.2% 159 63.3% 74 29.5% Maryland 149 2 1.3% 145 97.3% 2 1.3% Montserrado 949 185 19.5% 590 62.2% 174 18.3% Nimba 573 27 4.7% 423 73.8% 123 21.5% River Cess 117 5 4.3% 93 79.5% 19 16.2% River Gee 104 1 1.0% 87 83.7% 16 15.4%Sinoe 192 3 1.6% 160 83.3% 29 15.1% Total 3,854 316 8.2% 2,954 76.6% 584 15.2%

Number of primary schools with a library by county, 2014

% of primary schools with a library by county, 2014

Nationally, 8% of primary schools have a library. There are three counties nationally (Gbarpolu, Grand Kru, and River Gee) which all state that they have only one library.

-

100

200

300

400

500

600

700

Library No Library Unknown

0%10%20%30%40%50%60%70%80%90%

100%

Library No Library Unknown

62

Number and % of primary schools with a surrounding wall/fence by county, 2014

% of primary schools with a surrounding wall/fence by county, 2014

A school wall/fence around the school can discourage students from wandering off, keep away strangers, and create a safe and secure environment conducive to learning.

68.7% of primary schools in Liberia do not have a surrounding wall or fence. In four counties, fewer than 5% of schools have a surrounding wall or fence. These counties are Bong, Gbarpolu, River Cess,

and River Gee.

Number and % of primary schools with access to facilities by county, 2014

County Schools Electricity School Nurse Handwash Facility Computer Lab Count % total Count % total Count % total Count % total

Bomi 137 3 2.2% 1 0.7% 14 10.2% 1 0.7% Bong 292 1 0.3% 4 1.4% 28 9.6% 7 2.4% Gbarpolu 117 - 0.0% - 0.0% 6 5.1% 2 1.7% Grand Bassa 272 6 2.2% 7 2.6% 27 9.9% 6 2.2% Grand Cape Mount 158 3 1.9% - 0.0% 42 26.6% 2 1.3% Grand Gedeh 129 6 4.7% 2 1.6% 23 17.8% 4 3.1% Grand Kru 108 - 0.0% - 0.0% 4 3.7% - 0.0% Lofa 306 2 0.7% 9 2.9% 26 8.5% 2 0.7% Margibi 251 9 3.6% 7 2.8% 46 18.3% 14 5.6% Maryland 149 2 1.3% 1 0.7% 38 25.5% 2 1.3% Montserrado 949 130 13.7% 58 6.1% 306 32.2% 137 14.4% Nimba 573 8 1.4% 14 2.4% 87 15.2% 14 2.4% River Cess 117 2 1.7% 4 3.4% 7 6.0% 2 1.7% River Gee 104 - 0.0% 1 1.0% 22 21.2% - 0.0% Sinoe 192 3 1.6% 2 1.0% 8 4.2% 1 0.5% Total 3,854 175 4.5% 110 2.9% 684 17.7% 194 5.0%

*Access to electricity is determined by those schools that have access to a functioning generator.

8.2% 15.1% 2.3% 1.3%4.4% 15.5% 10.5%

2.8%9.9% 5.5% 7.6% 9.6% 12.0% 23.9%

9.4% 8.9%

0%10%20%30%40%50%60%70%80%90%

100%

Surrounding Wall No Surrounding Wall Walls in need of repair Unknown

County Schools Surrounding wall/fence

No surrounding wall/fence

Walls in need of repair

Unknown

Count % total Count % total % total % total Count % total Bomi 137 12 8.8% 109 79.6% 10 7.3% 6 4.4% Bong 292 9 3.1% 230 78.8% 18 6.2% 35 12.0% Gbarpolu 117 3 2.6% 80 68.4% 6 5.1% 28 23.9% Grand Bassa 272 14 5.1% 228 83.8% 15 5.5% 15 5.5%Grand Cape Mount 158 8 5.1% 127 80.4% 11 7.0% 12 7.6% Grand Gedeh 129 11 8.5% 89 69.0% 9 7.0% 20 15.5% Grand Kru 108 8 7.4% 90 83.3% 7 6.5% 3 2.8% Lofa 306 32 10.5% 231 75.5% 36 11.8% 7 2.3% Margibi 251 27 10.8% 162 64.5% 24 9.6% 38 15.1%Maryland 149 15 10.1% 121 81.2% 11 7.4% 2 1.3% Montserrado 949 338 35.6% 437 46.0% 96 10.1% 78 8.2% Nimba 573 47 8.2% 407 71.0% 59 10.3% 60 10.5% River Cess 117 - 0.0% 104 88.9% 2 1.7% 11 9.4% River Gee 104 4 3.8% 79 76.0% 11 10.6% 10 9.6%Sinoe 192 11 5.7% 153 79.7% 9 4.7% 19 9.9% Total 3,854 539 14.0% 2,647 68.7% 324 8.4% 344 8.9%

63

The vast majority of primary schools do not have access to electricity. There are only 175 primary schools across all the counties that report having access to electricity. Three counties do not have any schools with access to electricity (Gbarpolu, Grand Kru, and River Gee). The county reporting the greatest number of primary schools with access to electricity is Montserrado with 130. Nationally, around 5% of primary schools have a computer lab. Montserrado reports the greatest number of schools with computer labs at 137.

8.2.6. Management Number and % of primary schools with a functioning parent teacher association (PTA) by county, 2014

County Schools Functioning PTA No PTA Unknown

Count % total Count % total Count % total Bomi 137 127 92.7% 8 5.8% 2 1.5%

Bong 292 244 83.6% 35 12.0% 13 4.5%

Gbarpolu 117 106 90.6% 6 5.1% 5 4.3% Grand Bassa 272 251 92.3% 16 5.9% 5 1.8%

Grand Cape Mount 158 151 95.6% 4 2.5% 3 1.9%

Grand Gedeh 129 110 85.3% 11 8.5% 8 6.2% Grand Kru 108 86 79.6% 13 12.0% 9 8.3%

Lofa 306 287 93.8% 17 5.6% 2 0.7%

Margibi 251 234 93.2% 9 3.6% 8 3.2% Maryland 149 138 92.6% 6 4.0% 5 3.4%

Montserrado 949 798 84.1% 126 13.3% 25 2.6%

Nimba 573 514 89.7% 24 4.2% 35 6.1% River Cess 117 103 88.0% 12 10.3% 2 1.7%

River Gee 104 103 99.0% 1 1.0% - 0.0%

Sinoe 192 147 76.6% 38 19.8% 7 3.6% Total 3,854 3,399 88.2% 326 8.5% 129 3.3%

% of primary schools with a functioning PTA, 2014

% of primary schools with a functioning PTA by no. of meetings a year, 2014

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PTA No PTA Unknown

Unknown6%

Zero0% Once

2%

Twice11%

Three Times20%

Four or More61%

% of primary schools with access to facilities by county, 2014

0%

20%

40%

60%

80%

100%

Electricity School Nurse Handwash Facility Computer Lab

Access No Access

64

Number and % of primary schools with a functioning school management committee by county, 2014

County Schools Functioning SMC No SMC Unknown Count % total Count % total Count % total

Bomi 137 83 60.6% 49 35.8% 5 3.6% Bong 292 79 27.1% 184 63.0% 29 9.9% Gbarpolu 117 70 59.8% 33 28.2% 14 12.0% Grand Bassa 272 84 30.9% 177 65.1% 11 4.0% Grand Cape Mount 158 72 45.6% 78 49.4% 8 5.1% Grand Gedeh 129 55 42.6% 58 45.0% 16 12.4% Grand Kru 108 33 30.6% 58 53.7% 17 15.7% Lofa 306 91 29.7% 186 60.8% 29 9.5% Margibi 251 168 66.9% 56 22.3% 27 10.8% Maryland 149 46 30.9% 88 59.1% 15 10.1% Montserrado 949 462 48.7% 386 40.7% 101 10.6% Nimba 573 170 29.7% 338 59.0% 65 11.3% River Cess 117 32 27.4% 81 69.2% 4 3.4% River Gee 104 87 83.7% 13 12.5% 4 3.8% Sinoe 192 39 20.3% 136 70.8% 17 8.9% Total 3,854 1,571 40.8% 1,921 49.8% 362 9.4%

% of primary schools with a functioning school board, 2014

At the national level, 88.2% of primary schools have a functioning parent teacher association (PTA). Among schools with a functioning PTA, 61% meet four or more times in a year. 49% of schools do not have a school management committee. 40% of schools do have a functioning school management committee.

8.3. Student Flow10 8.3.1 Promotion rate

Primary school promotion rate by county and grade, 2013-2014 County Grade 1-2 Grade 2-3 Grade 3-4 Grade 4-5 Grade 5-6 Bomi 59.8% 85.2% 66.3% 78.2% 58.5% Bong 59.0% 65.2% 59.2% 62.0% 65.3% Gbarpolu 52.0% 66.5% 56.7% 49.1% 52.6% Grand Bassa 37.2% 48.6% 45.2% 32.6% 31.7% Grand Cape Mount 53.5% 66.8% 69.2% 64.3% 61.4% Grand Gedeh 45.9% 61.5% 54.5% 56.4% 47.9% Grand Kru 61.2% 69.7% 68.8% 72.4% 71.6% Lofa 61.3% 71.9% 69.3% 69.2% 69.9% Margibi 75.9% 81.8% 80.6% 74.8% 71.0% Maryland 61.6% 64.6% 65.8% 58.6% 64.4% Montserrado 69.8% 76.2% 80.8% 78.9% 87.1% Nimba 56.8% 64.3% 63.4% 60.9% 64.8% River Cess 52.6% 66.0% 59.7% 62.2% 67.3% River Gee 70.0% 69.8% 75.4% 66.3% 71.2% Sinoe 53.1% 66.7% 63.5% 56.2% 62.7% Average 56.5% 65.4% 62.7% 60.1% 61.3%

                                                                                 

10 As all rates have been affected by the increase in coverage of schools between 2013 and 2014 from 2,849 to 4,038, the promotion rates were calculated for only public schools which were recorded within both the 2013 and 2014 Annual School Census.

0%10%20%30%40%50%60%70%80%90%

100%

School Management Committee No School Management Committee Unknown

65

Primary school promotion rate for male by county and grade, 2013-2014

County Grade 1-2 Grade 2-3 Grade 3-4 Grade 4-5 Grade 5-6 Bomi 61.4% 87.4% 71.1% 77.2% 59.3% Bong 61.1% 67.1% 60.0% 65.1% 61.7% Gbarpolu 54.0% 66.2% 57.0% 48.5% 53.0% Grand Bassa 39.5% 52.8% 47.6% 36.1% 34.0% Grand Cape Mount 53.9% 70.8% 64.7% 68.4% 62.6% Grand Gedeh 45.9% 64.9% 58.9% 60.1% 52.1% Grand Kru 61.0% 70.5% 67.4% 72.2% 74.4% Lofa 61.9% 71.3% 69.7% 70.3% 70.3% Margibi 80.7% 82.3% 82.7% 81.1% 73.9% Maryland 62.5% 66.1% 64.9% 57.9% 60.9% Montserrado 67.2% 76.7% 80.5% 79.2% 89.7% Nimba 57.9% 66.2% 64.6% 60.7% 65.2% River Cess 54.6% 67.3% 61.1% 60.4% 72.5% River Gee 72.2% 72.2% 75.8% 69.6% 75.2% Sinoe 55.4% 68.1% 66.1% 55.6% 64.1% Average 57.9% 67.2% 63.6% 61.4% 62.1%

Primary school promotion rate for female by county and grade, 2013-2014

County Grade 1-2 Grade 2-3 Grade 3-4 Grade 4-5 Grade 5-6 Bomi 58.0% 82.7% 60.7% 79.4% 57.4% Bong 56.3% 62.9% 58.1% 58.3% 70.7% Gbarpolu 49.5% 66.9% 56.2% 49.8% 52.0% Grand Bassa 34.4% 43.0% 42.2% 28.2% 28.7% Grand Cape Mount 53.0% 62.3% 75.3% 60.0% 59.9% Grand Gedeh 45.8% 57.5% 49.5% 52.0% 42.8% Grand Kru 61.5% 68.7% 70.8% 72.6% 67.2% Lofa 60.7% 72.5% 68.8% 67.9% 69.3% Margibi 71.0% 81.2% 78.4% 67.8% 67.9% Maryland 60.5% 62.9% 67.0% 59.6% 69.4% Montserrado 72.6% 75.6% 81.1% 78.6% 84.3% Nimba 55.4% 62.0% 61.9% 61.1% 64.3% River Cess 50.0% 64.3% 57.9% 65.0% 59.6% River Gee 67.2% 66.7% 74.8% 61.2% 65.0% Sinoe 50.6% 65.0% 60.0% 56.9% 60.7% Average 55.0% 63.3% 61.5% 58.4% 60.4%

Primary school promotion rate by grade and gender, 2013-2014

On average, the primary school promotion rates range from 57% to 65%. The promotion rates for female students are lower than those for male students for each grade level. At the county level, Grand Bassa has the lowest promotion rate from Grade 1 to Grade 2 for all students, at 37%. In contrast,

the rate for Margibi amounts to 76%. Similarly, the promotion rates for other grades vary greatly among different counties.

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Grade 1-2 Grade 2-3 Grade 3-4 Grade 4-5 Grade 5-6

Male Female Average

66

8.3.2 Repetition rate11

Primary school repetition rate by county and grade, 2013-2014 County Grade 1-2 Grade 2-3 Grade 3-4 Grade 4-5 Grade 5-6 Bomi 15.2% 10.3% 8.7% 10.0% 6.9% Bong 14.1% 9.3% 8.6% 7.4% 7.0% Gbarpolu 12.3% 8.4% 6.2% 6.5% 6.2% Grand Bassa 11.6% 9.1% 8.1% 4.9% 3.2% Grand Cape Mount 14.9% 12.8% 12.3% 12.0% 10.9% Grand Gedeh 11.6% 8.6% 7.4% 6.5% 4.9% Grand Kru 21.7% 15.7% 12.9% 16.1% 13.8% Lofa 14.2% 12.2% 11.8% 10.0% 8.7% Margibi 14.3% 7.5% 8.0% 5.8% 5.1% Maryland 12.2% 12.8% 13.5% 11.0% 14.5% Montserrado 12.0% 7.7% 7.7% 8.1% 8.0% Nimba 14.3% 9.7% 9.1% 7.3% 7.2% River Cess 15.4% 13.1% 9.0% 7.9% 7.5% River Gee 13.8% 13.3% 11.7% 8.1% 9.0% Sinoe 14.7% 6.2% 6.3% 3.9% 4.0% Average 13.7% 9.9% 9.1% 7.8% 7.2%

Primary school repetition rate for male by county and grade, 2013-2014

County Grade 1-2 Grade 2-3 Grade 3-4 Grade 4-5 Grade 5-6 Bomi 15.8% 9.6% 8.2% 10.1% 7.5% Bong 14.3% 9.2% 8.2% 7.2% 6.3%Gbarpolu 12.9% 8.5% 5.7% 6.0% 5.7% Grand Bassa 12.8% 9.3% 8.7% 5.6% 3.3% Grand Cape Mount 14.9% 12.9% 11.0% 10.8% 11.4% Grand Gedeh 12.2% 8.7% 6.6% 7.4% 4.9% Grand Kru 22.0% 15.8% 14.2% 15.8% 12.8% Lofa 13.7% 11.1% 11.5% 9.5% 8.1% Margibi 15.5% 7.1% 8.8% 4.9% 4.7% Maryland 12.3% 12.1% 11.6% 11.1% 14.0% Montserrado 11.6% 8.2% 7.8% 7.6% 8.6% Nimba 14.6% 9.4% 8.7% 6.9% 6.9% River Cess 16.2% 11.6% 8.3% 7.1% 6.9% River Gee 14.9% 13.2% 12.5% 9.2% 8.1% Sinoe 16.5% 7.0% 5.9% 4.0% 4.6% Average 14.1% 9.8% 8.9% 7.6% 7.0%

Primary school repetition rate for female by county and grade, 2013-2014

County Grade 1-2 Grade 2-3 Grade 3-4 Grade 4-5 Grade 5-6 Bomi 14.4% 11.2% 9.3% 9.9% 6.1% Bong 14.0% 9.3% 9.1% 7.8% 8.0% Gbarpolu 11.7% 8.2% 6.8% 7.3% 6.9% Grand Bassa 10.2% 8.8% 7.4% 3.9% 2.9% Grand Cape Mount 14.8% 12.8% 14.1% 13.2% 10.3% Grand Gedeh 11.0% 8.5% 8.3% 5.5% 5.0% Grand Kru 21.2% 15.5% 11.1% 16.5% 15.3% Lofa 14.7% 13.5% 12.1% 10.7% 9.4% Margibi 12.9% 8.0% 7.3% 6.7% 5.6% Maryland 12.0% 13.7% 16.1% 10.7% 15.2% Montserrado 12.5% 7.2% 7.5% 8.7% 7.4% Nimba 14.0% 10.0% 9.4% 7.9% 7.6%River Cess 14.4% 15.2% 9.9% 9.3% 8.5% River Gee 12.4% 13.3% 10.6% 6.4% 10.5% Sinoe 12.6% 5.3% 6.7% 3.9% 3.0% Average 13.2% 10.1% 9.3% 8.0% 7.4%

                                                                                 11 As all rates have been affected by the increase in coverage of schools between 2013 and 2014 from 2,849 to 4,038, the repetition rates were calculated for only public schools which were recorded within both the 2013 and 2014 Annual School Census.

67

Primary school repetition rate by grade and gender, 2013-2014

Repetition rates can demonstrate the efficiency of the educational system. The high repetition rate is ultimately costly to the government as students spend longer time completing school.

At the national level, primary school repetition rates stay between 7% and 14% for each grade. Noticeably, the repetition rate is the highest for Grade 1-2, and gradually decreases as the grade levels become higher.

By gender disaggregation, females have a slightly higher repetition rate than males between almost all grades (with the exception of Grade 1-2).

It is noteworthy that Grand Kru has the highest repetition rates for all grades. The repetition rate for Grade 1-2 is as high as 22% for example.

8.3.3 Dropout rate12

Primary school dropout rate by county and grade, 2013-2014

County Grade 1-2 Grade 2-3 Grade 3-4 Grade 4-5 Grade 5-6 Bomi 25.0% 4.4% 25.0% 11.8% 34.7% Bong 26.9% 25.5% 32.2% 30.5% 27.7% Gbarpolu 35.7% 25.1% 37.1% 44.4% 41.2% Grand Bassa 51.2% 42.3% 46.6% 62.5% 65.2%Grand Cape Mount 31.6% 20.4% 18.4% 23.7% 27.7% Grand Gedeh 42.5% 29.9% 38.1% 37.1% 47.1% Grand Kru 17.1% 14.6% 18.3% 11.6% 14.6% Lofa 24.4% 15.9% 18.9% 20.8% 21.5% Margibi 9.8% 10.7% 11.4% 19.4% 23.9% Maryland 26.2% 22.6% 20.7% 30.4% 21.1% Montserrado 18.1% 16.1% 11.5% 12.9% 4.9% Nimba 28.6% 26.0% 27.6% 31.8% 28.0% River Cess 32.0% 20.8% 31.3% 29.9% 25.1% River Gee 16.2% 17.0% 12.9% 25.6% 19.8% Sinoe 32.2% 27.1% 30.3% 39.9% 33.4% Average 29.8% 24.7% 28.3% 32.2% 31.5%

Primary school dropout rate for male by county and grade, 2013-2014

County Grade 1-2 Grade 2-3 Grade 3-4 Grade 4-5 Grade 5-6 Bomi 22.8% 3.0% 20.6% 12.7% 33.1% Bong 24.7% 23.7% 31.8% 27.8% 32.0% Gbarpolu 33.1% 25.3% 37.3% 45.5% 41.3% Grand Bassa 47.7% 37.9% 43.7% 58.4% 62.6%Grand Cape Mount 31.1% 16.3% 24.3% 20.8% 26.0% Grand Gedeh 41.9% 26.3% 34.5% 32.5% 43.0% Grand Kru 17.0% 13.7% 18.4% 12.0% 12.8% Lofa 24.3% 17.6% 18.8% 20.2% 21.6% Margibi 3.8% 10.6% 8.5% 14.0% 21.4% Maryland 25.2% 21.9% 23.5% 31.0% 25.1% Montserrado 21.2% 15.1% 11.7% 13.2% 1.7% Nimba 27.5% 24.3% 26.7% 32.4% 28.0% River Cess 29.1% 21.1% 30.6% 32.5% 20.6% River Gee 12.9% 14.6% 11.7% 21.2% 16.7% Sinoe 28.1% 24.9% 27.9% 40.4% 31.3% Average 28.0% 23.1% 27.5% 31.0% 30.9%

                                                                                 12 As all rates have been affected by the increase in coverage of schools between 2013 and 2014 from 2,849 to 4,038, the dropout rates were calculated for only public schools which were recorded within both the 2013 and 2014 Annual School Census.

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

Grade 1‐2 Grade 2‐3 Grade 3‐4 Grade 4‐5 Grade 5‐6

Male Female Average

68

Primary school dropout rate for female by county and grade, 2013-2014 County Grade 1-2 Grade 2-3 Grade 3-4 Grade 4-5 Grade 5-6 Bomi 27.5% 6.1% 30.0% 10.8% 36.5%Bong 29.7% 27.8% 32.7% 33.9% 21.2% Gbarpolu 38.8% 24.9% 36.9% 42.8% 41.1% Grand Bassa 55.3% 48.2% 50.3% 68.0% 68.4% Grand Cape Mount 32.2% 24.8% 10.7% 26.8% 29.7% Grand Gedeh 43.2% 34.0% 42.1% 42.5% 52.2% Grand Kru 17.3% 15.8% 18.1% 10.9% 17.5% Lofa 24.6% 14.0% 19.1% 21.4% 21.3% Margibi 16.1% 10.8% 14.4% 25.5% 26.5% Maryland 27.5% 23.4% 16.9% 29.6% 15.4% Montserrado 14.9% 17.1% 11.3% 12.7% 8.3% Nimba 30.6% 28.0% 28.7% 31.0% 28.1% River Cess 35.6% 20.4% 32.2% 25.6% 31.9% River Gee 20.4% 19.9% 14.6% 32.3% 24.5% Sinoe 36.8% 29.7% 33.3% 39.2% 36.3% Average 31.8% 26.6% 29.2% 33.6% 32.2%

Public primary school dropout rate by grade and gender, 2012-2014

The primary dropout rates fluctuate drastically between grades and counties. At the national level, the dropout rate ranges from 25% (for Grade 2-3) to 32% (for Grade 4-5).

The dropout rates for female students are higher than those for male students for all grades nationally. The dropout rates in Grand Bassa county are noticeably high across all grades. It is 51% for Grade 1-2, and 65% at Grade 5-6

for example.

