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Xerox University Microfilms 300 North Zesb Road Ann Arbor, Michigan 48100 76-3475 KQLLEH, Jon Nognwulo, 1941- THE NEED FOR TECHNICAL EDUCATION IN LIBERIA: IMPLICATIONS FOR MANPOWER DEVELOPMENT. | The Ohio State University, Ph.D., 1975 j Education, Industrial

) j I Xerox University Microfilms , Ann Arbor, Michigan 48108

THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. THE NEED FOR TECHNICAL EDUCATION IN LIBERIA: IMPLICATIONS FOR MANPOWER DEVELOPMENT

DISSERTATION

Presented in Partial Fulfillm ent of the Requirements for

the Degree Doctor of Philosophy in the Graduate School of The Ohio State University

BY J. Nognwulo Kolleh, B.A., M.A.

* * * *

The Ohio State University

1975

Reading Committee: Approved Dr. James J. Buffer, Jr. Dr. Donald G. Lux Dr. Robert F. Bargar "^AdvVser 'acuity of Industrial Technology Education ACKNOWLEDGEMENTS

The transforming power o f human love and dignity became a significant contributing factor to the completion of this intellectual endeavor. I sincerely acknowledge this power in the hearts of the following persons of The Ohio State U niversity, Columbus, Ohio, who served as my academic advisors: Dr. James J. Buffer J r., Professor of Education, Academic Faculty of Industrial Technology Education, my major advisor and a very humane person, without whose guidance and sincere cooperation the completion of this work could have been projected in the long distant future; Dr. Donald G. Lux, Professor of Education and Chairman, Academic Faculty of Industrial Technology Education, whose contribution to the realization of my academic plans coupled with his dynamic academic and administrative capability w ill remain indelible on my mind; Dr. Donald P. Sanders, Professor of Education and Human Resources Development, who system atically led me through a comprehension of a critical analysis of education and national development; and Dr. Robert R. Bargar, Professor of Education, a quiet and a powerful intellectual, whose professional experience guarded me through the understanding of educational development. My sincere thanks and appreciation goes to Dr. W illis E. Ray, Professor of Education, Academic Faculty of Industrial Technology Education, The Ohio State University, whose intellectual ability I highly respect, and through whose guidance I was able to gain some

//-111 iv of the finest experience in University teaching; and to Miss Pamela

Brown of Columbus, Ohio, who typed the draft and fin al copy of this dissertation. I sincerely acknowledge the cooperation and warm friendliness of the rest of the staff and faculty members of the Academic Faculty of Industrial Technology Education, The Ohio State University.

The completion of this work could have been d iffic u lt or to the point of impossibility had it not been through the exercise of patience, loving care and devotion of my wife, Gertrude, and my children. To them I sincerely extend my thanks and gratefulness.

i VITA

January 2, 1941 ...... Born - Gbanshue, Liberia 1963 ...... Graduated from the Booker Washington Agricultural and Industrial Institute

1964 -1965 ...... First organizer and teacher of Industrial Arts programs, Monrovia Consolidated School System, Monrovia, Liberia 1968 B. A., California State University, San Francisco, California 1968 - 1970 ...... Teacher of Industrial Arts and Vocational Education, William V. S. Tubman High School, Monrovia, Liberia 1970 - 1972 ...... Substitute Teacher of Industrial Arts, San Francisco Unified School District, San Francisco, California 1972 M. A., California State University, San Francisco, California 1973 - 1974 ...... Graduate Research Associate, Construction Education Curriculum Project, Academic Faculty of Industrial Technology . Education, The Ohio State University, Columbus, Ohio 1974 - 1975 ...... Graduate Teaching Associate, Academic Faculty of Industrial Technology Education, The Ohio State University, Columbus, Ohio

FIELDS OF STUDY

Major Field: Industrial Technology Education. Professors ■ James J. Buffer, Jr. and Donald G. Lux

Minor Fields: Studies in Educational Development, Professor Robert F. Bargar

Studies in Education and National Development, Professor Donald P. Sanders

v TABLE OF CONTENTS

Page

ACKNOWLEDGEMENTS...... 111

VITA...... v LIST OF TABLES...... X CHAPTER I. BACKGROUND AND STATEMENT OF THE PROBLEM...... 1

Introduction ...... 1 Purpose of the Study ...... 5 Primary Objectives ...... 6 Secondary Objective ...... 6 Terms Used in the Study ...... 6 Need for the Study...... 8 Questions to be Answered by the Study ...... 9 Assumptions of the Study ...... 10 Scope of the Study ...... 11 Limitations of the Study ...... 11 Organization of the Study ...... 13

I I . A REVIEW OF LITERATURE...... 15 Education and Manpower Planning ...... 16 The Impact of Technical Education on Manpower Development...... 19 Technical Education in a Developing Economy ...... 26 Socio-Economic Structure - The Liberian Situation.... 29 Sunmary ...... 35

I I I . METHODOLOGY...... 37 Selection of Participants for the Study ...... 37 Development of Questionnaires for the Study ...... 40 Appropriateness of Questionnaires for the Study 46 Administration of the Questionnaires 5.1 . Collection of Data ...... 52 Data Analysis Techniques ...... 54 Preparing Guidelines for the Development of Technical Education Curriculum ...... 64 Summary ...... 64

vl v i i

IV. ANALYSIS OF DATA...... 66

Objectives ...... Secondary Objective ...... 67 Sources of the Supportive Data Described In the Study...... 68 Data Relating to Objective One ...... *...... 69 Data Relating to Objective Two ...... 71 Data Relating to Objective Three ...... 71 Data Relating to Objective Four ...... 77 Data Relating to Objective Five ...... 79 Data Relating to Objective Six ...... 79 Data Relating to Objective Seven ...... 80 Data Relating to Objective Eight ...... 84 Secondary Objective 84 Data Obtained from the Literature Relating to the Objectives o f the Study...... 92 Data Relating to Objective One...... 92 Data Relating to Objective Two ...... 95 Data Relating to Objective Three ...... 96 Data Relating to Objective Four ...... 98 Data Relating to Objective Five ...... 100 Data Relating to Objective Six ...... 100 Data Relating to Objective Seven ...... 100 Data Relating to Objective Eight ...... 101 Synthesis of the Data Relating to the Purpose of the Study...... 101 V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS...... 105

Summary ...... - ...... 105 Purpose of the Study ...... 105 Background of the Study ...... 105 Assumptions of the Study ...... 105 Statement of the Purpose of the Study...... 106 Procedures Used in the Study...... 108 Development of the Instruments ...... 109 Collection of Data ...... I l l Presentation of the Data ...... 112 Summary of the Findings ...... 115 Conclusions ...... 118 Implications of the Results for Technical Education.. 121 Reconmended Guidelines fo r the Development of Technical Education Curricula ...... 128 Curricula Content ...... 129 v 1H

Transferability of Credits ...... * 130 Information Needed for the Development of programs...... 131 faculty Standards.. . . tr./...... 132 Students ...... 133 Curriculum S tan d ard s...... 133 Internship ...... 134 Recommendations for Further Study ...... 136 Epilogue...... 138 tx

APPENDIX A. L ist of Representative Samples of Private Employment Systems ...... 139 b. Cover Letter of Questionnaires to Private Employment Systems ...... 141 C. Questionnaires to Private Employment Systems ...... 142 D. List of Selected Public Employment Systems ...... 151 E. Cover Letter of Questionnaires to Public Employment Systems ...... 153 F. Questionnaires to Public Employment Systems..,, ...... 155 6. List of Vocational Training Centers ...... 162 H. Cover Letter of Questionnaires to Vocational Training Centers ...... 164 I. Questionnaires to Vocational Training Centers ...... 166 J. Specimen Follo-up Letter to Selected Participants 173 K. Some Relevant Findings of the ILO S tu d y ...... 175

BIBLIOGRAPHY ...... 196 CHAPTER I

BACKGROUND AND STATEMENT OF THE PROBLEM

Introduction This study was designed to contribute to the body of empirical knowledge regarding the contribution of technical education to the man­ power development processes of less-developed countries, and in particu­ lar, to provide guidelines which may be used as a referent for develo­ ping technical education curricula for Liberia. The available data regarding the relationship between technical education and manpower development were u tilize d in the assessment of alternate approaches to developing technical education programs for accelerated economic deve-r lopment. Thus, unlike sim ilar studies on education for manpower deve­ lopment, the study was not primarily concerned with that part of the educative effort accounted for by traditional means of vocational training ( i . e . , the preparation of automotive repairmen, electricians, bricklayers, e tc .). This research went beyong those e a rlie r studies by seeking information related to the allocation of investment resources for technical education programs and the relative appropriateness of alternate methods of planning the expansion of the educational system to provide the desired technical manpower for sustained economic growth. The development of guidelines for technical education curricula, which constituted a major facet of the study, was based on several factors, namely the: types of technical occupations currently practiced within Liberia's private and public employment systems; projected changes 1n technology as utilized in production; Government's planned efforts in

1 4 2

technical education programs; and planned efforts in technical education

programs by private employment systems. This study was, therefore, designed to provide empirical estimates of the contribution of technical education to total manpower development;

the resources of past, present, and future efforts of both private and public employment systems in technical manpower development; and the

implications of both for strategies useful in technical manpower deve­ lopment and educational planning. To accomplish these goals, the researcher sought to (1) identify the technical manpower needs of the ten largest enterprises in Liberia which have a greater influence on the economy; (2) determine the extent of the technical education programs which these enterprises have fulfilled whithin the last five years, are currently fulfilling, and have the potential to fu lfill within the next five years; (3) identify the technical manpower needs of the ministries of Liberia; and (4) analyze the Liberian public educational system to determine .the extent of the technical manpower training function it had fulfilled during the past five years, is presently fulfilling, and plans to fu lfill during the next five years. Based on the data obtained from these activities, guidelines were established which may be used as a referent for developing technical education curricula fo r Liberia's public educational system. The study of sources of technical manpower development has proceeded very slowly in Liberia over the years and with this slow movement, the contribution of technical education to the total manpower

k r1 i , ’ development process has been very lim ited, i f not, n il! . The contribution of technical education to the total manpower can be identified by assessing the qualitative-quantitative characteristics of the local labor force. Thus, the small or lacking contribution of technical education to Liberia's manpower force is an obvious indication of Liberia's "ills" of

"high-level manpower shortage" (Roberts, 1972). A goal of this study included increasing the understanding of the contribution of technical education to manpower development in Liberia in three ways. First, to identify the technical manpower needs of Liberia's employment systems. Earlier studies on education in Liberia have concerned themselves with "vocationalization" (vocational education or job preparation in the narrowest sense) of secondary education and "liberalization" of postsecondary education (Mehmet, 1974), and not with the identification of need or development of qualified technical personnel. Second, by providing data on the contribution of technical education to total manpower development, this study w ill increase the number of case studies of this subject and facilitate international cross-country comparison. This might aid in the development of programs for optimizing the contribution of technical education to total manpower development In the less-developed countries. This in turn w ill tend to support the hypothesis that qualified technicians can be provided on a permanent basis only by a significant expansion and improvement in technical education and/or training programs. Third, by assessing the efforts of the Liberian government and its employment systems in technical manpower development, this study w ill identify some of the barrier! affecting total manpower development and contribute to the establishment of technical education curricula guidelines. The result and information should also improve the efficiency in planning related s k ill development programs-. The results of the study are consistent with earlier findings. They support the importance of qualified manpower as a major factor in economic development and indicate Liberia’s relative underestimation of the contribution of technical education to manpower development. The evidence from this study also identified the m u ltip lier effect in manpower development that may result from incorporating the total economic contribution of technical education to the economic development process. These general findings further support the importance of technical personnel.in developing economies, and indicate the need for appropriate investment allocation to technical education programs. The w riter wishes to emphasize that this study was primarily concerned with the contribution of technical education to the technical- personnel aspect of manpower development. Information and practices regarding the role of education as they relate to economic and social development were investigated. This orientation of the study does not disregard the views that economic, p o litic a l, and social development are fundamentally necessitated by comprehensive general education programs. Neither does this study disregard the important functions of the social and cultural approaches to educational planning for national development. Rather, the main concern of the study was simply to investigate the explicit indicator of the economic impact of a specific kind of education—technical, as opposed to general and/or 5 vocational—on a given national econon\y.

Purpose of the Study The number of Liberian technicians employed in the private and public employment systems of Liberia is rather low as compared to expatriate employees. At the present, no formal technical education programs exist in Liberia thus contributing to the lack of local technical manpower. Also, a review of the educational system shows the lack of an adequate framev/ork from v/hich to conduct technical education planning. Therefore, the major purpose of this study was to establish guidelines to be used as a referent for developing technical education curricula for Liberia. These guidelines were to reflect Liberia's present and future technical manpower needs for its private and public employment systems in the monetary sector of the country's economy and also, efforts of both the Liberian Government and its private employment systems in technical education and/or training programs. In order to accomplish the purpose of this study, certain objectives were explored and utilized. The objectives revolved around the recognization of education's role in human resources development fo r social and economic development. Representatives of private and public employment agencies were questioned and related lite ra tu re c ritic a lly analyzed to obtain information which would greatly enhance the develop­ ment of technical education programs for Liberia's public educational system. Primary Objectives Eight major objectives were used to focus on pertinent information for technical personnel development. The w riter attempted to identify: ■ 1. Technical occupations currently practiced within Liberia's private and governmental employment systems. 2. Projected changes in technology as u tiliz e d in production. 3. Government's past and planned efforts in technical education

programs. 4. Past and planned efforts of Liberia's private employment systems in technical training programs. 5. Total number of employees in each technical occupation currently practiced in Liberia's private and public employment systems. 6. Total number of Liberians presently employed in each technical

occupation. 7. Expected number of retirees in each technical occupation by 1980. 8. Total number of persons needed in each occupation by 1980.

Secondary Objective A secondary objective of this study was to identify some barriers to manpower development in Liberia and th eir alternative solutions.

Terms used in this Study.

The following terms are frequently used in this study to make its objectives explicit to the reader. Curricula refers to varied selections and sequences of learning 7 experiences for students having d ifferent a b ilitie s , interests needs, and purposes at primary, secondary, and postsecondary levels for the purpose of educating for effective and responsible citizenship and for maximum economic efficiency. Employment Systems encompass those private and public institutions that hire workers for gainful purposes. Manpower Requirements refers to the functional (occupational) composition that w ill be necessary i f certain social and/or economic targets are to be achieved. The concept of manpower requirements is both technological and economical. Technical Education is a planned sequence of classroom and labora­ tory experiences, usually at the secondary and postsecondary levels, which prepares an individual for a cluster of job opportunities in a field of technology at a level between the skilled and professional employees. Technical education requires a knowledge of mathematics and/or science associated with that technology; an understanding of the methods, s k ills , materials, and processes commonly used in the techno­ logy; an extensive knowledge of a field of technical specialization; and sufficien t understanding of basic communication s k ills and related general education subjects. Technical Personnel refers to those workers in employment systems who perform occupational duties at levels between skilled employees (eg, lathe operator) and professional employees (eg, mechanical engineer). Technical personnel are most often; considered as mid-management personnel. Technically trained persons (eg, industrial technician) usually acquire their training through technical education programs, apprenticeship programs, and other public in stitu tio n s such as the armed forces. M u ltip lie r Occupations are those occupations in which competencies ultimately increase one's chances of easily becoming competent in other related occupations. Cluster Occupations are those occupations that are closely related, and which utilize similar technology, materials, science, and mathematics.

Need fo r the Study Several factors motivated the need for this study. Before making a final decision regarding undertaking this research, a number of conver­ sations, both formal and inform al, have occured between the w rite r and

manu foreign "experts" on the Liberian economic and educational systems and technical manpower needs (Kolleh, 1972). These experts provided considerable evidence of interest in a study of this nature and

substantiated the importance of developing technical education curricula fo r L ib eria. Furthermore, Liberia is an underdeveloped country, p o ten tially rich in abundant supply of natural resources and engaged In exporting raw materials and importing finished goods because it lacks

the required technical manpower for manufacturing and construction. Also, formal technical education programs do not exist in Liberia at this time. Therefore, the significance of a research study regarding the need for technical education in Liberia 1s evident to ensure its continual socio-economic growth and development. An additional need for this study has been revealed through the review of the literature. There are limited published materials on Liberia relative to technical education for manpower development. Some are based upon personal experiences of foreigners (Mehmet,1974; Haymen, e t. a l . , 1943; Ewin, 1968), but none deal d ire c tly with a development of technical education curricula. However, a doctoral dissertation by Robert Eugene Cole (1967), The Liberian Elite as a Barrier to Economic

Development, throws lig h t on some of the "barriers" of the o ver-all economic development of the country. Another study, Growth Without Development; an Economic Survey of L ib e ria , by Robert W. Clower (1966), presents a clear picture of the process of economic development of Liberia and identifies some of the obstacles blocking total development. The International Labour Organization Quarterly describes in its January and February, 1974 issues, the state of the Liberian labor market and pattern of productive activities. Since these publications and studies deal exclusively with description of the Liberian economy and work force, there seemed to be a need for a study to answer selected questions.

Questions to be Answered b.v the Study The need for this study evolved as a result of the following questions: 1. What is the numerical strength (by technical occupation) of the large enterprises of Liberia? 2. What are the technical manpower needs (by occupation) of these

enterprises? 3. What changes 1n technology used In production are being considered by these enterprises? 4. What are the technical training requirements of employees in 10 these enterprises, and how much of these requirements are these enterprises currently fulfill!rig and can they fu lfill within the next five years? 5. What guidelines are being utilized by the Liberian public educational system to develop and administer technical education and/or training programs?

Assumptions of the Study This study was predicated on the following assumptions: 1. That qualified technicians can be provided on a permanent basis only by a sig n ifican t expansion and improvement 1n technical education and/or training programs. 2. That well qualified technical manpower has a positive affect on economic and social development. 3. That educational planning and manpower planning are inextricably

the same. 4. That effective technical education programs for technical manpower planning are based on targets fo r social and economic development. .5. That well q u alified technical manpower can read ily respond to technological changes in modern industrialization process. 6. That information and data regarding technical manpower needs provided by the public and private employment representatives and those reported in the literature are accurate and currently

v a lid . 7. That personnel directors and representatives of private and public employment systems can provide manpower information useful in designing guidelines for developing curricula for

technical education. 8. That instruments may be developed and used to collect appropriate

• information useful in planning technical education programs.

Scope of the Study Geographically this study was confined to Liberia. Within Liberia the study was limited to ten of the largest enterprises (see Appendix A); the ministries of education, labor and youth, planning and economic affairs, agriculture, labor and commerce, and public works; the chamber of commerce; and three skill training centers. The major reasons under­ lying this limitation were based upon statistics which showed that the ten largest enterprises selected employ more than 50% of the technical working population in the monetary sector of the Liberian economy; the above mentioned public institutions utilize a greater portion of the remaining technical manpower; and the skill training centers are directly involved in the development of semi-skilled manpower.

Limitations of the Study

A study of this nature is inevitably circumscribed by certain limiting factors. The writer sees the following as the major limitations of the study: 1. The guidelines for developing technical education curricula identified by the writer may be perceived as somewhat limited in scope. However, i t should be clear th at they are subject to continual evaluation and modification as the need arises due to internal or external situations having an impact on technical education programs. The w rite r believes that the use o f an exhaustive lis t of guidelines would severely restrict the ultimate u tility of the study by administrators, teachers, or other interested organizations when attempting to develop, revise or evaluate technical education programs in Liberia. The jury of authority selected by the writer to review, critique, and advise on the appropriateness of the instruments designed to solicit the information in question constituted a somewhat limited sampling of experts. Also, a formal pilot study In Liberia was not conducted. The study, in some of its phases, was an assessment of the present status of the efforts of the Liberian public educational system and private employment systems in technical manpower development. For those scholars and administrators who tend not to hold external assessment studies in high esteem, this fact may be a limitation. The apparent lack o f willingness o f governmental and private employment systems to participate in the study resulted to a low percentage of response (50%) to the questionnaires was perceived as a lim itation. 13

5. A national industrial-economic plan or model is fundamental to

manpower trend extrapolations, but such a plan was not available. Hopefully, the results of this study will contribute In part to the creation of a manpower model.

Organization of the Study Chapter I I of the study provides a general overview of the contri­ bution of education to manpower planning and summarizes related literary materials. The impact of technical education on manpower development 1s discussed; together with the possible resultant economic effects. Then the relationships between the contribution of technical education to manpower development and alternate approaches to educational planning for sustained economic growth are indicated. Finally, there is mention of how the socio-economic-political structure of Liberia affects Its educational system in manpower development. Chapter I I I provides a description of the methodology used in this study. It is noted that the model used to assess the contribution of technical education to manpower development for sustained economic growth has eight essential components. Each component provides an approach to the assessment of technical manpower needs fo r a developing economy; and it is noted that under certain conditions, all six approaches are methodologically equivalent. Chapter IV presents an analysis of the results of the study. The sources of potential input to technical manpower developpment for Liberia are discussed. The specific contributions of technical education to manpower planning and development are presented. F in ally, 14 the need for technical education for technical manpower in the Liberian employment systems is indicated. Chapter V presents an application of the results of the study to the development of guidelines for technical education curricula. The fundamental principles involve the logic of investment in education based on well defined targets for social and economic development. Summary and conclusions of the present study followed by recommendations for further studies are also presented in the fin a l chapter. CHAPTER I I A REVIEW OF LITERATURE

This chapter is designed to provide a general overview of some recent studies and publications that establish the relation of technical education to manpower planning and development. This is intended to place the present study in proper perspective and to emphasize the relevance of the questions which this study sought to answer. The g ist of the chapter is the discussion on the interrelationships between the economic and social effects of technical education in the developmental process of less-developed economies, and the implications of these interrelationships for manpower planning. Regarding the role of education in national development, the main thrust of-this study is the purely economic contribution of technical education to economic and social development. This issue is extensively discussed in the f ir s t section of this chapter with the emphasis on the relationship between the contribution of technical education to manpower development and the rate of economic return to economic, social, educational, and physical capital. The last section of this chapter discusses the assumption that the greatest source of technical strength in a country is Its popula­ tion of technically trained personnel. It is emphasized that the star­ ting point for economic development should be acquiring comprehensive knowledge of the size, quality, and deployment of the collection of technical personnel (Bass, 1965). In addition to this discussion, the second part of this chapter is also concerned with some previous studies * 15 16 on the role of technical education in economic, social, and manpower

development. The sources reported in this section range in quality from statements of intuition to quite carefully conceived empirical studies and th e ir results. The main questions raised and answered by the present study have been derived, in part, from a critical analysis of such previous studies. The conclusion of this chapter provides a basic interpretation and implications of aspects regarding the role of technical education in economic development for educational and manpower planning. I t underlies the basic assumption that educational and manpower planning for sustained economic growth are inextricably interrelated, and that they are an integral part of programs for reaching desired economic and social targets.

