Liberia is situated on the West African littoral and shares borders with three other African nations and the Atlantic Ocean. The country was founded in the 1820s by the descendants of the Americo-Liberian population under the auspices of the American Colonization Society. Liberia, today, is a country of vast ethnic diversity, as it is home to roughly 18 distinct indigenous groups. Annual population growth is estimated to stand at about 2.5 per cent and the majority of Liberians are concentrated in urban areas. The country’s primary exports consist of iron ore, rubber, gold and timber.

source(s): UNESCO EFA Global Monitoring Report 2013/14

Main Barriers to Education

  • Poverty
  • Lack of Schools & Sanitation Facilities
  • Lack of Inclusive Educational  Settings
  • Discrimination

Interventions to barriers

  • Teacher Training
  • MOE Capacity Building
  • Policy Advocacy
  • Community Engagement

Through the Agenda for Transformation (AFT), a five-year development framework articulating precise objectives and interventions to engender structural reform, prosperity and inclusive growth, the Government of Liberia (GOL) has prioritised education, amongst other social sectors. Specifically, the prescriptions of the AFT aim at improving the quality of life by expanding access to and raising the quality of the education system. Moreover, the GOL has adopted a national EFA plan to ensure universal access to quality basic education, as well as a variety of post-basic education and training opportunities for Liberians.

Yet in spite of the GOL’s proactive stance in reforming the education sector, progress on this front has been asymmetric. For instance, although the GOL now awards school grants and learning materials to support enrolment, empowers communities to help recruit teachers and provides teacher housing as incentives, the country’s education system is still confronted with significant challenges. Only about 20 per cent of children enrolled in school complete the primary cycle. Due to the low quality of education, those who complete primary school are often not equipped with sustainable skills. Furthermore, the education sector, though the subject of government concern, remains chronically underfunded.

In support of some of the country’s most marginalised OOSC, EAC has partnered with Handicap International (HI) to increase access to quality primary education. This partner project seeks to cultivate inclusive education settings that respond to the needs of all children, particularly those with disabilities, by establishing multi-sector care and bridge mechanisms within mainstream schools. In addition, HI will train relevant MOE staff on the design/implementation of inclusive education for systemic impact.

Geographic Location: West Africa

Languages: English (official), Bassa, Gio, Gola, Grebo, Kissi, Kpelle, Kru, Lorma, Mano

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Towards a Universal Access for Vulnerable Girls and Boys to a Quality Primary Education

Towards a Universal Access for Vulnerable Girls and Boys to a Quality Primary Education

Successfully Completed Project

In developing countries, disability tends to be linked with poverty and hinders access to education. It is estimated that 90 per cent of children with disabilities (CwDs) are not schooled. According to UNICEF reporting being identified as disabled has a significant influence on the likelihood of education exclusion in West and Central Africa.


Humanity & Inclusion

In partnership with EAC, Humanity & Inclusion, formerly known as Handicap International, aims to reach more than 28,000 out of school children (OOSC) of primary age with disabilities across ten sub-Saharan African countries.