   

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

Grade 1-2 Grade 2-3 Grade 3-4 Grade 4-5 Grade 5-6

Male Female Average

69

9.0. Secondary Schools 9.1. Access 9.1.1. Enrollment

Number of secondary school students by county and grade, 2014 County Total Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Bomi 3,664 1,029 739 626 586 398 286 Bong 10,302 2,700 2,243 2,007 1,309 1,131 912 Gbarpolu 1,295 453 338 242 127 81 54 Grand Bassa 6,616 1,834 1,405 1,098 919 713 647 Grand Cape Mount 2,806 877 664 533 412 215 105 Grand Gedeh 5,151 1,255 1,046 858 745 680 567 Grand Kru 2,087 701 578 366 169 142 131 Lofa 12,143 2,924 2,416 2,263 1,851 1,471 1,218 Margibi 15,823 3,787 3,292 2,750 2,509 1,974 1,511 Maryland 6,891 1,631 1,330 1,107 1,170 942 711 Montserrado 90,236 19,074 17,490 15,746 13,599 12,240 12,087 Nimba 22,022 5,827 4,759 3,999 2,962 2,390 2,085 River Cess 671 236 159 124 80 37 35 River Gee 2,206 646 613 358 298 166 125 Sinoe 2,586 763 524 436 326 300 237 Total 184,499 43,737 37,596 32,513 27,062 22,880 20,711

Number of secondary school students by grade and gender, 2014

% of secondary school students by grade and gender, 2014

-

5,000

10,000

15,000

20,000

25,000

Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Total

Male Female

70

Number of secondary school students by county and gender, 2014

% of secondary school students by county and gender, 2014

There are 184,499 secondary students reporting in Liberia in 2014. The counties reporting the greatest number are Montserrado (90,236) and Nimba (22,022).

Similar to primary, the number of students reporting by grade declines throughout the cycle, it more than halves from 43,737 in grade 7 to 20,711 in grade 12.

The percentage of students who are male is greater in every grade of secondary overall, 45% of the secondary school population is female.

The number of females reporting in 2014 is less than the number of males in every county at the secondary level in Liberia. The percentage of females ranges from 49.5% in Montserrado to 33.5% in River Cess. In 6 counties the percentage of female secondary students is less than 40%.

Number and % of secondary students by ownership and grade, 2014

Ownership Total Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Public 84,468 22,536 18,541 15,294 11,597 9,168 7,332 Private 54,081 12,656 11,040 9,823 7,729 6,588 6,245 Religious/Mission 41,587 7,384 7,048 6,710 7,107 6,628 6,710 Community 4,363 1,161 967 686 629 496 424 Total 184,499 43,737 37,596 32,513 27,062 22,880 20,711

-

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

50,000

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Male Female

71

Number of secondary students by ownership and gender, 2014

% of secondary students by ownership and gender, 2014

Similar to primary school, the greatest number of secondary students is in public schools. However, there are a greater proportion of secondary students in schools other than public. The percentage of secondary

students enrolled in non-public schools is over 50%. Also differing from primary school, the ownership type that enrolls the second largest number of secondary students is private

schools.

Secondary school gross enrollment rate (GER) by county and gender, 2014

County Total Male Female

Ages 12-17 pop

All ages enrolled GER Ages 12-

17 popAll ages enrolled GER Ages 12-

17 pop All ages enrolled GER

Bomi 11,170 3,664 32.8% 6,043 2,043 33.8% 5,127 1,621 31.6% Bong 45,776 10,302 22.5% 24,347 5,959 24.5% 21,429 4,343 20.3% Gbarpolu 13,756 1,295 9.4% 7,296 815 11.2% 6,460 480 7.4% Grand Bassa 28,588 6,616 23.1% 15,008 3,943 26.3% 13,580 2,673 19.7% Grand Cape Mount 19,783 2,806 14.2% 10,615 1,585 14.9% 9,167 1,221 13.3% Grand Gedeh 24,699 5,151 20.9% 13,403 3,068 22.9% 11,295 2,083 18.4% Grand Kru 9,978 2,087 20.9% 5,539 1,369 24.7% 4,438 718 16.2% Lofa 43,223 12,143 28.1% 22,619 7,354 32.5% 20,605 4,789 23.2% Margibi 33,790 15,823 46.8% 16,947 8,730 51.5% 16,843 7,093 42.1% Maryland 28,204 6,891 24.4% 15,103 4,040 26.8% 13,101 2,851 21.8% Montserrado 207,623 90,236 43.5% 96,476 45,565 47.2% 111,147 44,671 40.2% Nimba 78,876 22,022 27.9% 42,240 12,565 29.7% 36,637 9,457 25.8% River Cess 10,931 671 6.1% 6,040 446 7.4% 4,892 225 4.6% River Gee 12,128 2,206 18.2% 6,709 1,433 21.4% 5,419 773 14.3% Sinoe 16,721 2,586 15.5% 9,442 1,707 18.1% 7,279 879 12.1% Total 585,246 184,499 31.5% 297,827 100,622 33.8% 287,419 83,877 29.2%

-

10,000

20,000

30,000

40,000

50,000

60,000

Public Private Mission/ religious group Community

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Public Community Private Mission/ religious group Total

Male Female

72

Secondary school gross enrollment rate (GER) by county and gender, 2014

Junior high school gross enrollment rate (GER) by county and level, 2014

Senior high school gross enrollment rate (GER) by county and level, 2014

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Male Female

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Male Female

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

Male Female

73

Secondary school net enrollment rate (NER) by county and gender, 2014

County

Total Male Female

Ages 12-17 pop

Ages 12-17

enrolledNER Ages 12-

17 pop

Ages 12-17

enrolledNER Ages 12-

17 pop

Ages 12-17

enrolledNER

Bomi 11,170 1,859 16.6% 6,043 1,057 17.5% 5,127 802 15.6% Bong 45,776 3,670 8.0% 24,347 1,917 7.9% 21,429 1,753 8.2% Gbarpolu 13,756 543 3.9% 7,296 324 4.4% 6,460 219 3.4% Grand Bassa 28,588 2,552 8.9% 15,008 1,470 9.8% 13,580 1,082 8.0% Grand Cape Mount 19,783 1,524 7.7% 10,615 839 7.9% 9,167 685 7.5% Grand Gedeh 24,699 1,744 7.1% 13,403 1,002 7.5% 11,295 742 6.6% Grand Kru 9,978 927 9.3% 5,539 622 11.2% 4,438 305 6.9% Lofa 43,223 4,648 10.8% 22,619 2,767 12.2% 20,605 1,881 9.1% Margibi 33,790 8,258 24.4% 16,947 4,457 26.3% 16,843 3,801 22.6% Maryland 28,204 2,140 7.6% 15,103 1,172 7.8% 13,101 968 7.4% Montserrado 207,623 52,370 25.2% 96,476 25,557 26.5% 111,147 26,813 24.1% Nimba 78,876 7,925 10.0% 42,240 4,482 10.6% 36,637 3,443 9.4% River Cess 10,931 193 1.8% 6,040 139 2.3% 4,892 54 1.1% River Gee 12,128 674 5.6% 6,709 396 5.9% 5,419 278 5.1% Sinoe 16,721 961 5.7% 9,442 590 6.2% 7,279 371 5.1% Total 585,246 89,988 15.4% 297,827 46,791 15.7% 287,419 43,197 15.0%

Secondary school net enrollment rate (NER) by county and gender, 2014

Junior high school net enrollment rate (NER) by county and gender, 2014

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

Male Female

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

Male Female

74

Senior high school net enrollment rate (NER) by county and gender, 2014

The secondary NER is the portion of secondary school age children who are enrolled in secondary school. If all children of secondary school age are enrolled in secondary school, the secondary NER is 100%. By definition, the NER cannot exceed 100%. See Section 4.1.5 for the calculation formula.

The net enrollment rate (NER) at the secondary level is 15.4%. The county with the lowest NER is River Cess with less than 2%. Counties where the secondary NER are highest include Margibi (24.4%) and Montserrado (25.2%) At the national level, there is near gender parity for NER with 15.7% and 15% for females.

9.1.2. Overage students

Number and % of secondary school at-age and overage students by county and gender, 2014

County Total Male Female

At age Overage Overage % At age Overage Overage

% At age Overage Overage %

Bomi 183 3,481 95.0% 96 1,947 95.3% 87 1,534 94.6% Bong 442 9,860 95.7% 179 5,780 97.0% 263 4,080 93.9% Gbarpolu 31 1,264 97.6% 21 794 97.4% 10 470 97.9% Grand Bassa 157 6,459 97.6% 81 3,862 97.9% 76 2,597 97.2% Grand Cape Mount 140 2,666 95.0% 69 1,516 95.6% 71 1,150 94.2% Grand Gedeh 104 5,047 98.0% 60 3,008 98.0% 44 2,039 97.9% Grand Kru 168 1,919 92.0% 121 1,248 91.2% 47 671 93.5% Lofa 452 11,691 96.3% 268 7,086 96.4% 184 4,605 96.2% Margibi 1,818 14,005 88.5% 943 7,787 89.2% 875 6,218 87.7% Maryland 125 6,766 98.2% 87 3,953 97.8% 38 2,813 98.7% Montserrado 13,645 76,591 84.9% 6,482 39,083 85.8% 7,163 37,508 84.0% Nimba 978 21,044 95.6% 584 11,981 95.4% 394 9,063 95.8% River Cess 5 666 99.3% 4 442 99.1% 1 224 99.6% River Gee 23 2,183 99.0% 15 1,418 99.0% 8 765 99.0% Sinoe 176 2,410 93.2% 110 1,597 93.6% 66 813 92.5% Total 18,447 166,052 90.0% 9,120 91,502 90.9% 9,327 74,550 88.9%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

Male Female

75

Number of secondary school at-age and overage students by county, 2014

% of secondary school at-age and overage students by county, 2014

The vast majority of Liberian secondary students are considered overage. 90% are classed as overage. There does not appear to be much of a gender disparity in the number of overage secondary students. 91% of males are

overage for grade, compared to just under 89% for females. There are 13 counties where the percentage of overage secondary students is above 90%. The county with the lowest

percentage of overage students is Montserrado at 84.9%.

Number and % of secondary school at-age and overage students by grade and gender, 2014

+ Total Male Female

At age Overage Overage % At age Overage Overage

% At age Overage Overage %

Grade 7 2,694 41,043 93.8% 1,318 22,201 94.4% 1,376 18,842 93.2%Grade 8 3,144 34,452 91.6% 1,630 18,540 91.9% 1,514 15,912 91.3% Grade 9 3,402 29,111 89.5% 1,682 16,221 90.6% 1,720 12,890 88.2% Grade 10 3,210 23,852 88.1% 1,608 13,304 89.2% 1,602 10,548 86.8% Grade 11 2,979 19,901 87.0% 1,465 11,095 88.3% 1,514 8,806 85.3% Grade 12 3,018 17,693 85.4% 1,417 10,141 87.7% 1,601 7,552 82.5% Total 18,447 166,052 90.0% 9,120 91,502 90.9% 9,327 74,550 88.9%

-

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

90,000

At-Age Overage

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

At-Age Overage

76

Number of secondary school at-age students by grade, 2014

% of secondary school at-age students by grade and gender, 2014

The percentage of overage students drops throughout the secondary cycle, from 93.8% in grade 7 to 85.4% in grade 12. The percentage overage stays relatively constant regardless of gender, from grade to grade. The greatest percentage of overage students is males in Grade 7 at 94.4%. In total there are 166,052 overage students reporting in 2014 countrywide.

9.1.3. Intakes Secondary school gross intake rate (GIR) by county and gender, 2014

County Total Male Female

Age 12 pop

Intakes all ages GIR Age 12

pop Intakes all ages GIR Age 12

pop Intakes all ages GIR

Bomi 2,581 945 36.6% 1,403 487 34.7% 1,178 458 38.9% Bong 8,495 2,443 28.8% 4,227 1,388 32.8% 4,268 1,055 24.7% Gbarpolu 3,056 401 13.1% 1,625 243 15.0% 1,431 158 11.0% Grand Bassa 6,227 1,674 26.9% 3,381 947 28.0% 2,846 727 25.5% Grand Cape Mount 4,004 787 19.7% 2,192 458 20.9% 1,812 329 18.2% Grand Gedeh 4,713 1,093 23.2% 2,554 635 24.9% 2,159 458 21.2% Grand Kru 2,073 552 26.6% 1,168 355 30.4% 905 197 21.8% Lofa 9,115 2,693 29.5% 4,783 1,505 31.5% 4,332 1,188 27.4% Margibi 7,234 3,357 46.4% 3,632 1,903 52.4% 3,602 1,454 40.4% Maryland 6,018 1,473 24.5% 3,232 822 25.4% 2,786 651 23.4% Montserrado 39,781 17,644 44.4% 18,500 8,674 46.9% 21,281 8,970 42.2% Nimba 15,723 5,219 33.2% 8,375 2,984 35.6% 7,348 2,235 30.4% River Cess 2,307 208 9.0% 1,302 151 11.6% 1,005 57 5.7% River Gee 2,598 607 23.4% 1,465 364 24.8% 1,133 243 21.4% Sinoe 3,568 716 20.1% 2,038 455 22.3% 1,530 261 17.1% Total 117,493 39,812 33.9% 59,877 21,371 35.7% 57,616 18,441 32.0%

-

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

At-Age Overage

0%

20%

40%

60%

80%

100%

Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Total

At-Age Overage

77

Secondary school gross intake rate (GIR) by county and gender, 2014

GIR measures the level of access of new entrants of all ages compared to the official secondary new entrant age population. A GIR value of 100% indicates that a country’s education system is, in principle, able to accommodate all of its secondary new

entrance age population. The official secondary school age in Liberia is 12. See Section 4.1.2 for the calculation formula. Similar to enrollment rates, the primary gross intake rate (GIR) fluctuates widely from county to county, from 9% in Grand Cape

Mount to 46% in Maryland. The overall countrywide GIR is 33.9%. A GIR value exceeding 100% indicates enrollment of some children above or below the official secondary school entrance age. The GIR is higher for males than females, male (35.7%) and female (32%).

Secondary school net intake rate (NIR) by county and gender, 2014

County Total Male Female

Age 12 pop

Intakes age 12 NIR Age 12

pop Intakes age 12 NIR Age 12

pop Intakes age 12 NIR

Bomi 2,581 41 1.6% 1,403 20 1.4% 1,178 21 1.8% Bong 8,495 27 0.3% 4,227 7 0.2% 4,268 20 0.5% Gbarpolu 3,056 9 0.3% 1,625 5 0.3% 1,431 4 0.3% Grand Bassa 6,227 22 0.4% 3,381 11 0.3% 2,846 11 0.4% Grand Cape Mount 4,004 27 0.7% 2,192 15 0.7% 1,812 12 0.7% Grand Gedeh 4,713 11 0.2% 2,554 1 0.0% 2,159 10 0.5% Grand Kru 2,073 15 0.7% 1,168 14 1.2% 905 1 0.1% Lofa 9,115 34 0.4% 4,783 20 0.4% 4,332 14 0.3% Margibi 7,234 196 2.7% 3,632 104 2.9% 3,602 92 2.6% Maryland 6,018 14 0.2% 3,232 10 0.3% 2,786 4 0.1% Montserrado 39,781 1,497 3.8% 18,500 730 3.9% 21,281 767 3.6% Nimba 15,723 107 0.7% 8,375 62 0.7% 7,348 45 0.6% River Cess 2,307 2 0.1% 1,302 2 0.2% 1,005 - 0.0% River Gee 2,598 2 0.1% 1,465 1 0.1% 1,133 1 0.1% Sinoe 3,568 15 0.4% 2,038 8 0.4% 1,530 7 0.5% Total 117,493 2,019 1.7% 59,877 1,010 1.7% 57,616 1,009 1.8%

Secondary school net intake rate (NIR) by county and gender, 2014

NIR measures the level of access of new entrants of the official secondary school entrance age compared to the official secondary entrance age population. NIR value of 100% indicates that a country’s education system is, in principle, able to accommodate all of its secondary new entrance age population. By definition, the NIR cannot exceed 100%. See Section 4.1.3 for the calculation formula.

Note that the net intake rate (NIR), similar to gross intake, varies from county to county, but no county has a NIR above 3.8% for both sexes combined. At a national level, NIR is 1.7%.

While overall NIR fluctuates widely between counties, within each county there is very little difference between male and female Net Intake Rates.

In total, there are 12 counties where the percentage of age-appropriate secondary entrants is below 1%.

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Male Female

0.0%1.0%2.0%3.0%4.0%5.0%

Male Female

78

9.1.4. Students with disability Number and % of secondary school students with disability by county and gender, 2014

County

Total Male Female

All students

S/With disability

S/with disability

%

All students

S/With disabilit

y

S/with disability

%

All students

S/with disability

S/with disability

%

Bomi 3,664 10 0.3% 2,043 5 0.2% 1,621 5 0.3% Bong 10,302 163 1.6% 5,959 99 1.7% 4,343 64 1.5% Gbarpolu 1,295 6 0.5% 815 3 0.4% 480 3 0.6% Grand Bassa 6,616 8 0.1% 3,943 2 0.1% 2,673 6 0.2% Grand Cape Mount 2,806 9 0.3% 1,585 5 0.3% 1,221 4 0.3% Grand Gedeh 5,151 8 0.2% 3,068 3 0.1% 2,083 5 0.2% Grand Kru 2,087 13 0.6% 1,369 9 0.7% 718 4 0.6% Lofa 12,143 43 0.4% 7,354 30 0.4% 4,789 13 0.3% Margibi 15,823 33 0.2% 8,730 22 0.3% 7,093 11 0.2% Maryland 6,891 53 0.8% 4,040 25 0.6% 2,851 28 1.0% Montserrado 90,236 306 0.3% 45,565 129 0.3% 44,671 177 0.4% Nimba 22,022 88 0.4% 12,565 59 0.5% 9,457 29 0.3% River Cess 671 3 0.4% 446 - 0.0% 225 3 1.3% River Gee 2,206 13 0.6% 1,433 7 0.5% 773 6 0.8% Sinoe 2,586 6 0.2% 1,707 4 0.2% 879 2 0.2% Total 184,499 762 0.4% 100,622 402 0.4% 83,877 360 0.4%

Number of secondary school students by disability type and gender, 2014

The percentage of secondary students with a noted disability is 0.4% for males and 0.4% for females.

The second most common type of disability in Liberian secondary schools is listed as “other physical handicaps”. This includes impairments such as a missing or deformed limb, or partial paralysis in a limb.

Fewer than 60 total secondary students report as deaf.

Throughout the country there are fewer than 15 female secondary students who report as deaf.

Blindness is the most commonly found disability amongst secondary school students.

9.2. Resources 9.2.1. Secondary schools

Number and % of secondary schools by county and ownership, 2014

County Total Public Private Religious /Mission Community

Count % total Count % total Count % total Count % totalBomi 21 12 57.1% 2 9.5% 5 23.8% 2 9.5% Bong 86 53 61.6% 16 18.6% 12 14.0% 5 5.8% Gbarpolu 22 18 81.8% - 0.0% 4 18.2% - 0.0% Grand Bassa 44 16 36.4% 10 22.7% 13 29.5% 5 11.4% Grand Cape Mount 25 18 72.0% 2 8.0% 5 20.0% - 0.0% Grand Gedeh 35 26 74.3% 3 8.6% 6 17.1% - 0.0% Grand Kru 39 33 84.6% - 0.0% 6 15.4% - 0.0% Lofa 82 63 76.8% 4 4.9% 12 14.6% 3 3.7% Margibi 105 31 29.5% 44 41.9% 11 10.5% 19 18.1% Maryland 40 29 72.5% 4 10.0% 6 15.0% 1 2.5% Montserrado 523 70 13.4% 329 62.9% 116 22.2% 8 1.5% Nimba 177 109 61.6% 30 16.9% 29 16.4% 9 5.1% River Cess 12 8 66.7% 1 8.3% 3 25.0% - 0.0% River Gee 13 11 84.6% - 0.0% 2 15.4% - 0.0% Sinoe 41 31 75.6% 8 19.5% 2 4.9% - 0.0% Total 1,265 528 41.7% 453 35.8% 232 18.3% 52 4.1%

0

50

100

150

200

250

Blind Other Physical Disability Deaf

Male Female

79

Number of secondary schools by county and ownership, 2014

% of secondary schools by ownership, 2014

The most commonly found school type is public at 41.7%.

In Grand Kru, River Gee and Gbarpolu over 80% of the schools are classified as Public.

Private schools are the second largest group, 35.7% of secondary schools in Liberia are private.

Only 4.1% of secondary schools are ‘Community’ On Grand Kru, Gbarpolu and River Gee there are

no private schools listed. The largest proportion of private schools can be

found in Montserrado (62.9%).

Number of secondary schools by county and levels offered, 2014 County Total Junior High Senior High Bomi 21 21 7 Bong 86 85 20 Gbarpolu 22 22 4 Grand Bassa 44 44 13 Grand Cape Mount 25 25 10 Grand Gedeh 35 35 13 Grand Kru 39 39 4 Lofa 82 81 23 Margibi 105 104 33 Maryland 40 38 15 Montserrado 523 516 228 Nimba 177 177 47 River Cess 12 12 1 River Gee 13 13 2 Sinoe 41 41 10 Total 1,265 1,253 430

Number of secondary schools by county and level offered, 2014

050

100150200250300350400450500

Government NonGovernment

Public42%

Private36%

Religious / Mission18%

Community4%

0

100

200

300

400

500

600

Junior High Senior High

80

Number of secondary schools by ownership and levels offered, 2014

Ownership Total Junior High Senior High Public 528 519 120 Private 453 452 178 Mission/religious group 232 230 122 Community 52 52 10 Total 1,265 1,253 430

Number of secondary schools by ownership and level offered, 2014

The majority of secondary schools in Liberia reporting in 2014 extend only to Junior High (1253) as opposed to only 430 Senior High.

The county reporting the largest number of junior high schools is Montserrado (516) followed by Nimba (177).

In some counties, such as River Cess, Grand Kru, Gbarpolu and River Gee there are fewer than 5 Senior High Schools reporting in 2014.

There are 452 Private Junior High Schools reporting in 2014.

9.2.2. Teachers

Number and % of secondary school teachers by county and gender, 2014

County Total Male Female Count % total Count % total

Bomi 190 181 95.3% 9 4.7% Bong 678 629 92.8% 49 7.2% Gbarpolu 136 127 93.4% 9 6.6% Grand Bassa 385 366 95.1% 19 4.9% Grand Cape Mount 179 161 89.9% 18 10.1% Grand Gedeh 350 330 94.3% 20 5.7% Grand Kru 241 236 97.9% 5 2.1% Lofa 749 716 95.6% 33 4.4% Margibi 1,047 972 92.8% 75 7.2% Maryland 428 393 91.8% 35 8.2% Montserrado 5,801 5,379 92.7% 422 7.3% Nimba 1,460 1,371 93.9% 89 6.1% River Cess 73 70 95.9% 3 4.1% River Gee 93 92 98.9% 1 1.1% Sinoe 252 244 96.8% 8 3.2% Total 12,062 11,267 93.4% 795 6.6%

Number of secondary schools teachers by county and gender, 2014

0100200300400500600

Public Private Mission/religiousgroup

Community

Junior High Senior High

0

1000

2000

3000

4000

5000

6000

Male Female

81

Number of junior high schools teachers by county and gender, 2014

Number of senior high schools teachers by county and gender, 2014

% of secondary schools teachers by county and gender, 2014

The total number of teachers DOES NOT EQUAL to the sum of junior and senior high teachers as many instructors teach multiple levels and as such are not double counted.

