VI GULATINIuorr- 426-LBR i TO BE RETURNED TO REPORTS DESK Liberia: Growth with Developme t REU C A Basic Economic Report RETURNs DESK (In Seven Volumes) WITHIN Volume VII: Education N ° October 10, 1975 Western Africa Region Not for Public Use Copy Document of the World Bank This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY EQUIVALENT The official monetary unit is the Liberian dollar, with a par value equial to that of the U.S. dollar. Apart from the Liberian dollar, the U.S. dollar is a legal tender in Liberia. LIBERIA: GROWTH WITH DEVELOPMENT A Basic Economic Report Volume VII THE EDUCATION SECTOR TABLE OF CONTENTS Section Page No. Overview ................... , ......... . . ... . 1 Elementary Education .. ............................ 4 General Secondary Education. . . 4 Vocational Training ................................ 5 Rural Education ................................... 7 Higher Education ....... .............. 8 Educational Finance ..................... 11 Sources of Finance ....... ......................... 11 Patterns of Government Expenditure .............. 11 Effective of Education Speeding ......... .......... 12 Teachers' Salaries ................ ................ 12 Projections of Future Expenditure ................ 16 Education and Social Equity ... ............... I Education and Employment . . .................. 18 Educational Development Strategy ..... 20 Conclusions ..23 LIST OF TABLES Page No. 1. Salaries of public elementary and secondary school teachers .. .............................. 13 2. Qualifications and salaries of teachers ....... 14 3. Teachers' salaries and experience ............. 15 Annex Tables 1. Number of Schools, Teachers and School Enrollment 2. Enrollment by Grade, Controlling Authority and Sex 3. General Secondary Education - Number of Schools and Enrollment by Counties and Authority - 1972 4. Enrollment and Teachers by Level and Type of Education - Government and Non-Government Institutions 5. Schools by level and management 6. Enrollment and Number of Teachers by Level and Specialization 7. Number of Graduates and Pass Rates in the National Examination 8. Enrollment and Graduates of Teacher Training Institutions 9. Enrollment and Graduates from Vocational Schools 10. BWI Vocational Education Enrollment by Vocation 11. Pre-elementary and Elementary School Enrollments and Teacher Needs 12. Enrollment at the University of Liberia and Cuttington College 13. Students Studying Abroad by Fields of Study 14. Ministry of Education Budget 15. Ministry of Education Budget for Technical and Vocational Education 16. Development Budget - Education and Education-Related Projects 17. Foreign Assistance for Education in Liberia LIST OF DIAGRAMS AND PLATES Diagrams Page No. 1. Educational Pyramid - 1972 2 2. Structure of the Educational System 3 3. School Year and Farm Labor 6 4. Modular Design: An Elementary School 9 5. Four Modular Units 10 Annex I Department of Education Organization, 43 Plates Annex 1 Elementary schools - Grand Gedeh County Annex 2 Prototype Elementary School Modular units Annex 3 Classroom Furniture Design THE EDUCATION SECTOR IN LIBERIA Until the early 1950s the government only provided schools for inhabitants of the coastal cities. However, President Tubman's "Unification and Integration" policy declared, in the early 1950s, that a modern, nationwide education system was a major concern of the government. Private institutions, however, including church and individually operated schools still train the majority of students who enter university. In the past two decades, school enrollment has increased more than seven-fold and the number of teachers more than six-fold. The number of schools has increased by about 40 percent over the past seven years. In 1970, some 50 percent of the primary school age children and 11.7 percent of second- ary school age children are in school. Today about $11 million or 13 percent of the government budgpt goes to education. Overview The structure of Liberia's formal education system consists of kindergarten which concentrates on socialization, 1/ six years of elementary school, three years of junior school and three years of senior high school (see Figures 1 and 2). The University of Liberia has programs leading to bachelor's, master's, M.D. and LL.B degrees while letting college has a bachelor's degree progr.am. Public primary schools became tuition free in 1960 and public secondary schools dropped their fees in 1972. Mission schools charge fees ranging up to $250 per year for non-boarders and $500 per year for boarders while concession schools are free. Private schools, mostly mission and concession schools, account for 32 percent of elementary and secondary school enrollment. In all schools, except concession schools, students have to pay for textbooks. In all schools they buy uniforms. The Ministry of Education is principally responsible for administer- ing all pre-university education in Liberia, and as of 1973 the Ministry of Labor is in charge of vocational training outside the formal school system. Public domestic expenditure on education has grown at 9.4 percent per year over the past five years. The budgetary allocation for education rose from 12.7 percent ($7 million) in 1968 to 13.3 percent ($11 million) in 1973. Expenditure by private schools is estimated at $4 million, financed by foreign grants and school fees. In 1972 the government of Liberia signed a credit agreement with the World Bank Group for'$7.2 million. This agreement included the construction equipping of two multilateral high schools, a college of agriculture, expan- sion of the rural telacher training institute at Kakata, and technical assist- ance. A second project is under consideration for 1975. 1/ There is also a pre-grade class which is for regular school age children who come to school without a knowledge of the English language. Diagram LIBERIA EDUCATIONAL PYRAMID - 1972 Enrollment in Government and Non-Government Schools T.t.1' % Dtrib.tioe Level Gades Enrolfn,ent by Level HIGHER EDUCATION 16 L0 RBOYS GIRLS 1400 0.9 i4 13 SECONDARY 12 6000 5.9 UPPER 11600 . 10 9 I 15.,000 9.3 LOWER 8 ELEMENTARYJ . 4 90,000 14B9 3 PRE-- ELEMENTARY 79 ~ 3. A 20.000 16,000) 12,000 9.000 4,000 0 4,000 9.000 12.000 16.000 20.000 'Enrollmenas include Overaged pupils Source: Ministr" of Education W lrll Br,nk 5952i'1RI Diagram 2 LIBERIA STRUCTURE OF THE EDUCATION SYSTEM NO JCLIBERAL ARTS | . { AGR,ICULTURE and | _ -| NURSING | _ < ~~LAW|- NATIONAL JUNIOR HIGH SCHOOL CERTIFICATE NATIONAL SENIOR HIGH SCHOOL CERTIFICATE BUSINESSan O CERTIFICATE OF TEACHING GRADE ''C" ECONOMCS * CERTIFICATE IN TECHNICAL & VOCATIONAL EDUCATION 'COLLEGE/UNIVERSITY DEGREE EDUCATION | _ _ SENIOR HIGH SCHOOL TEACHER TRAINING TECHNICA EDUCATIN JUNIOR HIGH ELEMENTARY SCHOOL VOCATIONAL CENTER GRADES A B 1 2 3 4 5 6 7 8 9 10 11 12 13 1 2 3 4 5 LEVEL PRE ELEMENTARY PRIMARY EDUCATION SECONDARY EDUCATION HIGHER EDUCATION SCHOOLING 1 2 3 4 5 6 7 8 9 l0 11 12 13 14 15 15 16 17 18 19 AGE' 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 18 19 20 21 22 The Libedian education svstem does not conr,oI o t,ance by age World BanIk-9829 -4- Elementary Education From 1968 to 1972 enrollment in pre-elementary and elementary schools (public and private) grew at an annual average rate of 3.8 percent. Enrollment in grade one was approximately the same in 1972 as it had been in 1968, but less than the peak in 1969. Pupils may enter school in either of the