Education and Manpower Planning The creation of comprehensive educational system is essential for the continual economic development of nations. Economic a ctiv ities in modern economies require the direct involvement of well qualified people including skilled workers, technicians, and professionals. Traditional trades are being transformed by technological change, thus creating new job categories which require diversified training programs. Any planned action to generate the economy of a country presupposes a parallel effort in education. Faure e t. a l . (1972) confirm that throughout our period of industrialization, great economic movements have always been accom­ panied by an expansion in education; that is , the requirements of 17 economic development and the appearance o f new employment p o s s ib ilitie s are a strong stimulus to the expansion of education. Increasingly, in contemporary times, the characteristics of available manpower are considered to be a crucial element in a nation's economic' health. In discussing the relation of education to work, Don Adams (1972, p. 134) states that "a healthy labor force is viewed as a requisite for an industrializing society, and educational programs to foster such a desirable state occupy a high-priority status among national goals 1n both the less-developed and the highly developed societies." The pattern and/or method of delivering educational programs is largely responsible for everything that takes place within a given society— from economic growth and development to ath letics and le is u re . In Manpower fo r Development, Ginzberg (1971) points out that manpower development is a process of specialization whereby specialized institutions under various ausplcies take on more and more of the responsibilities for skill acquisition and skill utilization. The most important of these institutions are the educational systems which provide the population with general and specific skills, and the entrepreneurial organizations which become increasingly important employers of labor and as such, exercise the dominant influence on how the nation's manpower resources are utilized. Typically, in the less-developed countries as well as in the developed countries, the educational systems tend to dispense an increasing amount o f knowledge to a greater number o f people as economic conditions Improve. Also, the labor force provides the « impetus fo r new technical improvements as people with inventive minds 18 emerge from the developing social-economic culture. In addition,

Faure e t. a l . (1972, p. x x ii) state in learning to__Be: ...Over a long term, education stimulates, accompanies or sets a seal on social and p o litic a l development, as well as on technical' and economic development. More highly educated people tend to assert th e ir claims as c itizen s , and when there are large number of them they tend to make demands fo r democracy. Education has variety of m ultiple purposes. Only one o f these purposes is concerned with preparing people for occupational roles. The fact that the present study deals mainly with that purpose is by no means a- de-emphasis on the importance of others. Contrary to th is , i t is essential to be abundantly clear that the ultimate goal of education is the promotion o f many aspects o f personal s e lf-fu lfillm e n t and a wide variety of social objectives, not merely preparing people for jobs (Staley, 1971). As a basic assumption o f this study, education and manpwer planning are interrelated. The anthropological interpretation of the aim of education is, according to Staley (1971, p.23), "enculturation: fitting

people to take part and to contribute satisfactorily in all kinds of interpersonal and institutional relationships required by their culture." One of the obvious important aspects of this "enculturation" 1s preparing people to do jobs that are both socially useful and as a means of earning a living. The relation of education to manpower planning stems from Its enculturational function — helping young people and adults to acquire the knowledge, s k ills , attitudes and values which w ill enable them to effectively respond to the changes 19 which are both conditions and consequences of national development. Education for preparation for technical occupations is one of the desirable approaches to these developmental tasks. Technical education in a given economic system must be designed in accordance with the technical manpower needs of that system. The manpower requirements approach to educational planning as described by Parnes (1962) is based on this principle. Parnes establishes that manpower planning for a given country, especially a developing country, must reflect the actual needs for manpower for each specialized occupation in the economy. The present study adopted this approach to manpower and educational planning and is discussed in Chapter III.

The Impact o f Technical Education on Manpower Development There has been a considerable increase in interest during the last two decades in the problems o f development in both the developed and underdeveloped countries. Progress in the underdeveloped countries has been recognized to depend upon speeding up the process o f economic development. There has been greater realization that human resources, p o lic ie s, and programs be b etter integrated and geared to economic planning (Ginzberg, 1971). It has also become apparent that rapid economic development cannot take place in most underdeveloped countries unless drastic measures are taken to increase employment opportunities (Sanders, 1966). In the developed countries, increased recognition of the value of investment in human resources has led to the formulation of active manpower policies conceived as a coordinated economic and other measures aimed at helping the labor force to adapt to structural 20

changes. I t is against this background that the Impact of technical education on manpower development in the underdeveloped countries, ■ with emphasis on Liberia, should be considered.

As regards the purpose of technical education, there is a fundamen­ tal difference between the developed and the underdeveloped countries. The purpose is mainly providing technically trained manpower needed both in the immediate and in the.long-term foreseeable future. However, conditions in the developed and underdeveloped countries are d iffe re n t. Various economic sectors in the developed countries have been developed; there is sound infra-structure and administration; and there is little or no illite ra c y . In general the necessary technical education and training facilities exist, even though they are likely to require periodic improvements as needs for technically trained manpower are modified in response to technological innovations and other factors. The underdeveloped countries, on the other hand, aim at developing their economies rapidly. For this purpose they need technically trained personnel to improve the administration of the country and its infra­ structure to exploit natural resources —such as goal, diamonds, forest or ore deposits — which have not hitherto been developed to capacity (Sanders, 1966). King (in Sanders, 1966) emphasizes this point when he mentions that an indication of the importance attached to technical education and training in the context of industrialization is the high priority given them by the United Nations Special Fund which requires that the projects it approves make a direct contribution to the development of the country concerned. 21 King (In Sanders, 1966) also indicates that in addition to helping to meet trained manpower requirements in the underdeveloped countries, technical education can help to further the integration into the national community of the more prim itive groups of the population many of which have remained isolated from contact with modern technological progress. If the-country as a whole is to move forward, these groups must "progres­ sively" be brought into the national community. King further indicates that technical education in the underdeveloped countries can also help to encourage the development of new employment opportunities. Very often the capital for new industrial and other developments in the underdeveloped countries comes from external sources which include large international firms. Bass (1965) argues that one of the deciding factors in the establishment of branches of international firms should be the knowledge that the necessary technically trained workers are available locally. The acquisition of such a "knowledge" will be discussed in the next chapter. A number of studies as regards Liberia have revealed that industrial and business needs are not being met by the existing educational system. In 1974, the International Labour Organization (ILO) conducted two studies on L ib eria; one e n title d , From Economic Growth to Total Development; a Strategy fo r L ib e ria , and the other, Indicative Manpower Plan for Liberia. The reports of these two studies indicate a s h ift in Government's p rio ritie s and the allocation of more resources in improving public education for effective workforce development. 22

The present study is similar to Indicative Manpower Plan for Liberia (ILO, 1974) in that the two studies assume that detailed information

on occupations provided by prominent industries is essential to manpower planning. But this study differs from Indicative Manpower Plan for

Liberia (hereafter referred to as the ILO Study) in many respects. This study deals with the technical manpower requirements of employment systems

in the monetary sectors of the Liberian economy from 1975 to 1980. The ILO Study was concerned with to ta l manpower.requirements of Liberia. It covered the period 1972 - 1982, and over 50% of the data derived was estimated using three alternative projections:

(a ). A maximum projection reflectin g the assumption that the Liberian econon\y would expand during the forecast period (viz. 1972-1982) at the same rate that it did during the base period (viz. 1962- 1972). In actual fact, the econony manifested a very impressive growth rate during the base period with the Gross Domestic Product (a t market prices) rising at a compound average of 6.9 percent per annum. For this reason, this is regarded as a maximum projection, indicating the best possible growth rate that can be expected during the forecast period

(b). A medium projection reflecting a 5 percent per annum growth rate o f Gross Domestic Product. (c ). A minimum projection based on a 4 percent per annum growth rate. It is plausible to provide a lower lim it to Liberian economic performance 1n the years immediately ahead. For one thing, the early years of the '70's have been marked by a general economic slow-down, in part owing to world-wide inflationary pressures. In addition, the emerging energy and oil crisis is bound to exert a negative impact on develo­ ping nations such as Liberia although the degree of such an impact cannot be ascertained accurately (p. 65). 23 Table 1 on the following page indicates the manpower needs of Liberia from 1972 to 1982 as projected by the ILO Study. The tables in Appendix K indicates some of the findings of the ILO Study which support some fo f the objectives of the present study. A discussion of selected findings of the ILO Study is included in

Chapter IV. Cole (1967) published a doctoral dissertation which point to some of the "barriers" to Liberia's economic and manpower development. "The absence of well defined plan fo r development, the inequity in economic distribution, the non-directed educational system," Cole claims, "are some of the barriers to economic and manpower development in Liberia (p. 109)." Clower e t. al.(1966) conducted a study at a request of the government of Liberia and the United States Agency for International Development (AID). Clower gathered statistical and descriptive materials to prepare Liberia's f ir s t set of national income accounts. He rear­ ranged the Liberian government's records of expenditures, tax receipts, and debts to reveal functional characteristics and economic implications of fiscal policy. Clower also collected detailed data on the operations of foreign businesses which proved fru itfu l for policy suggestion;

. Clower*s study emphasizes a central feature of the Liberian economy, that is , that enormous growth in primary commodities produced by foreign concessions for export has been unaccompanied either by

structural changes to diffuse gains in real income among all sectors of the Liberian population. He concluded that rapid growth 1n produc­ tion has had l i t t l e developmental impact on Liberia or Liberians. TABLE 1

alternative pro jected ehflo ykeht and NOT JOBS, 1972-1982

Projection A Projection B Projection C

,1982 ISCO 1972 Total Employment Total Total Total Coda Esploynent Structure Eaplovnent New Job* Eeplovnent New Jobs Employment Hew Joba

0/1. Profeealonal, Techs, and Belated Worteri 29A33 8.1 70000 ; ■ 61000 63000 36000 60000 31000

2. Administrative, Executive and Managerial Worker* A799 1.1 10000 5000 9000 6000 8000 3000

3. Clerical and Salea Worker* A6770 12.1 106000 59000 95000 6800 90000 63000

A. Faraera, Flaheracn, Hunter*, loggers and Related Worker* 3992G5 58.2 506000 107000 656000 55000 628000 29000

3. Miner*, Quarry*en and Related Worker i 7762 0.6 7000 -762 6260 -1522 5890 -1872

6. Transport and Coaounleatlon Worker* 16281 A.l 36000 20000 32000 16000 30000 16000

7. CralttMcs, Production Proc*** Worker* and Labourers 58619 9.7 86 000 25000 76000 17000 71000 12000

8. Service, Sport and Recreation Worker i 22919 5.8 50000 ’ 27000 65000. 22000 43000 20000

TOTAL 5858A8 100.0 869000 283000 780000 196000 736000 130000

Projection At Upper Lisle; a n u s in g a 6,9 percent Growth rata of Groaa Do settle Product fro* 1972-1982

Projection Bt Hediaa Lisle; aaauilng a 5 percent Growth rate of Groaa Domestic Produet fro* 1972-1982

Projection Ci lower Halt; atawlng a A percent Growth rata of Groaa Doaaitic Product fra* 1972-1982 /

25 Based on his findings, Clower recommended an early action to improve

Liberia's public administration, education, agriculture, and industrial technology. In Education. Manpower, and Economic Growth; Strategies of Human Resources Development, Harbison and Myers (1964) distinguish among countries in terms of four levels of human resources development: Level I, underdeveloped; Level II, partially developed; Level III, semi­ advanced; and Level IV , advanced. They classify Liberia Into the Level I category; and define the Level I countries as those whoseeconomic and social progress is dependent upon the continued utilization of foreign high-level manpower. Based on the information they obtained of the "underdeveloped countries," Harbison and Myers indicate six priorities in human resources development. The fourth on their lis t which most agree with the objectives of the present study has to do with government officials and economic planners' responsibility to expect secondary schools and in s titu tio n s of higher learning to produce the c r itic a lly needed high-level manpower fo r "lo c a liza tio n , enhancement o f national prestige, and development of agriculture and natural resources (Harbison and Myers, 1964, p. 126).'* Paul 6. Hoffman (in Harbison and Myers, 1964) emphasizes the need for technically qualified manpower in the underdeveloped countries when he states: The underdeveloped countries need high-level manpower ju s t as urgently as they need c a p ita l. Indeed, unless these countries are able to develop the required strategic human resources, they cannot e ffe c tiv e ly absorb c a p ita l. Of a ll the resources required for economic development, 26

high talent manpower requires the longest lead time for creation.... The existence o f such manpower, however, is essential i f the countries are to achieve self-sustaining growth (pp. 16-17)1

Technical Education in a Developing Economy The Russian Sputnik became almost symbolic of the pace of change in the United States, particularly of the change evident in modern technology. Technicians are at the heart of the process. In a developing country such as Liberia, the obvious symbol for change or expansion in the educational system is the critical need for qualified manpower in general and technical manpower in particular. Sanders (1966) stresses this point when he discusses the relation of technical education to economic development. The argument Sanders supports is that there should be close coordination between economic development schemes, manpower forecasting and organization, and technical education and training.

He emphasizes that i t is only by this that the best use can be made of available resources and that i t w ill be possible to attain the targets set by the economic development plans. One of the central themes of the present study has to do with assessing the need fo r technical education in developing economies with emphasis on Liberia. As stated above, once close coordination has been established between economic planning, manpower planning and organization, and technical education and training, the authorities responsible fo r the la tte r must have adequate knowledge of the manpower needs in general and the technical manpower needs in particular and 27

also, the available educational facilities (.Sanders, 1966). Ginzberg (1971) supports this argument when he discusses that when adquate knowledge of manpower needs is provided, development planners can effectively and efficiently establish their plans for development and/or

improvement of the national educational systems as regards manpower plan­ ning and development. Staley (1971), in discussing education and training fo r development says the following about technical education: ** ...In general the educational planners, parti­ cularly those responsible for technical education and training, have to plan in stages: the action which is essential in the immediate fu tu re , the action which w ill last some years, such as the extension of primary education to all sectors of the conmunity; and long-term action which may la s t a generation and depend on the steps taken in the immediate and long-term period (p .33). The major goal of the present study was to establish guidelines for technical education in Liberia. The above quotation reflects this endeavor. Actually in a developing econorry such as Liberia, a system of priorities is essential since not everything can be done at once, and these priorties need to be established for the three stages mentioned. Technical education programs to be undertaken by an underdeveloped country such as Liberia, presupposes an effort to replace expatriate workers with nationals (Staley, 1971). But this does not, in totality,

alter the situation in Liberia at this point in time since only the

small modern sector of the country's economy utilizes expatriate workers. In addition to replacing expatriate workers, there is a need to prepare qualified technicians who w ill readily respond to technological

changes which underlie the expansion of modern economies. 28 In October, 1974, the International Development Association reported in Growth with Development: A'Basic Economic Report on Liberia that the Liberian cornucopia has three major elements: iron ore, which accounts1 fo r 30% of its Gross Domestic Products (GDP) and 75% of its exports; rubber, which accounts for 12% of its exports and 6% of its GDP; and forestry, whose recent growth is phenomenal, but whose contribution to exports and GDP is relatively small. The Report also indicates that the Association has "looked carefully" at other potential sectors and products, but under present circumstances;none has the capacity of producing in the magnitude of iron ore, rubber, and forestry. The Report sums up the Liberian situation in the following words: While this prospect is somewhat bleak, i t should be emphasized that Liberia does have a choice, she can continue the present easy life , passively collecting tribute while her resources are depleted, and be faced with stagnation within a decade, or she can embark on active all-out strategy of diversification, which should make the economy strong enough to survive by itself once the exploitation phase ends. Such a diversification strategy calls not only fo r the promotion of output and exports of such things as forest products, non-traditional agricultural goods, but more important it calls for broadening of the participation of Liberians in their own economy. Such a strategy is called for not only for social reasons, but because it is the only way to create a firm economic foundation for the country (IDA, 1974, p, 1). The ILO Study cited previously indicates that the iron mining companies in Liberia utilize a greater portion of Liberia's manpower (high-level as well as technical) trained in specific occupations related primarily to iron ore mining. According to the International Development Association Report, existing iron ore mines in Liberia w ill 29 be "depleted" in a decade or two. Workers trained and employed in iron ore mining occupations w ill be displaced by this depletion unless Liberia diversifies its educational programs to produce technical personnel in clusters of job opportunities. The unemployment rate in Liberia will be paralyzing to the econony when iron ore is depleted. Technical manpower policy must concern the rig h t balance and structure of educational experiences in relation to economic opportuni­

ties, it deals with both those who initiate economic opportunities and with those who can use them. I t is the bridge between economic activity and educative effort (Hunter, 1966). This balance is clearly illustrated by asking the question: Why is Liberia so economically poor? The United Nations Statistical Yearbook

(1973) reports that in 1972, Liberia exported 64.1 million metric tons of unprocessed natural rubber, 22.5 million metric tons of iron ore,and; other unprocessed mineral resources to other parts of the world. There is high potential ' in much of Liberia's soil, much of ft s till unexploited; also, there are other natural resources such as bauxite and oil awaiting development. How does this imbalanced economic situ atio n arise that humans and natural resources are so prominently available and, yet the two cannot be brought into a productive union?

Socio-Economic Structure and Education The Liberian Situation Liberia was founded by free slaves from the United States of America in the 1820's, and has been an independent Republic since 1847. Liberia is dubiously described as a case o f '‘growth without development" (Clower e t. a l . , 1966). This is the argument accepted by practicing and academic economists, that there may be a fundamental d istin ctio n between the rate and pattern of growth Thus, while a less-

developed country may achieve a rapid overall gross national product (GNP) growth ra te , this may sometimes be due to a sudden upsurge of investment expenditure concentrated in a given sector or region of the

economy, and given certain structural and/or sociological reasons, the rest of the economy may not share fully or adequately in the benefits of economic expansion. Liberia is an example o f this imbalanced growth pattern fo r three reasons. First, while her post-war economic growth has been impressive, it was nevertheless essentially based on foreign imports of capital and manpower resources which have led to heavy balance of payments outflows thereby reducing the gains accruing to Liberian themselves (Clower et. a l., 1966). Second, the favorable environment for foreign investment in Liberia reflects a mutually profitable business partnership between expatriate investors and the Liberian government which is in the hands of a small aristocratic class more devoted to survival than egalitarian principles (Mehmet, 1974). Thus, in the Liberian context, one can redefine the well-known technical duality of the underdeveloped countries in socio-economic terms as "Western" and "African," the former dominated by large m ulti-national corporations employing expatriate workers in managerial and supervisory jobs at relatively high rates of pay, while the latter consists primarily of subsistance farming using low-produc- tiv ity methods of production and relying on unpaid family workers 31 (McLaughlin, 1966; Meier and Baldwin, 1963; Kindleberger, 1958). Third, because of the perculiarity of the Liberian political system,

education in Liberia has been highly e litis t; and therefore, it has been unable to produce the educated and trained manpower needed by the

economy- Instead, Liberia has relied.on foreign manpower imports to stimulate its economic growth (Roberts et. at., 1972). In a real sense, the educational policy of Liberia can be identified as the major cause of the country's heavy dependence on expatriate manpower (Mehmet, 1974). Liberia is located on the most western part of Africa, and has an area of about 43,000 square miles, and a population of one and a half to two million people (Clower et. a l., 1966). Located in the tropics, Liberia has a very rich soil, most of which could be agriculturally productive if properly and effectively attended to. Liberia is rich in tropical timber, such as mahogany. Palm trees, rich in kernals and o il, cover the hillsides and valleys outsides the forest belts (Roberts, 1972). Today the Liberian cornucopia includes rubber and iron ores which

are the leading commercial products of the country because of the Firestone Rubber Plantations, the B. F. Goodridge Rubber Plantations, the American, Swedish, German, and Japanese Iron ore mines (Roberts, 1072).

Before the production of plantation rubber and tron ores, coffee used to be the leading commercial export and it is s till grown (Clower et. a l., 1966). In addition, piassava fiber, cocoa and coconuts grow plentifully. The people of Liberia live primarily on rice and cassava (manioc), together with eddoes and sweet potatoes. Rice is a highrcost crop, and foreign-produced rice has to be imported fo r human consumption. 32 This is true with other food which should be locally produced. Despite its high rate of output growth in iron ore and rubber, more than 75% of the Liberia's work-age population is unemployed or underemployed. Area Handbook for Liberia, prepared by the director of Foreign Area Studies, The American University in 1972, indicates that less than one-fourth of Liberia's work force was employed in the monetary sector o f the econon\y. Of the total labor force, more than three-fourths remain outside the monetary economy depending upon subsistence farming fo r livelihood. In the face o f such a dramatic under-utilization of human resources, the Handbook also indicates that Liberia exports more than 95% of its natural resources unprocessed and inports an equal percentage of finished products essential for human consumption. Robson and Lurry (1969), in their book, The Economics of A frica, argue that the most formidable obstacle to economic and manpower development in Liberia comes from its political and social organization- the retention of traditional politics and society in the new environ­ ment of massive iron ore mines and rubber plantations. The opportuni­ ties for nation-wide development provided by the rapid growth in primary production undertaken by foreigners has not yet been seized. In th e ir concluding statement on the economy of Liberia, Robson and Lurry indicate that the great burgeoning of rubber and iron ore production by foreigners has had re la tiv e ly l i t t l e developmental impact. They further indicate that the unskilled labor force working for wages has almost trip led since 1950, but the small receipt of money wages has 33 not and is not inducing appreciably more production for domestic market.