There is wide gender disparity among teachers in secondary schools as males make up an overwhelming majority. This is significant as research suggests that focused recruitment and training of female teachers may help increase educational opportunities for girls, for there is a high correlation between the number of female teachers and retention of girls in school.13

In River Gee, there is only one female secondary teacher. The number of male secondary teachers reporting in 2014 is greater than 1,000 in two counties, Montserrado and Nimba.

Number and % of secondary school teachers by ownership and gender, 2014

Ownership Total Male Female

Count % total Count % total Public 4,793 4,512 94.1% 281 5.9% Private 4,162 3,865 92.9% 297 7.1% Religious/Mission 2,754 2,561 93.0% 193 7.0% Community 353 329 93.2% 24 6.8% Total 12,062 11,267 93.4% 795 6.6%

                                                                                 13 http://unesdoc.unesco.org/images/0014/001459/145990e.pdf

0

500

1000

1500

2000

2500

3000

3500

4000

Male Female

0

500

1000

1500

2000

2500

Male Female

80%

85%

90%

95%

100%

Male Female

82

Number of secondary school teachers by ownership and gender, 2014

Number of junior high school teachers by ownership and gender, 2014

Number of senior high school teachers by ownership and gender, 2014

% of secondary school teachers by ownership and gender, 2014

The total number of teachers DOES NOT EQUAL to the sum of junior and senior high teachers as many instructors teach multiple levels and as such are not double counted.

The gender disparity among teachers persists regardless of school ownership type. There are 12,062 total teachers reporting in 2014 across the school types in secondary education. There are fewer than 30 female secondary teachers reporting in community schools. There are fewer than 300 female secondary teachers reporting in each of private, mission/religious, and community schools. The gender disparity among the secondary teaching force may act as a barrier to the enrollment of a greater number of females.

More investigation is needed to understand the implications of this disparity.

-

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

Public Private Mission/religious group CommunityMale Female

-

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

Public Private Mission/religious group CommunityMale Female

-

500

1,000

1,500

2,000

Public Private Mission/religious group Community

Male Female

88%

90%

92%

94%

96%

98%

100%

Public Community Mission/religious group Private Total

Male Female

83

Number and % of junior high teachers by professional qualification and county, 2014

County Total Qualified Not Qualified Unknown Count % total Count % total Count % total

Bomi 137 54 39.4% 83 60.6% 0 0.0% Bong 531 106 20.0% 424 79.8% 1 0.2% Gbarpolu 122 39 32.0% 77 63.1% 6 4.9% Grand Bassa 273 105 38.5% 168 61.5% 0 0.0% Grand Cape Mount 141 36 25.5% 100 70.9% 5 3.5% Grand Gedeh 226 57 25.2% 165 73.0% 4 1.8% Grand Kru 218 53 24.3% 165 75.7% 0 0.0%Lofa 597 131 21.9% 466 78.1% 0 0.0% Margibi 716 235 32.8% 465 64.9% 16 2.2% Maryland 293 75 25.6% 218 74.4% 0 0.0% Montserrado 3,835 1,462 38.1% 2,245 58.5% 128 3.3% Nimba 1,149 265 23.1% 871 75.8% 13 1.1% River Cess 69 17 24.6% 52 75.4% 0 0.0% River Gee 86 30 34.9% 56 65.1% 0 0.0% Sinoe 215 51 23.7% 159 74.0% 5 2.3% Total 8,608 2,716 31.6% 5,714 66.4% 178 2.1%

* “Trained” encompasses teachers with training from teacher training institute training (TTI), accelerated learning program (ALP), and higher education/university training. “Unknown” teachers include those whose professional qualification was not reported.

Number of junior high school teachers by professional qualification and county, 2014

% of junior high school teachers by professional qualification and county, 2014

-

500

1,000

1,500

2,000

2,500

Qualified Not Qualified Unknown

0%10%20%30%40%50%60%70%80%90%

100%

Qualified Not Qualified Unknown

84

Number of junior high teachers by qualification type and gender, 2014

% of junior high teachers by qualification type and gender, 2014

Number and % of senior high teachers by professional qualification and county, 2014

County Total Qualified Not qualified Unknown Count % total Count % total Count % total

Bomi 72 18 25.0% 54 75.0% 0 0.0% Bong 207 79 38.2% 126 60.9% 2 1.0% Gbarpolu 32 14 43.8% 16 50.0% 2 6.3% Grand Bassa 133 71 53.4% 60 45.1% 2 1.5% Grand Cape Mount 72 26 36.1% 40 55.6% 6 8.3% Grand Gedeh 138 78 56.5% 55 39.9% 5 3.6% Grand Kru 26 6 23.1% 20 76.9% 0 0.0% Lofa 243 80 32.9% 163 67.1% 0 0.0%Margibi 404 151 37.4% 244 60.4% 9 2.2% Maryland 170 69 40.6% 84 49.4% 17 10.0% Montserrado 2,495 801 32.1% 1,527 61.2% 167 6.7% Nimba 419 209 49.9% 197 47.0% 13 3.1% River Cess 9 1 11.1% 8 88.9% 0 0.0% River Gee 12 2 16.7% 10 83.3% 0 0.0% Sinoe 69 26 37.7% 40 58.0% 3 4.3% Total 4,501 1,631 36.2% 2,644 58.7% 226 5.0%

* “Trained” encompasses teachers with training from teacher training institute training (TTI), accelerated learning program (ALP), and higher education/university training. “Unknown” teachers include those whose professional qualification was not reported.

Number of senior high school teachers by professional qualification and county, 2014

-

500

1,000

1,500

2,000

2,500

Male Female

75%

80%

85%

90%

95%

100%

Male Female

-

200

400

600

800

1,000

1,200

1,400

1,600

1,800

Qualified Not Qualified Unknown

85

% of senior high school teachers by professional qualification and county, 2014

Number of senior high teachers by qualification type, 2014

% of senior high teachers by qualification type, 2014

The total number of teachers DOES NOT EQUAL to the sum of junior and senior high teachers as many instructors teach multiple

levels and as such are not double counted. It is important to track not only the number of teachers but also the percentage of trained teachers to measure gaps in the

quality of the teaching force. Only just over 36% of senior high teachers are qualified. In River Gee this percentage drops to 11% compared to 56% in Grand Gedeh.

Number and % of secondary teachers by academic qualification and county, 2014

County Total

Did not complete secondary

Secondary school University and above Unknown

Count % total Count % total Count % total Count % total

Bomi 190 4 2.1% 146 76.8% 40 21.1% 0 0.0% Bong 678 8 1.2% 548 80.8% 114 16.8% 8 1.2% Gbarpolu 136 4 2.9% 107 78.7% 25 18.4% 0 0.0% Grand Bassa 385 6 1.6% 291 75.6% 87 22.6% 1 0.3% Grand Cape Mount 179 1 0.6% 132 73.7% 45 25.1% 1 0.6% Grand Gedeh 350 9 2.6% 227 64.9% 110 31.4% 4 1.1% Grand Kru 241 0 0.0% 220 91.3% 21 8.7% 0 0.0% Lofa 749 15 2.0% 629 84.0% 105 14.0% 0 0.0% Margibi 1,047 33 3.2% 695 66.4% 288 27.5% 31 3.0% Maryland 428 4 0.9% 301 70.3% 107 25.0% 16 3.7% Montserrado 5,801 79 1.4% 3,549 61.2% 1,932 33.3% 241 4.2% Nimba 1,460 19 1.3% 1,162 79.6% 239 16.4% 40 2.7% River Cess 73 2 2.7% 61 83.6% 9 12.3% 1 1.4% River Gee 93 0 0.0% 84 90.3% 9 9.7% 0 0.0% Sinoe 252 2 0.8% 199 79.0% 41 16.3% 10 4.0% Total 12,062 186 1.5% 8,351 69.2% 3,172 26.3% 353 2.9%

* “Did not complete secondary” includes non-completion of primary and intermediate/lower secondary education levels. . “Secondary school” attainment includes completion of secondary; high school/secondary diploma. “University and above” attainment includes completion of four (4) or more years of university education or its equivalent. “Unknown” teachers include those whose academic qualification was not reported.

3.6% 1.5% 3.1% 6.3% 10.0% 1.0% 4.3% 2.2% 8.3% 0.0% 6.7% 0.0% 0.0% 0.0% 0.0% 5.0%

0%10%20%30%40%50%60%70%80%90%

100%

Qualified Not Qualified Unknown

- 200 400 600 800

1,000 1,200 1,400 1,600

Male Female

84%

86%

88%

90%

92%

94%

96%

98%

100%

Male Female

86

Number of secondary teachers by academic type and gender, 2014

% of secondary school teachers by academic qualification, 2014

The greatest percentage of secondary teachers completed secondary school, at 69%. The next greatest percentage completed university and above, at 26.3%. A small percentage of secondary teachers did not complete secondary, at 1.5% nationally. In no county does the percentage of secondary teachers who did not complete secondary education exceed 4%. The percentage of secondary teachers who completed secondary school ranges from 91% in Grand Kru to 61% in Montserrado.

Number and % of secondary school teachers by source of salary and county, 2014

County Total Government Private Inst. Household Volunteer UnknownCount % total Count % total Count % total Count % total Count % total

Bomi 190 86 45.3% 90 47.4% - 0.0% 14 7.4% 0 0.0% Bong 678 414 61.1% 231 34.1% 5 0.7% 25 3.7% 3 0.4% Gbarpolu 136 99 72.8% 23 16.9% 2 1.5% 12 8.8% 0 0.0% Grand Bassa 385 134 34.8% 219 56.9% 22 5.7% 10 2.6% 0 0.0% Grand Cape Mount 179 91 50.8% 49 27.4% 9 5.0% 29 16.2% 1 0.6%Grand Gedeh 350 219 62.6% 93 26.6% - 0.0% 37 10.6% 1 0.3% Grand Kru 241 197 81.7% 23 9.5% 10 4.1% 11 4.6% 0 0.0% Lofa 749 339 45.3% 224 29.9% 111 14.8% 75 10.0% 0 0.0% Margibi 1,047 354 33.8% 620 59.2% 50 4.8% 13 1.2% 10 1.0% Maryland 428 221 51.6% 175 40.9% 1 0.2% 30 7.0% 1 0.2%Montserrado 5,801 1,149 19.8% 4,224 72.8% 164 2.8% 84 1.4% 180 3.1% Nimba 1,460 702 48.1% 622 42.6% 42 2.9% 89 6.1% 5 0.3% River Cess 73 40 54.8% 19 26.0% - 0.0% 14 19.2% 0 0.0% River Gee 93 80 86.0% 8 8.6% - 0.0% 5 5.4% 0 0.0% Sinoe 252 157 62.3% 84 33.3% - 0.0% 9 3.6% 2 0.8% Total 12,062 4,282 35.5% 6,704 55.6% 416 3.4% 457 3.8% 203 1.7%

* Private institutions include firms, religious bodies and NGOs. Household includes family and community. “Unknown” teachers include those whose source of salary was not reported.

Number of secondary teachers by source of salary and gender, 2014

% of secondary school teachers by source of salary and county, 2014

- 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000

CompletedSecondary

AnyBachelorsDegree

Did NotCompleteSecondary

AnyMasters

Degree orAbove

Unknown

Male Female

75%

80%

85%

90%

95%

100%

Did NotCompleteSecondary

CompletedSecondary

AnyBachelorsDegree

AnyMasters

Degree orAbove

Unknown Total

Male Female

-

1,000

2,000

3,000

4,000

5,000

6,000

7,000

Male Female

80%

82%

84%

86%

88%

90%

92%

94%

96%

98%

100%

Male Female

87

The greatest source of salary for secondary teachers in Liberia is Private Institutions at 55.6 %. A lower percentage of secondary teachers receive their salary from the government at 35.5%. Only 3.8% of secondary teachers are volunteers, although this reaches as high as 16% in Grand Cape Mount and 19% in River

Cess. Reflecting private enrollment, the county where the greatest percentage of secondary teachers receive salary from private

institutions is Montserrado.

Secondary school student-teacher ratio (STR) by county, 2014

County Overall Junior High Senior High Student Teacher STR Student Teacher STR Student Teacher STR

Bomi 3,664 190 19.3 2,394 137 17.5 1,270 72 0.3 Bong 10,302 678 15.2 6,950 531 13.1 3,352 207 0.8 Gbarpolu 1,295 136 9.5 1,033 122 8.5 262 32 0.1 Grand Bassa 6,616 385 17.2 4,337 273 15.9 2,279 133 6.5 Grand Cape Mount 2,806 179 15.7 2,074 141 14.7 732 72 10.2 Grand Gedeh 5,151 350 14.7 3,159 226 14.0 1,992 138 14.4 Grand Kru 2,087 241 8.7 1,645 218 7.5 442 26 17.0 Lofa 12,143 749 16.2 7,603 597 12.7 4,540 243 18.7 Margibi 15,823 1,047 15.1 9,829 716 13.7 5,994 404 14.8 Maryland 6,891 428 16.1 4,068 293 13.9 2,823 170 16.6 Montserrado 90,236 5,801 15.6 52,310 3,835 13.6 37,926 2,495 15.2 Nimba 22,022 1,460 15.1 14,585 1,149 12.7 7,437 419 17.7 River Cess 671 73 9.2 519 69 7.5 152 9 16.9 River Gee 2,206 93 23.7 1,617 86 18.8 589 12 49.1 Sinoe 2,586 252 10.3 1,723 215 8.0 863 69 12.5 Total 184,499 12,062 15.3 113,846 8,608 13.2 70,653 4,501 4.4

*Student-Teacher Ratio (STR) may also be referred to as Pupil-Teacher Ratio or PTR.

Secondary school student-teacher ratio (STR) by county and level, 2014

STR measures the level of human resources input in terms of the number of teachers in relation to the number of students. A high STR suggests that each teacher has to be responsible for a large number of students. The higher the STR, the lower the relative access students have to teachers. See section 4.2.1 for the calculation formula. The STR is 15.3 in secondary schools; 13.2 in Junior High and 4.4 in Senior High. The STR ranges from 8.7 in Grand Kru to 23.7 in River Gee.

9.2.3. Classrooms Number of secondary school classrooms and student-classroom ratio (SCR) by county and type, 2014

County Total Solid Semi-solid Makeshift Partition Open-Air Other SCR Bomi 97 79 16 - 2 - - 38.6 Bong 391 202 123 40 22 - 4 31.7 Gbarpolu 69 13 31 9 15 - 1 29.4 Grand Bassa 187 139 34 9 4 - 1 38.2 Grand Cape Mount 101 64 30 - 7 - - 29.9 Grand Gedeh 135 59 57 18 1 - - 44.4 Grand Kru 124 56 28 31 9 - - 24.8 Lofa 359 182 159 - 12 - 6 35.6 Margibi 419 263 119 9 26 1 1 41.4 Maryland 184 142 28 5 8 - 1 40.5 Montserrado 2,600 2,093 236 25 231 - 15 38.7 Nimba 714 295 371 11 34 - 3 33.1 River Cess 43 28 15 - - - - 15.6 River Gee 50 38 10 1 1 - - 46.0 Sinoe 127 85 24 6 11 1 - 23.7 Total 5,600 3,738 1,281 164 383 2 32 36.8

*Student-Classroom Ratio (SCR) may also be referred to as Pupil-Classroom Ratio or PCR.

-

10.0

20.0

30.0

40.0

50.0

60.0

Junior High Senior High Overall Secondary

88

Secondary school student-classroom ratio (SCR) by county, 2014

Secondary SCR measures the level of basic facilities available in terms of the number of classrooms in relation to the size of the student population. The higher the SCR, the lower the relative access of students to classrooms, and the greater potential for overcrowding of classrooms. The lower the SCR, the more conducive an environment is to learning, resulting in improved student performance. See section 4.2.2 for the calculation formula.

The SCR is 36.8 at the secondary level but ranges from 44.4 in Grand Gedeh to 15.6 in River Cess.

Number of secondary school classrooms by ownership and type, 2014

Ownership Total With solid and semi-solid

classrooms Without solid and semi-solid

classrooms

SCR Count % total Count % total

Public 2,278 2,052 90.1% 226 9.9% 41.2 Private 1,918 1,692 88.2% 226 11.8% 32.0 Religious/Mission 1,196 1,081 90.4% 115 9.6% 38.5 Community 208 194 93.3% 14 6.7% 22.5 Total 5,600 5,019 89.6% 581 10.4% 36.8

Number of secondary classrooms by type and ownership, 2014

The secondary SCR is 32 in private schools compared to 41.2 in public schools.

The percentage of schools with solid and semi-solid classrooms is 90% and rises to 93.3 in community schools.

The percentage of secondary schools without solid and semi-solid classrooms is about 10% nationally.

-

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

45.0

50.0

SCR

-

500

1,000

1,500

2,000

2,500

Public Private Mission/religious group Community

With Solid or Semi Solid Classrooms Without Solid or Semi Solid Classrooms

Solid, 66.8%

Semi Solid, 22.9%

Make-Shift, 2.9%

Partition, 6.8%

Open-Air, 0.0%

Other, 0.6%

89

9.2.4. Curriculum and instruction

Secondary school student-textbook ratio (STextR) by county and subject, 2014

County Enrollment Language Arts Math Science Social Studies Other Count STextR Count Count Count STextR Count STextR Count STextR

Bomi 3,664 751 4.9 814 4.5 620 5.9 90 40.7 783 4.7 Bong 10,302 3,391 3.0 3,479 3.0 2,341 4.4 1,668 6.2 5,068 2.0 Gbarpolu 1,295 315 4.1 161 8.0 157 8.2 98 13.2 188 6.9 Grand Bassa 6,616 2,102 3.1 1,654 4.0 1,212 5.5 659 10.0 481 13.8 Grand Cape Mount

2,806 768 3.7 663 4.2 705 4.0 332 8.5 392 7.2

Grand Gedeh 5,151 703 7.3 647 8.0 424 12.1 442 11.7 681 7.6 Grand Kru 2,087 718 2.9 829 2.5 824 2.5 345 6.0 313 6.7 Lofa 12,143 2,926 4.2 3,491 3.5 3,364 3.6 1,582 7.7 2,635 4.6 Margibi 15,823 5,620 2.8 3,970 4.0 4,395 3.6 2,630 6.0 2,772 5.7 Maryland 6,891 820 8.4 743 9.3 632 10.9 424 16.3 339 20.3 Montserrado 90,236 15,717 5.7 11,865 7.6 12,544 7.2 10,738 8.4 11,649 7.7 Nimba 22,022 6,844 3.2 6,024 3.7 5,657 3.9 3,450 6.4 2,356 9.3 River Cess 671 249 2.7 250 2.7 157 4.3 114 5.9 20 33.6 River Gee 2,206 376 5.9 364 6.1 339 6.5 277 8.0 406 5.4 Sinoe 2,586 834 3.1 858 3.0 686 3.8 666 3.9 447 5.8 Total 184,499 42,134 4.4 35,812 5.2 34,057 5.4 23,515 7.8 28,530 6.5

* Language arts include English, literature, and foreign languages. Mathematics includes arithmetic, algebra, trigonometry, etc. Sciences include general science, physical education, biology, chemistry, and physics. Social studies include civics, history, and geography. Other includes any other books that are not included in categories listed. Unknown includes those textbooks that were not reported. **The student-textbook ratio (STextR) can also be referred to as the pupil-textbook ratio (PTextR).

Secondary school student-textbook ratio (STextR) by county and subject (language arts and mathematics), 2014

The secondary student-textbook ratio (STextR) is lowest in language arts, at 4.4 students per textbook. The STextR is 5.2 in math, 5.4 in science and almost 8 in social studies. The STextR is highest in Maryland. This means in some cases there are 10 students for every textbook. There are over 8 students per math book in Gbarpolu. In Maryland the STextR for ‘other’ books is over 20.

Secondary school student-textbook ratio (STextR) by grade and subject, 2014

Grade Enrollment Language Arts Math Sciences Social Studies Other Count STextR Count STextR Count STextR Count STextR Count STextR

Grade 7 43,737 10,244 4.3 8,996 4.9 8,514 5.1 5,359 8.2 7,010 6.2 Grade 8 37,596 9,319 4.0 8,207 4.6 7,312 5.1 4,766 7.9 6,087 6.2 Grade 9 32,513 8,135 4.0 7,305 4.5 7,412 4.4 4,336 7.5 5,377 6.0 Grade 10 27,062 4,911 5.5 4,262 6.3 4,159 6.5 3,270 8.3 3,930 6.9 Grade 11 22,880 4,605 5.0 3,929 5.8 3,591 6.4 2,822 8.1 2,683 8.5 Grade 12 20,711 5,061 4.1 3,368 6.1 3,385 6.1 3,269 6.3 2,746 7.5 Total 184,499 42,134 4.4 35,812 5.2 34,057 5.4 23,515 7.8 28,530 6.5

* Language arts include English, literature, and foreign languages. Mathematics includes arithmetic, algebra, trigonometry, etc. Sciences include general science, physical education, biology, chemistry, and physics. Social studies include civics, history, and geography. Other includes any other books that are not included in categories listed. Unknown includes those textbooks that were not reported.

- 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0

10.0

Language Arts Math

90

Secondary school student-textbook ratio (StextR) by grade and subject (language arts and mathematics), 2014

The STextR is generally lower in lower grades of secondary school.

In Math the STextR is 5.4 overall but rises to 6.3 in Grade 10.

STextR is highest in Social Studies books, at 7.8.

The rising STextR despite falling enrollments throughout the secondary cycle indicates a resource shortage at upper grades of secondary.

Secondary school student-textbook ratio (STextR) by ownership and subject, 2014

Ownership Enrollment Language Arts Math Sciences Social Studies Other Count STextR Count STextR Count STextR Count STextR Count STextR

Public 84,468 17,888 4.7 18,240 4.6 15,490 5.5 7,083 11.9 14,451 5.8 Private 54,081 14,989 3.6 9,193 5.9 11,000 4.9 9,617 5.6 7,266 7.4 Religious/Mission 41,587 8,147 5.1 7,470 5.6 6,547 6.4 6,205 6.7 6,403 6.5 Community 4,363 1,110 3.9 909 4.8 1,020 4.3 610 7.2 410 10.6 Total 184,499 42,134 4.4 35,812 5.2 34,057 5.4 23,515 7.8 28,530 6.5

* Language arts include English, literature, and foreign languages. Mathematics includes arithmetic, algebra, trigonometry, etc. Sciences include general science, physical education, biology, chemistry, and physics. Social studies include civics, history, and geography. Other includes any other books that are not included in categories listed. Unknown includes those textbooks that were not reported.

Secondary school student-textbook ratio (STextR) by ownership and subject (language arts and mathematics), 2014

The STextR varies widely by school ownership type.

The Math STextR is 5.2 compared to 4.4 in Language Arts.

The STextR in Mission/Religious schools is the highest.

