Research Article on Free and Compulsory Basic Education in Liberia: A Policy Perspective

• Year: 2016; Published – International Education Series –
• Purpose: To examine how free and compulsory basic education is understood, implemented, and experienced by stakeholders in Liberia.
• Methodology: Qualitative cross-sectional study (FGDs and interviews with 60 administrators, teachers, and parents).

Key Findings

1. Stakeholders view compulsory education mainly as access-focused, with weak enforcement and unclear parental obligations.
2. The policy is not common to all pupils, as it is largely limited to public schools and undermined by hidden costs.
3. The National Curriculum is uniformly used, but learners often exit school with limited practical and life skills.
4. Implementation is constrained by poor infrastructure, untrained teachers, and weak supervision, especially in rural areas.

Top Recommendations

1. Clarify and enforce compulsory education responsibilities for government and parents.
2. Address hidden costs, infrastructure gaps, and teacher capacity to make the policy effective.
3. Integrate life skills, vocational, and citizenship education into basic schooling.

Implications

• Policymakers: Highlights the gap between policy intent and on-the-ground reality.

Education Sector Actors: Supports reforms linking access with quality, skills, and governance.