Rather, i t is increasing a demand fo r imported consumption goods. To this effect, Robson and Lurry recommend that Liberia's principal task must be in research and in developmental planning to transform subsistence agriculture (especially to increase production of market rice and its protein staple), to reform its educational establishment to supply the growing demand for skilled and professional labor, and to undertake fe a s ib ility studies for new lines of processing and manufacturing. Liberia does not benefit from adequate publications on its social, economic, and educational systems as do other African countries. A very limited number of materials have been published on Liberia, many of which are not descriptive of the country (Clower et. a l., 1966; Roberts, 1972). A search fo r the reasons fo r this situation is beyond the lim it of the present study. Perhaps the most nearly accurate descriptive writing on education in Liberia was one done by Benjamine G. Dennis, a native Liberia. Dennis (1972), in his book, The Gbandes. A people of the Liberian Hinterland, describes the educational in s titu ­ tions of the Gbande tribe in Liberia. The functions of the educational institutions of the Gbande tribe are exactly the same as those of other tribes in Liberia. Of these educational institutions, the two most formal common to a ll the tribes are the "Poro" fo r boys and the

"Sande" for girls (Kolleh, 1972). The curricula of these two educational systems reflect the needs of the tribal society, perpe­ tuation and preservation of the culture, and preparation for adulthood. To the Western Observer, these educational institutions are known as 34 secret societies because outsiders or foreigners are not permitted to observe the educational processes carried on within them (Dennis,

1972). The "Poro" and the "Sande" schools are conservative institutions like any other school in that they are resistant to change, especially radical change or change emanating from external forces such as Western ideology. The educational processes of the "Poro" and "Sande" in s titu ­ tions are a real preparation for the careers upon which the society depends. In the "Poro" school, young men learn those occupations which are economically essential to the society. The girls in the "Sande" school learn home economics and those other s k ills necessary for child care and motherhood. The educational system described above are indigenous and traditional to Liberia. They have existed in the land among the indigenous tribes long before the advent of Western formal education. So fa r as attainment of objectives is concerned, the "Poro" and "Sande" schools in Liberia have been more effective and e ffic ie n t than Western education provided by the government of Liberia and foreign mission schools {Dennis, 1972). Prior to World War I I and up to fifte e n years ago, the government of Liberia had very little or no interest in Western education for the indigenous Liberians. Such interest when i t existed was merely a glorified novelty (Dennis, 1972). Western education has been available to children of the ruling class at little or no cost to them since the founding of the country. Missionary education has existed in the 35 country since its independence and has been controlled by the ruling class (Dennis, 1972). When missionary education was extended among* the tribal sectors of the population, its function largely became Christianization. Government and foreign missionary education in Liberia, both of which are American in character, are of a decidedly low standard. In addition to its low quality, such Western education that does reach Liberia is hardly designed to meet the potent demands of national and economic responsibility inherent in modern statehood (Clower et. a l., 1966). However, some valuable and positive services have been rendered Liberia by these educational agencies. But judged by the inalterable* needs of today's requirements for a nation asserting sovereignty and independence, government and Christian education in Liberia have fa ile d to produce a self-supporting citizenry which would merit recognition .as an equal among the dominant nations of the world (Dennis, 1972), Brown (1941), in his book, Economic History of Liberia, indicates that missionary schools in Liberia appear to approach the education of Liberians as i f these people were priviledged to be, eith er "peasants under Western commercial and m ilita ry domination, or commercial and industrial workers exploited by it (p. 109).v Much emphasis 1n Christian education has been laid on preparation for life "hereafter" at the expense of preparation for the life here on earth.

Summary In this chapter, a general overview of the contribution of education 36 to manpower planning was provided, and related literary materials

summarized. The impact of technical education on manpower development was discussed together with the positive resultant economic effects. TfTe relationship between the contribution of technical education to manpower development and alternative approaches to educational planning for sustained economic growth were indicated and b rie fly discussed. The chapter ended with a discussion of the socio-economic-political structure of Liberia and related effects upon its educational system on manpower development. CHAPTER I I I

METHODOLOGY

The major purpose o f thfs study was to develop guidelines which could be used as a referent for developing curricula for technical education in Liberia. In order to develop these guidelines, the writer attempted to identify the major technical occupations practiced within

L ib eria's major private and governmental employment systems and th e ir related technical employment needs, training programs, and planned changes in technology as utilized in production. Based on the data resulting from these identifications, realistic guidelines for technical education curricula and predictions were made regarding the needs for technicians fo r L ib eria's employment systems. Answers to the questions posed by the study were attempted by a critical review of the literature and from data collected through mail questionnaires. Information was provided by selected employment systems in Liberia and by institutions of the Liberian public that are responsible fo r manpower and s k ill development.

Selection of Participants for the Study

For this study, as has been noted earlier, three distinct popula­ tions in Liberia were defined from which samples were drawn. Population I included major industrial and business corporations owned and managed by private enterprise. Ten of these private employment systems were "purposefully" selected to represent the rest. The reason, as stated in 38

Chapter I, was based on statistics which illustrated that these ten employment systems u tiliz e about 50% of the technical manpower o f Liberia (Clower e t a l . , 1966). These ten employmentsystems were: 1. The German-Liberian Mining Company (Bong Mine) 2. The Liberian-American-Swedish Minerals Company (LAMCO) 3. The Firestone Rubber Plantations Company (FPCO) 4. B.F. Goodrich Rubber Plantations Company (BFG) 5. Mesurado Corporation Consolidated (Mesurado Fishing Co.) 6. The Liberian National Airways (LNA) 7. The Liberian Mining Company (LMC) 8. United States Trading Company (USTC) 9. The Chase Manhattan Bank (Liberia) Ltd. (Chase) .10. Jos. Hansen & Soehne (Jos. Hansen) Population I I was defined as public employment systems, namely the government ministries. Six of the eleven ministries of the Liberian- government which employ the greater number of technical personnel were selected to represent the rest. Roberts (1972) indicates that these six ministries utilize about 30-35% of Liberia’s technical manpower. The agencies representing Population II are as follows: 1. The Ministry of Education (ME) 2. The M inistry of Planning and Economic A ffairs (MEA) 3. The M inistry of Labour and Youth (MLY) 4. The Ministry of Agriculture (MA) 5. The M inistry o f Labour and Commerce (MC) 6. The Ministry of Public Works and U tilities (MPU) 7. The Liberian Chamber of Commerce (CC) 39 The rationale for adding the Liberian Chamber of Commerce to the lis t of Population II was one of intuition. The writer believed that the Chamber o f Commerce was in a good position to know the number of new businesses or industries likely to be established in the future. In­ formation regarding such businesses and industries is also coupled with information regarding tentative general manpower and technical manpower needs. Such information facilitates the forecastability of technical as well as other qualified manpower. The calculation of enrollment of technical education programs can also be aided by such information. Population III was represented by three vocational training centers..

These centers were the largest of all the area vocational training centers in Liberia (Roberts, 1972). These centers were merely assessed in terms of academic and occupational preparation of their instructional and adm inistrative s ta ffs , e ffo rts and sources of curriculum development, areas of skill occupations provided students, and annual numbers of graduates in each s k ill area. The data from these centers were used to predict the possibility of consolidating their efforts into a junior college or into a technical institute. These three centers are as fo l1ows: 1. The Liberian-Swedlsh Vocational Training Center (Yekepa) 2. The Liberian-German Vocational Training Center (Bong) 3. Booker Washington Agricultural and Industrial In s titu te (BUI)

It is worth noting that the largest of the three centers, B.W.I., is equipped with adequate instructional facilities which make it feasible 40

to convert it into a junior college or technical institute with some improvements.

Development o f Questionnaires fo r.th e Study

In order to identify the technical employment needs of Liberia's employment systems and some factors that are related to the development of technical education curricula guidelines, it was necessary to prepare three sets of questionnaires to answer the research questions posed by the study (See Appendicies C, F, and I). These questions cover the following major areas: 1. Technical occupations currently practiced 1n Liberia's

major private and public employment systems. 2. Technical manpower needs of L ib eria's employment systems

for the next five years. 3. Planned changes in technology as u tiliz e d in production by Liberia's employment systems within the next five years. 4. Technical training programs administered by Liberia's employment systems w ithin the la s t fiv e years. 5. Technical training programs planned by Liberia's employ­ ment systems for the next five years. 6. Guidelines utilized by the Liberian public educational system in developing and administering technical and/or vocational education programs. The firs t step in developing the questionnaires Involved searching the literature for Information regarding related research. After an extensive search of the literature, the next step was that of deciding 41 what approaches regarding manpower planning were to be used as referents. The decision represented a comprimise between what might be considered desirable and what seemed feasible for a study of this nature.

The methodology adopted fo r this study relies on the manpower requirements approach to educational planning (Parnes, 1962), and the technical manpower planning fo r development (Bass, 1965). The manpower approach to educational planning makes it possible to identify the actual technical manpower needs of the employment systems with which the present study was concerned. This approach establishes that i f one knew: 1. the number of persons required in each occupation in the econoiny for any future year; 2. the present number of persons in each occupation; 3. the annual number of withdrawals from each occupation due to death, retirements, or movement out of the labour force; and

4. the annual number o f separations from one occupationand accession to another as the result of job changes; one would be able to identify the variables that affect the required output of each segment of the educational system and information necessary to make precise estimates of the numbers of graduates needed for each field of specialization. Bass' approach to assessing the need for technical manpower fo r development establishes that: 1. The greatest source of technical strength in a country is its population of technically trained personnel. Thus,

the starting point fo r economic development should be comprehensive knowledge o f the s ize , q u a lity , and deploy­

ment of this collection of talents. 2. The fact needed can be obtained by a nation-wide survey of professional and paraprofessional personnel engaged In scientific, engineering, and technical pursuits, including those in Government departments, industry, and institutions for education and research. 3. Projections that can be made for future requirements of scientists, engineers, and technicians. 4. Information about individual technical training programs as valuable asset for framing national policies needs to be obtained. The manpower requirements approach to educational planning and the technical manpower development approach used here, simply require the development of a table o f technical manpower structure fo r a given economy. The table includes those technical occupations which are currently practiced within the given economic system, the total number o f persons presently employed in each occupation, the to ta l number of expatriate workers currently employed in each occupation, and the additional number of persons needed in each occupation by the end of the period of manpower projection. Also, included 1n the table are projected technical occupations as a result of foreseen technologies as utilized in production. If the table is most representative of the manpower needs of the economy, the educational system responsible fo r supplying the required manpower could use it as a referent for determin­ ing or reflecting such needs in its curricula. Table II, which follows, TABLE 2

TECHNICAL MANPOWER STRUCTURE FOR A DEVELOPING ECONOMY

1 2 3 4 5 6 Technical Occupation ■Projected Present No. Present No. No. of No; of (x) of employees of nationals retirements employees emoloved by (year) by (.year)

Agricultural

Aviation (mechanics)

Aviation (ground personnel

Chemical-Mechanical EXAMPLE Civil (construction)

Drafting and Design

.Electro-Chemical

Electro-Mechanical

Instrunentation

Mechanical

Industrial

Plastics 44 is representative of a table of technical manpower structure for a given developing economy as used in this study. The technical manpower development and educational planning approaches used here as referents for developing the questionnaires for the present study, structure manpower needs fo r a given economy. To the extent that these approaches rely on structuring occupations for manpower develop­ ment by a given educational system, the methodology fo r this study was s im ila r. But this study* d iffered from these approaches in six s ig n ifi­ cant respects. The present study deals with: 1. Explicit data regarding projected changes (by occupation) in technology as utilized in production. 2. Replacement of technical expatriate workers in the monetary

sector of the Liberian economy by nationals to aid in enabling Liberians to equally share the gains of economic expansion and to further contribute to educational expan­ sion. • 3. Assessment of the e ffo rts of the private employment systems (foreign-owned) in technical manpower development so as to understand this phase of their contribution to the overall development o f Liberia upon which they re ly fo r

profitable business venture. 4. Assessment of the efforts of the Liberian educational system 1n technical manpower development so as to deter­ mine its weaknesses and need fo r improvement. 5. Assessment of Liberia's vocational training centers so as to determine the possibility of consolidating their 45 efforts into a technical institute.

6. Extension of the contribution of technical education to manpower development fo r a developing economy. The information collected through the questionnaires developed for this study fall into thirteen categories: 1. Technical occupations currently practiced in Liberia's employment systems (private and p u blic). 2. Technical occupations projected in these employment systems within the next five years. 3. Total number of Liberians currently employed in each of these technical occupations as opposed to technical expatriate workers. 4. Total number of persons 1n each technical occupation to be retired by 1980. 5. Total number o f persons needed in each technical occupation by 1980. 6. Total number of Liberians trained for each technical occupation within the last five years. 7. Total number of Liberians to be trained in each technical occupation within the next five years. 8. Location of training grounds for Liberians trained in each technical occupation within last five years. 9. Anticipated location of training grounds for Liberians

in each technical occupation within the next five years. 10. Academic and occupational preparation o f each member o f the instructional and administrative staffs of the three vocational training centers. 46 11. Total current enrollment of each vocational training centers (by s k ill area).

12. Contribution of the business and industrial community in

the development and evaluation of curricula o f the three vocational training centers. 13. Contribution of the business and industrial community as regards facility planning and instruction in the three vocational training centers.

The complete questionnaires developed for this study appear in Appendices C, F, and I Categories 1, 3, 4, and 5 were based on the approaches as develop­ ed by Bass (1965) and by Parnes (1962) as cited in Chapter I I . Categories 2 and 6 through 13 were based on the rationale that Liberia is an underdeveloped country and technical education curricula designed to supply its technical manpower needs must reflect its immediate and . long-term manpower needs. Furthermore, because Liberia's technical occupations are not yet developed as well as other developed parts of the world, it was necessary to consider these factors in assessing Its technical manpower needs.

Appropriateness of the Questionnaires

Before the questionnaires were sent out for completion, members of the writer's advisory committee, critiqued and advised on their face

Validity and appropriateness for obtaining the desired information. Three additional persons also critiqued and advised on the appropriateness of 47

the questionnaires. The total number of persons who formally critiqued

and advised on the appropriateness of the questionnaire are:

Dr. James J. Buffer, Jr., Professor of Education, Faculty of Industrial Technology Education, The Ohio State University; Chairman of the advisory committee to the present study; academic advisor to the writer. Dr. Donald G. Lux, Professor of Education; Chairman of the the Faculty of Industrial Technology Education, The Ohio State University; member of the advisory committee to the present study. Dr. Donald P. Sanders, Professor of Education, Faculty of Educational Development, The Ohio State University; member of the advisory committee to the present study. Dr. Robert F. Bargar, Professor of Education, Faculty of Educational Development, The Ohio State University, member of the advisory committee to the present study. Dr. Brint H. Milward, Administrative Science, The Ohio State University; former Aid Personnel to Liberia for two years. Dr. Chrysostomos Sofianos, Faculty of Educational Development, The Ohio State University; formerly involved with human resources development in Cyprus, and presently engaged 1n human resources development at The Ohio State University, Columbus, Ohio. Mr. Steve T. Clark, Big Bear Bakeries, Inc. Columbus, Ohio, Production Analyst and personnel manager. Thus, to assess the appropriateness and face validity of the questionnaires' content, each person mentioned above was asked the following questions: 1. Do you think that these questionnaires are appropriate for seeking answers to the research questions posed by this study? a. Do the questions adequately relate to all of the

research questions? b. Does the information being requested appear to be confidential or of a proprietary nature? c. Are the directions and questions clea rly phrased to eliminate multiple interpretations?

d. Does the length of the questionnaire and information requested appear to be reasonable? 2. Do you think that the answers to these questions will make a contribution to the body of empirical evidence bearing on the contribution of technical education to manpower development in developing economies? 3. Based on your critical review of the instruments, what modifications do you recommend in design and content to improve this function? Their responses and suggestions to these questions were u tiliz e d to revise

the questionnaires. The selection of persons outside the w rite r's advisory committee to assert with the critical evaluation of the questionnaires was not suggested by Dr. Sanders, a member o f the committee. The p artic u la r persons chosen outside the committee were id e n tifie d by the researcher and were suggested by Dr. Sanders. Dr. Milward was selected on the basis of his experience

with the Liberian situation. His stay in Liberia for two or more years as an AID personnel enabled him to gain an overview of the technical manpower need of the country. Dr. Sofianos was selected because of his being a national of an underdeveloped country like Liberia, and because he has also been In­ volved with human resources development in both his home country 49

(Cyprus, Greece) and in the United States. From previous conversation with Dr. Sofianos, Cyprus seems to be facing similar technical manpower problems as does Liberia. This experience, coupled with other professional education experiences, qualified Dr. Sofianos to decide on the appropriate­ ness of the questionnaires to seek answers to the questions posed by this study.' Hr. Clark, because of his close affiliation with technical manpower utilization, was selected for his input. As a production analyst and personnel manager o f a large employment system, Hr. Clark was in a better position to decide if the questionnaires were properly designed to assess technical manpower needs of employment systems. It is worth noting that these three persons were not selected for the purpose of pilot-testing the questionnaires. It was decided, for practical reasons, not to pilot-test the questionnaires in the United States because several of the questions were designed purely 1n the Liberian perspective. However, in addition to their critque and advice on the appropriateness and face validity of the contents of the questionnaires, Hr. Clark of Big Bear Bakeries, Inc., actually completed one of the questionnaires designed fo r Liberia's private employment systems in terms o f the technical manpower needs of his company, leaving out those items that were re la tiv e to Liberia, such as those pertaining to Liberian views on expatriate employees. Table III following describes the actual technical manpower needs of Big Bears Bakeries, Inc., up to 1980 as provided by Hr. Clark and helps to illustrate the usefulness of the instrument and related table structure. 50

TABLE 3 TECHNICAL MANPOWER NEED OF BIG BEAR BAKERIES, INC'.

Technical Pro, iected No. of No. of retire­ No. of Occupation (x) present ments by 1980 employees employees by 1980

Machine shop ser. Mgt. 5 0 7 Food Processing 120 5 130 Accounting 1 0 1 Advertising . 1 Q 1 Business Management 4 2 4

General Secretarial X - - 1

Industrial Management X - - 1

Source: Personnel O ffice o f Big Bear Bakeries, Inc. Columbus, Ohio, U. S. A.

4 Based on the panel's critical analysis and advice, the questionnaires were revised to fa c ilita te understanding of the items, ease of completion, appropriateness of the items, complete coverage of the items, reasonable time requirement for completion, and understanding the directions for completion.

Administration of the Questionnaires

The method employed in administering the questionnaires for this study relied on the postal mail system. However, the usual procedure of mailing questionnaires directly to each participating member of a survey study of this type was not u tiliz e d . This was based on the rationale that the writer did not wish to rely on the efficiency of mail handling at the local level by the Liberian postal system. Also, because the writer wanted to assure a direct delivery of each question­ naire to each participating member of the study, the usual mailing process was not employed. Arrangements were made with Professor David D. Kpomakpor of The University of Liberia, and with Mrs. Meitta Mason of The Kakata Rural Teacher Training In s titu te , Liberia, to hand deliver the questionnaires to the participants. Thus, the questionnaires were directly mailed to Professor Kpomakpor and Mrs. Mason in Liberia. Professor Kpomakpor agreed to hand deliver the questionnaires to the participants representing the private employment systems in Liberia for completion and to collect and have them mailed back to the w riter. Mrs. Mason agreed to hand deliver the questionnaires to the participants representing the Liberian public employment system and to the three 52

vocational training centers for completion and have them collected and

mailed back to the writer. It was thought that this personal contact

with the prospective participants would insure their cooperation and improve the return of completed questionnaires.

Because of the nature of the Liberian socio-economic-political

structure, the w rite r expected 45-50& of the questionnaires completed and returned. It was thought that some persons would prefer not to provide information which may be perceived as proprietary economic data or politically related.

Because of the time element* in the- mailing process, one and a h alf months.were allowed for completing and mailing the questionnaires back to

the writer. The questionnaires were in itially mailed to Liberia on May 6, 1975. .The expected date of return was set for June 21. 1975.

Collection o f Data

The.collection of data for this study through questionnaires survey and review of related literature took place during an eight-month (October, 1974 - June, 1975) period although the writer has been collect­ ing information on an informal basis for a much longer period of time. The participants were forwarded a package of questionnaires on May 6, 1975,

through two coordinators in Liberia who agreed to coordinate the dis­ tribution and collection of the questionnaires after completion. Each questionnaire was accompanied by an introductory letter signed by this w rite r and approved by the chairman o f his advisory committee. Two follow-up le tte rs were forwarded to each coordinator th at responses to t the questionnaires had not been returned to the writer within the specified time period. Fifty percent (50%) of the questionnaires were then return completed via registered a ir mail on June 23, July 7, and July 26, several days past the established deadline. This was proceeded by a telegramme and a letter from the coordinators that the participants were not cooperating in completing the questionnaires, and that it was highly improbable that the questionnaires would be completed by a ll the participants. Of the ten private employment systems id e n tifie d , only four (40%) responded to the questionnaires. These employment systems are: 1. Firestone Rubber Plantations Company 2. The United States Traiding Company 3. The Liberian National Airways 4. The Chase Manhattan Bank of Liberia Of the ten public institutions identified to participate in this study, only six (60%) completed the questionnaires. These are:

1. The Ministry of Public Works 2. The Ministry of Agriculture 3. The Ministry of National Planning and Economic Affairs

4. The Ministry of Labour and Youth 5. The Ministry of Commerce and Transportation 6. Booker Washington Agricultural and Industrial In s titu te The fifty percent (50%) return from these participants was deter­ mined somehow low; however, “good," based on Babbie's (1973, p. 165) Survey Methods which states that “a response rate of at least 50 percent is adequate for analysis and reporting of a survey study," As a result of this low return (50%), the proposal o f this study 54 to the Graduate Office of Education was amended to include an emphasis on the literature as a major souce of data for this study, especially the ILO Study recently completed by Professor Mehmet (1974) of the

University of Windsor, Canada, under the auspices of the International Labour Organization and the Ministry of Planning and Economic Affairs of Liberia.