Social Studies has the highest STextR total across all school types at 7.8

Number and % of secondary schools using national curriculum by county, 2014

County Total Use nat. curriculum Do not use nat. curriculum Unknown Copies Per

School Count %total Count %total Count %total Bomi 21 20 95.2% 0 0.0% 1 4.8% 7.7 Bong 86 83 96.5% 0 0.0% 3 3.5% 7.7 Gbarpolu 22 20 90.9% 0 0.0% 2 9.1% 3.9 Grand Bassa 44 40 90.9% 0 0.0% 4 9.1% 8.5 Grand Cape Mount 25 24 96.0% 0 0.0% 1 4.0% 13.3 Grand Gedeh 35 31 88.6% 1 2.9% 3 8.6% 10.2 Grand Kru 39 36 92.3% 0 0.0% 3 7.7% 8.7 Lofa 82 77 93.9% 1 1.2% 4 4.9% 11.9 Margibi 105 95 90.5% 2 1.9% 8 7.6% 8.4 Maryland 40 39 97.5% 1 2.5% - 0.0% 12.7 Montserrado 523 489 93.5% 4 0.8% 30 5.7% 12.9 Nimba 177 170 96.0% 2 1.1% 5 2.8% 8.4 River Cess 12 12 100.0% 0 0.0% - 0.0% 5.7 River Gee 13 13 100.0% 0 0.0% - 0.0% 9.2 Sinoe 41 38 92.7% 0 0.0% 3 7.3% 7.1 Total 1,265 1,187 93.8% 11 0.9% 67 5.3% 10.6

The vast majority of secondary schools in Liberia use the national curriculum. In total almost 94%% use the national curriculum, compared to only 0.9% who do not use the national curriculum.

There are 2 counties where 100% of secondary schools use the national curriculum (River Gee and River Cess).

-

1.0

2.0

3.0

4.0

5.0

6.0

7.0

Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Total

Language Arts Math

-

1.0

2.0

3.0

4.0

5.0

6.0

7.0

Mission/religiousgroup

Public Community Private Total

Language Arts Math

91

Number and % of secondary schools using WAEC syllabus by county, 2014

County Total Use WAEC syllabus Do not use WAEC syllabus Unknown Copies Per

School Count %total Count %total Count %total Bomi 21 9 42.9% 9 42.9% 3 14.3% 1.1 Bong 86 42 48.8% 34 39.5% 10 11.6% 3.3 Gbarpolu 22 6 27.3% 10 45.5% 6 27.3% 0.3 Grand Bassa 44 19 43.2% 17 38.6% 8 18.2% 2.0 Grand Cape Mount 25 11 44.0% 9 36.0% 5 20.0% 0.4 Grand Gedeh 35 14 40.0% 13 37.1% 8 22.9% 1.3 Grand Kru 39 9 23.1% 23 59.0% 7 17.9% 0.9 Lofa 82 31 37.8% 42 51.2% 9 11.0% 0.9 Margibi 105 57 54.3% 31 29.5% 17 16.2% 1.6 Maryland 40 14 35.0% 23 57.5% 3 7.5% 0.9 Montserrado 523 325 62.1% 119 22.8% 79 15.1% 4.0 Nimba 177 75 42.4% 81 45.8% 21 11.9% 1.0 River Cess 12 3 25.0% 8 66.7% 1 8.3% 0.4 River Gee 13 5 38.5% 8 61.5% 0 0.0% 1.2 Sinoe 41 17 41.5% 16 39.0% 8 19.5% 0.7 Total 1,265 637 50.4% 443 35.0% 185 14.6% 2.5

Copies of the WAEC Curriculum Per School by County, 2014

Half of Liberian secondary schools use the WAEC syllabus (50.4%).

35% of Liberian schools do not use the WAEC syllabus, and this ranges widely from 22% in Montserrado to 66% in River Cess.

The percentage of secondary schools that use the WAEC syllabus is greatest in Montserrado, where it is 62.1%.

9.2.5. Facilities

Number and % of secondary schools with and without access to water by county, 2014

County Total Pipe Pump Creek/River Facility in need of repair No access Unknown

Bomi 21 - 17 - 4 2 2 Bong 86 1 47 1 23 21 6 Gbarpolu 22 - 6 5 3 5 3 Grand Bassa 44 3 38 - 5 3 2 Grand Cape Mount

25 1 16 2 4 3 2

Grand Gedeh 35 1 25 2 5 2 3 Grand Kru 39 - 10 12 8 4 8 Lofa 82 1 54 2 15 22 2 Margibi 105 8 66 1 9 18 10 Maryland 40 - 18 2 10 10 5 Montserrado 523 101 297 1 57 80 39 Nimba 177 4 91 5 31 46 18 River Cess 12 - 8 - 3 1 1 River Gee 13 - 7 - 1 3 2 Sinoe 41 - 20 7 10 4 4 Total 1,265 120 720 40 188 224 107

Number of secondary schools with access to water by county, 2014

% of secondary schools with access to water by county, 2014

- 1.0 2.0 3.0 4.0 5.0

Copies of the National Curriculum Per School

-

200

400

600

800

Pump No access Facilitiy inneed ofrepair

Pipe Creek/River

Unknown

Pump51%

No access16%

Facilitiy in need of repair13%

Pipe9%

Creek/ River3%

Unknown8%

92

Nationally, 51% of the schools use pump water, and 9% use pipe water. In comparison, 16% of the schools have no access to water.

Among the 120 schools that report using pipe water, 101 are in Montserrado County. Lofa county has the largest percentage of schools with no access to water, at 27%.

Number and % of secondary schools with latrines by type and county, 2014

County Schools Functioning latrine Latrine in need of

repair No latrine Unknown

Count % total Count % total Count % total Count % total

Bomi 21 14 66.7% 4 19.0% 3 14.3% - 0.0% Bong 86 36 41.9% 30 34.9% 3 3.5% 17 19.8% Gbarpolu 22 8 36.4% 2 9.1% 6 27.3% 6 27.3% Grand Bassa 44 28 63.6% 4 9.1% 10 22.7% 2 4.5% Grand Cape Mount 25 13 52.0% 6 24.0% 0 0.0% 6 24.0% Grand Gedeh 35 17 48.6% 8 22.9% 3 8.6% 7 20.0% Grand Kru 39 8 20.5% 0 0.0% 29 74.4% 2 5.1% Lofa 82 50 61.0% 19 23.2% 11 13.4% 2 2.4% Margibi 105 65 61.9% 16 15.2% 3 2.9% 21 20.0% Maryland 40 22 55.0% 9 22.5% 5 12.5% 4 10.0% Montserrado 523 366 70.0% 55 10.5% 13 2.5% 89 17.0% Nimba 177 91 51.4% 33 18.6% 11 6.2% 42 23.7% River Cess 12 10 83.3% 0 0.0% 1 8.3% 1 8.3% River Gee 13 10 76.9% 0 0.0% 0 0.0% 3 23.1%Sinoe 41 23 56.1% 3 7.3% 7 17.1% 8 19.5% Total 1,265 761 60.2% 189 14.9% 105 8.3% 210 16.6%

Number of secondary schools with latrines by type, 2014

% of secondary schools with access to a latrine by county, 2014

0

50

100

150

200

250

300

350

400

Functioning Latrine Latrine in need of repair Unknown No Latrine

0%10%20%30%40%50%60%70%80%90%

100%

Functioning Latrine Latrine in need of repair No Latrine Unknown

93

Number of secondary schools with latrines by gender and county, 2014

County Schools Boys only latrine Girls only latrine Count % total Count % total

Bomi 21 9 42.9% 11 52.4% Bong 86 50 58.1% 50 58.1% Gbarpolu 22 4 18.2% 4 18.2% Grand Bassa 44 31 70.5% 29 65.9% Grand Cape Mount 25 15 60.0% 15 60.0% Grand Gedeh 35 22 62.9% 20 57.1% Grand Kru 39 13 33.3% 14 35.9% Lofa 82 45 54.9% 44 53.7% Margibi 105 66 62.9% 66 62.9% Maryland 40 20 50.0% 19 47.5% Montserrado 523 353 67.5% 352 67.3% Nimba 177 85 48.0% 92 52.0% River Cess 12 6 50.0% 5 41.7% River Gee 13 9 69.2% 9 69.2% Sinoe 41 20 48.8% 19 46.3% Total 1,265 748 59.1% 749 59.2%

% of secondary schools with latrines by type, 2014

Nationally, 60% of secondary schools have access to toilet facilities. There are four counties where fewer than 50% of secondary schools have access to toilet facilities: Bong, Gbarpolu and Grand

Gedeh. The number of secondary schools with no access to toilet facilities is highest in Gbarpolu at just over 35%. The percentage of schools with a boy’s only latrine is the same as the percentage of schools with a girl’s only latrine, at 59%. By county, the percentage of schools with a boy’s only latrine is almost exactly the same the percentage of schools with a girl’s

only latrine. The highest number of functioning latrines can be found in Montserrado county.

Number and % of secondary schools with a library by county, 2014

County Schools Library No Library Unknown Count % total Count % total Count % total

Bomi 21 3 14.3% 18 85.7% - 0.0% Bong 86 18 20.9% 53 61.6% 15 17.4% Gbarpolu 22 - 0.0% 19 86.4% 3 13.6% Grand Bassa 44 6 13.6% 37 84.1% 1 2.3% Grand Cape Mount

25 7 28.0% 14 56.0% 4 16.0%

Grand Gedeh 35 3 8.6% 20 57.1% 12 34.3% Grand Kru 39 1 2.6% 37 94.9% 1 2.6% Lofa 82 14 17.1% 68 82.9% - 0.0% Margibi 105 18 17.1% 60 57.1% 27 25.7% Maryland 40 3 7.5% 36 90.0% 1 2.5% Montserrado 523 155 29.6% 272 52.0% 96 18.4% Nimba 177 26 14.7% 116 65.5% 35 19.8% River Cess 12 3 25.0% 9 75.0% - 0.0% River Gee 13 - 0.0% 12 92.3% 1 7.7% Sinoe 41 2 4.9% 34 82.9% 5 12.2% Total 1,265 259 20.5% 805 63.6% 201 15.9%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Boys Only Latrine Girls Only Latrine

94

Number of secondary schools with a library by county, 2014

% of secondary schools with a library by county, 2014

The percentage of secondary schools with a library is low, at 20% nationally. Some counties are more advantaged, as a greater percentage of their secondary schools have access to a library. Montserrado

with almost 30% of secondary schools equipped with Libraries and Grand Cape Mount (28%) are notable. 63% of secondary schools have no library at the national level.

Number and % of secondary schools with a surrounding wall or fence by county, 2014

County Schools Surrounding wall/fence

No surrounding wall/fence

Walls in need of repair Unknown

Count % total Count % total % total % total Count % total Bomi 21 7 33.3% 12 57.1% 2 9.5% - 0.0% Bong 86 5 5.8% 63 73.3% 10 11.6% 8 9.3%Gbarpolu 22 0 0.0% 13 59.1% 2 9.1% 7 31.8% Grand Bassa 44 8 18.2% 27 61.4% 7 15.9% 2 4.5% Grand Cape Mount 25 1 4.0% 17 68.0% 2 8.0% 5 20.0% Grand Gedeh 35 9 25.7% 20 57.1% 1 2.9% 5 14.3% Grand Kru 39 5 12.8% 30 76.9% 4 10.3% - 0.0% Lofa 82 17 20.7% 54 65.9% 9 11.0% 2 2.4% Margibi 105 17 16.2% 60 57.1% 13 12.4% 15 14.3% Maryland 40 6 15.0% 27 67.5% 5 12.5% 2 5.0% Montserrado 523 240 45.9% 184 35.2% 54 10.3% 45 8.6% Nimba 177 25 14.1% 112 63.3% 16 9.0% 24 13.6% River Cess 12 0 0.0% 10 83.3% 1 8.3% 1 8.3% River Gee 13 1 7.7% 6 46.2% 4 30.8% 2 15.4% Sinoe 41 6 14.6% 28 68.3% 4 9.8% 3 7.3% Total 1,265 347 27.4% 663 52.4% 134 10.6% 121 9.6%

-

50

100

150

200

250

300

Library No Library Unknown

0%10%20%30%40%50%60%70%80%90%

100%

Library No Library Unknown

95

% of secondary schools with a surrounding wall/fence by county, 2014

A school wall/fence around the school can discourage students from leaving school during instructional periods, keep away non-

students, and create a safe and secure environment conducive to learning, this is especially important for female students. At the national level, 52% of secondary schools do not have a surrounding wall or fence, compared to 27% that do. There are two counties (Gbarpolu, and River Cess), where no secondary schools have a surrounding wall or fence. The counties where the greatest percentage of secondary schools has a wall or fence are Montserrado (45.9%) and Bomi

(33%). Number and % of secondary schools with access to other facilities by county, 2014

County Schools Electricity School Nurse Handwash Facility Computer Lab

Count % total Count % total Count % total Count % total

Bomi 21 2 9.5% 1 4.8% 4 19.0% 1 4.8% Bong 86 0 0.0% 3 3.5% 14 16.3% 5 5.8% Gbarpolu 22 0 0.0% 0 0.0% 1 4.5% 2 9.1% Grand Bassa 44 5 11.4% 3 6.8% 13 29.5% 6 13.6% Grand Cape Mount

25 2 8.0% 1 4.0% 10 40.0% 2 8.0%

Grand Gedeh 35 4 11.4% 2 5.7% 11 31.4% 4 11.4%Grand Kru 39 0 0.0% 0 0.0% 3 7.7% 0 0.0% Lofa 82 3 3.7% 7 8.5% 7 8.5% 3 3.7% Margibi 105 8 7.6% 3 2.9% 29 27.6% 14 13.3% Maryland 40 2 5.0% 0 0.0% 10 25.0% 2 5.0% Montserrado 523 117 22.4% 53 10.1% 165 31.5% 133 25.4% Nimba 177 4 2.3% 10 5.6% 35 19.8% 12 6.8% River Cess 12 1 8.3% 3 25.0% 3 25.0% 2 16.7% River Gee 13 0 0.0% 0 0.0% 8 61.5% 0 0.0% Sinoe 41 1 2.4% 1 2.4% 3 7.3% 1 2.4% Total 1,265 149 11.8% 87 6.9% 316 25.0% 187 14.8%

*Access to electricity is determined by those schools that have access to a functioning generator.

% of secondary schools with access to other facilities by county, 2014

8.6%0.0%

14.3%2.4% 4.5%

14.3%5.0% 7.3% 13.6%

0.0%15.4% 9.3%

20.0%31.8%

8.3% 9.6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Surrounding Wall No Surrounding Wall Walls in need of repair Unknown

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Handwash Facility Computer Lab Electricity School Nurse

Access No Access

96

The vast majority of secondary schools do not have access to electricity (88.2%). There are only 149 secondary schools across all the counties that report having access to electricity. There are four counties where no schools report having access to electricity; Bong, Gbarpolu, Grand Kru and River Gee. The county reporting the greatest number of schools with access to electricity is Montserrado with 117. Nationally, 14.8% of schools have a computer lab. In Gbarpolu only 4.5% of secondary schools have access to hand washing facilities. Only 87 schools report having a school nurse. The majority of school nurses reporting in 2014 are in Montserrado County (53). 4 counties report no school nurses.

9.2.6. Management

Number and % of secondary schools with a functioning parent teacher association (PTA) by county, 2014

County Schools Functioning PTA No PTA Unknown Count % total Count % total Count % total

Bomi 21 21 100.0% 0 0.0% - 0.0% Bong 86 78 90.7% 5 5.8% 3 3.5% Gbarpolu 22 21 95.5% 1 4.5% - 0.0% Grand Bassa 44 41 93.2% 2 4.5% 1 2.3% Grand Cape Mount 25 23 92.0% 1 4.0% 1 4.0% Grand Gedeh 35 32 91.4% 0 0.0% 3 8.6% Grand Kru 39 32 82.1% 4 10.3% 3 7.7% Lofa 82 78 95.1% 4 4.9% - 0.0% Margibi 105 99 94.3% 3 2.9% 3 2.9% Maryland 40 37 92.5% 1 2.5% 2 5.0% Montserrado 523 448 85.7% 63 12.0% 12 2.3%Nimba 177 158 89.3% 4 2.3% 15 8.5% River Cess 12 10 83.3% 2 16.7% - 0.0% River Gee 13 13 100.0% 0 0.0% - 0.0% Sinoe 41 33 80.5% 6 14.6% 2 4.9% Total 1,265 1,124 88.9% 96 7.6% 45 3.6%

Number of secondary schools with a functioning PTA, 2014

% of secondary schools with a functioning PTA by no. of meetings a year, 2014

Almost 90% of secondary schools have a functioning PTA (88.9%).

In River Gee and Bomi all schools are reported to have a functioning PTA at secondary level.

The counties with the greatest percentage of secondary schools that do not have a PTA are Grand Kru (10.3%), River Cess (16.7%), and Sinoe (14.6%)

Of secondary schools with a functioning PTA, 68% met four or more times, while only 2% met once or less.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PTA No PTA Unknown

Unknown6%

Zero0%

Once2%

Twice9%

Three Times16%Four or More

67%

97

Number and % of secondary schools with a functioning school management committee by county, 2014

County Schools Functioning SMC No SMC Unknown Count % total Count % total Count % total

Bomi 21 13 61.9% 8 38.1% 0 0.0% Bong 86 33 38.4% 47 54.7% 6 7.0% Gbarpolu 22 12 54.5% 7 31.8% 3 13.6% Grand Bassa 44 18 40.9% 24 54.5% 2 4.5% Grand Cape Mount 25 12 48.0% 10 40.0% 3 12.0% Grand Gedeh 35 19 54.3% 13 37.1% 3 8.6% Grand Kru 39 13 33.3% 21 53.8% 5 12.8% Lofa 82 22 26.8% 54 65.9% 6 7.3% Margibi 105 73 69.5% 22 21.0% 10 9.5% Maryland 40 14 35.0% 21 52.5% 5 12.5% Montserrado 523 280 53.5% 188 35.9% 55 10.5% Nimba 177 65 36.7% 87 49.2% 25 14.1% River Cess 12 4 33.3% 7 58.3% 1 8.3% River Gee 13 9 69.2% 2 15.4% 2 15.4%Sinoe 41 10 24.4% 28 68.3% 3 7.3% Total 1,265 597 47.2% 539 42.6% 129 10.2%

Number of secondary schools with a functioning SMC, 2014

% of secondary schools with a functioning SMC by meetings a year, 2014

47.2% of Liberian secondary schools have a functioning SMC, compared to 42.6% that do not have a school board. The lowest number of school management committees can be found in Sinoe (24.4%) and the highest is in Margibi (69.5%).

 

 

   

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%

School Management Committee

No School Management Committee

Unknown

Unknown12%

Zero1%

Once3%

Twice19%

Three Times19%

Four or More46%

98

9.3 Student Flow 9.3.1 Promotion rate14

Secondary school promotion rate by county and grade, 2013-2014

County Grade 7-8 Grade 8-9 Grade 9-10 Grade 10-11 Grade 11-12 Bomi 55.4% 66.3% 71.9% 64.4% 101.2% Bong 80.9% 81.4% 58.2% 86.9% 83.7% Gbarpolu 67.5% 43.4% 37.1% 47.1% 80.0% Grand Bassa 79.5% 87.1% 45.9% 61.4% 60.4% Grand Cape Mount 80.4% 87.3% 75.5% 54.8% 53.5% Grand Gedeh 75.2% 83.3% 74.3% 81.4% 88.4% Grand Kru 64.4% 66.9% 54.0% 87.1% 85.7% Lofa 78.4% 87.1% 81.3% 86.7% 94.4% Margibi 101.5% 97.8% 102.9% 106.7% 73.4% Maryland 103.7% 96.6% 137.7% 130.7% 121.6% Montserrado 120.4% 128.0% 124.5% 118.6% 115.3% Nimba 65.7% 74.7% 52.4% 76.2% 82.3% River Cess 50.4% 58.7% 72.1% 61.4% 87.5% River Gee 123.1% 82.3% 101.4% 61.5% 79.0% Sinoe 73.6% 77.3% 67.3% 77.2% 72.3% Average 74.0% 76.9% 71.0% 78.1% 77.0%

Secondary school promotion rate for male by county and grade, 2013-2014

County Grade 7-8 Grade 8-9 Grade 9-10 Grade 10-11 Grade 11-12 Bomi 58.4% 73.3% 77.1% 63.0% 103.1% Bong 78.3% 82.6% 53.6% 84.6% 89.5% Gbarpolu 72.5% 38.4% 37.1% 48.0% 82.6% Grand Bassa 85.4% 88.1% 53.8% 75.0% 37.5% Grand Cape Mount 75.4% 87.4% 77.6% 47.3% 64.1% Grand Gedeh 75.8% 90.8% 72.9% 80.9% 88.7% Grand Kru 70.3% 73.7% 48.9% 88.1% 89.6% Lofa 77.6% 84.7% 84.2% 90.0% 92.7% Margibi 88.3% 94.7% 117.0% 95.0% 83.5% Maryland 100.0% 98.0% 142.4% 128.7% 122.6% Montserrado 116.3% 130.5% 129.7% 102.4% 114.0% Nimba 67.2% 75.8% 51.3% 70.9% 79.0% River Cess 46.5% 59.6% 58.3% 60.0% 80.6% River Gee 142.1% 87.3% 95.7% 74.5% 76.5% Sinoe 76.7% 84.4% 69.7% 77.0% 72.6% Average 73.7% 78.0% 72.0% 74.3% 77.7%

Secondary school promotion rate for female by county and grade, 2013-2014

County Grade 7-8 Grade 8-9 Grade 9-10 Grade 10-11 Grade 11-12 Bomi 51.6% 57.8% 64.7% 66.4% 98.5% Bong 84.8% 79.4% 66.5% 91.4% 73.4% Gbarpolu 59.8% 52.9% 37.0% 46.2% 75.0%Grand Bassa 68.4% 85.2% 36.4% 46.2% 95.2% Grand Cape Mount 87.8% 87.3% 72.1% 69.5% 40.6% Grand Gedeh 74.3% 72.6% 76.6% 82.5% 88.0% Grand Kru 54.4% 54.8% 63.4% 85.2% 75.6% Lofa 79.5% 91.3% 76.0% 80.4% 98.1% Margibi 122.0% 101.6% 87.8% 124.2% 63.8% Maryland 109.1% 94.1% 129.4% 134.8% 119.5% Montserrado 125.5% 125.4% 119.1% 142.9% 117.4% Nimba 63.6% 73.1% 54.0% 84.8% 87.6% River Cess 58.9% 57.1% 103.1% 63.0% 111.1% River Gee 92.2% 74.8% 113.0% 40.0% 83.6% Sinoe 67.2% 63.2% 62.5% 77.8% 71.4% Average 74.4% 75.5% 69.4% 84.4% 75.8%

                                                                                 14 As all rates have been affected by the increase in coverage of schools between 2013 and 2014 from 2,849 to 4,038, the promotion rates were calculated for only public schools which were recorded within both the 2013 and 2014 Annual School Census.

99

Secondary school promotion rate by grade and gender, 2013-2014

The promotion rates between all grades in secondary education are above 70% at the national level, with the highest rate at 78% for Grade 10-11.

The promotion rate for female students for Grade 10-11 is noticeably higher than that for male students (84% versus 74%). At the county level, Bomi, Margibi, Maryland, Montserrado and River Gee all have student promotion rates above 100% for

certain or all grades. The increase in student enrollments may be caused by the influx of immigrants or the closure of schools in the areas.

The promotion rates for different grades vary drastically in each county. In Bomi county for example, the promotion rate increases from 55% for Grade 7-8 to 101% for Grade 11-12.