two pre-elementary grades or grade one and may stay for more than two years in pre-elementary or drop out. In 1972 it was estimated that once in grade one about 40 percent of the pupils are likely to complete grade six. About half the elementary school teachers have less than complete high school education. Of these the Ministry of Education estimates about 600 could benefit by upgrading. An additional 600 high school graduate teachers have had no pedagogical training. In-service training takes place at Zorzor Rural Teacher Training Institute (ZRTTI) which has a capacity of 250 trainee teachers. At full capacity ZRTTI could annually produce 70 teachers in a one year program who have graduated from high school and 50 teachers who have not graduated from high school in a three year program (see Annex Table 4). By 1972 the pupil-teacher ratio had reached almost 40:1 - a level not expected to be achieved before 1977. The number of teachers increased by 2.3 percent from 1968 to 1972. If enrollment increases in line with recent experience and the teacher pupil ratio is to be maintained, some 6,000 new teachers will be re- quired over the period 1972 to 1980 (assuming 10 percent replacement annually). In addition, some 800 existing unqualified teachers without the potential for upgrading need to be replaced. The output of Kakata RTTI as it is now structured and with the present three-year course -- which is thought to be inadequate so long as the trainees have completed only junior high school -- would be about 70 as from 1978 (100 if there were no dropouts). If KRTTI's capacity is expanded to 600 as the government proposes, output would rise to 150 per year (the balance being earmarked for junior high school teaching). It is clear that the demand for qualified teachers cannot be met with present institutions and on present policies (see Annex Table 8). An important reform is being considered that would place a higher percentage of the school year outside the rainiest season. This would greatly benefit rural chi7dren along the coast who tend to miss school when they cannot cross swollen struams. General Secondary Education Between 1968 and 1972 enrollment in junior high school increased at 13 percent a year and in senior high at 9.2 percent. The combined rate of increase in both levels was 12 percent. In 1972 there were 1,167 teachers in secondary schools compared to 639 in 1968, a growth rate of 16 percent. As a - 5 - result the combined pupil teacher ratio fell from 21:1 in 1968 to 18:1 in 1972. Many junior high schools are attached to elementary schools and there is a suspicion that in these schools the number of teachers reported as teaching in the junior high schools may be rather arbitrary. It may be more instructive therefore to look only at the pupil teacher ratio for senior high school, which was 17:1 in 1972 (see table 2). Whereas in 1970 enrollment in non-government junior high schools was slightly greater than in government schools, by 1972 the reverse was the case. But at senior high school non-government schools continued to predominate with 54 percent of the total enrollment (see table A). In 1972 girls formed 23 percent of the enrollment in junior high and 24 percent of senior high. The total enrollment ratio in 1972 for the age group 14-19 years is about 13 percent. On the basis of preliminary analysis by the Education Planning Unit about 70 percent of the sixth grade go on the secondary school. This implies that about 30 of an original 100 pupils entering first grade go to junior high. Of these, on the same calculations of progression rates, about 16 will reach the twelfth grade, of whom 90 percent will graduate. Thus 14 of the 100 who finish first grade complete secondary school. Secondary school enrollment has been projected to 1980 on the basis of these estimates (see Table 11). The required increase in the stock of teachers at both levels is fairly small because of the very low starting pupil teacher ratio. At junior high level the pupil teacher ratio is assumed to be gradually raised to 30 over the period and at senior high level to 25. It is' planned that the 75 or so junior high teachers required would be trained on a two-year post-senior high course at or of the RTTI's. Even if enrollment in government schools does grow as projected, it is likely that the size of the private sector will continue to grow because of the unsatisfied social demand for schooling. Vocational Training Pre-vocational education is limited. Approximately six general secondary schools provide pre-vocational education, the most prominent one being the William V. S. Tubman High School in Monrovia. There are also three solely vocational schools at the seondary level which produce about 180 graduates a year (see table 9). The largest vocational school is Booker Washington Institute (BWI), 40 miles north of Monrovia at Kakata. The school graduates about 120 students a year in eleven areas of specialization, including agriculture, auto mechanics, buiiding construction and business educatioh. The school has gradually increased the number of academic subjects offered and has become de facto a vocational/ academic high school. The high dropout rate has averaged 59 percent in the past ten years because of the direct and indirect costs of attendance and poor chances of finding a job. The recurrent cost per student is $665, which is DiagramT 3 LIBERIA THE PRESENT AND PROPOSED SCHOOL YEAR IN RELATIONSHIP TO RAINFALL, PLANTING AND HARVESTING AVERAGE RAINFALL PLANTING HARVEST J F M A M J J A S 0 N D _ 76 _ _ _ 160- 144- 128- 112 . . . 96 80 64 O 48 32 - KEY - ~~MONROVIA __VOINJIMA ZWEDRU Prepared hy: SCHOOL BUILDING OFFICE MINISTRY OF EDUCATION World Bank--8780 -7- high in comparison with other African countries. Graduates are ill-prepared and not easily absorbed by industry. They often have to wdrk in fields other than those for which they are trained. There has b6een no attempt to introduce the views of erfloyers and craftsmen into the management decisions of government sponsored teacher training or education. The two other vocational training instituti ons are the Liberian- Swedish Vocational Training Center (LSVTC) at Yekepa and the Bong Mine Vocational Tiaining Center (BiMVTC). The mine companies guarantee jobs to competent graduates. Botih offer exceilent training in general mechanics, electro-mechatics and auto mechanics. LSVTC was established in 1964 as a joint venture of the governments of Liberia and Sweden and came entirely under the Liberian Government in 1971. It graduates about 35 students a year. The BMVTC is a private training center aimed at meeting the needs of the Bong Mining Company for top craftsmen and first line supervisors. About 13 students graduate every year. In addition to these programs, the concessions (notably LAMCO and Firestone) conduct on-the-job training to satisfy their requirements for skilled labor. All the programs in the private sector train only the number needed to fill their vacancies. Rural Education The opportunities for and the quality 6f education are not balanced between rural and urban areas. Rurai areas have been neglected, mainly be- cause of the early emphasis on providing education in the coastal cities. Even today, the coastal areas have significantly higher enroilment ratios than the interior. The curricuilum is uniform with respect to urban and rural areas. It is designed to teach literacy and assumes that students in the elementary