Data Analysis Techniques The technical and methodological aspects of data analysis for a survey-type study, such as the present one, are largely dependent on the nature of questions the study seeks to answer. However, some explication of the techniques use to analyze the data is needed here if the following chapters are to be read with understanding. The presentation that follows is somewhat simple, relatively non-technical, and mathematically rudimentary. It was designed to give the reader a general grasp of the problem and procedures. The basic question to which this study addressed its e lf was: What guidelines can best be used as a referent for developing technical education curricula in Liberia with implications fo r manpower develop­ ment? The study u tilize d eight types of information to arrive at the answer to this question. 1. Number and types of technical occupations currently practiced in Liberia's private and public employment systems. 2. Total number of persons currently employed in each of

these occupations. 55

3. total number of Liberians currently employed in each

01if these occupations.

4. T

1980. 6. Planned changes in technology as utilized in production for the next five years.

7. Fast and future e ffo rts of government and private employ­ ment systems in technical training programs. 8. Some barriers and/or obstacles and their alternative solutions as regard manpower development. It was determined by the writer that if information and data collected through the questionnaires and from the review of literature indicate that more than 10% of the technical occupations currently practiced withn Liberia's employment systems (private and public) was occupied by expatriate workers and that more than 20% of the average monthly earnings in those technical occupations was being accrued to expatriate workers, the information and data thus collected would be considered important and/or sig n ifican t fo r the purpose of the present st^idy. Practical considerations made it necessary to rely on the literature and mailed que ifctionnaires as the primary sources fo r the Information mentioned above. Since the participants in the present study represent only the monetary sector o f the Liberian economy, the. available data from such participants must be considered only a partial indicator 56 rather than a complete picture of the total manpower needs of the country as a whole. Thus, based on the Information and data reported In this study, as stated early In Chapter I, selected case studies could be conducted regarding Liberia's manpower development. For this reason, the reporting of the data was devoted to (1) summing up the total technical manpower need (by occupational category) of both the private and public monetary sectors of the Liberian economy up to 1980, (2) comparing the efforts of both sectors 1n techni­ cal manpower training programs (by occupational category), and (3) eva­ luating indicated barriers and alternative solutions to manpower development in Liberia. These categories were then studied as a basis (discussed in Chapter IV and V) for re a lis tic a lly predicting the need for technical education and technical.manpower needs in Liberia. Tables 4-6 symbolically illustrate the methods used to report the data of this study. Table 4 illustrates how the actual total technical manpower needs of the participated employment systems in Liberia through 1980 were structured by the present study. Technical occupations assumed to being currently practiced within the participating employment systems are listed in this table. Opposite each technical occupations, several factors are indicated: (1) i f that occupation 1s practiced or projected 1n the future, (2) present number of employees, (3) number of Liberians presently employed, (4) number of expatriate workers presently employed, (5) present number of expatriate workers as a percent of present number of employees, (6) number of retirements by 1980, and (7) number of additional employees needed by 1980. 57

Table 5 is designed to illustrate the reporting structure of technical manpower development efforts of the selected private employment

systems in Liberia during the last five years and th e ir planned efforts fo r the next five years. Technical occupations assumed to being currently practiced within these employment systems are listed on Table 5. Opposite each technical occupation are indicated (1) i f the occupation is practiced or projected; (2) number of Liberians trained within the last five years, and if so, whether the training took place abroad or locally; and (3) number of Liberians to be trained during the next five years, and if such training is planned, whether the training will take place abroad or at the local level, and the number of Liberians to be involved at each place of training. Tables 5 and 6 are similar in purpose except that Table 6 illustrates how technical manpower development efforts of the Liberian government were reported. Table 7 illustrates how the academic and professional preparation of the instructional and administrative staffs of the three skill training centers was reported in this study. The major headings listed on this table are Academic Level, Instructional Staff, and Administrative Staff. Instructional Staff 1s divided into two sub-headings: General Education and Vocational. The various levels of academic achievement ranging from high school graduation to the earning of graduate degrees are listed under Academic Level. The number of s ta ff members are indicated opposite each academic level under each appropriate heading. Table 8 illustrates how the indicated barriers and their alternative solutions to manpower development in Liberia were reported in the 58

present study. No attempt was made to edit or quantify the Informa t1on reported In Table 8. The Information Illustrated by Table 8 will be extensively discussed in Chapters IV and V. TABLE 4

ILLUSTRATED MANPOWER STRUCTURE OF EMPLOYMENT SYSTEMS

1 2 3 4 5 6 7 8 Technical Occupation Projected Present No. No. of Liberians No. of 5 as % No. of No. of ad­ of employees Presently employed expatriates of 3 retire­ ditional (x) employed ments employees by 1980 needed by \ 1980

Agricultural 100 80 20 20 2 42

Aviation (ground personnel)

Ceramics

Chemical

Chemical -Mechanical EXAMPLE Drafting and Design

Electrical

Fluid Power

Industrial

Instrumentation TABLE 5

ILLUSTRATED TECHNICAL TRAINING PROGRAMS OF PRIVATE EMPLOYMENT SYSTEMS

1 2 3 4 Technical Occupation Projected No. of Liberians trained No. of Liberians to be trained (x) within last five years within next five years

Abroad Local Abroad Local

Agricultural 50 20 30 18

Aviation (ground personnel)

Ceramics

Chemical

Chemical-Mechanical x

Drafting and Design

Electrical E X A M P . L E

Fluid Power

Industrial

Instrumentation TABLE 6

ILLUSTRATED TECHNICAL TRAINING PROGRAMS OF LIBERIAN GOVERNMENT

1 2 3 4 Technical Occupation Projected No. of Liberians trained No. of Liberians to be trained (x) within last five years within next five years

Abroad Local Abroad Local

Agricultural 50 60 20

Aviation (ground personnel)

Ceramics

Chemical

Chemical-Mechanical

Drafting and Design

Electrical M Fluid Power

Industrial

■Instrumentation 62

TABLE 7 ILLUSTRATED ACADEMIC LEVELS OF INSTRUCTIONAL AND ADMINISTRATIVE STAFF .OF SKILL TRAINING CENTERS

1 2 3 Academic Level Instructional Staff Administrative Staff General Education Vocational

High School Diploma - 15 12

Associate of Arts/' Science - 20 6 B.A./B.Sc. 20 10 3 M.A./M.Sc. 2 - 4

Ph.D/Ed.D. — - 1

■ 63

TABLE 8

ILLUSTRATED BARRIERS AND THEIR ALTERNATIVE SOLUTIONS TO MANPOWER DEVELOPMENT IN LIBERIA

Barriers Alternative Solutions

1. Lack of up-to-date statistics on manpower development 1. Design and conduct survery studies to provide the necessary

Information and data. 2. 2 . 3.

EXAMPLE 64

Preparing Guidelines for the Development of Technical Education Curriculum Once the technical manpower data had been collected, analyzed, and reported, the writer used them as a referent for preparing minimal guidelines for developing technical education curricula in Liberia. The intent was to merely identify some of the major curricular considerations and prepare an outline of curriculum topics. This information could later be utilized as a referent by educational personnel and advisory committees fo r technical education to develop comprehensive programs fo r L ib eria's education system. Two persons assisted the w rite r in the development and assessment of the guidelines, Dr. Donald H. Brown, vice president for educational' development o f the Columbus (Ohio) Technical In s titu te and his adm inistrative assistant. These persons provided published information and assisted in identifying major curricular categories to be considered. They also reviewed the findings and guidelines for adequacy and appropriateness for this study.

The guidelines fo r the development o f technical education curricula are reported in Chapter V of this dissertation.

Summary A description o f the methodology used in this study has been provi­ ded in this chapter. It was indicated that the model used to asses the contribution of technical education to manpower development fo r sustained economic growth has eight essential components. The f i r s t six components provide altern ate approaches to the assessment of technical manpower needs fo r a developing economy; and i t was noted that under certain conditions, all six components are methodologically equivalent. The major task of the chapter was to explain how information and data for the study were collected through mailed questionnaires (to representative employment systems and selected public educational system) and from a thorough and c r itic a l review of scholarly publications related to the research probem. These data and information were intended hopefully, to provide the writer with an accurate description and under­ standing of current conditions regarding the research problem. Thus, the writer would be able to adequately describe existing conditions and practices which may be used as a referent for developing guidelines for technical education curricula for the Liberian public educational system to foster manpower development fo r the country's economy. Data and information derived from the questionnaires and from the literature were planned to be reported in this study in quantities and percentages prim arily in table form. Anecdotal remarks derived from the question­ naires regarding obstacles to manpower development in L ib eria were planned to be lis te d under two categories, namely Barriers and

Alternative Solutions. An analysis of data and a discussion of the findings as they relate to the research objectives are reported in the following chapter. CHAPTER IV

ANALYSIS OF DATA

The overriding purpose of this study was to establish guidelines to be. used as a referent for developing technical education programs for L ib eria's public educational system which would supplement manpower development fo r the Liberian econony. Therefore, reporting the results should focus on data that most clearly relate to factors that are rele­ vant to the sources o f curriculum development. In an e ffo r t to include data reflectin g the major purpose of th is study, i t was decided that the reporting should be centered around the research objectives. Following each section w ill be a brief discussion that analyzes the findings for each objective. The last section of this chapter will synthesize the results of the study as they relate to the overall goals of the research.

Objectives The research objectives revolve around the recognition of education's role in developing human resources for the improvement of social, political, and economic conditions. The participants in the study were asked to provide information which could be u tiliz e d by educationists to greatly enhance the developmentallity of technical education programs for Liberia's public educational system. The following eight objectives were used to focus on pertinent information fo r technical personnel development. The researcher attempted to identify: 1. Technical occupations currently practiced within Liberia's

66 67 private and public employment systems. 2. Projected changes in technology as u tilize d in production for the next five years. 3. Government's past and planned efforts tn technical education programs. 4. Past and planned efforts of Liberia's private employment systems in technical training programs. 5. Total number of employees in each technical occupation currently practiced in Liberia's private and public employment systems. 6. Total number of Liberians presently employed in each

technical occupation. • 7. Expected number of retirees in each technical occupation

by 1980. 8. Total number of persons needed in each technical occupation

by 1980.

Secondary Objective Of particular importance to the researcher was the desire to identify some barriers to manpower development in Liberia and th eir alternate solutions. This task became a major secondary objective for the study. 68

Sources for the Supportive Data Described in the Study i The results of this study grew out of a variety of procedures used in the research. Public and private employment agencies were selected to provide information regarding technical manpower development in Liberia because they utilize the larger portion of the country's technical manpower. These participants, as described in Chapters I and I I I , were intended to re fle c t a representative sampling of the employment systems in the monetary sector of the Liberian economy. These employ­ ment systems were intended to serve as a primary source of data for this study. Another source of data for this study comprised L ib eria's three largest s k ill training centers. I t was decided that the Government's past and planned effo rts and also the past and planned e ffo rts of private employment systems would be reflected , to some degree, in information and data regarding these training centers. It was also decided that data and information concerning these centers would facilitate a possibility of consolidating their educational efforts into a post-secondary technical educational institute. A.secondary source of data fo r the study was intended to be the lite ra tu re . For example, the ILO Study, cited in Chapters I I and I I I concerns projections of manpower needs for Liberia through 1982 and was found to be a major source of data fo r the present study. The writer wrote the author of the ILO Study for permission to use some relevant data for the present study. Such a permission was granted 69 the w riter through a written communication.

Data Relating to Objective One Objective One - - To identify technical occupations currently practiced within Liberia's private and public employment systems. Those identified Liberian employment systems who participated 1n this study identified the following technical occupations as being currently practiced in th eir monetary employment systems. These technical occupations are:

1. Accounting 2. Agricultural Power Equipment 3. Architectural ■4. Aviation (ground personnel) 5. Aviation (mechanics) 6. Building Maintenance 7. C ivil Engineering Technology 8. C iv il: Municipal 9. C iv il: Surveying 10. Computer Programming

11. Drafting and Design 12. Electrical 13. Executive Secretarial

14. Fire Service 15. Food Preparation 16. Food Processing

17. General Secretarial 70

18. Graphic Production 19. Logistics Management

20. Mechanical 21. Machine Shop Service Management 22. Medical Library. 23. Medical Secretarial 24.. Nursing (RN) 25. Office Servicing 26. Plastics 27. Printing 28. Procurement/material handling

29. Public Health 30. Radiology 31. Surgical Assisting

32. System Analysis 33. Tapping Superintendence (rubber estates) 34. Telecommunications 35. Welding Fabrication These technical occupations may not represent the total technical occupations currently practiced within the identified employment systems that were invited to participate in this study since only 50% (as stated earlier) of the selected participants responded to the questionnaires.

4 71

Data Relating to Objective Two Objective Two — To identify projected changes in technology as • utilized in production. As a result of analyzing the completed questionnaires, three technologies requiring a total of 21 persons were identified as being projected within the next five years. These are: Electro-mechanical, Agricultural Inspection/Regulation, and Metallurgical. The Ministry of Public Works and the Ministry of National Planning and Economic Affairs were the only participants that provided information relating to Objective Two. The Ministry of Public Works identified Electro­ mechanical (eight persons) and Metallurgical technologies (six persons), and the Ministry of National Planning and Economic Affairs identified Agricultural Inspection/Regulation technology (seven persons). The underlying assumption derived from this is that no significant changes are intended in technology as utilized in production in these employment systems within the next fiv e years. Or respondants either did not have this information available or they did not wish to provide it at this time.

Data Relating to Objective Three Objective Three — To id en tify Government's past and planned effo rts in technical education programs. Information regarding Objective Three was intended to be provided by the Ministry of Education of Liberia and the skill training centers. Since the Ministry did not respond to the questionnaires, data relating to Objective Three as intended to be provided by the questionnaires cannot be presented. This does not mean that the government of Liberia has not, during the past five years or prior, done anything in the way of technical education for technical manpower development. Neither would i t be f a ir to say that the Liberian public educational system does not have any plans for technical education for the next five year. Rather, the Ministry of Education of Liberia which was intended to provide information relating to Objective Three apparently was not willing to provide such information to this s. investigation. However, Booker Washington Agricultural and Industrial In s titu te (BWI), a government controlled and supported school, responded to the questionnaires and its responses are indicated in Tables 9, 10, and 11. Table 9 presents the vocational areas of study of BWI, number of graduates in each area from 1970 to 1974 inclusive, estimated number of graduates in each area in 1975, and enrollment in each area of study in 1975. Table 10 presents the academic preparation of members of the instructional and administrative staffs of BWI. It is noted that under the instructional staff in the general education area, there are 20 teachers who hold the bachelor’s degree and four teachers who hold the master's degree. In the vocational area, there are six teachers whose highest educational attainment was high school graduation, 21 teachers who hold the Associate of Arts/Science degree, eight teachers who hold the bachelor’s degree, and two teachers who hold the master's degree. On the administrative staff, there are six persons whose highest educational attainment was high school graduation. 73 five persons with the Associate of Arts/Science degree, and four persons with the master's degree. Table 11 presents educational • contributions of fiv e employment systems to BWI in the way of tool and equipment, instructional materials (software), classroom instruction, curriculum development and evaluation, on-the-job experience (cooperative), and advisory services. These employment systems are LAMCO, Bong Mine, Firestone, Liberian Mineral corporation (LMC), and Mine Management. 74

TABLE 9 INSTRUCTIONAL STRUCTURE OF BWI, 1975

------1 ------1 2 3 4 Area of Study Number of Graduates Estimated Number Total 1970-1974 of Graduates, 1975 Enrollment 1975

Agriculture 31 11 137 Automotive Service 54 10 105 Bookkeeping 48 8 94 Secretarial Science 108 8 94 Carpentry - - 4 D rafti ng 36 11 50

Cabinet Making - - -

Masonry 27 3 30 El ectri ci ty 69 23 86 . Electronics 22 2 46 Plumbing 22 2 32

Home Economics 5 - M Total 422 78 678

Source: Principal’s O ffice, BWI, 1975 75

TABLE 10

ACADEMIC LEVEL OF INSTRUCTIONAL AND ADMINISTRATIVE STAFFS OF BWI, 1975

Instructional Staff Administrative Staff Academic Level General Education Vocational

High School „ - > Diploma 6 6

Associate of Arts/Science — 21 5

B.A./B.Sc* 20 8 2 M.A./M.Sc. 4 2 4

PhD./Ed.D - -

Total 24 37 17

Source: Principal's Office, BWI, 1975 76

TABLE 11

COMMUNITY CONTRIBUTION TO BWI, 1975

Name of Company Educational Contribution

LAMCO Tools and equipment, Instruc tional materials (software) Classroom Instruction, Cur­ ric u la r development and evaluation, on-the-job- experience (cooperative), advisory services Bong Mine Same as LAMCO

Firestone i t t i i i

L M C H i i i i

Mine Management i i i i n

Source: Principal's Office, BWI, 1975 77

Data Relating to Objective Four Objective Four — To identify past and planned efforts of Liberia's

private employment systems in technical training programs. One of the private employment systems that responded to

the questionnaires indicated that it has provided technical training programs for selected Liberians during the last five years. The Firestone Rubber Plantations Company indicated that it has provided technical training in rubber estates (namely tapping superintendence) for 34 Liberians during the last five years. The company also indicated that it plans to provide training fo r an additional 15 Liberians as tapping superintendents for rubber estates within.the next five years. 'Firestone further indicated that it employed the 34 Liberians trained in rubber - • estates and plans to employ the 15 to be trained. Table 12 presents Firestone's response to the questionnaires. Firestone's response to the questionnaires did not indicate technical occupations in the service areas. This does not suggest that the company does not practice such occupations within its

employ, but apparently was not willing to provide such information to the present study or the information was not available at this time. TABLE 12

SELECTED TECHNICAL EMPLOYMENT OF FIRESTONE IN LIBERIA, 1975 -1980

1 2 3 4 5 6

Technical Occupation Liberian Non-Liberian Total 3 as % Additional employed employed of 4 need by 1980

Civil Eng, Technology 2 3 5 60

Chemical 1 3 4 75

Electrical 1 4 5 80

Architectural 1 - - 0

Mechani cal - 5 5 100

Building Maintenance 2 1 3 33

Tapping Superintendence 34 13 47 25 60

Totals 41 29 70 41 60 79

Data Relating to Objective Five

Objective Five— To identify total number of employees in each technical occupation currently practiced in Liberia's private

and public employment systems. The employment systems that responded to the questionnaires provided information relating to Objective Five. Table 13 presents data relating to this objective. It is indicated in Table 13 that there are 251 persons currently employed in technical occupations

as identified by those employment systems that responded to the questionnaires. At the present, the greatest number of technicians appear to be employed in accounting (40), general secretarial (37),

drafting and design (26), tapping superintendence (47), and aviation mechanics and ground personnel (30). Those occupations in which fiv e or less people are employed include: computer programming (3 ), executive secretarial (5), office servicing (4), logistic management (2), civil: municipal planning (1), welding fabrication (1),

c iv il eng. technology (5 ), and building maintenance (3).

Data Relating to Objective Six Objective Six -- To identify number of Liberians presently employed

in each technical occupation. All of the employment systems that responded to the questionnaires provided information relating to this objective. 80

Table 13 presents the responses of the employment systems to Objective Six. It is noted in Table 13 that of the 251 employees in technical occupations indicated by the respondants, 177 are

Liberians. Table 14 summarizes the data as derived from the questionnaires. It is noted in Table 15 that 30% of the 251 technical employees as identified by the questionnaires includes expatriates workers. Also, Liberians appear to be well represented in each of the occupations with the exception of accounting, electrical, and civil engineering.

Data Relating to Objective Seven Objective Seven — To id entify expected number of retirees in each technical occupation by 1980. Of the participants that responded to the questionnaires, only one (the Ministry of Planning and Economic A ffa irs ) provided information relating to Objective Seven. The Ministry indicated that one employee in graphic production technology w ill be retired by 1980. Table 13 presents this information as it relates to Objective Seven. There can be several assumptions underlying this situation — eith er the employment systems that responded to the questionnaires were not willing to provide this information, or there are no plans for retirements within the next five years, or this information was not readily available. TABLE 13

TECHNICAL MANPOWER STRUCTURE OF EMPLOYMENT SYSTEMS OF LIBERIA, 1975

\

1 2 3 4 5. 6 Projected Present No. No. of No. of Additional (x) of employees Liberians retirements No. of Technical Occupation Presently by 1980 employees employed needed by 1980

Accounting 40 2 2

Computer Programming 3 2 2

Executive Secretarial 5 5 4

General Secretarial 37 37 27

Graphic Production 11 11 1 2

Office Management 9 9 15

Office Servicing 4 4

Logistic Management • 2 10

System Analysis 6 4 10 TABLE 13 (con't)

1 2 3 4 5 6 Projected Present No. No. of No. of Additional (x) of employees Liberians retirements No. of Technical Occupation Presently by 1980 employees employed needed by 1980

Architectural 12 8 15

Civil; Municipal Planning 1 1 14

Drafting & Design 26 22 36

Electrical 9 5 4

Electro-mechanical x 8

Metallurgical x 6

Welding Fabrication 1 1 5

Agricultural Inspection/ Regulation x 7

Civil Eng. Technology 5 2 TABLE 13 (con't)

1 2 3 4 5 6 Projected Present No, No. of No. of Additional (x) . of employees Liberians retirements No. of Technical Occupation Presently by 1980 employees employed needed by 1

Building Maintenance 3 2

Tapping Superintendence 47 34 60

Aviation (Mechanics) 18 16 28

Aviation (Ground Personnel) 12 12 17

Totals 251 177 272 84

Data Relating to Objective Eight Objective Eight — To identify total number of persons needed in each technical occupation by 1980. The completed questionnaires provided some data to meet the requirements of Objective Eight. Table 13 presents the data relating to Objective Eight. It is noted in Table 13 that an additional 272 persons w ill be needed in a ll technical occupations indentified by the selected employment systems that participated in this study. The greatest need appears to be in general secretarial (27), office management (15), architectural (15), drafting and design (36), tapping superintendence (68), and aviation (45). The least need appears to be in accounting (2 ), computer programing (2 ), executive secretarial (4), graphic production (2), and electrical (4).