9.3.2 Repetition rate15

Secondary school repetition rate by county and grade, 2013-2014 County Grade 7-8 Grade 8-9 Grade 9-10 Grade 10-11 Grade 11-12 Bomi 8.5% 3.4% 2.0% 4.0% 3.7% Bong 11.0% 6.4% 3.6% 1.9% 1.4% Gbarpolu 12.4% 4.4% 1.3% 2.0% 0.0% Grand Bassa 13.6% 5.2% 8.2% 12.0% 9.4% Grand Cape Mount 15.1% 15.9% 9.7% 10.0% 2.8% Grand Gedeh 17.9% 9.6% 5.3% 6.8% 4.7% Grand Kru 19.4% 10.5% 5.5% 3.2% 2.0% Lofa 7.9% 5.8% 5.8% 6.2% 5.9% Margibi 11.3% 8.3% 5.5% 2.2% 2.3% Maryland 12.1% 15.6% 11.9% 3.1% 4.0% Montserrado 12.2% 9.1% 7.3% 2.4% 1.9% Nimba 11.2% 9.2% 6.6% 10.9% 5.8% River Cess 11.7% 8.7% 1.0% 8.8% 5.0% River Gee 6.6% 4.4% 2.9% 6.3% 7.0% Sinoe 6.7% 2.3% 1.5% 2.2% 4.3% Average 10.3% 7.4% 5.3% 4.6% 3.2%

 

 

 

 

 

 

 

 

 

                                                                                 15 As all rates have been affected by the increase in coverage of schools between 2013 and 2014 from 2,849 to 4,038, the repetition rates were calculated for only public schools which were recorded within both the 2013 and 2014 Annual School Census.

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

Grade 7-8 Grade 8-9 Grade 9-10 Grade 10-11 Grade 11-12

Male Female Average

100

Secondary school repetition rate for male by county and grade, 2013-2014 County Grade 7-8 Grade 8-9 Grade 9-10 Grade 10-11 Grade 11-12 Bomi 8.3% 4.8% 2.3% 3.7% 5.2% Bong 10.6% 6.3% 3.6% 2.0% 1.7% Gbarpolu 12.3% 4.3% 1.0% 0.0% 0.0% Grand Bassa 11.2% 5.0% 9.7% 20.5% 6.3% Grand Cape Mount 11.6% 12.6% 9.2% 6.8% 2.6% Grand Gedeh 17.6% 10.7% 6.2% 6.3% 2.0% Grand Kru 18.3% 12.8% 4.7% 5.0% 0.9% Lofa 7.6% 5.4% 5.1% 5.6% 5.5% Margibi 9.1% 8.0% 4.6% 1.3% 2.0% Maryland 10.2% 14.4% 10.5% 3.5% 4.2% Montserrado 9.9% 8.8% 6.9% 1.8% 1.2% Nimba 11.0% 8.2% 6.0% 10.3% 5.3% River Cess 14.0% 7.4% 1.4% 13.3% 6.5% River Gee 6.3% 5.5% 3.2% 7.0% 6.9% Sinoe 6.3% 1.7% 1.5% 3.0% 4.1% Average 9.6% 7.1% 4.9% 4.3% 2.9%

Secondary school repetition rate for female by county and grade, 2013-2014

County Grade 7-8 Grade 8-9 Grade 9-10 Grade 10-11 Grade 11-12 Bomi 8.7% 1.8% 1.6% 4.4% 1.5% Bong 11.6% 6.6% 3.6% 1.9% 1.0% Gbarpolu 12.5% 4.6% 1.9% 3.8% 0.0% Grand Bassa 17.9% 5.6% 6.5% 2.6% 14.3% Grand Cape Mount 20.3% 20.0% 10.5% 16.2% 3.1% Grand Gedeh 18.3% 8.1% 3.8% 7.8% 9.0% Grand Kru 21.2% 6.4% 6.9% 0.0% 4.9% Lofa 8.3% 6.6% 6.9% 7.4% 6.8% Margibi 14.6% 8.7% 6.6% 3.6% 2.6% Maryland 14.9% 17.6% 14.4% 2.2% 3.5% Montserrado 15.1% 9.4% 7.8% 3.5% 2.9% Nimba 11.5% 10.6% 7.5% 11.9% 6.8% River Cess 6.8% 10.7% 0.0% 3.7% 0.0% River Gee 7.2% 2.7% 2.2% 5.3% 7.3% Sinoe 7.8% 3.4% 1.6% 0.0% 4.8% Average 11.3% 7.8% 5.7% 5.1% 3.8%

Secondary school repetition rate by grade and gender, 2013-2014

Repetition rates can demonstrate the efficiency of the educational system. The high repetition rate is ultimately costly to the government as students spend longer time completing school.

At the national level, there is a noticeable decrease of repetition rate from 10% for Grade 7-8 to 3% for Grade 11-12. By gender, the repetition rate for female students is higher than that for male students between all grades. At the county level, it is noteworthy that the repetition rate for Grade 7-8 is the highest in Grand Kru, at 19%.

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

Grade 7-8 Grade 8-9 Grade 9-10 Grade 10-11 Grade 11-12

Male Female Average

101

9.3.3 Dropout rate16 Secondary school dropout rate by county and grade, 2013-2014

County Grade 7-8 Grade 8-9 Grade 9-10 Grade 10-11 Grade 11-12 Bomi 36.1% 30.3% 26.1% 31.6% -4.9% Bong 8.1% 12.2% 38.1% 11.1% 14.9% Gbarpolu 20.1% 52.2% 61.6% 51.0% 20.0% Grand Bassa 7.0% 7.7% 45.9% 26.5% 30.2% Grand Cape Mount 4.5% -3.2% 14.9% 35.2% 43.7% Grand Gedeh 7.0% 7.0% 20.4% 11.8% 6.8% Grand Kru 16.2% 22.6% 40.5% 9.7% 12.2% Lofa 13.8% 7.1% 12.9% 7.1% -0.3% Margibi -12.7% -6.1% -8.5% -8.9% 24.3% Maryland -15.8% -12.2% -49.6% -33.8% -25.6% Montserrado -32.6% -37.1% -31.9% -21.1% -17.2% Nimba 23.1% 16.1% 41.0% 12.9% 11.9% River Cess 37.8% 32.7% 26.9% 29.8% 7.5% River Gee -29.7% 13.4% -4.3% 32.1% 14.0% Sinoe 19.7% 20.4% 31.1% 20.6% 23.4% Average 15.7% 15.7% 23.8% 17.4% 19.8%

Secondary school dropout rate for male by county and grade, 2013-2014

County Grade 7-8 Grade 8-9 Grade 9-10 Grade 10-11 Grade 11-12 Bomi 33.2% 21.9% 20.5% 33.3% -8.3% Bong 11.1% 11.1% 42.7% 13.5% 8.8% Gbarpolu 15.2% 57.3% 61.9% 52.0% 17.4% Grand Bassa 3.4% 6.9% 36.6% 4.5% 56.3% Grand Cape Mount 13.1% 0.0% 13.2% 45.9% 33.3% Grand Gedeh 6.7% -1.5% 20.9% 12.8% 9.3% Grand Kru 11.4% 13.5% 46.3% 6.9% 9.4% Lofa 14.8% 9.8% 10.6% 4.4% 1.9% Margibi 2.6% -2.7% -21.6% 3.7% 14.5% Maryland -10.2% -12.4% -52.9% -32.3% -26.8%Montserrado -26.2% -39.3% -36.6% -4.2% -15.2% Nimba 21.8% 16.0% 42.7% 18.8% 15.7% River Cess 39.5% 33.0% 40.3% 26.7% 12.9% River Gee -48.3% 7.3% 1.1% 18.5% 16.7% Sinoe 17.1% 13.9% 28.8% 20.0% 23.3% Average 16.8% 15.0% 23.1% 21.4% 19.5%

Secondary school dropout rate for female by county and grade, 2013-2014 County Grade 7-8 Grade 8-9 Grade 9-10 Grade 10-11 Grade 11-12 Bomi 39.7% 40.4% 33.7% 29.2% 0.0% Bong 3.6% 14.0% 29.9% 6.7% 25.6% Gbarpolu 27.7% 42.5% 61.1% 50.0% 25.0% Grand Bassa 13.7% 9.3% 57.1% 51.3% -9.5% Grand Cape Mount -8.1% -7.3% 17.4% 14.3% 56.3% Grand Gedeh 7.3% 19.2% 19.6% 9.7% 3.0% Grand Kru 24.4% 38.9% 29.7% 14.8% 19.5% Lofa 12.2% 2.1% 17.1% 12.2% -4.8% Margibi -36.7% -10.3% 5.6% -27.8% 33.6% Maryland -24.0% -11.7% -43.9% -37.0% -23.0% Montserrado -40.6% -34.8% -26.9% -46.3% -20.3% Nimba 24.8% 16.3% 38.5% 3.3% 5.6% River Cess 34.2% 32.1% -3.1% 33.3% -11.1% River Gee 0.6% 22.4% -15.2% 54.7% 9.1% Sinoe 25.0% 33.3% 35.9% 22.2% 23.8% Average 14.2% 16.8% 24.8% 10.5% 20.5%

 

 

 

 

 

 

                                                                                 16 As all rates have been affected by the increase in coverage of schools between 2013 and 2014 from 2,849 to 4,038, the dropout rates were calculated for only public schools which were recorded within both the 2013 and 2014 Annual School Census.

102

 

Public primary school dropout rate by grade and gender, 2012-2014

Nationally, the dropout rates for different grades range from 16% to 24%. The dropout rates for female students are lower than those for male students for Grade 7-8 and Grade 10-11 at the national

level. It is especially noteworthy that the rate is 11% for female students versus 21% for male students for Grade 10-11. Some counties with more than 100% promotion rates have negative dropout rates for certain grades.

At the county level, the dropout rates for Grade 7-8 are especially high in Bomi and River Cess, at 36% and 38% respectively.

   

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

Grade 7-8 Grade 8-9 Grade 9-10 Grade 10-11 Grade 11-12

Male Female Average

103

10.0. Accelerated Learning Program (ALP) 10.1. Access 10.1.1. Enrollment

Number of ALP students by county and grade, 2014 County Total Level 1 Level 2 Level 3

There are 4,553 ALP students nationwide in Liberia reporting in 2014. 1,976 are in Level 1, 1,443 in Level 2 and 1,134 in Level 3.

Bomi reports the largest number of ALP students (982), followed by Nimba (932) and Bong (739). On the other hand, Grand Gedeh, Margibi, River Cess and Sinoe all report less than 100 students enrolled in ALP programs.

Bomi 982 393 325 264 Bong 739 333 224 182 Grand Bassa 283 115 110 58 Grand Gedeh 11 11 - - Lofa 337 91 109 137 Margibi 69 20 25 24 Maryland 511 304 142 65 Montserrado 513 156 221 136 Nimba 932 483 226 223 River Cess 78 30 16 32 Sinoe 98 40 45 13 Total 4,553 1,976 1,443 1,134

*Not all counties in Liberia reported ALP programs in 2014.

Number of ALP students by grade and gender, 2014

% of ALP students by grade and gender, 2014

Number of ALP students by county and gender, 2014

-

200

400

600

800

1,000

1,200

Level 1 Level 2 Level 3

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Level 1 Level 2 Level 3 Total

Male Female

-

100

200

300

400

500

600

Male Female

104

% of ALP students by county and gender, 2014

By county, the percentage of male versus female students vary slightly. Grand Bassa has the largest percentage of male students – 59%, and Nimba has the smallest percentage – 46%.

At the national level, the number of female students is slightly lower than male students – 45% versus 55%. The gender radio remains fairly the same across different levels.

Number and % of ALP students by ownership and grade, 2014

Ownership Total Level 1 Level 2 Level 3

% of ALP students by ownership and gender, 2014

Public 3,473 1,588 1,014 871 Private 605 208 263 134 Religious/Mission 303 121 110 72 Community 172 59 56 57 Total 4,553 1,976 1,443 1,134

76% of the ALP students are in public ALP centers, as compared with 13% in private, 7% in religious or mission, and less than 4% in community ALP centers.

The percentage of female students in the overall ALP student population ranges from 54% in mission or religious ALP centers to 43% in public ALP centers.

Number of ALP school students by county and age group, 2014

County Total <10 10-15 15-20 20-25 25-30 30-35 >35 Bomi 982 74 761 117 24 5 1 - Bong 739 15 304 195 127 55 35 8 Grand Bassa 283 - 75 103 55 40 9 1 Grand Gedeh 11 - 4 4 2 1 - - Lofa 337 - 113 66 83 39 15 21 Margibi 69 - - - 22 35 12 - Maryland 511 115 248 84 32 14 9 9 Montserrado 513 56 114 95 83 55 68 42 Nimba 932 52 318 236 155 96 57 18 River Cess 78 - 9 16 26 19 7 1 Sinoe 98 - 41 12 21 16 8 - Total 4,553 312 1,987 928 630 375 221 100

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

105

Number of ALP students by age group and gender, 2014

% of ALP students by age group and gender, 2014

Since ALPs are accelerated learning programs mainly targeted towards children and youth, nearly half of the total 4,553 ALP learners reporting in 2014 are 15 years old or younger. One fifth of the ALP learners are in the 15-20 age group, and the rest are older than 20.

The percentage of male students is in general slightly larger than that of female students, except for the age groups 30-35, and >35, where female students make up more than 55% of the student population.

10.2. Resources 10.2.1. Ownership

Number of ALP centers by county and provider, 2014

County Total Government Non-Government

Number of ALP centers by county and provider, 2014

Bomi 9 8 1 Bong 9 8 1 Grand Bassa 2 1 1 Grand Gedeh 1 0 1 Lofa 2 2 0 Margibi 1 0 1 Maryland 6 4 2 Montserrado 6 0 6 Nimba 16 15 1 River Cess 1 1 0 Sinoe 2 1 1 Total 55 40 15

There are 55 ALP centers reporting in 2014 nationwide, and the majority (73%) are public centers. Nearly 30% ALP centers are concentrated in Nimba.

10.2.2. Teachers

Number and % of ALP teachers by county and gender, 2014

County Total Male Female Count % total Count % total

Bomi 33 28 84.8% 5 15.2% Bong 29 26 89.7% 3 10.3% Grand Bassa 8 7 87.5% 1 12.5% Grand Gedeh 1 1 100.0% - 0.0% Lofa 9 9 100.0% - 0.0% Margibi 1 1 100.0% - 0.0% Maryland 18 16 88.9% 2 11.1% Montserrado 16 9 56.3% 7 43.8% Nimba 54 45 83.3% 9 16.7% River Cess 2 2 100.0% - 0.0% Sinoe 2 1 50.0% 1 50.0% Total 173 145 83.8% 28 16.2%

-

200

400

600

800

1,000

1,200

<10 10-15 15-20 20-25 25-30 30-35 >35M

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

<10 10-15 15-20 20-25 25-30 30-35 >35M Total

Male Female

Public73%

Private16%

Mission/Religious6%

Community5%

106

Number of ALP teachers by county and gender, 2014

% of ALP teachers by county and gender, 2014

There are 173 ALP teachers nationwide reporting in 2014, with 84% of them being male teachers. At the county level, Nimba reports the largest number of teachers (54), followed by Bomi (33) and Bong (29). The percentage of male versus female teachers varies greatly by county. The percentage of male teachers ranges from 100% in

Grand Gedeh, Lofa, Margibi and River Cess to 50% in Sinoe.

Number and % of ALP teachers by ownership and gender, 2014

Ownership Total Male Female Count % total Count % total

Public 143 127 88.8% 16 11.2% Private 19 9 47.4% 10 52.6% Religious/Mission 7 6 85.7% 1 14.3% Community 4 3 75.0% 1 25.0% Total 173 145 83.8% 28 16.2%

Number of ALP teachers by ownership and gender, 2014

0

20

40

60

80

100

120

140

160

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

0

20

40

60

80

100

120

140

Public Private Mission/religious group Community

Male Female

107

% of ALP teachers by ownership and gender, 2014

Of the 173 ALP teachers reporting in 2014 nationwide, 83% of them teach in public ALP centers. Public ALP centers also have the largest percentage of male teachers – 89%, in contrast with 47% in private ALP centers.

Number and % of ALP teachers by professional qualification and county, 2014

County Total Trained Not Trained Unknown Count % total Count % total Count % total

Bomi 33 28 84.8% 5 15.2% - 0.0% Bong 29 26 89.7% 3 10.3% - 0.0% Grand Bassa 8 7 87.5% 1 12.5% - 0.0%Grand Gedeh 1 1 100.0% - 0.0% - 0.0% Lofa 9 8 88.9% 1 11.1% - 0.0% Margibi 1 1 100.0% - 0.0% - 0.0% Maryland 18 13 72.2% 5 27.8% - 0.0% Montserrado 16 11 68.8% 5 31.3% - 0.0%Nimba 54 51 94.4% 1 1.9% 2 3.7% River Cess 2 2 100.0% - 0.0% - 0.0% Sinoe 2 1 50.0% 1 50.0% - 0.0% Total 173 149 86.1% 22 12.7% 2 1.2%

* “Trained” encompasses teachers with training from teacher training institute training (TTI), accelerated learning program (ALP), and higher education/university training. “Unknown” teachers include those whose professional qualification was not reported.

Number of ALP teachers by professional qualification and county, 2014

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Public Mission/religious group Community Private Total

Male Female

-

10

20

30

40

50

60

Nimba Bomi Bong Maryland Montserrado Lofa Grand Bassa River Cess GrandGedeh

Margibi Sinoe

Trained Untrained Unknown

108

% of ALP teachers by professional qualification and county, 2014

Number of ALP teachers by qualification type and gender, 2014

% of ALP teachers by qualification type and gender, 2014

In terms of ALP teachers by professional qualification, the majority of them (86%) are trained by either teacher training institutes, accelerated learning programs or higher education institutions.

At the county level, Nimba reports the largest number of trained teachers – 51, followed by Bomi and Bong. With regard to teachers by qualification type, more than half (55%) of them received in-service c certificate as compared with

other qualification types. The percentage of female teachers in almost all qualification types is also noticeably smaller than male teachers.

Number and % of ALP teachers by academic qualification and county, 2014

County Total Did not complete

secondary Secondary school University and above Unknown

Count % total Count % total Count % total Count % total Bomi 33 1 3.0% 31 93.9% 1 3.0% - 0.0% Bong 29 - 0.0% 29 100.0% - 0.0% - 0.0% Grand Bassa 8 - 0.0% 7 87.5% 1 12.5% - 0.0% Grand Gedeh 1 - 0.0% 1 100.0% - 0.0% - 0.0% Lofa 9 - 0.0% 9 100.0% - 0.0% - 0.0% Margibi 1 - 0.0% 1 100.0% - 0.0% - 0.0% Maryland 18 1 5.6% 13 72.2% 4 22.2% - 0.0% Montserrado 16 - 0.0% 14 87.5% 2 12.5% - 0.0% Nimba 54 - 0.0% 46 85.2% 2 3.7% 6 11.1% River Cess 2 - 0.0% 2 100.0% - 0.0% - 0.0% Sinoe 2 1 50.0% 1 50.0% - 0.0% - 0.0% Total 173 3 1.7% 154 89.0% 10 5.8% 6 3.5%

* “Did not complete secondary” includes non-completion of primary and intermediate/lower secondary education levels. “Secondary school” attainment includes completion of secondary; high school/secondary diploma. “University and above” attainment includes completion of four (4) or more years of university education or its equivalent. “Unknown” teachers include those whose academic qualification was not reported.

0.0% 0.0% 0.0%3.7%

0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 1.2%

0%10%20%30%40%50%60%70%80%90%

100%

Trained Untrained Unknown

0

10

20

30

40

50

60

70

80

90

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

109

Number of ALP teachers by academic qualification and gender, 2014

% of ALP teachers by academic qualification and gender, 2014

The vast majority of ALP teachers nationwide have completed at least secondary school, with 6% that have university degrees and above.

As with teachers by qualification type, the majority of teachers in each academic qualification are male teachers (except teachers that have masters’ degree or above).

Number and % of ALP teachers by source of salary and county, 2014

County Total Government Private Inst. Household Volunteer Unknown Count % total Count % total Count % total Count % total Count % total

Bomi 33 28 84.8% 1 3.0% - 0.0% 4 12.1% - 0.0% Bong 29 21 72.4% 3 10.3% - 0.0% - 0.0% 5 17.2% Grand Bassa 8 5 62.5% 3 37.5% - 0.0% - 0.0% - 0.0% Grand Gedeh 1 - 0.0% 1 100.0% - 0.0% - 0.0% - 0.0% Lofa 9 5 55.6% 2 22.2% 2 22.2% - 0.0% - 0.0% Margibi 1 1 100.0% - 0.0% - 0.0% - 0.0% - 0.0% Maryland 18 12 66.7% 5 27.8% - 0.0% 1 5.6% - 0.0% Montserrado 16 - 0.0% 15 93.8% - 0.0% - 0.0% 1 6.3% Nimba 54 49 90.7% 1 1.9% - 0.0% 4 7.4% - 0.0% River Cess 2 2 100.0% - 0.0% - 0.0% - 0.0% - 0.0% Sinoe 2 1 50.0% 1 50.0% - 0.0% - 0.0% - 0.0% Total 173 124 71.7% 32 18.5% 2 1.2% 9 5.2% 6 3.5%

* Private institutions include firms, religious bodies and NGOs. Household includes family and community. “Unknown” teachers include those whose source of salary was not reported.

Number of ALP teachers by source of salary and gender, 2014

% of ALP teachers by source of salary, 2014

Government pays 72% of ALP teachers, and private institutions pay about 19% of ALP teachers nationwide. At the county level, the percentage of teachers paid by public versus other sources varies. In Lofa, for example, 56% of teachers

are paid by the government, and 44% are paid by either private institutions or households.

0

20

40

60

80

100

120

140

CompletedSecondary

AnyBachelorsDegree

Did NotCompleteSecondary

AnyMasters

Degree orAbove

Unknown

Male Female

0%

20%

40%

60%

80%

100%

Did NotCompleteSecondary

AnyBachelorsDegree

Unknown CompletedSecondary

AnyMasters

Degree orAbove

Total

Male Female

0

20

40

60

80

100

120

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

110

ALP student-teacher ratio (STR) by county, 2014

County Overall Government Non-Government Student Teacher STR Student Teacher STR Student Teacher STR

Bomi 982 33 29.8 906 32 28.3 76 1 76.0 Bong 739 29 25.5 705 28 25.2 34 1 34.0 Grand Bassa 283 8 35.4 100 5 20.0 183 3 61.0 Grand Gedeh 11 1 11.0 - - - 11 1 11.0 Lofa 337 9 37.4 337 9 37.4 - - - Margibi 69 1 69.0 - - - 69 1 69.0 Maryland 511 18 28.4 408 13 31.4 103 5 20.6 Montserrado 513 16 32.1 - - - 513 16 32.1 Nimba 932 54 17.3 885 53 16.7 47 1 47.0 River Cess 78 2 39.0 78 2 39.0 - - - Sinoe 98 2 49.0 54 1 54.0 44 1 44.0 Total 4,553 173 26.3 3,473 143 24.3 1,080 30 36.0

*Student-Teacher Ratio (STR) may also be referred to as Pupil-Teacher Ratio or PTR

ALP student-teacher ratio (STR) by county and ownership, 2014

The overall student teacher ratio (STR) in ALP centers is 26 nationwide, which means one teacher teaches 26 students on average among ALP centers. STR for government ALP centers is lower than that for non-government ones – 24 versus 36 at the national level.