schools will go on to the secondary schools. With such high drop-out rates, (only one third of the elementary school students in rural areas complete the sixth grade; and only about one quarter even entet secondary school) it might be wiser to design curricula suitable for the majority of students rathet than assume that drop out rates wili rapidly decline. About 50-70 percent of pre-elementary school students are over-age. The over-aged are the first to drop out to seek empioyment. To cope with the problem of over-aged students, one experimental class was set Up i'n i971 in each of ten sch6ols (in five different countries) to move over-age students through the eiementary grades as fast as their abil- ities permit. This experience appears tb haie been quiite successful and should be evaluated. - 8 - To help make primary education meet the needs of rural living, "a community school" experiment was started in 1971 with UNDP/UNESCO assistance. The objective of the experiment is to develop schools and train teachers for adult education, to improve farming methods, dietary and hygienic practices. Initially, the project involves expanding facilities in 200 schools by 1975. The layout of the prototypes are shown in Figures 4 and 5. Each module will hold 100 students in a flexible layout divided by movable storage units and chalkboards. Several modules can be built together as needed. Higher Education The quality of some of the education at the university level is low, essentially because students are ill-prepared in high schools. Rather than preparing effective professionals, the university is increasingly becom- ing a place to make up for the shortcomings of high school education. It has taken almost 9 years on average to produce a graduate. Only 10 percent gradu- ate in the normal 4- or 5-year period. Enrollment in the University of Liberia and Cuttington College in 1973 was 1,710, of whom 416 were women, compared with 1,091 in 1970, of whom 220 were women. Forty percent of the students were doing business and public administration, 18 percent science subjects, 13 percent liberal and fine arts 11 percent education and 9 percent agriculture and forestry. The rest were more or less evenly distributed among nursing, law, medicine and extra-mural and general courses (see Table 12). The University and Cuttington are the only institutions of higher education in the country, and Cuttington is privately managed. The basic problem is the quality of the entering students. Only 20 percent of those taking the entrance exam pass it. But almost double the number are actually admitted. Twenty-five percent drop out during their first year. Another problem is the absence of a regular and equitable salary scale for faculty leading, to low morale among the staff. Enrollment at Cuttington College was 244 in 1969 and had reached 312 in 1973. Enrollment at the University of Liberia has increased at 10 per- cent per annum between 1969 and 1973 reaching 1,400. Enrollment in the first year of higher education has averaged 70 percent of the previous year's high school graduates during 1969 to 1973. If this progression rate continues and secondary school enrollment increases as projected, enrollment in the first year of higher education would increase from 925 in 1973 to 2,368 in 1981, an average increase of 12.5 percent. Dropout rates have recently been around 50 percent between the first and second years, and around 25 percent between second and third. The number of university students on scholarships abroad declined in 1973 (see table 13). This decline may be partly due to greater efforts, particularly by the Ministry of Finance to keep the numbers down and identify and remove from the list students who had actually finished their term of study. Social sciences still account -or 31 percent of the students, followed by medicine. The numbers of students studying humanities and fine arts have declined. Diagram 4 LIBERIA MODULAR DESIGN: AN ELEMENTARY SCHOOL STORE FOOD SERVICE FJ 0 ED *[7 l r | [2| 1°i7-7]0 CHALK & TACK BOARDS [111El12- OUTDOOR L7111tL_HHH KITCHEN u E MULTI-USE TEACHING AREAS _ NLITRITION HEALTH-MANUAL ARTS - CRAFTS PROJECTS l~~~ iv7 V _ A ^ STORAGE UNITS ONE UNIT = 2000 SQ. FT. SEATING FOR 100 PUPILS F 01 LOME ARTSL MATH - SOCIAL STUDY Prepared by: SCHOOL BUILDING OFFICE MINISTRY OF EDUCATION R.L| APRIL 1974 1/8" ONE FOOT E_ n E | ~~SCI ENCE ONE UNIT World Bak-8781 Diagrarn 5 LIBERIA MINISTRY OF EDUCATION ELEMENTARY SCHOOL FOUR MODULAR UNITS-SBO '74 ONE UNIT ONE UNIT 100 STUDENTS 3 100 STUDENTS h4 KI TCH E PAVERK) HUT rr7,7,7-r, I I~I I f II II I~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~AA I [III [ II II I 11111111~ ~~~~~~~~~~~ yII Y I 100 STUDENTS IOOSTUDENTS~~~~~~~~~~II III Scale: 1'"= 20' World Bank-8782 Educational Finance Sources of Finance. The government is responsible for the financing of government schools; it also pays the salaries of a number of teachers in other schools and makes grants to some non-government schools. No fees are paid in government schools. 1/ Private schools charge faes which vary from $10 to $250 per year. In all schools, except some in rionrovia which operate a limited revolving stock of supplies, the pupils are expected to provide their own textbooks but few are able to afford them. Textbooks are particu- larly expensive since most of them are imported from the U.S. The texts are not adopted to Liberian needs, nor are many of them available outside Monrovia. Textbooks and uniforms for three school children may easily cost a family $25-30 a year, 2/ which is about twice a rubber tapper's cash earnings per month. The expense of these items, as well as income foregone for older children, is sufficiently expensive to deprive many poor children of education. The combined budget for the Ministry of Education and the University of Liberia has risen from $7 million in 1968 to just over $11 million in 1974 - an annual average increase of almost 8 percent. Education's share of the total budget has fallen slightly from 12.7 percent in 1968 to 11.3 percent in 1974. There is no reliable data on how much is spent on education by public and private foreign donors. The latest figures for foreign official assist- ance to education are for 1972 and show $2.2 million, including some for capital spending. If the recurrent per pupil costs of non-government schools are similar to those of government - excluding central administration costs - then some $1.5 million must have been spent on non-government schools in 1972. But this would include some governmental funds and exclude school construction, money for textbooks, uniforms and equipment (see tables 14-17). Patterns of Government Expenditure. The shares in the national budget for the Ministry of Education and the University of Liberia for the various levels of education in 1974 are as follows: 3/ Central administration 10.3% Supervision 3.2% Elementary education 27.8% Secondary Education 13.3% Secondary Teacher 'Training 5.4% Vocational'and technical education 7.4% Non-formal education 1.3% Student Education Aid Program (Scholarships) 10.3% Higher education and scholarships 21.0% 1/ However, there is an annual registration fee of $2.00 in junior high school and $5.00 in senior high school. 2/ The cost per individual student can run as high as $50.00. 