Secondary Objective Secondary Objective - - To identify some barriers to manpower develop­ ment in Liberia and their alternate solutions. Five of the selected participants (BWI, Firestone, Ministry of Labour and Youth, Ministry of National Planning and Economic A ffa irs , and the United States Trading Company) completed the questionnaires and provided information relative to this objective. Table 14 following presents information relating to the secondary.objective. The responses appear to be highly personalized, and w ill be analyzed and discussed in Chapter V. 85

TABLE 14

SOME BARRIERS AND THEIR ALTERNATIVE SOLUTIONS TO MANPOWER DEVELOPMENT IN LIBERIA

Barriers Alternative Solutions Politics Remove or reduce politics Insufficient funds Provide adequate funds .‘for educational programs.

Limited qualified personnel Provide attractive incentives for recrui tment. Students lack firm educational Provide better qualified foundation teachers fo r elementary and junior high schools.

Lack of commitment Government's willingness to design and support a crash human resources development program. Uncoordinated Efforts Lines of functions should be established with the various inputs fitted together. Scattered Statistics The many lists of administrative statistics available within the various sectors could become more useful. <

i TABLE 15

SUMMARY OF THE DATA

1 2 3 4 5 6 7 Technical Occupation Projected Present No. Liberian Non-Liberian 5 as % Additional (x) of employees . employed employed 3 needs bv 1980

Accounting 40 2 38 95 2

Computer Programing 3 2 1 33 2

Executive Secretary 5 5 - - 4

General Secretarial 37 37 - - 27

Graphic Production 11 11 - - 2

Office Management 9 9 - - 15

Office Servicing 4 4 - --

Logistic Management 2 - 2 100 10

System Analysis 6 4 2 33 10

Architectural 12 8 4 33 15

Civil: Municipal Planning 1 1 - - 14 TABLE 15 (con't)

N

1 2 3 4 5 6 7

Technical Occupation Projected Present No. Liberian Non-Liberian 5 as % Additional (x) of employees employed employed 3 needs bv 1980

Drafting & Design 26 22 4 30 36

Electrical 9 5 4 44 4

Electro-mechanical X 8

Metallurgical X 6

Welding Fabrication 1 1 - - 5

Agricultural Inspection/ Regulation X - 7

Civil Eng. Technology 5 2 3 60 -

Building Maintenance 3 2 1 33 -

Tapping Superintendence 47 34 11 24 60

Aviation (mechanics) 18 16 2 11 28 %0 TABLE 15 (con't)

1 2 3 4 5 6 7

Technical Occupation Projected Present No. Liberi an Non-Liberian 5 as % Additional . _ (x) of employees employed employed 3 needs by 1980

Aviation (ground personnel) 12 12 - 17

Totals 251 177 74 30 272 89

Participants were encouraged to provide additional information or remarks regarding the need for technical education in Liberia. The following personal remarks were provided by the respondents: 1. (There) is a dire need for technical education in Liberia. Our firs t step is to provide adequate vocational/technical

education in this country, (the second step) is to strengthen

our existing vocational/technical educational structure. We then must provide the facilities to raise our institution to a technical college to re-train or train technician level manpower for our industries in Liberia. 2. A major emphasis of the Liberian public educational system should be technical. As i t stands now i t is assumed by the Ministry of Education that they are training a ll students to go on to college when only a minute percentage actually attend. There is a critical need for technically trained

manpower evidenced by a ll the concessions having to set up their own training programs in basic technical areas. This should be done when we hire them. Then a ll that would be

necessary would be specific on-the-job training. 3. In regards to programs proposed for technical education, we

are w illin g to cooperate and advise in any way. 4. The scarcity of qualified personnel is a very serious problem in the Liberian Public Educational system because

the few qualified personnel in Liberia prefer working for 90

the mining concessions or other big industries where they receive fringe benefits and salaries that are quite attractive fo r employment. 5. The nature of Liberia's public Education system depends heavily on imported technical manpower because Liberia doesn't own a technical college whereby students graduating from our vocational high school could attend a technical college to upgrade their skills. 6. Manufacturing per say should be in the technical education programs in which emphasis should be placed because we are

now talking about starting a car assembly p la n t, opening a steel m illt and many other light industries that haven't yet been introduced into the country. In view of this, Liberia has a lot of raw materials such as rubber, iron ore, lumber, etc. These are products taken to the Western World, brought back to us as finished products and sold to us at very high rates. To brake these barriers we need to have technical education in manufacturing. 7. Technical education programs in Liberia should be administered at the postsecondary level because this is where you fin d a lot of drop-outs due to financial problems. For example, a child leaving junior high school wouldn’t find a secondary school in his environment because in a ll o f the concession » areas you find vocational establishment on the postsecondary 91

level. 8. A (my) conment regarding the need for technical education in Liberia is faced with a high percentage of unemployment, par­ ticularly that of young people (in 1973/74, 4554 of the population was under 15). Many of them are moving,into the cities, especially Monrovia, hoping to make a living there. 9. To get these people o ff the road and prepare them fo r employment and self-employment in the urban and rural areas, the Ministry of Labour, Youth and Sport has implemented the following programs: 1. Business and Domestic Occupational Training 2. Basic Crafts Training 3. Agricultural Training 4. Apprenticeship Training 10. However, more has to be done by the Ministry of Labour, Youth and Sports to ameliorate these programs in quality and quantity. 11. The support of the Liberian government and the Ministries of Planning and Finance in the provision of additional manpower and financial resources, and of international expertise, is also needed. This information was useful in helping the writer to gain additional insights into the thinking of the participants regarding technical education which could not be obtained from the structured questionnaires. 92 Implications of the information are included in Chapter V.

Data Obtained from the Literature Relating to the Objectives of the Study

A c ritic a l review of the lite ra tu re was reported in Chapter I I . This Chapter contains some of the information gleaned from this review as they relate to each of the research objectives.

Data Relating to Objective One Objective One — To identify occupations currently practiced within Liberia's employment systems (private and public).

As of 1973, the following 66 major technical occupations were practiced in Liberia's employment systems. There are no available data in the literature relating to the base period (1975) of the present study. However, the literature indicates that within a decade, there w ill not be any significant changes of additions and/or subtractions in these occupations since the growth rate of the Liberian economy is very low. Of the 6,000 technical personnel indicated by the lite ra tu re (Mehmet, 1974) in the Liberian economy as of 1974, 4,000 of them were expatriate workers. The 66 major technical occupations are: 1. Accounting

2. Agriculture

3. Agronomy 4. Architectural 5. Automotive Service Management' 93

6. Aviation (ground personnel)

7. Aviation (mechanics)

8 t Aviation (piloting) 9. Bio-technology 10. Bookkeeping 11. Business Management 12. Buying 13. Chemi cal 14. C iv il 15. Commercial Arts and Designing

16, Communications (radio and T .V .) 17. Construction 18. Dental Assisting 19. Electrical

20. Electrical wiring 21. Electroni cs

22. Farm Management 23. Fire Service 24. Fluid Power 25. Food Preparation

26. Food Processing 27. Forestry

28. General Secretarial 29. Industrial 30. Insurance Sales 94

31. Machine F ittin g Assembling 32. Machine Shop Management 33. Machine Tool Setting

34. Material Handling and Procurement 35. Mechanical

36. Medical 37. Midwifery 38. Navagation 39. Nursing 40. Office Management 41. Opthalmology

42. Personnel Servicing 43. Pharmaceutical Assisting 44. Photographing 45. Photo engraving 46. Physical Therapy 47. Plumbing and Pipe F ittin g 00

•- Pri nti ng

49. Public Health 50. Radiology

51. Radio and T.V. Reparing 52. Restaurants and Hotels

53. Retail

54. Rubber Estates Management 55. Sheet Metal Working 95 56. Social Work 57. Surveying 58. System Analysis 59. Technical Sale

60. Tool Making 61. Transportation Management 62. Veterinarian

63. Watch Repairing 64. Welding 65. Wholesale

66. Zoology

Data Relating to Objective Two Objective Two — To identify projected changes in technology as utilized in production.

Throughout the literature, there was no indication relating to expected changes in the current structure of technical occupations as practiced within Liberia's employment systems within the next five years. I t appears that the employment systems in Liberia do not intend

to introduce new technology in to 'th e ir production systems. However, the literature provided data relating to structural changes in technical manpower needs within Liberia's employment systems within the next five years (Mehmet, 1974). 96 Data Relating to Objective Three Objective Three - - To id entify Government's past and planned efforts

in technical education programs. The literature indicated that the Liberian government, in 1929, established a post-primary vocational/technical institute,*Booker Washington Agricultural Industrial Institute (BWI), to.prepare skilled workers for agriculture and the service areas. Table 16 indicates BWI's 1973 enrollment by vocation (Mehmet, 1974). This effort

on the part of the government of Liberia in skilled manpower development for occupations in agriculture and the service areas is an apparent indication that the need to prepare qualified Liberians for the

country's agricultural and service occupations exists, but that

effective means to develop and administer educational and training programs beyond the secondary level are not presently available. The lite ra tu re indicated that the Ministry of Education of Liberia is presently planning to engage in a number of development a c tiv itie s which w ill affect the qualitative and quantitative aspects of education in the future. These activities are classified as follows: 1. The educational aspect of integrated rural development. 2. Curriculum revision and development. 3. Instructional materials and textbook writing and production.

4. Rural primary teacher training. 5. Technical teacher training.

6. M ultilateral (comprehensive) high school development. 97 It is of interest to note that the government of Liberia Is

planning to develop a technical teacher training programs along with curricular materials. This undertaking is necessary to meet the increasing need for local technical manpower.

TABLE 16 VOCATIONAL EDUCATION ENROLLMENT BY VOCATION BWI, 1973

Vocation 1st 2nd 3rd 4th Speci al Total Graduate year year year year student 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 Bldg. Trad/constr. 45 41 25 37 6 154 21

Radio Communications 24 11 2 6 1 44 6 Electricity 33 25 26 15 3 104 11

Home Economics - - - 1 - 1 1

Machine Shop 22 27 15 10 - 74 7 Secretarial Service 66 38 13 11 2 130 12

Totals 317 250 118 121 18 824 101

Source: Indicative Manpower Plan fo r Liberia (Mehmet, 1974)

« 98

The literature also Indicated that the government of Liberia is presently planning to establish a technical teacher training in s titu te . In addition to local vocational training programs, the lite ra tu re indicated that most of the technical personnel working in the Liberian public and private employment systems are trained abroad with Government subsidies. The number of previous and current trainees was not indicated in the literature.

Data Relating to Objective Four

Objective Four — To identify past and present efforts of Liberia's private employment systems in technical training programs. Of the ten private employment systems selected for this study, the literature indicated that three are very active in technical and skilled manpower training for their own training needs. The following private employment systems were identified by the lite ra tu re as being directly involved in skill and technical manpower development: 1. The Firestone Rubber Plantations Company 2. The German Mining Company 3. LAMCO Table 17 following indicates the major s k ill and technical areas in which the three employment systems provide training fo r selected

Liberians.

i 99

TABLE 17

TECHNICAL MANPOWER DEVELOPMENT EFFORT BY • PRIVATE EMPLOYMENT SYSTEMS IN LIBERIA

Employment System Area of Training

Firestone Secretarial Service, Bookkeeping, Nursing, and Mechanical Laboratory. LAMCO Construction, Machine Shop Practices, Automotive Services.

German Mining Company Construction, Machine Shop Practices, and Automotive Services.

Source: Indicative Manpower Plan fo r Liberia (Mehmet, 1974)

The literature indicates that in 1973, LAMCO and the German Mining Company had 120 and 45 students enrolled respectively in their training programs. There were no statistics to indicate total' student enrollment in the Firestone training programs.

In addition to the efforts of these three private employment

systems in manpower development, the lite ra tu re also indicated that many firm s, especially the larger foreign concession establishments, undertake private programs of formal or on-the-job training to meet

their specific training needs in skill areas (Clower et. al., 1966). 100 Data Relating to Objective Five

Objective Five — To identify total number of persons currently employed in each technical occupation. The literature merely provided general information as opposed to specific data related to technical occupations and personnel. The literature indicates that in 1972, there were 69,999 persons employed in Liberia's monetary employment systems. Of this number, 4J575 consisted of expatriate workers. Table 18 in Appendix K presents these data.

Data Relating to Objective Six Objective Six — To identify total number of Liberians presently employed in each identified technical occupation. The literature did not provide specific data relating to Objective

Six. However, the literature indicates that of the 62,999 persons employed in the monetary sector of the Liberian economy 58,424 of them were Liberians (see Table 18 in Appendix K).

Data Relating to Objective Seven Objective Seven — To identify expected number of retirees in each technical occupation by 1980. The literature failed to provide information relating to Objective Seven. As stated e a rlie r, one might assume that the employment systems in Liberia have not seen a need to Identify those who plan to retire during the next fiv e years. 101 Data Relating to Objective Eight Objective Eight — To id entify total number of persons needed in each technical occupation by 1980. The lite ra tu re indicates that by 1982, 736,000 persons w ill be needed for Liberia's monetary employment systems (see Table 1, p. 24).

This figure is based on the lower lim it of manpower forecast as indicated on page 24. The literature did not provide the specific information regarding technical occupations sought by Objective Eight.

Synthesis of the Data Relating to the Purpose of the Stady

The reporting of data for this study was categorized under the research objectives for the following reasons: 1. They provide a way to recognize some of the specific sources of curriculum development, such as the needs of society/community, the needs of students, and the subject matter

areas. 2. They establish a relationship between curri­ culum goals and objectives, and provide a

way of verifying i f intended goals are satisfactorily achieved. 3. They clarify some of the basic interrelation­

ships between education and economic and social development, and provide a clear under­

standing of the values of the manpower 102 requirements approach to educational planning.

It was evident that the Liberian public educational system has failed to provide the required manpower stocks (skilled as well as technical) needed by its employment systems fo r sustained economic growth. The country's narrow manpower base and its e lit is t educational system has forced her into relying heavily on expensive manpower imports to stimulate its economic growth.

Vocationalization of post-secondary education has not proved successful in producing the desired stocks of ski lied/technical manpower needed by the Liberian economy. S k ill and narrow formal, or on-the-job training programs provided by some foreign concessions to meet their training needs in their own operational activities are not quite adequate and, in the long run, may have a negative impact on manpower development and u tiliz a tio n 1n the Liberian economy. Such foreign businesses as the iron ore mining concessions which u tiliz e a greater portion of'Liberia's manpower stocks (professional, technical, and skilled), do provide skill and very few selected technical training programs fo r th e ir Immediate training needs. When the iron ore has been depleted within the next two to three decades, Liberia may be facing a massive unemployment problems because workers trained to perform specific jobs in these iron ore mining concessions w ill be le f t with s k ills not needed in the existing economy. What might follow could be undesirable sociological problems — people migrating to the urban areas to demand jobs to earn th e ir daily bread. The ultimate outcome might be social and political unrest. 103 These kinds of economic and sociological problems must be foreseen and e ffe c tiv e means provided by p o litic a l, economic, and educational planners to avoid them. Information collected for most objectives of this study suggested that the foreign employment systems operating within the Liberian economy for profitable business ventures were more concerned about th e ir train in g needs and technical education than the Liberian government. Here, in this chapter, the economic and social values of the manpower requirements approach to educational planning have been c learly d is tin c t. In the iron ore mining concessions and in the trade

(wholesale and retail) areas, professionally and technically expatriate workers hold 11.5% and 55.0% of the available jobs respectively. They also hold 67.7% of the jobs in the services (business and personal). They earn 300 times as much as their Liberian counterparts in the mining concessions, 350 times in construction, 700 times in the service areas, and 650 times in agriculture. This imbalanced economic distribution can be largely attributed to L ib eria's imbalanced educational system, which has fa ile d to produce the stocks of technical manpower for the economy. What this means in the way of education is that the Liberian public educational system w ill have to make positive moves in the direction of planning and developing the required stocks of manpower

(high-level and technical) to replace expatriate workers so as to minimize this imbalanced economic situation. Under the objectives of this study, the data obtained seem to 104 Indicate a need for a diversification of the Liberian public educational system to produce the type of manpower stocks needed for the present structure of the econoniy. And also, technical education programs must be develop to prepare persons to be versatile when the existing structure of the economy changes within the decades ahead. CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

Purpose of the Study The primary purpose of this study was to assess the need of L ib eria ’s public educational system for technical education for technical manpower development. A supplementary goal was to collect relevant data which may be utilized in the further development of technical education programs fo r manpower development.

Background of the Study A review of the lite ra tu re indicated the importance of being able to identify the need for technical education in Liberia in order to supply the country's continual technical manpower requirements. The lite ra tu re revealed that a few attempts have been made by economists and educators outside Liberia toward identifying skilled manpower needs for Liberia in the trade and/or service areas. However, no attempts have been made to assess the need fo r technical education

■i with implications fo r manpower development. The lite ra tu re also revealed that no comprehensive attempts have been made to investigate Liberia's total manpower requirements as necessary for educational planning.

Assumptions of the Study This study was predicated on the premise that technical education can be an e ffic ie n t approach to manpower development fo r developed as 105 106 well as underdeveloped economies. In a developing economy such as

Liberia which relies heavily on imported technical personnel for its agricultural and industrial development, perhaps there is more of a need fo r qualified technical manpower that can readily respond to technological changes in modern agricultural and industrialization development. In an economic system where the very survival of the people is dependent on exploitation of mineral and other natural resources, perhaps there is a need to base educational planning on targets for social and economic development. In a country where the educational system is looked upon to supply the required stocks of manpower fo r economic development, perhaps educational planning and manpower planning are inextricably interrelated. A developing country which aims at speeding up its economic development, perhaps q u alified technical manpower has a positive e ffe c t on economic and social development. And in a developing country where foreign firms exploit the resources fo r p ro fitab le business venture without adequate investment in technical training programs, perhaps qualified technicians can be provided on a permanent basis only by a sig n ifican t expansion and improvement in technical education and/or training programs in the public educational system.

Statement of the Purpose of the Study The major purpose of this study was to establish guidelines to be used as a referent for developing technical education curricula for Liberia. These guidelines were to reflect Liberia's present and future technical manpower needs for its private and public 107 employment systems in the monetary sector of the country's econorny, and effo rts of both the Liberian Government and its private employment systems in technical education and/or training programs. In order to accomplish the purpose of this study, certain objectives were explored and utilized. These objectives revolve around the recog­

n itio n o f education’ s role in human resources development fo r social and economic development. The participants of the study were asked questions in such a way that th e ir responses would greatly enhance the

developmentability of technical education programs for Liberia's

public educational system. The following objectives were used to focus on pertinent information fo r technical personnel development. Information was collected to

id e n tify ’: 1. Technical occupations currently practiced within Liberia's private and public employment systems. 2. Projected changes in technology as utilized in production.

3. Government's past and planned effo rts in technical education programs. 4. Past and planned efforts of Liberia's private employment systems in technical training programs. 5. Total number of employees in each technical occupation currently practiced in Liberia's private and public

employment systems. 6. Total number of Liberians presently employed in each

technical occupation. 108 7. Expected number of retirees in each technical occupation by 198 0. 8, Total number of persons needed in each occupation by 1980.

9. Some barriers and their alternative solutions to manpower development in Liberia.

Procedures used in the Study

Ten privat e employment systems (foreign-owned businesses) in Liberia, six of the ministries of the Liberian Government, the Liberian Chamber of Commerce, an id three of Liberia's vocational training centers were purposely selec :ted to participate in this study. The reasons for selec­ ting these employment systems were derived from the review o f the lite ra tu re which reported that these ten private employment systems utilize about 503£ of Liberia's technical manpower, and that the six Government ministries u tiliz e 30-3535 o f the country's technical manpower force. The three vocational training centers are the largest of the country's-area vocational training centers. The writer identified technical occupations practiced within Liberia's employment systems, current technical manpower needs, and manpower required by 1980 using survey techniques and a comprehensive review o f related lite ra tu re . The three training centers were surveyed in terms o f the academic and professional preparation of their administrative and instructional staffs. Also, the areas of instruction were identified. The Liberian

Chamber of Commerce was asked some questions re la tiv e to the establish­ ment of new business and industry 1n the country within the next five years. 109 A review of the literature from which the questions posed by this study were abstracted proceeded the above mentioned a c tiv itie s .