STRs for ALP centers varies by county. Margibi has the largest STR – 69, in contrast with Grand Gedeh and Nimba that have STRs less than 20.

In almost all counties, STRs in government ALP centers are lower than those in non-government ALP centers, with the exception of Maryland and Sinoe where STRs in government ALP centers are slightly higher.

10.2.3. Classrooms

Number of ALP classrooms and student-classroom ratio (SCR) by county and type, 2014 County Total Solid Semi-solid Makeshift Partition Open-Air Other SCR

Bomi 29 13 12 - 4 - - 39.3 Bong 19 10 9 - - - - 38.9 Grand Bassa 9 6 3 - - - - 31.4 Grand Gedeh - - - - - - - - Lofa 6 6 - - - - - 56.2 Margibi 3 - - 3 - - - - Maryland 11 3 8 - - - - 46.5 Montserrado 30 18 7 5 - - - 20.5 Nimba 34 7 16 - 8 3 - 40.5 River Cess 2 - 2 - - - - 39.0 Sinoe - - - - - - - - Total 143 63 57 8 12 3 - 37.9

*Grand Gedeh and Sinoe have no classrooms reported for ALP programs. **Student-Classroom Ratio (SCR) may also be referred to as Pupil-Classroom Ratio or PCR.

-

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

Government Non-Government Overall

111

ALP student-classroom ratio (SCR) by county, 2014

% of ALP classrooms by type, 2014

10.2.4. Curriculum and instruction

ALP student-textbook ratio (STextR) by county and subject 2014

County Enrollment Language Arts Math Science Social Studies Other Count STextR Count STextR Count STextR Count STextR Count STextR

Bomi 982 62 15.8 75 13.1 64 15.3 72 13.6 15 65.5 Bong 739 216 3.4 217 3.4 182 4.1 184 4.0 35 21.1 Grand Bassa 283 130 2.2 123 2.3 115 2.5 100 2.8 9 31.4 Grand Gedeh 11 - - - - - - - - - - Lofa 337 109 3.1 87 3.9 82 4.1 48 7.0 - - Margibi 69 - - - - - - - - - - Maryland 511 4 127.8 4 127.8 4 127.8 4 127.8 - - Montserrado 513 39 13.2 4 128.3 8 64.1 4 128.3 7 73.3 Nimba 932 88 10.6 74 12.6 39 23.9 37 25.2 - - River Cess 78 4 19.5 4 19.5 2 39.0 5 15.6 - - Sinoe 98 25 3.9 25 3.9 32 3.1 32 3.1 4 24.5 Total 4,553 677 6.7 613 7.4 528 8.6 486 9.4 70 65.0

* Language arts include English, literature, and foreign languages. Mathematics includes arithmetic, algebra, trigonometry, etc. Sciences include general science, physical education, biology, chemistry, and physics. Social studies include civics, history, and geography. Other includes any other books that are not included in categories listed. Unknown includes those textbooks that were not reported.

** The student-textbook ratio (STextR) can also be referred to as the pupil-textbook ratio (PTextR).

-

10.0

20.0

30.0

40.0

50.0

60.0

SCR

Solid44%

Semi Solid40%

Make-Shift6%

Partition8%

Open-Air2%

%

Nationwide, there are 143 ALP classrooms reporting in 2014, among which 63 are solid and 57 are semi-solid classrooms. Solid and semi-solid classrooms make up 84% of the overall classrooms.

Student-classroom ratio (SCR) is 38 nationwide. Lofa has the largest SCR – 56, which means that one classroom has 56 students. In contrast, Montserrado has a small SCR of 21.

112

ALP student-textbook ratio (STextR) by county and subject (language arts and mathematics), 2014

For the 4,553 ALP students reporting in 2014 nationwide, there are, according to school reports, 677 language arts textbooks, 613 math textbooks, 528 science textbooks and 486 social studies textbooks. The student textbook ratio (STextR) is 6.7 for language arts, 7.4 for math, 8.6 for science and 9.4 for social studies. This means that depending on the subject, a textbook is shared by 7 to 9 students on national average.

In terms of STextR for language and math textbooks by county, the numbers vary greatly. It is noteworthy that Maryland county has STextRs as high as 128 for both language and math textbooks. On the other hand, the ratio is less than 4 for Sinoe, Bong, Lofa and Grand Bassa.

ALP student-textbook ratio (STextR) by ownership and subject, 2014

Ownership Enrollment Language Arts Math Science Social Studies Other

Count STextR Count STextR Count STextR Count STextR Count STextR

Public 3,473 582 6.0 557 6.2 476 7.3 458 7.6 31 112.0 Private 605 50 12.1 18 33.6 22 27.5 13 46.5 15 40.3 Religious/Mission 303 30 10.1 23 13.2 15 20.2 - - 9 33.7 Community 172 15 11.5 15 11.5 15 11.5 15 11.5 15 11.5 Total 4,553 677 6.7 613 7.4 528 8.6 486 9.4 70 65.0

*Language arts include English, literature, and foreign languages. Mathematics includes arithmetic, algebra, trigonometry, etc. Sciences include general science, physical education, biology, chemistry, and physics. Social studies include civics, history, and geography. Other includes any other books that are not included in categories listed. Unknown includes those textbooks that were not reported.

ALP student-textbook ratio (STextR) by ownership and subject (language arts and mathematics), 2014

In terms of STextR among ALP centers by ownership, public ALPs have the smallest STextR among all centers.

STextRs for language and math textbooks vary by different types of ALP centers. For example, STextR for math textbooks is 34 in private ALP centers, while the ratio is only 6 for public ALP centers.

   

-

20.0

40.0

60.0

80.0

100.0

120.0

140.0

Language Arts Math

-

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

Private Community Mission/religiousgroup

Public Total

Language Arts Math

113

11.0. Alternative Basic Education (ABE) 11.1. Access 11.1.1. Enrollment

Number of ABE students by county and grade, 2014

County Total Level 1 Level 2 Level 3

There are 10,243 ABE students reporting in 2014 in Liberia. The number of students reporting at each county varies, from 90 in Gbarpolu to over 2,000 in Lofa, Montserrado and Nimba.

The number of students reporting in 2014 decreases dramatically from more than 5,000 in Level 1 to less than 3,000 in Level 2.

Overall, the majority of ABE students are females - 60% of the total students, compared with 40% for male students.

Bomi 617 262 174 181 Bong 1,385 767 386 232 Gbarpolu 90 80 10 - Grand Bassa 785 448 186 151 Grand Cape Mount 93 30 35 28 Lofa 2,121 1,206 483 432 Margibi 562 309 128 125 Maryland 165 76 89 - Montserrado 2,299 887 770 642 Nimba 2,126 1,091 566 469 Total 10,243 5,156 2,827 2,260 *Not all counties in Liberia reported ABE programs in 2014.

Number of ABE students by grade and gender, 2014

% of ABE students by grade and gender, 2014

Number of ABE students by county and gender, 2014

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

Level 1 Level 2 Level 3

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Level 1 Level 2 Level 3 Total

Male Female

0

200

400

600

800

1,000

1,200

1,400

1,600

Montserrado Lofa Nimba Bong Grand Bassa Bomi Maryland Margibi Gbarpolu Grand CapeMount

Male Female

114

% of ABE students by county and gender, 2014

Number and % of ABE students by ownership and grade, 2014 Ownership Total Level 1 Level 2 Level 3

Number of ABE students by ownership and gender, 2014

Public 8,586 4,578 2,167 1,841 Private 1,419 468 532 419 Religious/Mission 73 34 39 - Community 165 76 - - Total 10,243 5,156 2,738 2,260

More than 80% of the ABE students are in public centers, followed by 14% in private centers. Students in religious/mission, or community centers make up a small percentage of the ABE student population.

Number of ABE school students by county and age group, 2014

County Total <10 10-15 15-20 20-25 25-30 30-35 >35 Bomi 617 176 231 150 58 2 - - Bong 1,385 4 125 123 255 337 303 238 Gbarpolu 90 - - - 28 23 25 14 Grand Bassa 785 - 15 94 163 184 236 93 Grand Cape Mount 93 - - - 17 29 16 31 Lofa 2,121 47 213 433 445 410 365 208 Margibi 562 - 12 90 146 118 101 95 Maryland 165 92 73 - - - - - Montserrado 2,299 207 309 621 509 298 230 125 Nimba 2,126 1 56 359 502 550 495 163 Total 10,243 527 1,034 1,870 2,123 1,951 1,771 967

Number of ABE students by age group and gender, 2014

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Margibi Lofa Grand CapeMount

Bong Bomi MontserradoGrand Bassa Gbarpolu Nimba Maryland Total

Male Female

01,0002,0003,0004,0005,0006,000

Public Private Community Mission/religiousgroupMale Female

-

1,000

2,000

3,000

4,000

5,000

6,000

7,000

<10 10-15 15-20 20-25 25-30 30-35 >35M Total

Male Female

115

% of ABE students by age group and gender, 2014

Around 6,800, or two thirds of the ABE students reporting in 2014 are at least 20 years old. The percentage of females is higher than 60% across all age categories of students older than 20.

 

11.2. Resources Number of ABE centers by county and provider, 2014

County Total Government Non-Government

% of ABE centers by provider, 2014

Bomi 2 2 - Bong 23 23 - Gbarpolu 1 1 - Grand Bassa 11 10 1 Grand Cape Mount 1 1 - Lofa 23 23 - Margibi 4 4 - Maryland 1 - 1 Montserrado 20 14 6 Nimba 33 33 - Total 119 111 8

There are 119 ABE centers reporting in Liberia in 2014. Nimba reports the largest number of ABE centers - 33. Public ABE centers make up 93% of all ABE centers nationwide.

11.2.1. Teachers

Number and % of ABE teachers by county and gender, 2014

County Total Male Female Count % total Count % total

Bomi 11 6 54.5% 5 45.5% Bong 73 66 90.4% 7 9.6% Gbarpolu 1 1 100.0% - 0.0% Grand Bassa 35 32 91.4% 3 8.6% Grand Cape Mount 3 2 66.7% 1 33.3% Lofa 103 89 86.4% 14 13.6% Margibi 14 12 85.7% 2 14.3% Maryland 1 1 100.0% - 0.0% Montserrado 76 62 81.6% 14 18.4% Nimba 106 88 83.0% 18 17.0% Total 423 359 84.9% 64 15.1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

<10 10-15 15-20 20-25 25-30 30-35 >35M Total

Male Female

Public93%

Private5%

Mission/Religious

1%

Community1%

116

Number of ABE teachers by county and gender, 2014

% of ABE teachers by county and gender, 2014

There are 423 ABE teachers reporting in Liberia at the national level. At the county level, the number of teachers reporting ranges from more than 100 in Lofa and Nimba to only 1 in Gbarpolu and Maryland.

Male teachers make up the majority of the teaching force for ABE centers - 85%, in contrast with 15% for female teachers.

Number and % of ABE teachers by ownership and gender, 2014

Ownership Total Male Female Count % total Count % total

Public 391 336 85.9% 55 14.1% Private 29 20 69.0% 9 31.0% Religious/Mission 2 2 100.0% 0 0.0% Community 1 1 100.0% 0 0.0% Total 423 359 84.9% 64 15.1%

Number of ABE teachers by ownership and gender, 2014

0

50

100

150

200

250

300

350

400

Lofa Nimba Bong Montserrado Grand Bassa Margibi Bomi Grand CapeMount

Gbarpolu Maryland Total

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Gbarpolu Maryland Grand Bassa Bong Lofa Margibi Nimba Montserrado Grand CapeMount

Bomi Total

Male Female

0

50

100

150

200

250

300

350

400

Public Private Mission/religious group Community

Male Female

117

% of ABE teachers by ownership and gender, 2014

More than 90% of ABE teachers are in public centers. Across different ownership types, male teachers make up the majority of the teaching force.

Number and % of ABE teachers by professional qualification and county, 2014

County Total Trained Not Trained Unknown Count % total Count % total Count % total

Bomi 11 6 54.5% 5 45.5% 0 0.0% Bong 73 66 90.4% 7 9.6% 0 0.0% Gbarpolu 1 1 100.0% 0 0.0% 0 0.0% Grand Bassa 35 21 60.0% 14 40.0% 0 0.0% Grand Cape Mount 3 3 100.0% 0 0.0% 0 0.0% Lofa 103 81 78.6% 22 21.4% 0 0.0% Margibi 14 14 100.0% 0 0.0% 0 0.0% Maryland 1 1 100.0% 0 0.0% 0 0.0% Montserrado 76 58 76.3% 15 19.7% 3 3.9% Nimba 106 104 98.1% 2 1.9% 0 0.0% Total 423 355 83.9% 65 15.4% 3 0.7%

* “Trained” encompasses teachers with training from teacher training institute training (TTI), accelerated learning program (ALP), and higher education/university training. “Unknown” teachers include those whose professional qualification was not reported.

Number of ABE teachers by professional qualification and county, 2014

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Mission/religious group Community Public Private Total

Male Female

0

20

40

60

80

100

120

Nimba Lofa Bong Montserrado Grand Bassa Margibi Bomi Grand CapeMount

Gbarpolu Maryland

Trained Untrained Unknown

118

% of ABE teachers by professional qualification and county, 2014

Number of ABE teachers by qualification type and gender, 2014

% of ABE teachers by qualification type and gender, 2014

Among the 423 ABE teachers reporting in 2014 nationwide, the majority of them (84%) are trained. The percentage of trained teachers varies drastically across counties however, ranging from 55% in Bomi to more than 90% in others.

In terms of qualification type, about half of ABE teachers received in-service certificate compared with other qualification types.

Number and % of ABE teachers by academic qualification and county, 2014

County Total Did not complete

secondary Secondary school University and

above Unknown

Count % total Count % total Count % total Count % total Bomi 11 1 9.1% 9 81.8% 1 9.1% 0 0.0% Bong 73 2 2.7% 70 95.9% 1 1.4% 0 0.0% Gbarpolu 1 0 0.0% 1 100.0% 0 0.0% 0 0.0% Grand Bassa 35 0 0.0% 35 100.0% 0 0.0% 0 0.0% Grand Cape Mount 3 0 0.0% 3 100.0% 0 0.0% 0 0.0% Lofa 103 5 4.9% 96 93.2% 2 1.9% 0 0.0% Margibi 14 0 0.0% 13 92.9% 1 7.1% 0 0.0% Maryland 1 0 0.0% 1 100.0% 0 0.0% 0 0.0% Montserrado 76 1 1.3% 56 73.7% 15 19.7% 4 5.3% Nimba 106 2 1.9% 101 95.3% 2 1.9% 1 0.9% Total 423 11 2.6% 385 91.0% 22 5.2% 5 1.2%

* “Did not complete secondary” includes non-completion of primary and intermediate/lower secondary education levels. “Secondary school” attainment includes completion of secondary; high school/secondary diploma. “University and above” attainment includes completion of four (4) or more years of university education or its equivalent. “Unknown” teachers include those whose academic qualification was not reported.

0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 3.9% 0.0% 0.0% 0.7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Trained Untrained Unknown

0

50

100

150

200

250

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

119

Number of ABE teachers by academic qualification and gender, 2014

% of ABE teachers by academic qualification and gender, 2014

In terms of ABE teachers by academic qualification, the majority of teachers (91%) finished secondary school, and only 5% completed university and above.

Across all countries, more than 90% of teachers have at least secondary education.

Number and % of ABE teachers by source of salary and county, 2014

County Total Government Private Inst. Household Volunteer Unknown Count % total Count % total Count % total Count % total Count % total

Bomi 11 11 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% Bong 73 72 98.6% 0 0.0% 0 0.0% 0 0.0% 1 1.4% Gbarpolu 1 1 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% Grand Bassa 35 33 94.3% 2 5.7% 0 0.0% 0 0.0% 0 0.0% Grand Cape Mount 3 0 0.0% 3 100.0% 0 0.0% 0 0.0% 0 0.0%Lofa 103 75 72.8% 11 10.7% 13 12.6% 4 3.9% 0 0.0% Margibi 14 14 100.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% Maryland 1 0 0.0% 1 100.0% 0 0.0% 0 0.0% 0 0.0% Montserrado 76 56 73.7% 20 26.3% 0 0.0% 0 0.0% 0 0.0% Nimba 106 99 93.4% 6 5.7% 0 0.0% 1 0.9% 0 0.0% Total 423 361 85.3% 43 10.2% 13 3.1% 5 1.2% 1 0.2%

* Private institutions include firms, religious bodies and NGOs. Household includes family and community. “Unknown” teachers include those whose source of salary was not reported.

Number of ABE teachers by source of salary and gender, 2014

% of ABE teachers by source of salary and gender, 2014

The source of salary for the majority of ABE teachers is the government - 85%; followed by 10% from private institutions. 3% of ABE teachers receive salaries from households.

At the county level, teachers at the 3 ABE centers in Grande Cape Mount, and the 1 center in Maryland are all privately funded. Lofa has the highest percentage of teacher salaries from households (13%) compared with the rest of the counties.

0

50

100

150

200

250

300

350

CompletedSecondary

AnyBachelorsDegree

Did NotCompleteSecondary

Unknown AnyMasters

Degree orAbove

Male Female

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Male Female

0

50

100

150

200

250

300

350

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

120

ABE student-teacher ratio (STR) by county, 2014

County Overall Government Non-Government Student Teacher STR Student Teacher STR Student Teacher STR

Bomi 617 11 56.1 617 11 56.1 - - - Bong 1,385 73 19.0 1,385 73 19.0 - - - Gbarpolu 90 1 90.0 90 1 90.0 - - - Grand Bassa 785 35 22.4 712 33 21.6 73 2 36.5 Grand Cape Mount 93 3 31.0 93 3 31.0 - - - Lofa 2,121 103 20.6 2,121 103 20.6 - - - Margibi 562 14 40.1 562 14 40.1 - - - Maryland 165 1 165.0 - - - 165 1 165.0 Montserrado 2,299 76 30.3 880 47 18.7 1,419 29 48.9 Nimba 2,126 106 20.1 2,126 106 20.1 - - - Total 10,243 423 24.2 8,586 391 22.0 1,657 32 51.8

*Student-Teacher Ratio (STR) may also be referred to as Pupil-Teacher Ratio or PTR.

ABE student-teacher ratio (STR) by county and ownership, 2014

The student teacher ratio (STR) for ABE centers nationwide is 24, meaning on average one teacher teaches 24 students at ABE centers. Bong, Grand Bassa, Lofa and Nimba have the lowest STR - around or below 20; whereas Gbarpolu and Maryland have the highest STR (90 and 165, respectively).

STR in government ABE centers is significantly lower than in non-government ABE centers - 22 compared with 52.

11.2.2. Classrooms

Number of ABE classrooms and student-classroom ratio (SCR) by county and type, 2014 County Total Solid Semi-solid Makeshift Partition Open-Air Other SCR Bomi 6 3 3 - - - - 102.8 Bong 67 36 30 1 - - - 21.0 Gbarpolu 2 - 2 - - - - 45.0 Grand Bassa 32 14 12 - 6 - - 30.2 Grand Cape Mount 3 3 - - - - - 31.0 Lofa 69 36 28 3 2 - - 33.1 Margibi 15 15 - - - - - 37.5 Maryland 7 - 5 - 2 - - 33.0 Montserrado 72 69 3 - - - - 31.9 Nimba 81 27 54 - - - - 26.2 Total 354 203 137 4 10 - - 30.1

*Student-Classroom Ratio (SCR) may also be referred to as Pupil-Classroom Ratio or PCR.

-

20.0

40.0

60.0

80.0

100.0

120.0

140.0

160.0

180.0

Gbarpolu Bomi Margibi Grand CapeMount

Grand Bassa Lofa Nimba Bong Montserrado Maryland Total

Government Non-Government Overall

121

ABE student-classroom ratio (SCR) by county, 2014

ABE classrooms by type, 2014

11.2.3. Curriculum and instruction ABE student-textbook ratio (STextR) by county and subject 2014

County Enrollment Language Arts Math Science Social Studies Other

Count STextR Count STextR Count STextR Count STextR Count STextR

Bomi 617 150 4.1 160 3.9 225 2.7 60 10.3 - - Bong 1,385 951 1.5 899 1.5 805 1.7 776 1.8 94 14.7 Gbarpolu 90 - - - - - - - - - - Grand Bassa 785 710 1.1 682 1.2 558 1.4 409 1.9 174 4.5 Grand Cape Mount

93 60 1.6 48 1.9 - - - - 50 1.9

Lofa 2,121 1,072 2.0 1,067 2.0 985 2.2 988 2.1 590 3.6 Margibi 562 461 1.2 486 1.2 430 1.3 185 3.0 112 5.0 Maryland 165 - - - - - - - - - - Montserrado 2,299 638 3.6 553 4.2 515 4.5 472 4.9 205 11.2 Nimba 2,126 1,395 1.5 1,366 1.6 1,366 1.6 1,317 1.6 834 2.5 Total 10,243 5,437 1.9 5,261 1.9 4,884 2.1 4,207 2.4 2,059 5.0

* Language arts include English, literature, and foreign languages. Mathematics includes arithmetic, algebra, trigonometry, etc. Sciences include general science, physical education, biology, chemistry, and physics. Social studies include civics, history, and geography. Other includes any other books that are not included in categories listed. Unknown includes those textbooks that were not reported.

** The student-textbook ratio (STextR) can also be referred to as the pupil-textbook ratio (PTextR).

-

20.0

40.0

60.0

80.0

100.0

120.0

SCR

Solid57%

Semi Solid39%

Make-Shift1%

Partition3%

Open-Air0%

Other0%

At the national level, the student-classroom ratio (SCR) is 30 - meaning each ABE classroom has on average 30 students. SCR varies greatly by county though, ranging from 103 in Bomi to 21 in Bong.

96% of ABE classrooms are solid or semi-solid, and a small percentage are partitioned or make-shift classrooms.

122

ABE student-textbook ratio (STextR) by county and subject (language arts and mathematics), 2014

ABE student-textbook ratio is quite consistent across subjects - on average one textbook is shared by two students. Certain counties have high student-textbook ratio for certain textbook types. For example, STextR is as high as 10 for social-

studies textbooks in Bomi.

ABE student-textbook ratio (STextR) by ownership and subject, 2014

Ownership Enrollment Language Arts Math Science Social Studies Other Count STextR Count STextR Count STextR Count STextR Count STextR

Public 8,586 5,313 1.6 5,187 1.7 4,827 1.8 4,136 2.1 1,957 4.4 Private 1,419 124 11.4 74 19.2 57 24.9 71 20.0 70 20.3 Religious/Mission 73 - - - - - - - - 32 2.3 Community 165 - - - - - - - - - - Total 10,243 5,437 1.9 5,261 1.9 4,884 2.1 4,207 2.4 2,059 5.0

* Language arts include English, literature, and foreign languages. Mathematics includes arithmetic, algebra, trigonometry, etc. Sciences include general science, physical education, biology, chemistry, and physics. Social studies include civics, history, and geography. Other includes any other books that are not included in categories listed. Unknown includes those textbooks that were not reported.