3/ As estimated by UNESCO. - 12 - Higher education continues to take the lion's share of the budget. Expenditure on educational materials and supplies is very small and there is no provision for school maintenance except in the Monrovia Consolidated School System. The share of technical and vocational education and of teacher training has risen slightly since 1970. The Ministry of Education budget does not make provision for capital spending other than for working capital such as cars and office equipment. Such school construction as takes place is provided for in the Public Works Ministry budget or out of ad-hoc funds such as the National Fund Raising Rally. The only other construction going on is a program of improvement in 200 selected elementary schools in rural areas which has been mainly financed by the government and implemented by CARE 1/ on a non-project basis. CARE also contributes in the form of building materials. Previously USAID has contributed to primary school construction. Various non-capital development projects are in progress. Effectiveness of Education Spending. The per/pupil cost of elementary and secondary education in government- schools is estimated to be about $18 and $76 respectively excluding the costs of central administration. These low figures are a reflection of the small number of qualified teachers, low salaries and virtual absence of materials and supplies. The cost of educating a secondary school leaver however, is considerably more than the product of these recurrent cost estimates; it is estimated that only 14 out of 100 entrants into grade I successfully complete secondary education so that the true cost figure must be relatively high. Similar problems are apparent at the teacher training level. The three-year post-lower secondary course for elementary teachers costs some $3,000 per student (somewhat more if account could be taken of dropouts) many of these students leave teaching or at least the government schools when their three year bond is over. Teachers' Salaries. There has been no comprehensive analysis of teachers' salaries since a 1971/72 Special Committee Report. Data are incomplete on elementary school teachers' salaries for 1972 and on secondary school teachers' for 1973. The latter are summarized in table 1. Since 1971 there has been no progress in implementing a formal incremental salary scale system for most teachers. However, bachelor and master degree holders have been promoted to $200 and $300 per month respectively, and all teachers who are high school graduates or more received an increase of $5 per month. In 1974 the president ordered a 15 percent increase for all public servants earning less than $100 per month and 10 percent for those earning between $101 and $200 per month. The Ministry of Education felt financially unable to carry out this order in full and compromised on a 10 percent increase for everyone - from administrators to unqualified teachers - earning $200 or less. In 1975 all employees of Government received a 12-1/2 increase. 1/ Cooperation For American Relief Everywhere. Table 1: Liberia - Aver-ae Annual Salaries of Public Elementary and Secondary School Teachers iLLLJz.TAiRi T2EACH&&S SdCC:.A1Y TIACHP'. Qualifia tionS __s_ I7 -91 -72 1970 171 1972 1979 :3eloi: High 4coo 5453 $1 a76 5 453 ,10 755 =iTh Shool Grad'suate 78314 352 82? 785 653 S24 DL Tncormlete College 953 1,206 888 953 1,20" 1,1 43 1,213 )3achelor's IJegree 1,563 1,777 1,5(0 1,583 1,777 1,708 1,932 ,asters 2,6244_ 2,796 2, 041 2,796 2,521! 3,230 ;Aote: Teachers who did not report their qu'alifications are excluded fror,, ti s calculation. lemientary salaries for 1973 are iiot available. OU :c Linistryc Of Education, Planning Tnit, 19714. Table 2: Qualifications and Salaries of Teachers in Liberia General 2emenItary and secondary Siucation (') ( 2) Ifumber Percentage Estimated Average Estimated Estina ted Budgitted Recommended of Of Numbor of Salary Salary Salary Salary Salary Scale Classification Teachers Teachers Teachers 1971 1974 Bit]A Bill (Revised Oct. 1971 1974 $/month $/month 1974 1974 1972) $ month $' 000 $' 000 Below high school 1,398 446 1,71K4 43.2 47.5 972 60 One year college 992 31.6 1,210 71.1 83.7 1,215 100-200 (4) Two to three years college 90 2.9 ill 100.5 il6.i 155 150-250 (4) 13] 323 10.3 394 148.1 200.0 946 200-330 (4) MA 91 2.9 111 200.0 300.0 400 30O-450 (4) PhD & EdD 1 neg. - 500-700 Uniknown 247 7.9 302 70.4 82.9 3017 TOTAL 3,142 100.1 3,83003) 3,989 3,876 (1) Since 1971 all high school graduates and above have received $5/month extra, allI teachers have received 10 percent increase, B.A.'s and M-A's receive $200 and $300/Tmonth respectively. (2) Teachers and principals in general elementary and uecondary plus supervisors and atssistant supervisors. (3) 1974 total teachers: 3,947 in general elementary and secondary schools minl2s 150 Peace C&opS (assumed the same as in 1973) plus 33 supervisors and assistant supervisors. Figures do not add due to rounding. (4) Teachers with teacher training as well as the stated qualification to earn at the top end of the range. Source: Ministry of Education, 1974. On the basis of the 1971 data on the qualification mix of teachers in general secondary and elementary education, and taking account of the salary increases decribed above, it is possible to estimate the 1974 salary bill. This is done in Table 2. The estimated salary bill is very close to the amount budgeted for the group in 1974. (See Annex Table 14 for trends) Some progress appears to have been made towards paying salaries according to the new levels proposed in 1972 but only teachers with completed college degrees have actually reached the proposed new minima. These minima themselves are now two years old and require further revision to take account of inflation and the movement of salaries for jobs which require comparable qualifications. Except for degree holders, teachers are no better off in real terms than in 1971 and many of them are worse off. Nor has the competitiveness of teachers' salaries relative to alternative jobs improved significantly. At present, graduates of the two rural teacher training institutes earn approximately $85 per month, i.e. roughly $1,000 per year. For comparison the secretary to the Director of Science and Technical Education earns $1,500 per year, other Ministry of Education clerk/typists earn $1,800 and assistant filing clerks $1,400. RTTI graduates are bonded for three years but the wast- age rate after those three years is high. Students at the RTTIs are request- ing salaries of $125 a month. Government policy places a high priority on the improvement of the standard of teaching in rural areas and it would seem that, in determining priorities for future salary increases, the government should have RTTI grad- uates well up on the list. If all the teachers without a high school diploma were upgraded or replaced by RTTI graduates and paid $125 a month (in constant 1974 prices), this would imply an increase of $1.6 million over the 1974 estimated salary bill, equivalent to about 20 percent of the present budget for education excluding university level. In general, there is still no consistency in the criteria for deter- mining teachers' salaries. As an example of this, the salaries, age, years of experience and qualifications of the teachers in a Monrovia school are tabulated below. Table 3: Teachers Salaries & Experience (An example from a junior-high school in the Monrovia Consolidated School System: 1973) Sex Qualification Age Years Experience Salary (monthly) M HS Grad 36 6 $200 32 12 $ 80 F " 26 6 $ 55 M " 20 1 $125 M BA 28 10* $125 Note: All teachers are Liberians and have the same teaching load. * This seems unlikely. Source: Annual Statistical Questionnaire reply. - 16 - Projections of Future Expenditure. On the basis of current projections of enrollment, which are given in detail in Annex tables 11 and current plans for expansion of teacher training, expenditure by the Ministry of Education and the University of Liberia could be expected to rise until 1980 at a rate equivalent to an annual average increase of 8 percent in real terms. 