Development of the Instruments Three types of questionnaires, each consisting of items relative to the research questions posed by this study, were developed and determined to be the most appropriate types of data retrieval instruments. One type of questionnaire was designed for those selected to represent Liberia's private employment systems. This questionnaire consisted of items grouped under eleven major categories. The eleven major categories were: (1) technical occupations currently practiced within these employment systems, (2) technical occupations projected by these employment systems within the next five years as a result of foreseen technological changes utilized in production, (3) total number of persons presently employed by these employment systems In each of the technical occupations practiced, (4) total number of Liberians presently employed in each technical occupation, (5) total number of retirements in each technical occupation by 1980, (7) efforts in technical education programs for Liberians during the last five years in each technical occupation, (8) planned efforts in sponsoring Liberians in technical education programs in each technical occupation wtthin the next five years, (9) plans for providing on-the-job technical training programs for Liberians in each technical occupation within the next five years, (10) willingness to serve on an advisory committee fo r technical education programs, and (11) willingness to participate

in cooperative technical education programs. no

A special questionnaire was designed to be completed by participants representing Liberia's public employment systems. The questionnaire consisted of items reflecting nine major areas of concern. These areas were (1) technical occupations currently practiced, (2) number of employees in each technical occupation, (3) number of persons needed in each occupation by 1980, (4) number of persons trained fo r each technical occupation during the last five years, (5) number of persons trained abroad in each technical occupation during the last five years, (6) number of persons trained locally in each technical occupation during the last five years, (7) expected number of persons to be trained fo r each technical occupation within the next fiv e years,

(8) expected number of persons to be trained abroad fo r each technical occupation within the next five years, and (9) expected number of persons to be trained locally for each technical occupation within the next five years. The third questionnaire was designed for the three vocational training centers selected to represent area vocational training centers in Liberia. The questionnaire consisted o f items representing five major areas. These major areas included: (1) skill area of instruction, (2) total student enrollment in each skill area, (3) expected number of 1975 graduates in each skill area, (4) academic and professional preparation of administrative and instructional staffs, and (5) sources of curriculum development. A total of seven persons served as members of a review panel to asses the face validity and appropriateness of the questionnaires before they were mailed to the participants. m The president o f the Chamber of Commerce of Liberia was writtefo two letters in an effort to get information regarding expected number and types of new industries and/or businesses lik e ly to be established in. Liberia within the next five years along with an estimated numbe o f needed technical personnel. The w rite r did not get any response to either of the two letters.

Co11ection o f Data The collection of data for this study took place during an elgnt- month period. The participants were forwarded a package of questiohnaires through two coordicators in Liberia who agreed to coordinate the distribution and collection of the instruments after completion. Each questionnaire was accompanied by an introductory letter signed by this w rite r and approved by the chairman of the advisory committee to this study. June 21* 1975, was established as the deadline for returning the questionnaires. Follow-up letters were forwarded to the coordinators on June 18 as a reminder that responses to the questionnaires had not been returned to the writer within a reasonable time period. Fifty percent (50%) o f the questionnaires were completed and returned via registered air mail on June 23, July 7, and July 26, 1975. According to letters from the two coordinators in Liberia, all the selected participants were not w illin g to complete the questionnaires. As a result of this low return (50%), the proposal of this study to the Graduate Office of Education was amended to include the literature as a major source of data for the study. The ILO Study (Mehmet, 1974) fo r example, g reatly supplemented the findings o f the lite ra tu re 112

Presentation of the Data — " - 1 * ------*— 'V. v The results of this study can be related to its objectives. The

outgrowths of the assessment of technical manpower needs o f the employment systems in the monetary sector of the Liberian econoniy necessary for establishing guidelines for the development of technical education curricula were communicated in a variety of forms that would

each represent some aspect of the particular objective. These modes of

communication were: 1. Technical occupations practiced in employment systems. 2. Technical manpower needs for employment systems. 3. Technical training programs in employment systems. 4. Advisory committees for technical education programs. 5. Participation in cooperative technical education programs. The results relating to Objective One pointed to Liberia's private and public employment systems practicing technical occupations that require postsecondary technical training fo r a minimum of two years. The lite ra tu re and the employment systems that responded to the questionnaires indicated that Liberia needs well organized technical

education programs to produce qualified Liberians capable of replacing expatriate workers holding technical positions 1n the country's -employment systems and to stimulate its economic growth. The verificatio n of changes in technology as u tiliz e d in production

by Liberia's employment systems within the next fiv e years was the focus of Objective Two. The literature and the completed questionnaires did not provide any significant data relating to Objective Two. It is, 113 therefore, apparent that Liberia's employment systems do not, at the present, intend to introduce any dramatic changes in technology into their production systems within the next five years. Or they may not be able to predict or forecast significant changes in technological practices. Liberia's past and planned effo rts in technical manpower development for technical occupations practiced in its employment systems were the concern of Objective Three. None of the completed questionnaires provided any information relative to Objective Three. However, the literature indicated that during the past decades, Liberia has had most of its local technicians (Liberians) trained abroad under sponsorship of the Government and through aids granted by foreign countries. The literature also indicated that the Government of Liberia plans to establish a technical teacher training institute within the next decade. This is an indication that the Government of Liberia must provide the means of training its technicians at the local level. The fourth objective concerned past and planned effo rts of L ib eria's private employment systems in technical training programs. Only one of the private employment systems (Firestone) which responded to the questionnaires indicated its past performance in technical training programs for Liberians as well as its future plans. Firestone indicated that it had trained 34 Liberians in rubber estates management during the past five years and plans to train 15 more Liberians in rubber estates management within the next five years. The literature.indicated that the larger concessions provide form al, or on-the-job training 114 programs to meet their training needs and are likely to continue this practice in the decades ahead. Objective Five focused on the to tal technical mnapower force of L ib eria's monetary employment systems. The employment systems that responded to the questionnaires indicated that 251 persons were employed in their technical occupations as practiced within their enterprises. The literature indicated a number of employees generally classified in a ll occupations in Liberia's monetary employment systems.

The identification of the total number of Liberians employed in each technical occupation as practiced by Liberia's employment systems was the aim of Objective Six. The employment systems that responded to the questionnaires indicated that of the 251 technicians employed in their technical occupations, 177 (70%) were Liberians and 74 (30%) were non-Liberians. The literature indicated the total number of Liberians and non-Liberians (see Table 18, Appendix K) employed in each occupation (either classified as technical, non-technical, or professional) in L iberia's monetary employment systems. For example. Table 18 illu s tra te s that 29,433 persons were employed in professional, technical, and related occupations. The plan for determining personnel replacements in employment systems as a result of retirements was the major goal of Objective Seven. The completed questionnaires and the lite ra tu re fa ile d to establish any significant information relating to this objective for the next five years. Only one of the employment systems (the Ministry of Planning and Economic Affairs) that responded to the questionnaires,

i indicated information relating to Objective Seven. The Ministry 115 indicated that one employee in the area of graphic production technology will be retired by 1980. It is apparent that employment systems are not concerned with forecasting retirements of technical employees. Objective Eight was concerned with total technical manpower needs for each technical occupation in Liberia's ten largest monetary employment systems fo r the next five years. I t was indicated by the employment systems that responded to the questionnaires, that 272 additional technicians would be needed in th e ir employ by 1980. The literature indicated projected manpower needs in all currently practiced occupations in Liberia's employment systems by 1982 (see Table I , page

24).

Summary of the Findings As a result of the questionnaire survey, the following data and information were identified: 1. Twenty-two technical occupations were id entified (by those participants who actually completed the questionnaires) as being currently practiced within Liberia's employment systems. 2. Two hundred fifty-one technicians were identified as being currently employed in these technical occupations. 3. Of the 251 technicians, 177 (7025) were identified as Liberians

and 74 (30%) as expatriate workers.

4. Two hundred seventy-two technicians were identified as additional technical manpower needs by 1980 fo r the employment

systems that responded to the questionnaires. 5. One technician was identified to be retired from the employment 116 6. Booker Washington Institute (BWI), the only training center that responded to the questionnaires, indicated 78 persons

on its administrative and instructional staff. Of these 78

persons, 20.who teach general education requirements hold the bachelor's degree and four hold the master's degree. Of the 78 persons, six who teach in the trade areas are high school graduates, 21 hold the associate of arts/science degree, eight hold the bachelor's degree and two have earned the master's degree. On the administrative staff, six persons are high school graduates, five hold the associate of arts/ science degree, two hold the bachelor's degree and four have earned the master's degree. 7. Only one of the employment systems (Firestone) that responded to the questionnaires indicated its past efforts and future plans in technical manpower development. Firestone indicated that it has trained 34 Liberians in rubber estates management (tapping superintendence) during the last five years, and plans to train 15 more Liberians in the same area during the next five years. 8. Some barriers to manpower development in Liberia and th e ir alternative solutions were indicated (see page 85). 9. Private employment systems are willing to assist the Liberian public educational system in developing technical education

programs. 10. Private employment systems are willing to provide advisory 117

services to technical education programs and to participate

in cooperative technical education programs. As a result of the review of related literature, thefollowing data and information were identified: 1. Expatriate workers earn:

(a ). Six times as much as Liberian workers in the agricultu­ ral occupations; (b ). Three times as much as Liberian workers in the iron ore mining concessions; (c). Three times as much as Liberian workers in the construction industry; and (d). Seven times as much as Liberian workers in the service occupations. 2. The Liberian public educational system does not provide

technical education programs to meet the technical manpower requirements for the econorny. 3. Very few private employment systems in Liberia provide on-the- * job training programs to meet their i(mediate technical and

skilled manpower needs. 4. There are no statistics available relative to the technical manpower needs of the Liberian economy. 5. Macro-development plans, such as sets of national, social and economic goals fo r Liberia which could be used as a referent for developing educational programs, are not available in the literature. 118 6. A minimum of 63,000 persons w ill be needed in professional, "technical,' and related occupations in the Liberian economy by 1982.

Conclusions Based on the findings, the following conclusions seem warranted as regards the need for technical education in Liberia fo r the purpose of meeting the technical manpower requirements of the country's monetary employment systems. These conclusions f a ll into two categories: those reflecting data derived from the questionnaire survey, and those reflecting data obtained from the review of related literature. 1. I t was indicated through the questionnaire survey that technical education programs in developing economies should

re fle c t technical manpower needs of the existing employment systems. 2. The literature indicated that highest priority should be given to educational programs which would raise the quality and quantity of qualified personnel in "multiplier" occupations. 3. The lite ra tu re indicated that there should be continuous study

of changing requirements of development and linkages between the employment systems and the educational system so that there is immediate feedback to correct errors in projections of

requirements. 4. I t was indicated by the lite ratu re and supported by the questionnaire survey that technical education programs should 119

be planned In such a way that the individual will be able to learn a cluster of occupations and be able to learn new techniques or to s h ift to new jobs by retraining when necessary. 5. The questionnaire survey and the lite ra tu re indicated that clusters of agricultural occupations and occupations in the service areas need emphasis in technical education programs in Liberia. 6. The literature indicated that for the sake of rapid progress, it is highly desirable to improve the occupational performance of those persons already in employment. 7. The literature indicated that Liberia has a wealth of natural resources for continual economic growth as reflected in

manufacturing and construction industries. 8. The questionnaire survey and the literature indicated that a relationship exists between education and the social, economic, and p o litic a l development of a developing nation. 9. The questionnaire survey and the literature indicated that a limited number of trained Liberian technicians are available for the work force. 10. I t was indicated by the lite ra tu re and supported by the findings of the questionnaire survey that industry and business in Liberia rely heavily on expatriate workers for highly skilled (and better paying) jobs. 11. I t was indicated through the review of lite ra tu re that the Liberian educational system is not providing technical education programs to foster manpower development.for the econo'fiy. ■ 120 12. The questionnaire survey indicated that the private employment

systems in Liberia are willing to assist the Liberian public educational system in the development of technical education

programs. 13. The questionnaire survey and the lite ra tu re indicated that there is an evident of need to create area technical education programs in cooperation with public and private employment systems to train Liberians. 14. The literature indicated that technical education programs, as defined by this study, are not being offered by private employment systems in the Liberian economy. While the conclusions re fle c t the trend of the data and information collected fo r this study through the questionnaire survey and the review of lite ra tu re , i t must be clearly stated that these conclusions are tentative. The data and information compiled are limited on many accounts, such as a fifty percent response to the questionnaires and projected data derived from the lite ra tu re . A goal of this survey study was to provide a framework fo r more rigorous studies of assessing the need for technical education programs that would prepare technicians to foster Liberia's manpower requirements. A basis fo r making reasonable claims about the specific impact of technical education on manpower development in a developing economy such as Liberia is s t il l in the formative phase so far as the international views on occupational education and training for the less-developed countries are concerned. Indeed, there was a body of evidence gathered to show a close relationship between technical education and manpower planning for developing economies. This relationship is manifested 1n the need for technically qualified nationals to replace expatriate workers in

Liberia holding a greater percentage of technical and professional positions and collecting the highest percentage of the average monthly earning in the national employment systems.

Implications of the Results for Technical Education To some degree most educated persons may be fam iliar with the manpower problem facing the underdeveloped countries. These problems are largely generated by technological advancement and by foreign business and industrial establishments operating for p ro fit within the local economy. There is a depressing logic about the way in which some expect education should be conducted for the resolving problems caused by evolving manpower requirements. Some authorities are urging vocationalization of secondary education designed to prepare youths for s k ill performance in the service occupations within these establishments. Others are urging on-the-job training programs fo r primary school graduates to meet the training needs of these establish­ ments. Indeed there is some disagreement with these proposed approaches of meeting training requirements of employment systems in the underdeveloped economies. I t has been held in this study that the above approaches rest on the tenuous assumption that the underdeveloped countries, especially those striving simultaneously to develop agriculture and industry, are not ready for manpower development beyond the s k ill level. In re a lity , though, these approaches have not proved 122 successful in most jof the underdeveloped countries. Liberia, the country with which this study is most concerned, is a prime example of this situation. This world of throbbing technological changes dictates new urgencies in the way of education for occupational preparation in the underdeveloped economies of the world. Liberia is a critical example of these underdeveloped economies. No longer can Liberia afford to permit a greater percentage of its youth to be trained 1n narrow s k ill areas where there is immediate but most lik e ly temporary need for them. The country must produce qualified" nationals via education for high-level, technical, and s k ill occupations in the private and public employment systems in reasonable proportion as dictates by prlortv needs. Economic values and/or rewards accruing to employees in private and public employment systems are being measured; unfortunately, they are seen in an imbalanced distribution. Professional and technically trained imported workers lead nationals in professional and technical job occupancy and in pay rate. Local natural resources are being ex­ tracted and exported to deveioped economies and finished products are being imported at high costs to local consumers. Natural resources are gradually being depleted without possible replenishment in the immediate future. Economists, educators, historians, and politicians all agree that most of the local skilled workers are trained in occupations which are practically temporary so fa r as th eir working lif e span is concerned. I t is being realized that th e ir jobs might be non-existent at the end of a few decades as a result of depletion 123 of some natural resources. This tentalizing economic and social

situation creates a need for new direction in education. To hold onto some clarity in the face of this situation, Liberia needs an educational system that reflects its economic and social needs.

Part of this urge is reflected in the expressed needs of technical manpower of the existing economy. The results of this study suggest a tendency to a highly objective educational system in Liberia. The technical manpower needs expressed in this study tend to be a shared responsibility between education and economic planning. In a sense, the high demands for qualified nationals for professional and technical occupations in agriculture, the services, and in the mining concessions point to a need for a diversified educational system closely coordinated with economic planning to produce the required stocks of manpower for the econon\y so that nationals can equally share the gains of economic ’expansion and be able to diversify the use of such economic gains in the interest of posterity. In stark contrast, the on-the-job training programs conducted by private employment systems to meet th e ir immediate training needs as recommended by the lite ra tu re are those that tend to be highly questionable in a developing economy such as Liberia. For example, the temporary skill manpower needs of private (foreign-owned) employment systems within the local econoniy of an- underdeveloped country such as Liberia seen to be a diguised phase of exploitation of natural resources fo r profitable business venture. Skill manpower development by private employment systems to meet th e ir training needs, 124

■though It is professed by many authorities to be an aid to the

educational system in supplying the required stocks of manpower

fo r the economy* is no doubt another contribution to a narrow base manpower. Skilled manpower planning as important as i t is to underdeveloped economies, often creates problems ( i f not thoughtfully carried on) which usually results in massive unemployment as the need

fo r such s k ills are no longer demanded in the existing econoniy. A clear distinction needs to be made between s k ill training programs and educational programs. There are certain dangers in the rise of training programs controlled by employment systems. The programs may not measure up to the highest educational standards necessary for sustained manpower and economy development; they may be merely stopgap arrangements, or operated as a sort of modified apprenticeship with unwarranted emphasis on a limited range of s k ills .

One significant danger of the development of skill and/or vocational/ technical training programs within employment.systems in underdeveloped

economies is its probable pre-occupation with specific training for the jobs with which the employment systems are concerned. The distinctive roles of private employment systems in the training of workers and of the educational systems in the broader fields of general education and vocational/technical education should not lead

to the inferences that private employment systems and the educational system should work separately. I t would be neither re a lis tic nor wise

to overlook the excellent educational programs that could be made possible through cooperation by the educational system and private 125 employment systems. But how about the desired versatile quality of the labor force technical and skilled in varying proportions? There is, among a

surprising number of educators and economists outside of Liberia

with a deep fear of the future for the Liberian economy. Part of that fear stems from the realization of the depletion of iron ore within a few decades which might result in the irrelevancy of present s k ills as developed and u tilize d in private employment systems.

Rightly or not, words such as "iron ore depletion" and "shortage of high-level and technical manpower" should connote a knee-jerk reaction in many Liberian educators and economic planners. Can a need assessment process fo r technical education provide a foothold for a more balanced public educational system in a country that heavily relies on imported technical manpower to stimulate Its economic growth? There was a marked tendency, in the lite ra tu re and among those who responded to the questionnaires, to prefer a comprehen­ sive public educational system to create technical manpower development which reflects economic needs. Vocational education (in its narrowest sense) and on-the-job training programs, somehow seem to give vtay to the increasing support for the development of technical education 1n the Liberian public educational system. But advocating such a thrust for a public educational system has its own perils, especially if it is not planned and administered in accordance with the continual technical manpower needs of the economy. Vocational education, however, was recognized by this study as an important fosterage to manpower development 126 only in such a manner as it reflects the actual needs of skilled manpower in the existing econoiry. As adjuncts to the literature, the technical manpower need assessment approach to educational planning did foster active thought. Respondents to the questionnaires perceived a close relation­ ship- between educational planning, manpower planning, and economic development. When technical manpower needs of employment systems were thought to be integrated within the curricula of the public educational system, promised cooperation of participating employment systems with education was more evident. The private employment systems were favorably responsive to providing assistance with cooperative technical education programs and advisory services with program planning. This willingness to cooperate with education in technical manpower development did occur to some extent. One private employment system that responded to the questionnaire stated that, "a major emphasis of the Liberian public educational system should be technical. As 1t stands now i t is assumed by the Ministry of Education that they are training a ll students to go on to college when only a minute percentage actually attend. There is a critical need for technically trained manpower evidenced by a ll the concessions having to set up th e ir own training programs in basic technical areas. This should be done when we hire them Then a ll that would be necessary would be specific on-the-job training." Another employment system stated th at, "in regards to programs proposed for technical education, we are willing to 127 cooperate and advise in any way." Such expressions of cooperations suggest that technical education holds a successful promise as a unifying lin k in public education. Educators and business people who are committed to this kind of awareness may see technical education as one means of connecting the fa r-o ff with the close-at-hand in economic and social development. The implications of the results of this study for the development of technical education curricula, then, are to recognize the existing needs for technical manpower in the existing economy, to recognize the need for versatileness in the structure of technical manpower in responding to technological and econmic production changes, to recognize the econmic and social needs in replacing imported technical personnel with nationals, and to recognize the need for technical teacher education. These are made a ll the more evident because of the expressed need fo r technical education to supply the direly needed technical personnel for the employment systems. Technical manpower needs in agriculture and the services, the two most critical areas in the Liberian economy, should be recognized. These recognitions, however, may well be transitory unless they are battened down to some lasting concepts of educational planning and be continously reflected in the public education curricula. Assessing technical manpower needs, as an educational to o l, can be a mergering agent. Continuous' need assessment of technical manpower fo r educational purpose can point to some lasting broad based s ta tis tic a l requirements and infra-structure in educational administration 128 especially fo r a country that depends on imported manpower to stimulate Its econmic growth.

But perhaps foremost, i t is a way of being actively concerned with total manpower development fo r sustained econmic growth. I t recognizes the re a lity that education in an underdeveloped country must be committed to acting upon that country's manpower needs. Also, it recognizes that the manpower requirements approach to educational planning has a sound basis fo r economic and social development in an underdeveloped country. In such a country as Liberia, the technical manpower need assessment fo r educational purpose should not f a ll prey to the elements of lack-of- funds, lack-of-qualified personnel, and lack-of-facilities. Technical manpower needs assessment for educational planning, i f i t is to be an enduring concept in Liberia's public educational system, must be an integral part of the total public educational fabric.

Recommended Guidelines for the Development of Technical Education Curricula As a result of analyzing the questionnaires completed by those representatives of the employment systems who participated in this study and by reviewing the literature, the following guidelines are recommended for the purpose of technical education curricula develop­ ment in the Liberian public education system. Dr. Harold H. Brown, Vice President fo r Education of the Columbus (Ohio) Technical Institute, and his administrative assistant, provided valuable advice and assistance in the development of these guidelines. 129 Curricula Content 'VI ------Technical education is concerned wi,th design, development, testing, surveying, or mid-management functions. The technician does not replace

the professional person or the skilled worker. The technician does, however, enable the professional person to work at his highest level of education and training by providing supportive services. The technician enables the skilled worker to function effectively and

economically through coordinative and interpretive functions served by the technicians between the skilled worker and the professional. The technician in industry, agriculture, and business holds a key position between the professional and the craftsman or vocationally trained worker. The technician must be able to design, develop, and test with the use of instruments, gauges, applied science, mathematics,

common sense, initiative, and diagnosis. The technician collects data, makes computations, performs laboratory tests, and develops reports. The technician must be able to organize, program, supervise, and control the machines in plants, offices, and distributive centers. Programs should lead to the associate of arts and/or the associate of science degree in technical education and should include two-year curricula falling in the categories of:

1. Industrial and Engineering Technology

2. Agricultural Technology 3. Natural Science Technology

4. Business Technology 5. Health Technology 6. Public Service Technology The programs should provide as a minimum: 1. Thirty-six units of instruction of technical specialization

in courses clearly identified with the technical skills, proficiency, and knowledge required fo r career competency. Host courses classified as technical should include laboratory experiences. 2. Twelve units of instruction of basic related studies; these courses should be carefully selected to serve

as a foundation to the technical field and should be closely related to the technical specialty, such as mathematics and science to Industrial and Engineering

. Technology. 3. Twelve units of instruction of non-technical or general educations studies; these courses should include written, and oral communications, humanities, and social studies. 4. Twelve units of Instruction w ill be earned in a planned internship program.