ABE student-textbook ratio (STextR) by ownership and subject (language arts and mathematics), 2014

STextRs are lower in public ABE centers in comparison with private centers. Across subjects, STextRs in public centers is around 2, while those in private centers range from 11 to 25 for various type of textbooks.

Religious/mission and community-based ABE centers did not provide information on textbooks.

   

-

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

Language Arts Math

-

5.0

10.0

15.0

20.0

25.0

Private Public Mission/religiousgroup

Community Total

Language Arts Math

123

12.0. Technical and Vocational Education and Training (TVET) 12.1. Access 12.1.1. Enrollment

Number of TVET students by county and gender, 2014

County Total Male Female

Count % total Count % total Bomi 829 465 56.1% 364 43.9% Bong 64 10 15.6% 54 84.4% Gbarpolu - - - - - Grand Bassa 373 241 64.6% 132 35.4% Grand Cape Mount 329 75 22.8% 254 77.2% Grand Gedeh - - - - - Grand Kru - - - - - Lofa 161 31 19.3% 130 80.7% Margibi 4,616 3,506 76.0% 1,110 24.0% Maryland 62 29 46.8% 33 53.2% Montserrado 5,446 2,430 44.6% 3,016 55.4% Nimba 1,721 966 56.1% 755 43.9% River Cess - - - - - River Gee - - - - - Sinoe 348 188 54.0% 160 46.0% Total 13,949 7,941 56.9% 6,008 43.1%

Number of TVET students by county and gender, 2014

% of TVET students by county and gender, 2014

There are about 14,000 students reporting in TVET programs in Liberia in 2014. Among them, 57% are male students and 43% are female students. Not all counties offer TVET. Montserrado and Margibi are the two counties with the largest number of students enrolled in TVET programs.

In terms of the percentage of TVET students by gender, different counties have different patterns. While counties like Margibi and Grand Bassa have more than 60% of the TVET students being male, the majority (more than 80%) of the TVET students in other counties such as Bong and Lofa are female.

-

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

124

Number and % of TVET students by ownership and gender, 2014

Ownership Total Male Female Le

v% of TVET students by ownership and gender, 2014

el 2

Count % total

Count % total

Public 5,290 3,762 71.1% 1,528 28.9% Private 3,882 1,917 49.4% 1,965 50.6% Religious/Mission

4,070 1,859 45.7% 2,211 54.3%

Community 707 403 57.0% 304 43.0%

Total 13,949 7,941 56.9% 6,008 43.1%

L

Among the 14,000 TVET students reporting in 2014 nationwide, 38% of them are in public TVET schools, followed by nearly 30% in religious/mission-based TVET schools.

Noticeably, public TVET schools have the largest gender inequity in terms of TVET student enrollment – over 70% of the students are male compared with less than 30% female.

Number of TVET students by program and gender, 2014

County Total Male Female

Count % total Count % total Accounting 1,440 763 53.0% 677 47.0% Agriculture 962 562 58.4% 400 41.6% Architectural Drafting 733 375 51.2% 358 48.8% Auto-Mechanic 157 150 95.5% 7 4.5% Building Trades 313 264 84.3% 49 15.7% Business Education 158 72 45.6% 86 54.4% Carpentry 716 665 92.9% 51 7.1% Computer Science 4,318 2,140 49.6% 2,178 50.4% Electricity 239 226 94.6% 13 5.4% Electronics/ICT 533 493 92.5% 40 7.5% Home Arts 826 261 31.6% 565 68.4% Hospitality Science 13 1 7.7% 12 92.3% Interior Decoration 52 30 57.7% 22 42.3% Metal Work 11 11 100.0% - 0.0% Pastry 301 139 46.2% 162 53.8% Plumbing 181 165 91.2% 16 8.8% Soap-Making 131 38 29.0% 93 71.0% Tailoring 830 261 31.4% 569 68.6% Type & Dye 148 43 29.1% 105 70.9% Wood-Work 13 1 7.7% 12 92.3% Other 1,874 1,281 68.4% 593 31.6% Total 13,949 7,941 56.9% 6,008 43.1%

0%

20%

40%

60%

80%

100%

Male Female

125

Number of TVET students by program and gender, 2014

% of TVET students by program and gender, 2014

Computer science is the most popular TVET program with the largest number of students enrolled; 31% of the total TVET enrollment. Accounting and Agriculture have the second and third largest student enrollment numbers - 13% and 10% of the total student population respectively.

While some TVET programs have almost equal percentage of male and female students enrolled, other programs have large concentration of either male or female students. For example, programs like Metal Work, Auto-Mechanic, Electricity, Carpentry, Electronics/ ICT and Plumbing have more than 90% of the students being male students; in contrast, Wood-Work, Hospitality Science, Soap-Making and Type & Dye have more than 70% of the students being female.

- 500 1,000 1,500 2,000 2,500

Computer Science

Other

Accounting

Carpentry

Agriculture

Electronics/ICT

Architectural Drafting

Building Trades

Home Arts

Tailoring

Electricity

Plumbing

Auto-Mechanic

Pastry

Business Education

Type & Dye

Soap-Making

Interior Decoration

Metal Work

Hospitality Science

Wood-Work

Total

Female Male

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Metal WorkAuto-Mechanic

ElectricityCarpentry

Electronics/ICTPlumbing

Building TradesOther

AgricultureInterior Decoration

AccountingArchitectural Drafting

Computer SciencePastry

Business EducationHome Arts

TailoringType & Dye

Soap-MakingHospitality Science

Wood-WorkTotal

Male Female

126

12.2. Resources

Number of TVET centers by county and provider, 2014 County Total Government Non-Government

Number of TVET centers by county and provider, 2014

Count % total Count % total Bomi 2 0 0.0% 2 100.0% Bong 3 3 100.0% 0 0.0% Grand Bassa 2 1 50.0% 1 50.0% Grand Cape Mount 2 0 0.0% 2 100.0% Lofa 3 3 100.0% 0 0.0% Margibi 2 2 100.0% 0 0.0% Maryland 1 0 0.0% 1 100.0% Montserrado 17 2 11.8% 15 88.2% Nimba 8 1 12.5% 7 87.5% Sinoe 1 1 100.0% 0 0.0% Total 41 13 31.7% 28 68.3%

There are 41 TVET centers reporting in 2014 in Liberia, among them nearly 70% are non-government centers versus about 30% government centers. Private TVET centers make up approximately half of the total TVET centers.

At the county level, Montserrado reports the largest number of TVET centers compared with the rest of the counties - 17 out of the 41 TVET centers nationwide.

12.2.1. Teachers

Number and % of TVET teachers by county and gender, 2014

County Total Male Female Count % total Count % total

Bomi 6 6 100.0% - 0.0% Bong 11 6 54.5% 5 45.5% Grand Bassa 17 13 76.5% 4 23.5% Grand Cape Mount 12 6 50.0% 6 50.0% Lofa 7 5 71.4% 2 28.6% Margibi 94 89 94.7% 5 5.3% Maryland 1 1 100.0% - 0.0% Montserrado 48 36 75.0% 12 25.0% Nimba 27 18 66.7% 9 33.3% Sinoe 17 15 88.2% 2 11.8% Total 240 195 81.3% 45 18.8%

Overall, there are 240 TVET teachers reporting in 2014 at the national level. Male teachers constitute 81% of the total teaching force.

Margibi reports the largest number of TVET teachers - 94, followed by Montserrado (48). Most of the counties have the vast majority of the TVET teachers being male, except Bong and Grand Cape Mount where female TVET teachers make up around half of the teaching force.

Number of TVET teachers by county and gender, 2014

Private49%Public

32%

Mission/Religious

17%

Community2%

0

10

20

30

40

50

60

70

80

90

100

Margibi Montserrado Nimba Sinoe Grand Bassa Bomi Bong Grand CapeMount

Lofa Maryland

Male Female

127

% of TVET teachers by county and gender, 2014

Number and % of TVET teachers by ownership and gender, 2014

Ownership Total Male Female Count % total Count % total

Public 135 118 87.4% 17 12.6% Private 72 50 69.4% 22 30.6% Religious/Mission 31 25 80.6% 6 19.4% Community 2 2 100.0% 0 0.0% Total 240 195 81.3% 45 18.8%

Number of TVET teachers by ownership and gender, 2014

% of TVET teachers by ownership and gender, 2014

Among the 240 TVET teachers reporting in 2014 nationwide, the majority, or 56% teach in public TVET centers, followed by almost one third teaching in private TVET centers.

Consistent with the national trend, at least 70% of teachers in each type of TVET centers are male.

Number and % of TVET trainers by professional qualification and county, 2014

County Total Trained Not Trained Unknown Count % total Count % total Count % total

Bomi 6 2 33.3% 4 66.7% - 0.0% Bong 11 6 54.5% 5 45.5% - 0.0% Grand Bassa 17 4 23.5% 2 11.8% 11 64.7% Grand Cape Mount 12 12 100.0% - 0.0% - 0.0% Lofa 7 4 57.1% 3 42.9% - 0.0% Margibi 94 47 50.0% 47 50.0% - 0.0% Maryland 1 1 100.0% - 0.0% - 0.0% Montserrado 48 26 54.2% 20 41.7% 2 4.2%Nimba 27 18 66.7% 5 18.5% 4 14.8% Sinoe 17 12 70.6% 5 29.4% - 0.0% Total 240 132 55.0% 91 37.9% 17 7.1%

* “Trained” encompasses teachers with training from teacher training institute training (TTI), accelerated learning program (ALP), and higher education/university training. “Unknown” teachers include those whose professional qualification was not reported.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Bomi Maryland Margibi Sinoe Grand Bassa Montserrado Lofa Nimba Bong Grand CapeMount

Total

Male Female

0

20

40

60

80

100

120

140

Public Private Mission/religiousgroup

Community

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

128

Number of TVET teachers by qualification type and gender, 2014

% of TVET teachers by qualification type and gender, 2014

In terms of TVET teachers by professional qualification, only 55% of the TVET teachers nationwide are trained. At the county level, while counties including Grande Cape Mount, Maryland and Sino have at least 70% of trained teachers, counties including Bomi and Grand Bassa have one third or less teachers with professional qualifications.

In terms of qualification type by gender, male teachers have attained most (at least 70%) certificates and degrees, with the exception of In-Service C Certificate.

Number and % of TVET trainers by academic qualification and county, 2014

County Total Did not complete

secondary Secondary school University and

above Unknown

Count % total Count % total Count % total Count % total Bomi 6 - 0.0% 4 66.7% 2 33.3% - 0.0%Bong 11 2 18.2% 7 63.6% 2 18.2% - 0.0% Grand Bassa 17 2 11.8% 6 35.3% 3 17.6% 6 35.3% Grand Cape Mount 12 - 0.0% 11 91.7% 1 8.3% - 0.0% Lofa 7 2 28.6% 5 71.4% - 0.0% - 0.0% Margibi 94 - 0.0% 34 36.2% 55 58.5% 5 5.3% Maryland 1 - 0.0% 1 100.0% - 0.0% - 0.0% Montserrado 48 6 12.5% 23 47.9% 17 35.4% 2 4.2% Nimba 27 - 0.0% 23 85.2% 1 3.7% 3 11.1% Sinoe 17 3 17.6% 14 82.4% - 0.0% - 0.0% Total 240 15 6.3% 128 53.3% 81 33.8% 16 6.7%

* “Did not complete secondary” includes non-completion of primary and intermediate/lower secondary education levels. “Secondary school” attainment includes completion of secondary; high school/secondary diploma. “University and above” attainment includes completion of four (4) or more years of university education or its equivalent. “Unknown” teachers include those whose academic qualification was not reported.

0

10

20

30

40

50

60

70

80

90

No TeachingCertificate

TVETCertification

fromAccredited

Inst.

Pre-Service BCertificate

Pre-Service CCertificate

AA Certificate Bsc. InEducation

In-Service CCertificate

In-Service BCertificate

Ms. InEducation

Unknown

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Ms. InEducation

Pre-ServiceB Certificate

Pre-ServiceC Certificate

AACertificate

NoTeachingCertificate

In-Service BCertificate

Bsc. InEducation

TVETCertification

fromAccredited

Inst.

In-Service CCertificate

Unknown Total

Male Female

129

Number of TVET trainers by academic qualification and gender, 2014

% of TVET trainers by academic qualification and gender, 2014

Nationwide, slightly more than half of the TVET teachers have finished secondary school, followed by one third that have master’s degrees or higher.

Lofa has the largest percentage of TVET teachers that haven't completed secondary schools - 29%, followed by Bong and Sino. On the other hand, Bomi, Grand Cape Mount and Maryland have 100% of their teaching force with at least secondary education.

Number and % of TVET trainers by source of salary and county, 2014

County Total Government Private Inst. Household Volunteer Unknown Count % total Count % total Count % total Count % total Count % total

Bomi 6 2 33.3% 4 66.7% - 0.0% - 0.0% - 0% Bong 11 8 72.7% 3 27.3% - 0.0% - 0.0% - 0%Grand Bassa 17 15 88.2% - 0.0% - 0.0% 2 11.8% - 0% Grand Cape Mount

12 - 0.0% 12 100.0% - 0.0% - 0.0% - 0%

Lofa 7 3 42.9% 4 57.1% - 0.0% - 0.0% - 0% Margibi 94 94 100.0% - 0.0% - 0.0% - 0.0% - 0% Maryland 1 - 0.0% 1 100.0% - 0.0% - 0.0% - 0%Montserrado 48 2 4.2% 46 95.8% - 0.0% - 0.0% - 0% Nimba 27 2 7.4% 21 77.8% - 0.0% 2 7.4% 2 7% Sinoe 17 17 100.0% - 0.0% - 0.0% - 0.0% - 0% Total 240 143 59.6% 91 37.9% - 0.0% 4 1.7% 2 1%

* Private institutions include firms, religious bodies and NGOs. Household includes family and community. “Unknown” teachers include those whose source of salary was not reported.

Number of TVET trainers by source of salary and gender, 2014

% of TVET trainers by source of salary and gender, 2014

With regards to TVET teachers by source of salary, 60% of teachers are paid by the government, followed by 38% by private institutions.

Only 10% of the government-paid TVET teachers are female, and the percent increases to 30% among privately-paid teachers.

0

20

40

60

80

100

120

CompletedSecondary

AnyBachelorsDegree

Did NotCompleteSecondary

Any MastersDegree or

Above

Unknown

Male Female

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

0

20

40

60

80

100

120

140

Government Private Volunteer Household

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Government Private Volunteer Household Total

Male Female

130

TVET student-trainer ratio (STR) by county, 2014

County Overall Government Non-Government Student Teacher STR Student Teacher STR Student Teacher STR

Bomi 829 6 138.2 - - - 829 6 138.2 Bong 64 11 5.8 64 11 5.8 - - - Grand Bassa 373 17 21.9 22 2 11.0 351 15 23.4 Grand Cape Mount 329 12 27.4 - - 12 329 12 27.4 Lofa 161 7 23.0 161 7 23.0 - - - Margibi 4,616 94 49.1 4,616 94 49.1 - - - Maryland 62 1 62.0 - - 1 62 1 62.0 Montserrado 5,446 48 113.5 50 2 25.0 5,396 46 117.3 Nimba 1,721 27 63.7 29 2 14.5 1,692 25 67.7 Sinoe 348 17 20.5 348 17 20.5 - - - Total 13,949 240 58.1 5,290 135 39.2 8,659 105 82.5

*Student-Teacher Ratio (STR) may also be referred to as Pupil-Teacher Ratio or PTR.

TVET student-trainer ratio (STR) by county and ownership, 2014

Overall, student-teacher ratio (STR) in TVET centers is 58 - meaning 1 TVET teacher per 58 students. STR is lower in government TVET centers - 40, compared with non-government TVET centers where STR is about 83. The ratio is especially pronounced in counties such as Bomi and Montserrado where STRs are over 100 to 1 among non-government centers.

On the other hand, STRs overall for counties including Bong, Sinoe, Lofa and Grand Bassa are less than 25.

12.2.2. Classrooms

Number of TVET classrooms and student-classroom ratio (SCR) by county and type, 2014 County Total Solid Semi-solid Makeshift Partition Open-Air Other SCR Bomi 20 17 2 - 1 - - 43.6 Bong 6 1 3 - - - 2 16.0 Grand Bassa 8 - - - 8 - - - Grand Cape Mount

11 - 11 - - - - 29.9

Lofa 10 6 2 - - - 2 20.1 Margibi 64 64 - - - - - 72.1 Maryland 1 1 - - - - - 62.0 Montserrado 105 88 9 1 6 1 - 56.1 Nimba 16 8 8 - - - - 107.6 Sinoe 12 11 - - - 1 - 31.6 Total 253 196 35 1 15 2 4 60.4

*Student-Classroom Ratio (SCR) may also be referred to as Pupil-Classroom Ratio or PCR.

-

50.0

100.0

150.0

200.0

250.0

300.0

350.0

Government Non-Government Overall

131

TVET student-classroom ratio (SCR) by ownership, 2014

There are 253 TVET centers reporting in 2014, among which about 90% are solid and semi-solid classrooms.

Student-classroom ratio (SCR) is 60 nationwide, with large differences across counties. Nimba has the largest SCR (more than 100), followed by Margibi and Maryland.

12.2.3. Curriculum and instruction

Number of TVET centers by program and provider, 2014 County Total Government Non-Government

Among the 140 TVET programs reporting in 2014 nationwide, around two thirds of them are provided by non-government TVET centers. Non-government centers are also the major provider for programs teaching computer science and tailoring.

Government TVET centers report 51 programs that focus on a wide range of skills.

Accounting 10 3 7 Agriculture 8 4 4 Architectural Drafting 6 3 3 Auto-Mechanic 1 1 0 Building Trades 6 2 4 Business Education 4 2 2 Carpentry 6 3 3 Computer Science 21 1 20 Electricity 4 2 2 Electronics/ICT 4 2 2 Home Arts 14 5 9 Hospitality Science 1 0 1 Interior Decoration 3 1 2 Metal Work 2 2 0 Pastry 10 6 4 Plumbing 2 1 1 Soap-Making 8 5 3 Tailoring 17 6 11 Type & Dye 7 1 6 Wood-Work 1 0 1 Other 5 1 4 Total 140 51 89

-

20.0

40.0

60.0

80.0

100.0

120.0

SCR

132

Number of TVET centers by program and provider, 2014

12.3. Student Flow 12.3.1. TVET center graduates

Number and % of TVET graduates by county and gender, 2014

County Total Male Female Count % total Count % total

Bomi 462 280 60.6% 182 39.4% Bong 46 10 21.7% 36 78.3% Grand Bassa 166 97 58.4% 69 41.6%Grand Cape Mount 68 63 92.6% 5 7.4% Lofa 16 11 68.8% 5 31.3% Margibi 4,079 2,838 69.6% 1,241 30.4% Maryland - - - - - Montserrado 3,169 1,543 48.7% 1,626 51.3% Nimba 389 176 45.2% 213 54.8% Sinoe 71 44 62.0% 27 38.0% Total 8,466 5,062 59.8% 3,404 40.2%

0 5 10 15 20 25

Pastry

Tailoring

Home Arts

Soap-Making

Agriculture

Accounting

Architectural Drafting

Carpentry

Building Trades

Business Education

Electricity

Electronics/ICT

Metal Work

Auto-Mechanic

Computer Science

Interior Decoration

Plumbing

Type & Dye

Other

Hospitality Science

Wood-Work

Non-Government Government

133

Number of TVET graduates by county and gender, 2014

% of TVET graduates by county and gender, 2014

There are 8,466 TVET graduates reporting in 2014 in Liberia, among which 60% are male graduates and 40% are female. Margibi reports the largest number of TVET graduates – almost half of all the TVET graduates nationwide. The percentage of male versus female TVET graduates varies greatly by county. In Grand Cape Mount, more than 90% of all TVET

graduates are male, while in Bong a majority (75%) of TVET graduates are females.

   

-

500

1,000

1,500

2,000

2,500

3,000

Margibi Montserrado Bomi Nimba Grand Bassa Grand CapeMount

Sinoe Lofa Bong Maryland

Male Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Male Female

134

13.0. Missing Schools 13.1. Schools Missing from the Census

County Total questionnaires distributed

Returned questionnaire Did not return questionnaire Count %total Count %total

Bomi 144 144 100.0% 0 0.0% Bong 333 295 88.6% 38 11.4%Gbarpolu 125 124 99.2% 1 0.8% Grand Bassa 280 280 100.0% 0 0.0% Grand Cape Mount 167 166 99.4% 1 0.6% Grand Gedeh 147 144 98.0% 3 2.0% Grand Kru 136 135 99.3% 1 0.7%Lofa 336 316 94.0% 20 6.0% Margibi 262 258 98.5% 4 1.5% Maryland 165 165 100.0% 0 0.0% Montserrado 1,323 995 75.2% 328 24.8% Nimba 623 597 95.8% 26 4.2% River Cess 119 119 100.0% 0 0.0% River Gee 106 106 100.0% 0 0.0% Sinoe 194 194 100.0% 0 0.0% Total 4,460 4,038 90.5% 422 9.5%

Number of schools missing from the Annual School Census by county, 2014

% of schools missing from the Annual School Census by county, 2014

In 2014, 90.5% of the 4,460 schools that received questionnaires returned them to their District Education Officer to ensure participation in the census, while 9.5% did not.

In six counties, all the schools returned the questionnaires: Bomi (100%), Grand Bassa (100%), Maryland (100%), River Cess (100%), River Gee (100%) and Sinoe (100%).

There are only two counties where the number of schools that did not return their questionnaires amounts to over 10%: Montserrado (24.8%) and Bong (11.4%).

 

0

200

400

600

800

1000

1200

Returned questionnaire Did not return questionnaire

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Male Female

135

13.2. Methodology for Missing Data Estimation

Schools. Information about the school level and school ownership of the missing schools were pre-recorded in the master school list before the questionnaires were sent out to the schools. Therefore, this information is used to update the two tables with regard to the number of schools by school levels offered, and the number of schools by ownership and school levels offered.

Staff. Data estimation of the number of teaching staff by county and school level for missing schools is completed in the following steps: 1) Calculate the average number of teachers per school by school level for each county using existing data from 4,038 schools that returned the questionnaires. For example, in the existing database, Bong County has 291 ECE schools and 312 ECE teachers, therefore, the average number of ECE teachers per ECE school in Bong County is 2. 2) Multiply the number of missing schools for each education level by the average number of teachers per school from existing data. Still using Bong County as an example, for the 37 missing ECE schools, the estimated number of teachers teaching in that level would be 74, or 37 multiplied by 2. 3) The number of teachers estimated for missing schools by school level and county are then added to the existing data. For ECE teachers in Bong, the estimated number becomes 726 (652 reported teachers plus 74 estimated teachers). The estimation for the number of total teachers by school level for missing schools follows the methodology described above – i.e. calculate the average total number of teachers per school at the county level first, then multiple the number of missing schools by that number. It is noteworthy that the number of teachers by education level does not add up to the total number of teachers, as some teachers teach multiple education levels. In terms of data estimation of the number of teaching staff by county and gender, the estimated total number of teachers from the first table is copied to this table. The percentage of male versus female teachers for each county from the reported schools is then used to recalculate gender distribution of the estimated teacher total. For example, according to the reported data, 82.7% of the total teachers in Bong county are male, therefore, using the estimated total number of teachers for Bong county (2,749), the number of male teachers is estimated to be 2,273 (82.7% of 2,740).