1/ If total government recurrent expenditure expands at a real rate of 5 percent, the share of education would rise from 13 percent in 1974 and 17 percent in 1980. 2/ The only qualitative improvements explicitly embodied in this projection of education spending are the upgrading of the existing teach- ing force by combined retaining and replacement and an increase in qualified teachers' salaries to reduce wastage. These improvements, together with the projected growth of enrollment in general education and in the two rural teacher training institutes account for about two-thirds of the growth over the period. It is not known whether these quality improvements will improve the rate or amount of student learning. 3/ There is a danger that the remaining third could represent only the growth of central administrative spending and higher education if they continue to grow at around 10 percent in current prices as they have in the past. If, on the other hand, spending on these items is held constant in real terms, as it almost certainly should be, an 8 percent growth rate of total expenditure would leave room for an extra $2-300,000 per annum to provide more adequate educational supplies and school maintenance and support a more practically oriented and hence a more expensive, curriculum. Actual future expenditure may turn out to be lower than projected if (a) the government does not improve teachers' salaries to the extent en- visaged; (b) the replacement/retaining of unqualified teachers cannot be com- pleted (some shortfall is quite probable); or (c) government secondary school enrollment is kept below the level which past trends suggest. Conversely, expenditure would be higher, other things being equal, if new methods enlarge 1/ It is assumed that (i) the proportion of pupils in government schools remains constant, (ii) government aid to non-government schools remains proportionately constant, (iii) present levels of cost per pupil continue except that (iv) teachers with secondary school leaving certificates, teacher training and/or incomplete college education have their salaries raised to $125 per month in 1974 prices and (v) underqualified teachers are replaced by or upgraded through teacher training college courses and earn $125 a month. 2/ Ministry of Education and University of Liberia non-development budget $10.4 million in 1974, $19 million 1980 (constant 1974 prices). Total nor-development budget $82.6 million 1974, $111 million 1980 (constant 1974 prices). 3/ John Simmons, "How effective is schooling in promoting learning? A Review of the Research." (Washington, D.C. IBRD, July 1974). - 17 - the teacher training output. Then the pessimistic assumption that the addi- tions to the teaching force needed to keep pace with growing enrollment would be -rgely untrained and therefore cheap would turn out to be invalid and the average teacher cost would be higher. In addition, of course, total expend- iture will exceed the projection to the extent that .he government makes qualitative improvements in addition to those described above without making offsetting savings on administrative or higher education costs. It is desirable that the following possible courses of action, designed to ameliorate the financial situation, should be studied by the government: (i) Standardize teacher salary structures and termq of service; (ii) arrest the growth of spending on central administration, for example, by freezing unfilled vacancies; (iii) conduct an analysis of existing educational expenditures, and especially the effect of expenditures on student examination scores; (iv) investigate and.improve material supply, textbook sales and textbook production arrangements; (v) assist rural communities in building and maintaining their own schools; (vi) investigate the most economical way of supporting the private school sector; (vii) restrict the growth of higher education to the training of needed manpower;- the university planning team should pay close attention to financial and economic aspects of university expansion; (viii) restrict foreign scholarships to post-graduate students and undergraduates taking courses:not available in Liberia and relevant to manpower needs. Education and Social Equity As in many other countries,'the present system of examinations and promotion strongly biases the benefits of education to the children of middle- and upper-income parents which total about 15 percent of the population. Good grades in English are essential for school success. Thus students who hear good English at home, or whose parents can afford tutors, have an advantage over those students who do not have these opportunities. Similarly families who live in the towns have advantages over those who live in the villages and hamlets, who have restricted access to schools. - 18 - The structure of the school system is also biased so that the students of upper-income families receive the best schooling. Mission and other private schools are available in Monrovia and the rural towns. Thirty-three percent of the elementary students and 50 percent of the secondary students are in private schools. While teacher salaries in private schools are about the same as in the government schools, they are paid on time. This means that these schools attract the better teachers. The fees plus the decentralized management of the school, permits the purchase and rental of textbooks. Texts are vir- tually absent from most government elementary schools, and are seriously defi- cient at secondary schools. Thus upper-income parents purchase a higher quality of education, especially at the primary and secondary level, and then benefit from state subsidies to the university and from scholarships abroad. In sum, while we are unable to quantify the relationship between education and inequality, it is an important feature of the education system of Liberia. This relationship exists in most other countries, but it is particularly perverse in Liberia because of the requirement of simple English to enter primary school, and the widespread availability of private, including mission, schools. To minimize income inequality, reforms of the educational examination and promotions system which now discriminate against low-income groups would have to be considered. Education and Emplment The first draft of a 10-year (1972-1982) Indicative Manpower Plan was published in April 1974. It provides a valuable guide to the overall manpower situation in the country. Reference is made in the plan to the educational implications where manpower requirements are identified but more precision is required in examining individual industry needs and the type and level of training required by each. For example, tracer studies are needed to determine the proportion of trainees from educational institutions working in the jobs for which they were trained. While the manpower situation is discussed in detail elsewhere in this