' -a Transferability of Credits

The primary objective of technical education programs is the preparation of students fo r immediate employment at the conclusion of * two years of study.' In the..development'of two-year curricula, appro­ p riate attention should be given, to the requirements of a four year

technology curricula into which a graduate may desire to transfer and’ also, to the general education requirements of baccalaureate 131 degree programs. Those responsible fo r curriculum development should work cooperatively with representatives from the University of Liberia and Cuttington College to ensure transferability of credits. The desirability of providing for transfer of credits, however, should not hinder the development of a sound and effective two-year technical education program.

Information Needed fo r the Development of Programs Each program of instruction in a technical education institute should provide the following information: 1. Designation of the program with a brief description of its purpose. 2. A summary and classification of each program comprising

the curriculum in accordance with the standards as discussed below. 3. Administrative arrangement for the program, • 4. Evidence of need fo r each instructional program including

employment opportunities for graduates and how these opportunities can be established. 5. F a c ilitie s and equipment available for the program and th e ir adequacy. 6. Projected financial needs to support program and adequacy

of expected subsidy and other income to meet these needs. 7. Information about the use of consultants and advisory coimnttees in the development of instructional programs. 132 8. A satisfactory student testing, guidance, and counseling program. 9. Adequate student placement service.

10. Evidence of effective and efficient ways of avoiding and/or minimizing barriers to the development of instuc- tional programs aimed at fostering manpower development.

Faculty Standards An adequate number of full-tim e faculty and administrative personnel should be available and have earned professional credentials to assure that the following standards are met. 1. Familiarity and identification with the goals of the field of specialization. 2. Continuity of programs of instruction. 3. Adequate attention to individual students in the programs of instruction. 4. A minimum of 75 percent of the technical curriculum should be taught by faculty members who devote f u l l ­ time to their teaching and administrative responsiblities. 5. Persons holding top leadership responsibility at a departmental level should hold the master's degree or

a baccalaureate degree with other advanced preparation and experience in an appropriate field of specialization.

6. The president or dean of the in stitu tio n should hold the master's degree or the doctorate in education or any

of the physical sciences, preferably with an interest 133 and/or experience in technical education. 7. Faculty members whose assignments w ill prim arily be in the technical areas should show evidence of competencies

based on the following criteria: a. Formal education appropriate to the specialization, usually including the bachelor's or master's degrees, or th e ir equivalence demonstrated by

expertise or certification. b. Demonstrated proficiency in the area of technical specialization. c. Pedagogical competency - - successful teaching experience.

Students Students to be accepted for admission to technical education programs should be successful secondary school graduates or those who can demonstrate evidence of secondary school graduation equivalency.

Curriculum Standards Technical education programs as recommended in this study should contain the minimum semester units of instruction required for the successful completion of two years of collegiate study as determined by the University of Liberia or Cuttington College. The academic semester should be of the same duration as that recognized and practiced by the University of Liberia or Cuttington

College. 134 Internship An internship plan is an element of the in stitu tio n al program in which work experience is integrated with academic instruction, and is accomplished on a regular schedule of paid employment and related classroom instruction. This should comprise a maximum of 40 hours of work per week. An internship program should meet the following c rite ria : 1. Each student should be assigned to a qualified coordinator who: a. Is responsible for placement of students in appropriate internship positions. b. Develops formal and informal student work plans in cooperation with employers. c. V isits the employer of each student fo r conference with student and/or supervisor at least once a week during the semester the student is assigned to internship work experience. d. Teaches at least one subject on the institution campus to cooperative work experience students being supervised. e. Counsels the student regarding work progress and other matters pertaining to work experience; refers to student service or other appropriate

counseling office those students who need special assistance; and follows through to insure that

student is assisted. 135 2. When the Internship activity takes place on a half

day basis, one coordinator should be provided for each 30 students. Each student shall work a minimum of 50 clock hours to earn one semester unit of instruction. 3. Evaluation of performance in internship work experience

should be recorded as part of the student's academic record; special standards of performance should be established as a graduation requirement. 4. Students should be paid for employment resulting during their internship activity at the minimum rate paid to trainees. 5. Each intern must be enrolled in an on-campus seminar. In addition to these guidelines, the following goals relative to formalized technical education programs need to be emphasized:

1. Replacement of technical expatriate workers by nationals through technical education programs. 2. Cooperation with private and public employment systems in curriculum development in the selected areas of technology. 3. Cooperation with private and public employment systems in planning and conducting technical work experience. 4. Comprehensive industrial arts programs in the primary

and secondary schools to provide technological lite ra c y

and to prepare students for making technical or other vocational choices. 136

Recommendations for Further Study

This descriptive study into the need for technical education focused on the process of technical manpower need assessment and its contribution to manpower development. Based on the w riter's experience in completing this study, several recommendations fo r subsequent study are provided.

1. There is a need to conduct a nation-wide survey study that exerts more control over the data gathering,

survey techniques, and the participants of the study. One may wish to interview persons rather than rely on mailed questionnaires which may be misunderstood or ignored. 2. There is a need for case studies and in-depth interviews with technical personnel and with executives of employ­ ment systems so that individual patterns of response to technical education needs may be more clearly identified*

3. There is a need to conduct a technical manpower need study fo r the whole Liberian economy. 4. There should be more research done on how to in terrelate

foreseen technological changes and curricula content. 5. There is a need for a formative and summative evaluation

of technical and vocational curricula in the Liberian public education system.

6. There should be an ongoing study conducted on assessing 137 the continual needs for technical manpower for educational purpose,

7. There is a need to determine the actual in tact of technical education curricula on the social, economic, and p o litic a l aspect of developing nations. 8. It is recommended that the facilities and the instructional and administrative staffs of the Liberian vocational training centers (for example, BWI) be critically evaluated and upgraded to develop and administer pre-

technical education programs proposed by this study. Also, it is recommended that financial and professional support be assessed and provided by government and private employment systems to create technical education institutes to provide the necessary technical manpower for Liberia.

9. There is a need for a national assessment study to identify a macro-development plan which w ill include sets of national, social, and economic goals for Liberia that could be used as a referent for developing educational programs. 10. There is a need to conduct a fe a s ib ility study designed to identify information relative to the organization of

national apprenticeship programs with the cooperation of the private employment systems. This would provide

on-the-job technical training programs fo r those persons 138

who may wish to attain technical competencies but

who may not be able financially or otherwise to attend formal technical education programs. Such programs may also be appropriate for those technologies for whom limited employment opportunities exist and would not ju s tify a formal educational program. 11. There i s a need for a study to i denti fy key persons in business, industry, the comnunity, and politics who would serve as members of advisory councils for the development and administration of technical education programs.

Epilogue

The need for technical education for technical manpower develop­ ment identified in this study and the related technical education curricula guidelines established, warrant the immediate attention of the Liberian public education system and political and economic planners if the Liberian economy must grow progressively. The reader of these pages might liv e to witness the meeting of these needs and the development of the technical education institution as proposed here, or might as well live to witness the reverse. Whatever the situation might be within the decades ahead, i t w ill be a response to the existing educational system in Liberia. APPENDIX A LIST OF REPRESENTATIVE SAMPLES OF PRIVATE

EMPLOYMENT SYSTEMS

139 1

. LIST OF REPRESENTATIVE SAMPLES OF PRIVATE

EMPLOYMENT SYSTEMS i. , . — ■!— i ■ ■■ ■ —

1. The German-Liberian Mining Company

2. The Liberian-American-Swedish Minerals Company 3. The Firestone Rubber Plantations Company

4. The B. F. Goodrich Rubber Plantations Company 5. Measurado Corporation Consoulidated

6. Liberian National Airways.

7. The Liberian Mining Company

8. The United States Trading Company

9. The Chase Manhattan Bank (Liberia) Ltd.

10. Jos. Hansen & Soehne (Liberia) Ltd.

140 APPENDIX B COVER LETTER OF QUESTIONNAIRES TO PRIVATE EMPLOYMENT SYSTEMS ASSESSING THE NEED FOR TECHNICAL EDUCATION IN LIBERIA: IMPLICATIONS FOR MANPOWER DEVELOPMENT Advisory Committee J. Nognwulo Kolleh, Dr. James J. B uffer, J r . , Chairman Principal Investigator Dr. Donald G. Lux Juanita Spurbeck, Secretary Dr. Donald P. Sanders Phone (614) 422-2263 Dr. Robert R. Bargar April 30, 1975

Dear S ir: Your firm has been selected to provide input, via a questionnaire com­ pletion, to a doctoral dissertation research project concerned with assessing the need for technical education programs in Liberia. The research is being conducted at The Ohio State University and Professor David D. Kpomakpor of The University o f Liberia has agreed to coordinate the distribution and collection of questionnaires in L iberia. Please complete the attached questionnaire according to the instructions given and return it to Professor Kpomakpor as early as possible. You have our assurance that your responses and comments w ill be treated anonymously. The analysis of data and their application to the study will not, in any way, reflect your name and official position in the published d issertatio n . However, i f you desire th at your responses and comments re fle c t your name and position, please state so.

Your kind cooperation in participating in this study is very highly appreciated. Thank you. Sincerely yours,

J. Nognwulo Kolleh Graduate Teaching Associate Approved: cc: Professor David D. Kpomakpor Louise Arthur Grimes School o f Law University of Liberia James J. Buffer Jr. Monrovia, Liberia Professor of Education

Academic Faculty o f Industrial Technology Education, The Ohio State U niversity, 190 W. 19th Avenue, Columbus, Ohio 43210, U.S.A. 141 APPENDIX C

QUESTIONNAIRES TO PRIVATE EMPLOYMENT SYSTEMS

142 INSTRUCTIONS

Name of firm/company

Name of person completing this questionnaire (OPTIONAL)

Your occupational title

Thip questionnaire is divided into two parts. The first part Is a! table consisting of eleven (11) columns. The other part is a space provided for your personal comment or comments. Each column of the first part is self-explanatory. J

Column I. In this column are listed some of the commonly practicek tech- nlcul occupations In industries and service organizations. Ve assume that some of these technical occupations are practiced In your flita. If they are, for each of them fill out columns Til through XI.

Column II. Projected Occupations: Urite an X In this column opposite a technical occupation listed in Column I if that occupation Is projected, as a result of foreseen technological change (a) in your firm, within the next five years. If this is the case, only complete Columns V. Vlll. IX. X, and XI. I

Below the lost listed technical occupation In Column 1 (page 6) aije pro­ vided blank Gpaces for you to list those technical occupations that are practiced and/or projected in your firm but not pre-printed in Column I. List those additional technical occupations in Column I and complete the remaining columns as Indicated above.

PLEASE NOTE

TECHNICAL OCCUPATIONS AS USED IN THIS STUDY REFER TO THOSE OCCUPATIONS THAT ENCOMPASS CLUSTERS OF JOB CATEGORIES IN FIELDS OF TECHNOLOGY j AT LEVELS BETWEEN THE SKILLED AND PROFESSIONAL OCCUPATIONS. PREPARATIONS FOR TECHNICAL OCCUPATIONS ARE USUALLY DONE AT POSSECONDARY SCHOOL] LEVELS BUT LESS THAN BACCALAUREATE OR HIGHER ACADEMIC DEGREE REQUIREMENTS; THROUGH APPRENTICESHIP PROGRAMS; ON THE JOB FOR EXTENDED PERIOD OF TIME; OR THROUGH THE ARMED FORCES. |

i 143 n *- B b 3 P £ 0 p ■3 £ -• I** * it * A 1 3 « I rt rt t* n a *4 *— 3 V rl- #* "1S S s s | ** r» (% ►4It * ■3 3 nH £ m D 4 B 3 3 3 * b* r* B 3 3 ST o e f* f 1 ft iI- 3 n £ S H s 3 ~ 3Ft I At *» € *» t* >4 s *-e 3 l

M P4 ? ro jie ttd

M*4 Total nuabir of p«rioni M ••ployed in th is occupa­ tio n

3 to ta l number of Liberians ••ployed In thla occupation

Total ouabar o f parson m oeeded to thla occupation by i960

Total ouabar o f persona In a eU i occupation to be ra­ t i rad by 1980

Tea Baa your firm provided or < sponsored technical educe* no h* cion program for Liberians la thla occupation during nuabe the tea t flv a years?

yen la your f lr a p ra itn c ly *?on- aorlng Llberlane In cechni-

I llf l cal education programs in no this occupation elsevhetef

nwhe

Hat your f lr a planned to provide technical training no p-* M progress on the job a lto In thla occupation during the neat fiv e years? nrabe

Would your fire be w illing to nerve on an advisory M committee fo r technical education progress in thla no and ocher occupational

Would your flra be w illing y » * M to participate In coopera­ H tive cachnteal education progress tn thla end other • no occupations? M •m * M V sf r ? ? t> 3 C | g a. a • o n W E <3 * * f* « P. p* J ? 1 ^ S f* t E 1 e n n * 5 * § ? n a • TJ2 s r* • X p & a •* rt i I H I t [ a c f "S a a i a S nH> ¥+ 1 * 2

M t* ?r»J«etid

H T o ta l number o f pereona H employed I d th la occupa­ tio n

T otal number o f L lb a ritn e 3 employed In th la occupation

Total nunbar of pirioni needed In thla occupation by 1900

•d Total maiber o f para on a in •M thla occupation to be re- tlrad by 1980

T« Hat your fire provided or ill T aponaorad technical educa­ • «to tion program* for Llbarlana in thla occupation during tha la a t fiv e yaaraT B tabtr

T«« la your firm praatncly apon- H aorlni tlbarlana In tachnl- DO +4 eal adueatlon prograaa In thla occupation eleevhere? auabar

Raa your fire planned to provide technical training DO £ program* on tha Job a lta In thla occupation durin* i« b a t tha next flv a yeareT

Would your f l r a ba w illin g y « M to aarvo on an advlaory eonlttea for technical education program* in thla DO and other occupation*?

7 « Would your f l r a be w illin g M to participate la coopera­ tive technical education program* la th la and other BO occupational

i 9 3 r 7 ■ !? rt■B I e* & £ Ik ? •a rt ■ O nrt rt »t 9 rt Z B A rtm «kI * f i *1S’ w» rt* rt • i rt ■ 0 3 % I m rt* ■ 3 o 5 | rt 1*» ■ rt rt a s O* ■ f l n Q rt w s r ■ rt rt • • t • r* r* S rt» 4 S' rt rt•S 0 5 rt M i e *rt 1 E i i rt1 • rt “ i

8 i

rt rt EroJ act ad

rt T o ta l nisba r of paraona rt eaployad la tbla occupa- tlo a

3 Total pisbar of Llbartana onployad In (M b occupation

4 Total Disbar of paraont oaadad to tb la occupation by 1990

Total mabar of paraona In a thla occupation to ba r#- tlra d b f 1980

Tat Kaa pour flra provided or -*s aponaorad tech nical aduca- 0 0 rt cion pro fre e a fo r Llbarlana In thla occupation during Cba laat flva year*? ouabar

*■» < Za your flra preatntly apon rt rt aorlna Llbarlana In tachal- BO rt cal adueetlon prngraaa In thla occupation alarwhera? nuabar

Raa your flra planned to provide tachnleal training QO s progress on tha Job alta in chla occupation during m sbar tha Bait flva yaacat

Would your f lr a ba w illin g yaa to aarva on an advlaory H coaadttaa for tachnleal education proprana In thla aa and otbar occupational

Would your f lr a b o t r illin g to participate in coopera­ a tive tachnleal education prognaJ In th la and oth a r occupational 0 0

917 L e * 0 U 1 B o * i a t t a aa i b c m m ^ •* 9 « 0 W a D U -4 C 3 3 3 O v i ■ B £ * a « t u a w D M V s t - S *•*«*# m a 0 «a a m « V a * v* -* D.H Q P A vt A c u C D M ( h • H ■< b b a o a a a x 9 H H C f * v O a 3 H O V C I f O « O 3 1* 9 o a 9 » H H 13 p o a -o ■ V ■ U M A m jk XI -4 4J »* u ** a a t * u A U U 0 V* ti C h C u x • + * C 0 v y e SB -»• o « o m o * a c n « « « * 0 O E M • > x a *4 a 3 a U •* A U A ** O U Vi O « ■ H - l O 4 j t • a m I ** x e -a « S m o hr *4 Q *4 to ! • S f _« to V4 m * m m * ?• * ■ V %J V* hi *4 C A C »• t* K h B h « b U ■ u h a u t* a u 0 X OX Q 0 X 4 A a «a • -* x a C e k s C a * * 2 a u *4 * i o p u * a • M O H d C w u f 44 a b o v H u a w b M u x | i u o E a a 9 ► d b U 9 UJ5 9 > M O »* O w a u #v • 0 • t i M H X k m a g v 0 « 0 • a y x u 4 o u 3 vi a b «i i t M M O h « n v K » X M o c a d M t * x e « | H « 0 *0 • _ b A a a • t i C t l ►,-h u a > B M * 0 0 ^ 5 b 9 U r s r s “ I t o 3 3 a iv a B X ■ « « u 3 E £ o J a; i u a vt M • a d X A A >4 4* s:i|-aU w t a £ z n % III St H u u i II III IT V n T i l T i l l n X XI u t* m M a m a a a • a £ * a a # ►» a 3 ►> 8 1 a* 8 *I 3 >4 1 0 f*

In fliiu tr lhtr*pj

l u r j i c j l

A c c o tm c U i

U n r t l i l t t

IstM ttlx «r*lc* n u t n n t

A * U t lo n NHIIHIt l*nU*t/fiMKC htlt m amiltMtit

CsMcrdti m

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luntlT i aKnutU l

C m ir a l HtnUrlil

CZapkle 0A* Q J? *■ aft 5* t ■* 0 ■t « i I ►* a s a 1 Rp ftE rt* 1 3 | N e k—0 »*rt II 36 S5 I ■0• M r* a m a 3 Z rtm X8 1 3 EH« 0 I ac 1: 1 m •t m Z 0 ►* rt H Q M *M •» tt• rt3 »* g ►» 30 o «t a e- K • I £ a rt 8 r? qi "1rt 3 H 2- i*4 a

3 fr o jt c t t d

■4w Total Di*ber o f paraona - -4 •■ploytd In thla occupa- tlOfl

3 total nuaber of Llbarltns eeployed In th la occupation

Total ourbar of persona < needed la thla occupation by 1100

Total nunber of paraona In 3 thla occupation to bo re­ tire d by 11S0

r«* Kaa your flra provided or aposaorad tachnleal oduea- DO 3 tlos progress for Liberians la thla occupation during owaber tha la s t flv a years!

y*i la your flra praaantly spon­ soring Llbarlana in techni­ BO -t cal education progress In thla occupation elaevhera? mmber

?•« tUi your flra planned to ■4 provide technical training oo K progress on che jo b a ft* In thla occupation during otBb«r tha next flv a years?

Would your f l r a ba w illin g 7t< to serve on an advlaory >4 coaelttea for technical education progress in this BO and ether occupational

Would your flra ba w illing y « i to participate In coopera­ 3 tive tachnleal education programs la th is and other BO occupational in *e e r m f n ** £ rr H m ►ft m « 3 rr r S B B ►ft *♦ ft t *• • e i f m ft* 0 t- 0 0 E »Jr SF rw s '* tt it ■* a E a* I H C p* m 2 s f* i • r» ft* ►ft S t i fts 1 £ ft Ift*a

ft* ftl Projected

H Total ninbar of paraona ft* employed in eMa occupa~ t i n

T o ta l m nbar o f L ib o r tana aaplojrtd In chla occupation

T o ta l nuabar of poracma fltadad In thla occupation by 1960

Total ouabar cf paraona in 3 thla occupation to ba re* tlr a d by I960

yea Kaa your flra provided or 3 aponaorad tach nleal educe- so ft* tlon progras* for Llbarlana in tbla occupation during m *bar tha laac flva yeara?

7«B *1 la your f l r a p raatn cly spon­ ft* soring Llbarlana In techni­ DO cal education progress In aupbir thla occupation eleavhafal yea Baa your flra planned to no H provide tachnleal training prograaa on tha Job alta t n thla occupation during araber tha oaat f lv a yeccaT

Mould your flra ba w illing y * » H to tarva on an advisory coralttaa for tachnleal education pregraaa in thla DO and other oceupatlanaT

Mould your f l r a ba w illin g y « to participate in coopera­ a tive technical education progress in tbla and other - no occupational PEHSOHAL COMMENTS

We very highly appreciate your cooperation In filling out thla questionnaires. If you have any consents regarding any part or parts of the questionnaire, please write then down in tha space provided below. Also, your consents regarding the need for technical education In Liberia would be appreciated.