 

Students. Data estimation of the number of students by county and school level for missing schools uses similar procedures as that for teachers by county and school level. Firstly, using existing data from reported schools, the average number of students per school by school level and county is calculated. Secondly, the average number is used to calculate estimated total number of students for the 422 missing schools. Finally, the estimated total is added to reported number of students for each county.

 

136

13.3. List of Missing Schools

County School EMIS Code School Type Bong Alhaji Vamuyan Corneh 20321 Public Bong Baryata 20093 Public Bong Beeyeamah 20036 Public Bong Beletanla 20082 Public Bong Benkorma Community 20261 Community Bong Boinwein Progressive 20109 Public Bong Christian Foundation Public 20256 Public Bong D. Woah-Tee Public 20337 Public Bong Dr. Joseph G. Morris 20083 Public Bong E. J. Yancy 20004 Public Bong Gbanyankollie Wolomeyan Elem. Pub. Sch. 20229 Public Bong Guenyanta Public School 20254 Public Bong Gwenyanta Public School 20311 Public Bong Gwetamue Public 20284 Public Bong Jal Robert Memorial Academy 20294 Private Bong Kerkulah G Larteh 20300 Public Bong Kokormah 20050 Public Bong Komata Public School 20223 Public Bong Korlorboi 20322 Public Bong Kponyea Public 20094 Public Bong Kpotolon Elementary 20312 Public Bong Malonkai Elementary 20313 Public Bong Musu N. Valentine Mission 20276 Private Bong Polan Gbomah 20013 Public Bong Quayarkulah Public School 20238 Public Bong Queh Garyeazon 20077 Public Bong Quelimin Toto 20023 Public Bong Salvation Christian Community 20226 Community Bong Saysayla 20018 Public Bong Suacoco Rehab. Elementary 20333 Public Bong Tomayta 20107 Public Bong Tukpahblee 20106 Public Bong U- Lah 20087 Public Bong Veleanyei 20325 Public Bong Voloblai Public 20334 Public Bong Wacap Elementary & jr. High 20326 Public Bong Willieta Community 20314 Community Bong Yoryor benke Public School 20335 Public Gbarpolu Dorkorsu Public 30129 Public Grand Cape Mount Mandoe 50026 Public Grand Gedeh Goyeazon Elem. School 60119 Public Grand Gedeh Peah 60058 Public Grand Gedeh Zai Elem/Jr/Sr High 60007 Public Grand Kru Before Camp Elementary 70110 Public Lofa Child Development Center 80284 Private Lofa Christian Academy 80360 Private Lofa Darbu Town 80342 Public Lofa Gondama Yormbu 80113 Public Lofa Korblima Public 80294 Public Lofa Kpandilee Junction 80296 Public Lofa Kporkulahun Public School 80279 Public Lofa LPMC 80347 Public Lofa Lutisu Town 80007 Public Lofa Mamiekonedu Town 80348 Public Lofa Ndama Kpelloe 80302 Public Lofa Nyanlor Public 80367 Public Lofa Sandu Passia 80306 Public Lofa Sarkonnedu 80039 Public Lofa Sobilima Public 80370 Public Lofa Varflay Doiley Pub 80068 Public Lofa Walenmai Public 80372 Public Lofa Why- Ganedu Public 80043 Public Lofa William Manna Johnson Luthern 80269 Mission/religious group Lofa Zeoyorzu F. P. Mission 80358 Mission/religious group Margibi Cotton Tree Community 90247 Community Margibi New Life Christian 90216 Community Margibi Sammy Dukuly 90290 Private Margibi Slocum Comm. 90224 Community Montserrado A. C. Moseh Atina Sch 110829 Private Montserrado Acres of Hope Elem. Sinkor 110505 Private Montserrado Adventist High 110710 Mission/religious group Montserrado Africa Gospel League Community School 110270 Community

137

Montserrado Agape mission School 110830 Mission/religious group Montserrado Ahmadiyya Muslim Mission 111231 Mission/religious group Montserrado Alan Ndebe Kolison 110832 Private Montserrado Alexander K. Theoway 110833 Private Montserrado Alhaji Alpha English, Arabic and French School 110372 Private Montserrado Alhaji Ayouba M. Sheriff English 110711 Private Montserrado Alice Ziah Christian School System 110068 Private Montserrado Allansari 110834 Private Montserrado Allen Bryant Academy 110835 Private Montserrado Ann Daycare & Preparatory Academy 110055 Private Montserrado Apostle Vanessa Battle 110712 Private Montserrado Apostolic Christian Academy 110836 Private Montserrado Ardju 110837 Private Montserrado Assemble of God 111044 Private Montserrado Assembly of God High School New Kru Town 110434 Mission/religious group Montserrado Augustus F. Caine 110040 Public Montserrado Barclay Nyenfuel Institude 110715 Private Montserrado Barnersville Nursery and Primary 110839 Public Montserrado Beginners Kinder Care 110842 Private Montserrado Betheham Foundation Institute 110981 Private Montserrado Better Change 111047 Private Montserrado Better Children Academy 110843 Private Montserrado Better Learning Institue 110844 Private Montserrado Bill Nomey 110845 Private Montserrado Bincinia 110846 Private Montserrado Bishoop Harry D. Kpo Institute 110718 Private Montserrado Bishop Albert D. Miler 110848 Mission/religious group Montserrado Bishop David B. Weagba 110719 Private Montserrado Bishop David L. Ellis 110849 Mission/religious group Montserrado Bishop Grimley 110850 Private Montserrado Bishop Lewis Elem/Jr High 110720 Community Montserrado Bishop Little Mem. School 110852 Private Montserrado Bishop W.Nah Dixon Academy 110722 Private Montserrado Briether Day Elemantry ,Junor & Senoir high school 110478 Private Montserrado Bromley Episcopal Mission 110411 Mission/religious group Montserrado C & S Standard Foundation 110853 Private Montserrado C. D. B.King Elem. School 160006 Public Montserrado Calvary Community School System 110726 Community Montserrado Calvary Foundation School 111234 Private Montserrado Candle Light Christian Academy 110527 Private Montserrado Cantsrbury Episcopal High Sch. 110854 Mission/religious group Montserrado Cathedral Catholic School 110727 Mission/religious group Montserrado Center For Youth Empowerment 110855 Private Montserrado Charity Community Institute 110438 Private Montserrado Charmmett Daycare & Elementary 110311 Private Montserrado Chestor B. Nyenkan 110857 Private Montserrado Child Development Academy 110306 Private Montserrado Child Survival School System 111052 Private Montserrado Childern Community 110729 Community Montserrado Children care Elem. 110858 Private Montserrado Children Resource & Women Empowerment Center 111054 Private Montserrado Children Wall of Liberia Day-Care 110731 Private Montserrado Children World Wilson 110860 Private Montserrado Christ Ressurrection 110861 Private Montserrado Christ Evangel Lutheran 110281 Mission/religious group Montserrado Christ Foundation Comm. Sch. 110862 Private Montserrado Christ Foundation School 110732 Private Montserrado Christ Mission Min. Institute 110863 Private Montserrado Christ Promise Academy 110864 Private Montserrado Christian Academy 110535 Private Montserrado Christian Bible Faith 111057 Private Montserrado Christian Care Foundation 110398 Private Montserrado Christian Children 110865 Private Montserrado Christian Foundation Mission School 111058 Mission/religious group Montserrado Christian heritage Foundation 110866 Private Montserrado Christian Ministry 110989 Private Montserrado Christian Missionary Fellowship 111060 Private Montserrado Christian Rescue Mission 110480 Private Montserrado Christiana Bedell Preparatory 110867 Private Montserrado Clarence K. Momolu Elem.&Jr.&Sr. High Sch. 110543 Private Montserrado CMA Community School System 110093 Community Montserrado Collins Sie-Bio 110868 Private Montserrado Commission Baptist 110869 Private Montserrado Conqueror Christian Foundation Academy 1 110162 Private Montserrado Covenant Outreach Center System 110548 Private

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Montserrado Crystal Foundation Resource Center 110280 Private Montserrado Daniel Mem. Daycare Sch. 110871 Private Montserrado Dave Workman Christian Academy 110872 Private Montserrado Dellanna West O Brien 110082 Private Montserrado Doe community Institute 110741 Private Montserrado Dominion Christian Inst. 110551 Private Montserrado Drims School System 111067 Private Montserrado Dunlap N. Tarvert Institute 110744 Private Montserrado E. Jonathan Goodridge 110466 Private Montserrado Early Childhood School 111068 Private Montserrado Ed-U-Care Academia of Learning 110175 Private Montserrado Educational Prompters 110876 Private Montserrado Ehj Miller Memorial Academy 111071 Private Montserrado Elder Clinfton Good Loc 111072 Private Montserrado Elder Gorge Holton 110877 Private Montserrado Eliud S. Boymah 111074 Private Montserrado Elizabeth Bunt 110878 Private Montserrado Elizabeth Gedi Garwo 110879 Mission/religious group Montserrado Elizebath Crawford Memorial High School 110377 Private Montserrado Ellen Capehart 110996 Private Montserrado ELWA Academy 110561 Private Montserrado Excellent Kids Light Academy 110997 Private Montserrado Ezekiel H. Guti 110882 Mission/religious group Montserrado Fair Field Baptist School 110079 Private Montserrado Faith Christian Academy 110447 Private Montserrado Family Nursery Center 110751 Private Montserrado Felicia Mision Sch. System 110884 Private Montserrado First Baptist Elementary and Junior High 110752 Mission/religious group Montserrado Ford Madden Christian Academy 110571 Private Montserrado Free Pentecostal Global Mission 110885 Mission/religious group Montserrado Free Way Baptist High 110886 Private Montserrado Freedom Academy 110887 Mission/religious group Montserrado Funcles Klatleh 111079 Private Montserrado Future Builder Mission School 111003 Private Montserrado G. Edwin Bryant 110888 Private Montserrado Gbalee Memorial 111081 Private Montserrado George & Logan Elem.Jr. High School 110379 Private Montserrado George A. Brooks 111083 Private Montserrado George Toe 111084 Private Montserrado Gethsena Elem . & Jr. High. 110889 Private Montserrado Gift Foundation 110890 Private Montserrado Gilgal Foundation 110891 Community Montserrado Global Commission Interchristen School 110285 Mission/religious group Montserrado Global Gospel Christian 110892 Private Montserrado Glorious Pentecostal School 111085 Private Montserrado Good news Baptist Sch. System 110893 Private Montserrado Gospel Hope Mission Elementary 110757 Mission/religious group Montserrado Grace and Truth Mission 110894 Private Montserrado Grace Foundation Elem. Sch. 110288 Mission/religious group Montserrado Grace Gospel 111088 Mission/religious group Montserrado Greater Outreach Christian Academy 110450 Private Montserrado Green Pastures Academy 111090 Private Montserrado Hancol Preparatorty Prim. &Jr. High 110390 Private Montserrado Healing World Comm. 110896 Private Montserrado Henry Blake Memorial 110410 Private Montserrado Henry Taylor Instit. 110897 Private Montserrado Herbert Brewer Community School 110452 Private Montserrado Honarble Tandapole inst. 110899 Private Montserrado Hope International Christian 111009 Private Montserrado Hope Intl High School 110397 Private Montserrado House of Faith Academy 110106 Private Montserrado House of Prayer Elem/Jr High 111011 Private Montserrado Hyacinth Foundation 110901 Private Montserrado Imam Abdullah A. Tunis lslamic Institute 110248 Private Montserrado Immanuel Christian Academy 110300 Private Montserrado Isaiah Johnson 110903 Private Montserrado J. Chauncerd Goodridge.Jr.Mem 110587 Private Montserrado Jackie G. Ladwein Institute 111093 Private Montserrado James K. Chelly 110907 Private Montserrado James N. Davies SDA High 110050 Mission/religious group Montserrado Jescor Learning Center 111098 Private Montserrado Jireh Solid Foundation Mission 110767 Private Montserrado Jnaila Academy 110910 Mission/religious groupMontserrado Joana Anotoe Memorial 110263 Private Montserrado Joel’s Preparatory 110911 Private

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Montserrado John Kofi Asmah 110768 Private Montserrado John Williams School 111099 Private Montserrado Jonker’s Academy Sch. System 110912 Private Montserrado Joy Foundation Mission School 110034 Private Montserrado Judith Foundation 111101 Private Montserrado Ju-Semgbloh 111102 Private Montserrado Justice Foundation Day Care And Elem. School 110488 Private Montserrado Kenday International School 110186 Private Montserrado Kids 2000 Foundation Institute 111104 Private Montserrado Kingdom Christian Institute 110914 Private Montserrado Kingdom Congress 111106 Private Montserrado Kingdom Kids Academy 110915 Mission/religious group Montserrado Kingdom of Hope Daycare & Elem.School 111107 Private Montserrado Kingdom Power Academy 110916 Mission/religious group Montserrado L. M.A. Day-Care 110771 Private Montserrado Lawrence P. Hardy Baptist 110919 Mission/religious group Montserrado Layes Foundation 110773 Private Montserrado Levi C. Williams Learning Resource Center 110611 Private Montserrado Liberia Central Academy 111110 Private Montserrado Liberia Educational Academy 111111 Private Montserrado Life Changing Institute 111112 Private Montserrado Light Day Care Sch. System 110920 Private Montserrado Lighthouse Community 110776 Community Montserrado Ligthouse Mission Academy 110619 Private Montserrado Linus T. Gogb a Men Day-Care and Elementary 110102 Private Montserrado Living Faith Welfare Foundation 111113 Private Montserrado Living Word Mission 111114 Mission/religious group Montserrado Lorpu Zarwu Christian 110921 Private Montserrado Love Our Children First Step School 110382 Private Montserrado M. J. Nuah English and Islamic High School 110429 Private Montserrado Ma. Facia Memorial School 110779 Private Montserrado Ma-Haja Massa Arabic & English 110922 Private Montserrado Manlay International Academy 111116 Private Montserrado Maranathan 110923 Private Montserrado Mark J. Richards Memorial High School 110203 Private Montserrado Mary A. Mason Educational Foundation Elementary 110451 Private Montserrado Mary Sharp School 110780 Mission/religious group Montserrado Matadi Community Elem School 160004 Public Montserrado Mazarene Elem. School 110371 Private Montserrado Melor Community 110926 Community Montserrado Messiah Chapel Academy 111119 Private Montserrado Messiah Mission Institute 110477 Private Montserrado Mislim Corigress 110781 Private Montserrado Mission 110928 Community Montserrado Mission International 111120 Mission/religious group Montserrado Monrovia Training Academy 110929 Private Montserrado Mor- Kimba Inst. 110930 Private Montserrado Moses G. Klay Memorial School 110366 Private Montserrado Mother E. Simpson 111123 Mission/religious group Montserrado Mother Jeannet Christian 110784 Private Montserrado Mother Ruth Christ Military 110638 Private Montserrado Mother Victoria F. Saah Academy 110639 Private Montserrado Mount Oliver Mission 110934 Mission/religious group Montserrado Mount Sina Christian Academy GSA Community 111128 Private Montserrado Mount Sinai Christian Academy Joe Bar 111129 Private Montserrado Mt. Barclay Christian School 110033 Mission/religious group Montserrado Muammar Gadhafi Engl. & Arbic 110785 Private Montserrado Mutual Domimion 110786 Mission/religious group Montserrado My Brothers Keeper Academy 110460 Private Montserrado National Resource Inst.For The Blind 110642 Private Montserrado Nazareth Community 110935 Private Montserrado New Covenant Christian Academy 110643 Private Montserrado New Creation World Outreach Mission School

System 110419 Mission/religious group

Montserrado New Hope 111134 Mission/religious group Montserrado New Hope Foundation 111135 Private Montserrado New Life Community 110937 Private Montserrado New Life In Christ 111136 Private Montserrado Nimely Brother Children Preparatory 110790 Community Montserrado Nowai Biteh Elem. 110938 Private Montserrado Nyenoweh Eston Preparatory School 110112 Private Montserrado Olivia S. Washington 111256 Private Montserrado P. Ernest Parker 111142 Private Montserrado Palm SDA Elem/Jr High School 110123 Mission/religious group Montserrado Patience & Care Preparatory 110939 Private

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Montserrado Patient Endurance 111258 Private Montserrado Patrick Pah Wesleyan 111143 Private Montserrado Paynesvile Central Academy 110292 Private Montserrado Paynesville Central Academy 110071 Private Montserrado Paynesville Community 110019 Public Montserrado Paynesville English & Islamic 111145 Private Montserrado Paynesville Islamic Arabi & English School 110180 Private Montserrado PCS Night 111147 Public Montserrado PCS Vorker Mission 111148 Public Montserrado Peace Island Islamic English/Arabic Foundation 111149 Private Montserrado Pentecostal Assembly 110941 Private Montserrado Pentecostal Global 110792 Mission/religious group Montserrado Phil A. Neleton Wesleyan 110942 Private Montserrado Picoli Prepretory 110943 Private Montserrado Pioneer Baptist School 110793 Private Montserrado Quitan Mem. Institute 110944 Private Montserrado Reaching Children Academy 111154 Private Montserrado Redeemed International Kiddies College 111155 Private Montserrado Restore Future Elem.School 110395 Private Montserrado Rev. C. W. Duncan Memorial 110796 Private Montserrado Rev. Carl And Herta Beger 110797 Private Montserrado Rev. Peter Amos George 110798 Private Montserrado Rev. Peter H. Nyenah 110799 Private Montserrado Rev. Popoff Christian Academy 111156 Private Montserrado Revolution SDA Elem . Sch. 110945 Mission/religious group Montserrado Rheam Academy 110800 Private Montserrado Right House Comm. Institution 110801 Private Montserrado Rivival Academy School System 110664 Private Montserrado Rock Foundation 110947 Private Montserrado Rock Town Point Academy 110381 Private Montserrado Roland reagain Inst. 110385 Private Montserrado Roy W. Garway 110454 Private Montserrado Royal Academy International School 110479 Private Montserrado Saints Academy 110802 Private Montserrado Salvation 110948 Private Montserrado Salvation & Deliverance 110949 Private Montserrado Salvation Army Day Care 110803 Private Montserrado Salvation Evangelical Lutheran School 111158 Private Montserrado Sam L Dannis Memorial Inst. 110670 Private Montserrado SDA Reform Movement 111162 Mission/religious group Montserrado Second Chance Christian Academy 111163 Private Montserrado Seku Ibrahim Sheriff sch. 110951 Mission/religious group Montserrado Serve Elizabeth Adams (CEA) 110672 Private Montserrado Seymour Grann School 111164 Private Montserrado Shelter Kock Preparatory 111165 Private Montserrado Shine Christian Academy 110952 Mission/religious group Montserrado Shinna Daycare & Primary School 110289 Private Montserrado Slum Community Academy 110807 Private Montserrado St. Augustu Community School 110809 Private Montserrado St. George Day Care and Primary School 110090 Private Montserrado St. Kizito Catholic 111169 Mission/religious groupMontserrado St. Margarets School System 110391 Private Montserrado St. Martin's 111028 Private Montserrado St. Mary Academy Comm. Sch 110953 Mission/religious group Montserrado St. Mathew UM School 110426 Private Montserrado St. Matthew Christ . Foundation 110954 Private Montserrado St. Matthew Lutheran High School 110273 Mission/religious group Montserrado St. Micheal Catholic Elem. 110955 Mission/religious group Montserrado St. Paul Bridge Elementary 110810 Public Montserrado St. Paul EC Sch. 110956 Private Montserrado St. Simon Baptist School System 110267 Mission/religious group Montserrado Stamar Kormo Sch. System 110959 CommunityMontserrado Star Foundation School 110960 Private Montserrado Star Int’l Academy 110961 Private Montserrado T. Ding of Peace Community School 110814 Community Montserrado The Ebenzer Christian Academy 111173 Private Montserrado The Joy Of Learning 110689 Private Montserrado The Salvation Army 110815 Private Montserrado The Vine Int'l School 110691 Private Montserrado Toddles Foundation 111174 Private Montserrado Tower of Prayer Academy (TOPA) 111352 Private Montserrado Transcea Christian Foundation 110963 Mission/religious group Montserrado Trinity (UM) High School 110820 Mission/religious groupMontserrado Trinity United Methodist School 110461 Mission/religious group Montserrado Triumph Church of Christ School System 110821 Private

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Montserrado Trumpet of Faith Baptist school 110822 Private Montserrado Uabran Day Community School 110823 Community Montserrado UHP Evan Lutheran 110964 Mission/religious groupMontserrado United Christian Academy 110965 Private Montserrado United Christian Fellowship 110966 Private Montserrado United Voice Of Pentecostal 110967 Mission/religious group Montserrado United World Mission Com Elem School 110393 Private Montserrado Victoria A. Tolbert 111034 Private Montserrado Victorious Faith Academy 110968 Private Montserrado Victory Chapel 111266 Private Montserrado Victory Chapel High School 111178 Mission/religious group Montserrado Victory Outreach Sch. 110969 Private Montserrado Vivian R. Smith Elem. 110971 Mission/religious group Montserrado Walter Dossen Richards Community School 110404 Private Montserrado Wat Day Care Elem . School 110972 Private Montserrado Welikermah Baptist Elem.& Jr. High 110703 Private Montserrado Wesleyan Foundation 110973 Mission/religious group Montserrado Whale's Academy 111038 Private Montserrado Wisdom Academy Sch. 110976 Mission/religious group Montserrado Wisdom Home heritage Sch. 110977 Private Montserrado Withergreen Foundation School 110392 Private Montserrado Wonder Academy 110978 Private Montserrado Yahaya Islamic Arabic & English School 111187 Private Montserrado Yatta Mamorial Institute 111039 Private Montserrado Zion praise academy 111190 Private Nimba Agnes Labala unite Meth 120510 Private Nimba Bandin Elementary 120544 Public Nimba Beipa Elementary 120262 Public Nimba Blowee Town Elementary 120545 Public Nimba Bongar 120033 Public Nimba Bonglay 120084 Public Nimba Bonlah Public 120555 Public Nimba Fahnlay 120116 Public Nimba Flumpa Community 120546 Public Nimba Flumpa Inland Mission 120547 Private Nimba Francis M/A 120576 Private Nimba Gahmpa Elementary 120548 Public Nimba Gboutuo 120578 Public Nimba Gilipa Elementary 120549 Public Nimba Johnny Wiongehn 120583 Community Nimba Loguatuo 120284 Public Nimba Lord's Outrech 120585 Private Nimba Marleh H. Corts 120586 Private Nimba Mohter jacob 120444 Private Nimba R. W. West End Sch. 120589 Private Nimba Reneh Christian Sch. 120590 Private Nimba Sanniquellie United Liberia Inland Sch. 120566 Private Nimba St. Don Bosco 120591 Mission/religious group Nimba Victory International 120571 Private Nimba William V. S. Tubman Elem/Jr High 120551 Public Nimba Wrolay 120596 Public