report, several highlights are mentioned here. Labor Supply. The national labor force in Liberia totals some 650,000 people of whom approximately 50,000 work in Monrovia and 70,000 are stated to be unemployed. This ratio of unemployment has remained unchanged since 1962 in spite of a growth of GNP of 7 percent per annum during most of the interventing period. Twenty-five percent of the urban labor force works in Government services; fifty percent of the population is under 19 years of age. Seventy percent of the total labor force is employed in agriculture; but in 1971, the latest year for which figures are available, migration from rural to urban areas averaged over 3 percent due in part to rural/urban income differentials ($70 per capita in rural areas and $210 in urban areas). It is likely that the shift will continue until income differentials narrow. - 19 - The output of trained personnel from specialized education and training institutions in 1972 totalled about 500. But most training for low- and middle-level posts is done on the job, so that this figure underestimates the size of the annual supply. In Monaovia 50 percent of the unemployed have secondary schooling and the number is growing. Unemployed and underemployed university graduates are not uncommon. Unless significant stages are taken to reduce the supply of both secondary and university levels, serious misallocation of resources will result. Demand for Labor. Because Liberia is an enclave economy the greatest demand for middle-level and professional manpower comes from multinational firms which either manage their own training facilities or import skilled workers from other countries. The extent of the country's reliance on expensive expatriate manpower is unusual. It is difficult to obtain statistical data, but comparing the number of work permits issued, with the total employment in Liberia's 96 largest firms, it is estimated that some 4,500 middle- and upper-level posts are held by expatriates, representing some 7.3 percent of the total employed in these firms. A mission estimate, which could be considerably in error, indicates that some 6,000 additional jobs at the lower- and middle-levels are held by African and Arab expatriates who do not have work permits. The same 96 firms have reported a decline of 2.1 percent per annum in their level of employment during the period 1970-72. The non-enclave domestic labor market, where the-major sources of employment are in agriculture, commerce and government services, is character- ized by a limited demand for industrial training; the government has exerted little pressure so far for Liberianization. In the view of employers, 1/ who are mostly expatriates, there is virtually no demand for personnel trained in technical and vocational schools, but this is not surprising in view of the poor quality of the training provided and the ease with which foreign skilled manpower can be obtained. Unless there are significant changes in the world economy, the demand for labor with secondary and higher education will not significantly increase in the next twenty years. Future Trends. Central to economic growth, and thus mnanpower demand, in Liberia are world commodity prices, especially for the exports of rubber, iron ore and timber and imports of agricultural and manufactured goods. Bank estimates indicate that prices for Liberian exports will decline in the 1970s and stabilize at a level significantly lower than they are now. Prices for major imports will increase but more slowly than in the past twelve months. GNP should grow at about 5 percent per annum. This suggests that the rate of job creation will remain at about the 3 percent level in the 1980s representing about 3,300 new middle-level posts per year. 1/ A survey was conducted in Monrovia in February 1974, Manpower Unit, Ministry of Plan. - 20 - Without more specific data, it is difficult to define the future trends of manpower demand in individual industries. In a few categories of employment there are vacancies now and demand is expected to remain high, for example, for skilled and experienced accountants, executive secretaries, and, to a lesser extent for experienced mechanical engineers and vehicle mechanics. The boom in the logging industry and government plans for reafforestation are reflected in increasing needs for mechanics, welders, building workers and administrative and accounts staff for the private sector and middle-level trained forestry staff for purposes of control and reafforestation. There appears to be a short supply of trained manpower in the social sector. The demand for primary teachers and para-medical staff able and willing to work in rural areas appears to be substantial. Such personnel are discouraged by uncompetitive wage scales, the low social status of rural work, the low priority given in government budgeting to the improvement of quality and quan- tity of these occupations and the shortage of training facilities. Unless changes are made to affect all four factors, improvement in the number of trained manpower will not result in an improvement of those employed. In the light of the above situation, the government could consider: (a) taking active steps towards Liberianization; (b) significantly reducing the number of secondary and university students and graduates; (c) providing the finance and organization to up-grade skills with the most cost effective methods; (d) improving the specialized training programs; (e) encouraging existing training institutions to use their resources more efficiently than at present; (f) collecting manpower and tracer study data on a regular basis; and (g) that the management of specialized training and vocational education should include employer and worker participation. Educational Development Strategy Sinc_ 1970, Liberian leaders have expounded certain education objectives: (i) qualitative improvement at all levels; (ii) expansion of secondary education of all types; (iii) regional equalization of educational opportunity; (iv) increased teacher training; - 21 - (v) emphasis on technical and vocational education; (vi) curricula flexibility based on geographic relevance and individual and national needs; (vii) the achievement of economy in educational expenditure; and (viii) strengthening education planning and administration. While the Ministry of Education's plan is under preparation, the basic objective can summarized as the development of quality education and adequate manpower training to enhance national and economic development. The first priority is integrated rural development with education selected as one of the methods by which it will be achieved. It is likely that the new strategy will take into account: (i) budgetary constraints and in particular, the difficulty of financing recurrent expenditures that will be associated with new investment; (ii) the importance of linking technical training more closely with worker and employer needs, and (iii) increasing the participation of local communities in the planning and management of their schools. Since the educational plan is not complete, a comprehensive strategy is not available. It is clear, however, that the basic problems are recog- nized. The priorities and their interrelationships will be established in the plan. One choice is whether to focus future education efforts on continued rapid expansion or on determining more clearly what the student needs to know and the most cost