Examining the Access, Quality, and Relevance Gaps in Liberia’s Educational Policy Environment

Abstract

In 2015, governments across the globe agreed upon development standards that should be realized by 2030 dubbed the Sustainable Development Goals (SDGs). Particularly, SDG-4 aims to ensure inclusive and equitable quality education, and promotion of lifelong learning opportunities for all. Liberia, like other countries domesticated the SDGs and on the educational front, it aims to provide an educational system that promotes equitable access to quality and relevant education to all. The country’s educational policy environment focuses on promoting the realisation of the SDG-4 goal. This includes Liberia’s Education Reform Act 2011 that was aligned to educational objectives of equitable access to quality and relevant education. In spite of the presence of this policy environment, results seem detached from the expected reality. A number of policy gaps have been noted including limited funds to priority areas, high school dropouts, limited facilities, inappropriate curriculum, limited technological facilities and tools, inadequate trained teaching staff, and limited apprenticeship opportunities, among others. These have consequently affected equitable access to quality and relevant education in the country. In order to mitigate these policy gaps, it is recommended that 20 percent of the national expenditure be allocated and released to the education sector, the education curriculum should be reviewed to emphasise relevant skills, adequate support facilities and tools should be provided to all schools, teachers must be trained, and partnerships with stakeholders harnessed. These interventions are intended to promote an effective educational policy environment that will meet the policy intentions of the country. Introduction