effective ways to do it. Recently the government set the goal of building one elementary school in every town with at least 600 people, one junior high school in every clan and one senior high school in every chiefdom but no deadline was set. Though this indicates a genuine desire to redress the imbalance in rural versus urban education, it may not represent an optimum investment. For example, given the high probability that most primary school leavers cannot read and-understand a newspaper, continued rapid expansion might only produce a mass of semi-literate Liberians. The community school experiment recognizes the need for a new approach to rural education. Since this experiment is only beginning it needs strong governmental support to succeed. Proper curricula, adequate teaching methods and materials are being developed and teachers are being trained. But none of these changes will be effective unless the examination for entry into secondary is reformed to assure that an equitable proportion of new entrants come from the community schools. Siiil much work needs to be concentrated on this integrated school reform before the experiment can be expanded to 200 schoois by the target date of 1977. - 22 - In developing an education strategy, Liberians are confronted with a number of problems that can be grouped under three headings: improving the efficiency, effectiveness and equity effects of their educational investment. (1) Effectiveness measures the extent to which the educational objectives are being fulfilled. The central questions are: (a) To what extent can primary school leavers even read the national newspapers when they leave school? (b) Is the behavior that students learn in the classroom designed to assist their lifetime productivity, social mobility, income, and satisfaction? (c) To what extent have the increased numbers of school leavers, both with technical training and post-primary academic education, released the manpower constraints to economic growth? (d) How relevant to individual and social welfare are the objectives-against which effectiveness is measured? (2) Efficiency, at its optimum, is defined as the least cost combination of educational inputs required to achieve a given educational output whether the output is a reading test score or the skills of an auto mechanic. (a) Is it possible to reduce the cost of educational inputs without decreasing the quality of the output? (b) To what extent are the important and complementary inputs like schools books and classroom furniture either absent or below the minimum level that would assure that the other inputs are effective? (c) How cost effective are the alternative or complementary technologies like educational television, radio, pro- grammed learning, correspondence courses, contract teaching, and non-formal learning? (d) If the research evidence is correct that the abilities that the children bring into the first day of school are more important for determining achievement scores than the school inputs are, is it possible to increase the contribution of the non-school inputs? (3) The issue of social equity, defined as improving the dis- tribution of income, is divided between the mechanisms that affect access to equal educational results, not merely the opportunity to start the first grade, and mechanisms that affect the equalization of the tax incidence. - 23 - (a) Does the educational system promote the distribution of income among income groups over generations by assuring that an increased proportion of low income children complete secondary school? (b) Do compensatory school programs, in contrast to the non-school inputs mentioned above, make a difference in assisting those children, the poor or the low-IQ, who are predicted to drop out or do poorly in school? (c) What are those traits that maximize an individual's opportunity for a high level of lifetime income? Our discussion in Liberia about each of these questions suggests that there is an important gap between what many educators and parents wish to believe and what appears to be the reality. Other countries face similar challenges. Addressing these issues will assist in the development for an educational investment strategy that can significantly improve both economic growth and income distribution. Conclusions (1) The Liberian government and parents have responded to the high level of demand for school places by a rapid expansion of the number of schools. Self help has been particularly important for rural primary and secondary education and is indicative of the resources that can be mobilized for such efforts. (2) The expansion has brought on a second generation of problems -- educated unemployment, rural to urban migration of youth, rising juvenile delinquency and pressures to expand the number of jobs available. At the same time youth with secondary education would prefer not to work rather than do manual labor, thus creating a deficiency in the supply of labor. (3) Also in part because of the expansion, certain inefficiencies are appearing in the education system. Children often have no books or pencils. The teacher turnover for each school may be as high as 30 percent every year, perhaps 20 percent leave the profession each year. School maintenance is haphazard since there are no funds in the budget to maintain them after they are built. The wind often blows off the light sheet metal roof, rain destroys the funiture, and the classrooms are abandoned. With these and other problems it is possible to understand that the amount of learning that actually takes place is minimal. Given the budgetary constraints, and the social demand for more schooling, these problems may not receive sufficient attention. Government resources will probably concentrate on building the buildings, and the essential complementary inputs will be insufficient. A major alternative is to restrict the rate of expansion of the number of school places, particularly at the secondary and university level which are the most expensive per student and whose graduates are faced with educated underemployment. - 24 - (4) The planning exercise that is under way is an important step in defining the problems, establishing their priority and describing the options. 1/ If action is taken to encourage efficient and equitable re- source distribution in the Liberian education sector in the coming months, the government and the people can avoid the problems and wastage encountered by other countries. 1/ See the excellent papers for the National Consultative Conference on Educational Policy and Planning, Ministry of Education, Monrovia, September 19-22, 1974. - 25 - Annex Table 1: NUMBER OF SCHOOLS, TEACHERS AND SCHOOL ENROLLMENT Elementary Secondary Total Schools Enrollment Enrollemnt Enrollment Teachers 1949 253 19,880 680 20,560 1,331 1959 602 55,132 3,046 58,178 1,796 1964 857 78,539 5,977 84,516 2,815 1965 766 83,171 8,406 91,577 3,258 1966 824 110,635 11,324 121,959 3,880 1967 983 108,030 11,551 119,581 3,986 1968 933 120,101 12,866 132,967 3,966 1969 995 130,309 14,374 144,683 3,568 1970 1,084 120,245 15,494 135,739 4,023 1971 1,121 128,768 17,803 146,571 4,316 1972 1,121 139,045 21,411 160,456 4,689 School Enrollment Ratios First Level Second Level 19601' 38 2 1965 48 7 1270 50 12 Source: Ministry of Education Annual Reports, various issues; UNESCO, Statistical Yearbook. 1/ The ratiosfor 1960 are very tentative, as the first ceinsus did not take place until 1962. - 2, - LI.BERIA Ar1ex Table 2: ENROLlNT RADE ONTROLLING AUITHORI l4 AND SEX - 1972 Crdt_ Public __ ___ _ Private (.rand rotal Percent Boys Girls Total Boys Girls _ lota I B-s ___ ils TOLa L Kindergarten 9,069 6,097 15,166 2,926 2,157 5,083 11,995 8,254 20,249 12.6 Pre-Grade 12,348 6,569 18,917 5,658 4,029 9,687 1i,006 lt,598 28,604 17.8 Total Pre-School 21.417 __,666 34,083 8.584 6.186 14.770 30,001 _ 18.852 48.853 30.4 1 11,790 5,988 17,778 3,855 2,819 6, b74 15,645 8,807 24,452 15.2 2 8,449 3,748 12,197 3,412 2,1Z7 5,539 11 ,L51 5,875 17,736 11.0 3 7,459 3,050 10,509 2,832 1,826 4,658 10,291 4,876 15,167 9,4 4 6,479 2,488 8,967 2,512 1,485 3,997 8,991 -3,973 12,964 8.0 5 5,524 1,967 7,491 2,004 1,288 3,292 7,528 3,255 10,783 6 .7 6 4,784 1,387 6,171 1,986 933 2,919 - 6,770 2 320 9,090 5.6 Total Elesentary 44.485 18.6. , 63,113 16,601 10,478 27,079 61,086 29,106 _ _ 0 192_ 56.2 7 2,813 579 3,397 1,598 795 2,393 4,411 1,374 5,785 3.6 8 2,287 419 2,706 1,545 698 2,243 3,832 1,117 4,949 3.0 9 1,819 374 2,193 1,635 607 2,242 3,454 981 4,435 2.7 Total Junior High (7-9) 6 ,919 3, 7 7___ _______4_7_ 6,878_ 1 72 _ i569 10 1,152 224 1,376 - torn 430 1,440 ',157 I 654 7,816 I.7 11 703 141 844 823 324 1,147 1,520 465 . 991 1.2 12 537 108 645 51,0 250 790 1,077 358 1,435 0.9 Total Senior KiKIh ,9.-2 2 392 4733 2,865 _ .373 4 ,h 7 _47 _ 1 477 I 242 2 3.8 TOTAL High School (7-12) 9,311 1,845 11,156 7,151 3,104 1().255 l5,462 2,949 21,411 13.3 GRAND TOTAL 75,213 33,139 108,35" 37.31. t9,768 57,104 107 ,549 57,9(17 160,45t 100. 1_ 1/ Does not -nclude Leachibog traintng and vocal iol'sl/LecIoli,al rdt'caLtio Source: Statial-cs of Ed-s, iol iTl Libarla - 1972 - 27 IBOERIA L0 Table i GCener-l Seo.de"r Edv b ation - hwber of School. nd Enrolient by Countte* and AuchoritY - 1972 County J.uior High Schoo'l SenLor lUgh School/ Tott. Or--rol S-ornduro Sohool IIIflhO.L khO A o ngf ois F nrot : of 7 hn f la % of L of 3/ 3/ Natio-al .tlonal 1.l N s Ift aL-1± ZG ZLa MIUMin 2rlIz_XlAL'_ 1ZaAL__ AbLL PC Toa r-znflz t 846 ToteI Pohlr Prvo. F-I i-1 M-nt-orr-do4/ 16 17 33 3,901 3,732 7,633 50.0 5 32 37 1,546 2,406 3,952 63.0 21 49 70 5,447 6.138 11,585 54.0 B.... 6 6 12 409 284 693 5.0 1 1 2 105 89 194 3.0 7 7 14 514 373 8e7 4.0 Bong 8 3 13 735 539 1,274 8.0 1 1 2 169 111 280 5.0 9 6 15 904 6b0 1,554 7.0 Cape Mont 3 2 S 193 250 443 3.0 1 1 2 68 66 134 2.0 4 3 7 261 316 577 3.0 Grrd Gedeb 1 3 4 141 254 395 3.0 2 3 5 84 - 84 1.0 3 6 9 225 254 479 2.0 Lof. 6 2 8 937 218 1,155 a.0 2 2 4 190 196 396 6.0 a 4 12 1,127 416 1,543 7.0 M-ryland 7 3 10 948 464 1,412 9.0 4 2 6 341 299 640 10.0 11 5 16 J.289 763 2,052 10.0 NOibh 1 7 8 748 853 1,601 11.0 S 12 17 130 198 328 5.0 6 19 25 878 1,051 1,929 9.0 Si- z o 4 5 9 , 279 199 478 3 0 2 2 232 10 , .2 ; 4.0 6 5 II 511 209 720 3.0 TOTAL 5 s2 S0 002 8,291 6,793 13,884 100.0 23 34 7r 286: 1,377 | 4;42 100.0 73 174 179 11.156 10.241 2.326 00.0 1/ Sohoolo up tO gad. 9 2/ lohoola up to grade 12 3/ Mt..Ion cho.l0 1 nd other private *chool 4/ S nolodL Mairovi.f 30ouct0 OtatitatIr of Edonatlon lin LiberIa - 1972. - 28 - Annex Table 4, Enrollment and Teachers by Level and Type of Education Government and Non-Government Institutions 19_72_ Estimated Percentage Age Enroll- Enrollment Pupl/ of Staff Level and Type Grades Group ment Ratio Teaching Teacher Qualified Coverage (1) Staff Ratio (2) 1. Pre-Grade A-B 5-6 48,853 ) 795 61:1 24 ) ) 43 ) 52 2. Elementary 1-6 7-12 90,192 )- 2,727 33:1 60 3. Junior High 7-9 13-15 15,169 790 19:1 54 School 4. Senior High 10-12 16-18 6,242 377 17:1 71 School 5. Teacher (3) 10-12 16-]8 305 58 5:1 Training 6. Vocational 10-12 16-18 908 n.a. - and Technical 7. Total Secondary Education (3, 4, 5, and 6 above) 7-12 13-18 22,624 13 1,225 18:1 8. Higher Education 13-16 19-25 1,413 n.a. - Notes to Table 1 Source: Statistics of Education in Liberia, 1972. (1) Age group data not available in detail. Figures shown are Ministry of Education Planning Unit estimates. (2) Definition: Elementary and Kindergarten - completed senior high school education .or better; junior and senior high - BA or better. (3) Includes only Rural Teacher Training Institutes for elementary school teachers. - 29 - Annex Table 5: Schools by Level and Management Public Mission Other Total Elementary Schools1/ 656 1Th l10 897 Secondary Schools 94 81 L49 224 TOTAL 750 221 150 1,121 Source: Statistics of Education in Liberia 1972. v/ Does not include schools carrying elementary and secondary grades. Distribution of Enrollment by Level and School Management (Percentage), 1972 Public Mission Other Total Elementary Level1/ 69.9 17.0 13.1 100.0 Secondary Level Junior Junior High 54.7 30.3 15.0 100.0 Sr. High General 45.9 38.5 15.6 loo.o " " Tech. & Voc. 83.4 - 16.6 100.0 tI tt Teacher Tr. 100.0 - _ 100.0 TOTAL 67.7 18.9 13.4 100.0 Source: Manpower Plan, 1974, Table 11.1 and Table 11.2. 1/ Including pre-grade enrollment. - 30 - Annex Table 6: Enrollment and Number of Teachers by Level and Specialization, 1972 Enrollment Teachers Level Special Level Special Pre-grade 48,853 - ) 3,304 - Elementary (1-6) 90,192 - ) - - Junior High 15,169 - ) 790 - Senior H-igh 7,l455 11 &eneral - 6,242 377 Technical & Vocational - 908 76 Teacher Training - 305 58 TOTAL 161,6690 - 14,691 - Source: See Table 11.1. Annex Table 7: Number of Graduates and. Pass-Rates (Present) in the National Examination by Level 1972 Graduates Pass Rate 1/ 6th Grade ... ... ... ... )4,974 70.0% 9th Grade ... ... ... ... 2,889 72.7% 12th Grade ... ... ... ... 1,322 89.1% Source: The 1972 Report of the National Examination, Ministry of ducation, Monrovia 1973. 1/ Number of graduates as a percentage of total number taking the examination. - 31 - Annex Table 8: Enrollments and Graduates of Teacher Training Institutions Enrollment 1968 1969 1970 1971 1972 Kataka Teacher Training Institute 138 149 158 55 108 Zorzor Teacher Training Institute 210 210 232 235 197 Sub-total: 348 359 390 290 305 Teachers' College (University of Liberia) 123 126 103 98 111 T 0 T A L:1/ 471 485 493 388 416 Graduates 1968 1969 1970 1971 1972 Kakata and Zorzor Teacher Training Institutes 80 92 131 104 116 Teachers' Collegel/ 15 10 24 15 11 T 0 T A L: i/ 98 102 155 119 127 1/ No information available for Cuttington College Source. Ministirr of Education ahd Univei'sity of Liberia. - 32 - Annex Table 9: Enrollments and Graduates from Vocational Schools, 1968-72 Enrollment 1968 1969 1970 1971 1972 BWI* 712 663 772 612 757 LSVTC-** 121 N.Ao 120 110 111 BMVTC*"* N.A. NoA. 45 40 40 TOTAL: 887 762 908 Graduates Graduates 1968 1969 1970 1971 1972 BWI 79 157 143 116 80 LSVTC 20 36 36 34 38 BMVTC 14 10 8 10 13 TOTAL: 113 203 187 160 131 Booker Washington Institute * Liberian Swedish Vocational Training Center ** Bong Mine Vocational Training Center Annex Table 10: Booker Washington Institute, Vocational Education Enrollment By Year at Institute, 1973 1st 2nd 3rd 4th Special Graduates Vocation fear Year Year Year Student Total 1973 Agriculture 35 42 13 11 4 105 6 Auto Mechanics 45 33 16 13 2 109 7 Bookkeeping 47 33 8 17 - 105 16 Building Trade/Const. 45 41 25 37 6 154 21 Radio Communication 24 11 2 6 1 44 6 Electricity 33 25 26 15 3 102 11 Home Economics - - - - - 1 1 Machine 22 27 15 10 - 74 7 Secretarial Science 66 38 13 11 2 130 12 Total 317 250 118 121 18 824 94 Special - - - - - - 7 Grand Total 317 250 118 121 18 824 101 Source: Ministry of Education, and Manpower Plan, 1974, Table 12.1 .1-t -ft *01 . a 3 -. : * * 1 1 ft 0 O ft 0 -o _ f , f t 1..f ft f tO _ G3 O G 3O' o r _