Assessing the Keed for Technical Education In Liberia: Implications for Manpower Development-—A Doctoral Dissertation. Academic Faculty of Industrial Technology Education, The Ohio Stats University, 190 W. 19th Avenue, Columbus, Ohio 43210. APPENDIX D LIST OF SELECTED PUBLIC EMPLOYMENT SYSTEMS

151 LIST OF SELECTED PUBLIC EMPLOYMENT SYSTEMS

1. The Ministry of Education 2. The Ministry of National Planning and Economic Affairs

3. The Ministry of Labour and Youth 4. The Ministry of Public Works and U tilities

5. The Ministry of Agriculture 6. The Ministry of Labour and Commerce

7. The Liberian Chamber of Commerce

152 I I

\

APPENDIX E

COVER LETTER OF QUESTIONNAIRES TO

PUBLIC EMPLOYMENT SYSTEMS

153

« ASSESSING THE NEED FOR TECHNICAL EDUCATION IN LIBERIA: IMPLICATIONS FOR MANPOWER DEVELOPMENT ^Advisory Committee J, Nognwulo Kolleh, Dr. Janies J. Buffer, J r ., Chairman Principal Investigator Dr. Donald G. Lux Juanita Spurbeck, Secretary Dr. Donald P. Sanders Phone (614) 422-2662 Dr. Robert R. Bargar April 30, 1975 Dear Sir: Your ministry has been selected to provide input, via a questionnaire completion, to a doctoral dissertation research project concerned with assessing the need for technical education programs in Liberia. The research is being conducted a t The Ohio State University and Mrs. Mietta V. Mason of The Kakata Rural Teacher Training In stitu te agreed to coordinate the distribution and collection of questionnaires in Liberia. Please complete the attached questionnaire according to the instruction given and return i t to Mrs. Mason as early as possible. You have our assurance that your responses and comments w ill be treated anonymously. The analysis of data and their application to the study will not, in any way, reflect your name and official position in the published dis­ sertation. However, i f your desire that your response and comments reflect your name and position, please state so. Your kind cooperation in participating in this study is very highly appreciated.

Thank you. Sincerely yours,

cc: Mrs. Mietta V. Mason J. Nognwulo Kolleh Kakata Rural Teacher Graduate Teaching Associate Training Institute, Kakata, Liberia Approved:

James J. Buffer, Jr. Professor of Education

Academic Faculty of Industrial Technology Education, The Ohio State University, 190 W. 19th Avenue, Columbus, Ohio 43210, U.S.A.

154 APPENDIX F QUESTIONNAIRES TO PUBLIC EMPLOYMENT SYSTEMS

155 instructions

Name of M inistry Name of person corseting this questionnaire______(o p tio n a l) Your occupational ti t ie This questionnaire is divided into four parts. The firs t part is a td»le consisting of nine (I) columns. The second part consists of questions designed to spotlight some of the general critica l areas In technical manpower development. The thirdpart: is a two - part taale which w ill end)le .you to 11st some of the carriers and their alternative solutions in technical manpower development in Liberia. The fourth is a space provided for your eonnent or coinnents.

PART I Column 1. Technical occupations: In this column are listed some of the commonly practiced technical occupations in pibHc and private institutions. We assume that some of these technical occupations are practiced within your ministry- If th^y are, fo r each o f them f i l l out colutms2-9. Column 2. L is t the nwtber o f persons presently employed in your m in is try In the- technical occupation listed in Column 1. Column 3. List the estimated nimber of persons your ministry f i l l need In the- technlcal occupation lis te d in Column 1 by 1980. Columns 4 . 5. and 6. L is t the nunber o f persons c u rre n tly employed in your m in is try in Column 4 in the technical occupation listed in Column 1 who, during the past five years, received their technical trainings under your sponsorship and/or through the Ministry of Education, Lberia. List the nurber of those persons w ho w ere trained locally 1n Column 5 and the nunoer of those trained aaroad in Column 6. Columns 7.8. and i. List the nunoer of persons you plan to sponsor and/or recomrend for sponsorship to the Mnlstry of Education for technical training in the occupation listed 1n Column 1 within the next five years. List in Column 8 the estimated nunber of persons who w ill oe trained locally and those In Column 9 who w ill be trained a:road in the technical occupation listed 1n Column 1 within the next five years. Below the last listed technical occupation In Column 1 (page 4} are provided blank spaces for you to lis t those technical occupations that are practiced in your ministry but not pre-prlnted in Column 1. List those additional technical occupations in Column 1 and complete the remaining columns as indicated cbove. PLEASE NOTE TECHNICAL OCCUPATIONS AS USED IN THIS STUDY REFER TO THOSE OCCUPATIONS THAT ENCOFPASS CLUSTERS OF JOB CATEGORIES IN FIELDS OF TECHNOLOGY AT LEVELS BETWEEN THE SKILLED AND PROFESSIONAL OCCUPATIONS. PREPARATIONS FOR TECHNICAL OCCUPATIONS ARE USUALLY DONEAT POSTSECONDARY SCHOOL LEVELS BUT LESS THAN BACCALAUREATE OR HIGHER ACADEMIC DEGREE REQUIREMENTS; THROUGH APPRENTICESHIP PROGRAMS: ON THE JOB FOR EXTENDED PERIOD OF TIFEs OR THROUQi THE ARKEO FORCES.

156 WATER DISPOSAL CIVIL: KJillClPAL KJillClPAL CIVIL: EA SCEAIL | LEGAL SECRETARIAL Q n > HO t/» o ■o r-i tn m *o n rt U. OCCUPATION TECHNICAL 5 2 8 2 2 S 3 St n r b ?S ■n n P PI v 3D C o c P m ri g < = -C n Cl Pi O v»o pi i ? n s O.M (/I in — 3Z B C “ 3 SB § 1 » n 8 n n r n r s m z c o r t c S a «•« So** R" PI | s h h 73 m ts a ^ -H X in 2 •—• •£ R tfl g s 38 §1 C*t K* s i O in r~ 3 ? O g m o 3D fc4pl V) ■» e JE ae s P at c s T» O p s P P ffl ? 01 B 8 s at -e tft •

N tft NO. OF EMPLOYEES

N a w HO. OF EMPLOYEES NEEDED 2Y I960

Ul * NO; OF PERSONS TRAINED WITHIN THE LAST FIVE YEARS

o Ul NO. OF LOCALLY TRAINED

w 01 NO. OF FOREIM TRAINED

EJECTED NO. OF Ul *4 TRAINEES WITHIN NEXT FIVE YEARS

V s

o CD NO. OF LOCAL TRAINEES \ \

Ul V NO. OF FGREISI TRAINEES 158

S s 0>• * l i M 3 a s s - o

TECHNICAL LOCALLY 0 1*5- UUM OCCUPATION H k J lk U. u> l l Q

OF OF EWLOYEES UK, o ae O X * 3 3 0 fK LAST LAST FIVE TEARS NO. OF NO. FOREIOI OF TRAINED NO. NO. NO. OF EK>L0YEES WITHIN THE s a TRAINED U l - X s i ac»~

I 2 3 4 5 6 7 0 9

ELECTRICAL

ELECTRONICS

ELECTRO- IECKAHICAL

FECKANICAL

FETALIURQCAL

UaDING FABRICATION

AGRI-BUSINESS

ACRICULTURAL INSPE­ CT ION/RE OJLATION

AGRICULTURAL POWER EQUIPMENT

ACRICULTURAL RE­ SEARCH LABORATORY

DAIRY CATTLE PRODUCTION

EDUCATIONAL ASSIST.

FOREST FANAffiHEHT

SOIL FERTILITY/ PLAIT NUTRITION

HATER QUALITY CONTROL

AUDIO-VISUAL 159

PART II

Please answer the following questions by underlining the letter or letters that best describe or represent your choicel There are also spaces provtded fo r your comment o r comments.

1. When thinking about planning technical education programs 1n the less developed countries, many problems appear as obstacles to the successful operation of the programs. Which of the following would you say 1s a very serious problem 1n the Liberian p u b lic educational system?

a. Equipment and to ols b. Materials (software) c. Salaries for personnel d. Qualified personnel e. Indef1nab1l1ty of program objectives f . Other (s) (please specify) 2. Liberia has, during the past years, depended heavily on Imported technical manpower. Which o f the fo llo w in g would you say has been g re a tly responsible fo r th is dependency?

a. Hie nature of Liberia's public educational system b. negative public policy towards technical manpower training programs. c. Lack o f q u a lifie d personnel d. Lack of Information relative to technical manpower planning e. Other (s) (please specify)

3. Booker Washington Agricultural and Industrial Institute Is 46 years old this year, 1975. Assuming that the institute was established 1n Liberia fo r the purpose of training selected Liberians to become technicians In every phase of Liberia's Industry so as to minimize and/or stamp out the importation of foreign technicians 1n Liberia, would you say that the Institution has been successful 1n serving the purpose for which 1t was established? a. Ves b. No

4. Please b r ie fly assess your answer (#31 above.

5. In which of the following areas would you say that technical education programs In L ib e ria should be emphasized? a. Manufacturing

b. Construction c. Agriculture d. Other (s) (please specify) 6. Please assess your selection (s) above, #5.

7. In addition to #5 above, In which of the following areas of technology • would you say that Liberia direly needs a fu ll team of technical manpower? a. Chemical technology b. Electro-chemical technology c. Electronics technology d. Chemical-mechanical technology e. Mechanical technology f. Other (s) (please specify)

8. Would you say th a t technical education programs In L ib eria should be administered at the postsecondary level? a. Yes b. No

9. Please justify or assess your answer 1n #6.

PART I I I

We assume that manpower planning and educational planning are Inextricably Interrelated. Both must utilize information that would facilitate an effective and efficient planning for the purpose of producing qualified and productive citizenry. Some such information regards funds, students and their Interests^ qualified personnel, physical fa cilitie s, barriers and/or obstacles (political, social, and otherwise), etc. In your own judgement, please 11st on this sheet some of the barriers or obstacles that have blocked and are s till blocking Liberia from producing well qualified manpower. Also,. 11st some alternative solutions that can be used to minimize those barriers.

BARRIERS' ALTERNATIVE SOLUTIONS' 161

PART IV

We very highly appreciate your cooperation in fillin g out this questionnaire. I f you have any comuents regarding any part or parts of the questionnaire, please w rite them down 1n the space provided below. Also, your comments regarding the need fo r technical education in Liberia would be appreciated.

Assessing the Need for Technical Education in Liberia: Implications fo r Manpower Development — A Doctoral Dissertation. Academic Faculty of Industrial Technology Education, The Ohio State University, 190 W. 19th Avenue, Columbus, Ohio 43210. APPENDIX G LIST OF VOCATIONAL TRAINING CENTERS LIST OF VOCATIONAL TRAINING CENTERS

1. The Liberian-Wedish Vocational Training Center 2. The Liberian-German Vocational Training Center 3. Booker Washington Agricultural and Industrial

In s titu te

163 APPENDIX H COVER LETTER OF QUESTIONNAIRES TO VOCATIONAL TRAINING CENTERS

164 ASSESSING THE NEED FOR TECHNICAL EDUCATION IN LIBERIA: IMPLICATIONS FOR MANPOWER DEVELOPMENT Advisory Committee J. Nognwulo Kolleh, Dr. James J. Buffer, J r ., Chairman Principal Investigator Dr. Donald G. Lux Juanita Spurbeck, Secretary Dr. Donald P. Sanders Phone (614) 422-2661 Dr. Robert R. Bargar

April 30, 1975

Dear Sir: Your institution has been selected to provide input, via a questionnaire completion, to a doctoral dissertation research project concerned with assessing the need for technical education programs in Liberia. The research is being conducted at The Ohio State'University and Mrs. Mietta V. Mason of The Kakata Rural Teacher Training In s titu te agreed to coordinate the distribution and collection of questionnaires in Liberia. Please complete the attached questionnaire according to the instruction given and return i t to Mrs. Mason as early as possible. You have our assurance that your responses and comments w ill be treated anonymously. The analysis of data and their application to the study will not, in any way, reflect your name and official position in the published dissertation. However, i f you desire that your responses and comments reflect your name and position, please state so. Your kind cooperation in participating in this study is very highly appreciated.

Thank you. Sincerely yours,

J. Nognwulo Kolleh Graduate Teaching Associate cc: Mrs. Mietta V. Mason Approved: Kakata Rural Teacher Training Institute, Kakata, Liberia James J. Buffer, Jr. Professor of Education

Academic Faculty of Industrial Technology Education, The Ohio State University, 190 W. 19th Avenue, Columbus, Ohio 43210, U.S.A.

165 APPENDIX I QUESTIONNAIRES TO VOCATIONAL TRAINING CENTERS QUESTIONNAIRE

Please answer the following questions by putting a circle around the letter that represents your choice In each question. Spaces are also provided for your comments.

1. As an administrator of educational programs, you want to Introduce some improvements and/or innovative ideas into your programs, which of the follow ing would be your f i r s t approach?

a. Upgrading of the instructional staff.

b. Improvement and/or revamping of the total curriculum.

c. Improvement in student admission policies.

d. Improvement o f physical f a c i li t i e s .

e. Other (s) (please specify)

2. Please give a brief reason (s) for your choice above (#1). Also rank order and assess the above choices were they to be approached a t a l l .

3. Communication between an in s titu tio n of learning and the to ta l community, and within the institution itself, is very vital to the successful opera­ tio n of the education programs th at are being carried out w ithin the institution. As an educational administrator in Liberia, which of the follow ing groups would you say th a t you often have the most d i f f i c u lt communication problems with so far as an efficient administration of educational programs is concerned?

a. The fa c u lty

b. The student boc(y

c. The Ministry of Education

d. The board of trustees of your institution.

e. Other (s) (please specify)

4. Are you and your staff currently working with Industry and business to determine curriculum needs?

a. Yes b . No

167 168

5. I f your answer (#4) 1s yes, please U s t the companies or business or Industrial organizations and check the column that best describes their contributions.

NAI-E OF COM*ANY JOB CLASSROOM EQUIP FENT EQUIP TOOLS AND TOOLS MATERIALS EffERIENCE (SOFTWARE) INSTRUCTION DEVELOPFENT SERVICES INSTRUCTIONAL CURRICULUM ADVISORY. (COOPERATIVE) AND EVALUATIOF AND

6. When thinking d>out planning technical educational programs In the less developed countries, many prcblems appear as cbstacles to the successful operation of the programs. Which of the following rfould you say 1s a very serious problem in the Liberian pibHc educational system? a. Equipment and tools b . Materials (software) c. Salaries for personnel d. Qualified personnel e. Indeflncb 111 ty of program dbjectlves f. Other (s) (please specify)

7. Llaerla has, during the past years, depended heavily on Imported technical manpower. Which of the folloving would you say has been greatly responsible for this dependency? a. The nature of Liberia's pibHc educational system b. Negative p ib llc policy tovards technical manpower training programs c. Lack of qualified personnel d. Lack of Information relative to technical manpower planning e. Other (s) (please specify) 169

8. In which of the following areas of technology would you say that technical education programs 1n Liberia should be emphasized? a. Manufacturing b. Construction c. Agriculture d. The services e. Other (please specify)

9. Please b rie fly assess your selection (#6) above.

10. In addition to #6 above, 1n which of tne following areas of technology would you say that Liberia dlrely needs a fu ll team of technical manpower? a. Chemical technology b. Electro-chemical technology c. Electronics Technology d. Electro-mechanical technology e. Chemical-mechanical technology f . Mechanical technology g. Other (s) (please specify)

11. Please f i l l in the spaces below. This w ill provide us with some description of the academic and professional preparation of your instructional and administrative staffs. List the number of personnel in the indicated column opposite the given academic level on the left.

IHSTRUCTIOHAL STAFF ADMINISTRATIVE STAFF ACADEMIC LEVEL ACADEMIC VOCATIONAL HIGH SCHOOL DIPLOMA ASSOCIATE OF ARTS/SCIENCE

B.A/B.SC

M.A/M.SC

PH.D./ED.D * 170

12. Please Indicate the number of students your institution and/or organi­ zation has graduated or qualified 1n the following areas from 1970 to 1974 Inclusive. Also indicate the estimated number of graduates for 1975. In the last column on the right, please list the nu of your total program enrollment.

NUMBER OF GRADUATES ESTIMATED NUMBER OF TOTAL ENROLLMENT AREA OF STUDY 1970 -1974 GRADUATES. 1975 1975 AGRICULTURE AUTOMOTIVE MECHANICS BOOKKEEPING SECRETARIAL SERVICE CARPENTRY DRAFTING CABINET MAKING MASONRY HOME ECONOMICS ELECTRICITY PLUMBING CONSTRUCTION 171 We assume that manpower planning and educational planning are Inextricably Interrelated. Both must utilize Information that would facilitate an effective and efficient planning for the purpose of producing qualified and productive citizen ry. Some such Information regards funds, students and their 1nterests( qualified personnel, physical facilities, Carriers and/or obstacles (political, so cial, and otherwise), etc. In your wn judgement, please 11st on this sheet some of th eo arrlers or obstacles that have been blocking Liberia and are s t il l blocking her from producing well qualified manpwer. Also, lis t some alternative solutions that canoe used to minimize those b arriers.

BARRIERS______,______ALTERNATIVE SOLUTIONS / /

’ 172

PERSONAL COMMENTS

We very highly appreciate your cooperation in filling out thla questionnaires. If you have any comments regarding any part or partB of the questionnaire, please write them down in the space provided below. Also, your cotnnents regarding the need for technical education in Liberia would be appreciated.

Assessing the Heed for Technical Education In Liberia: Implications for Manpower Development— A Doctoral Dissertation. Academic Paculty of Industrial Technology Education, The Ohio Stats University, 190 W. 19th Avenue, Columbus, Ohio 43210. APPENDIX J SPECIMEN FOLLOW-UP LETTER

TO SELECTED PARTICIPANTS

173 PLEASE NOTE: This page not included in material received from the Graduate School. Filmed as received. UNIVERSITY MICROFILMS APPENDIX K SOME RELEVANT FINDINGS OF THE ILO STUDY

175 TABLE 18

Average Monthly Earinings, 1970 -1972, by Industry

and Nationality

(Amounts are In US $)

Industry 1970 • 1971 1972 & Type of Workers Liberian Non-African Liberian Non-African Liberian Non-African

1. Agriculture

Salaried Workers 141 956 140 1,041 146 942 Wage Workers 43 42 37

2. Mining Salaried Workers 287 796 302 850 314 920 Wage Workers 91 94 104

3. Construction Salaried Workers 174 987 155 1,047 282 982 Wage Workers 60 66 83

4. Services Salaried Workers 135 898 141 993 122 848 Wage Workers 96 112 r 112

5. Government (All Workers) 62 73 76

S00BCE; Indicative Manpower Flan for Liberia TABLE 19

- TOTAL EMPLOYMENT IN 1962 and 1972

Total Employment Occupational

Distribution

ISCO Code Occupation Description 1962 1972 1962 1972

1. Professional, Technical & related workers 7589 29433 1.9 5.0

2. Administrative, Executive & Managerial Workers 2111 4799 0.5 0.8

3. Clerical and Sales Workers 15393 46770 3.8 8.0

4. Farmers, Fishermen, Hunters, Loggers & Related Workers 308694 399265 78.2 68*2

5. Miners, Quarrymen & related Workers 6902 7762 1.8 1.3

6. Workers in Transport and Communication Occupations 6070 16281 1.5 2.8

7. Craftsmen, Production Process Workers & Labourers 40462 58619 10.3 10.0

8. Service, Sport and Recreation Workers v 7771 22919 2.0 3.9

SOURCE: Indicative Manpower Plan for Liberia TABLE 20

EXTENT OF EXPATRIATE EMPLOYMENT IN LIBERIA BY INDUSTRY

(1) (2) (3) (4)

Industry Reported Employ-. Expatriate ■ (3) as % of ment in 1972 Workers in 1973 (2)

1. Agriculture, Fishing and Forestry 23053 257 1.1

2, Mining and Quarrying 10877 1252 11.5

3. Manufacturing 1866 132 7.1

4. Electricity, Water and Gas 940 28 3.0

5. Construction 895 54 6.0

6. Trade (Wholesale and Retail) 2608 1435 55.0

7. Transport, Storage and communication 3150 156 5.0

8. Services (Business and Personal) 1072 728 67.9

9. Government 18538 533 2.9

TOTAL 62999 4575 7.3 TABLE 21

EXPATRIATE EMPLOYMENT BY INDUSTRY AND OCCUPATION INDUSTRIES

Elec. Rest & Bus Pers Agri Mining MFG. Water Constr. Trade Hotels Trans. Secv. Serv. Occupations Occupation Industry Code Code . ' "A" "B" "C" "D" "e" "f " "G" "H" "I" "J" Total Percent frot. Tech. and Kel. 0/1 91“ 445 28 10 16 121 8 47 16 348 1124 27.81 Chemists Oil 1 4 2 7 Phys. Scl. N.E.C. 013 3 2 5 Architects 021 1 1 Civil Engineers 022 5 5 El. and Elec. Eng. 023 1 5 1 2 1 1 11 0.57 Mechanical Engineer 024 7 4 3 2 7 23 0.57 Chemical Engineer 025 2 1 3 Mining Engineer 027 1 4 5 Industrial Engineer 028 5 1 2 8 Engineers N.E.C. 029 14 48 5 8 8 18 1 3 15 120 2.97 Surveyors 031 7 *• 1 1 9 El. and Eln. Tech. 034 2 7 5 1 2 17 Mech. Eng. Tech. 035 56 1 3 1 9 69 1.71 Mining Tech. 038 6 1 7 Eng. Tech. N.E.C. 039 1 61 6 14 8 12 102 2.52 Air Pilot, Nav. and FI. Engineer 041 9 1 10 1 21 0.52 Ship's Deck Off and Pilots 042 11 23 2 4 40 1.00 Ship's Engineers 043 3 9 12 Bio. Zoo and Rel. 051 2 2 Agronomists and Rel. 053 1 Bio. Technicians 054 5 1 6 Medical Doctors 061 9 20 12 41 1.01 Dentists 063 2 3 5 Dental Assta. 064 1 1 Veterinarians 065 1 1 2 Pharmacists 067 1 4 3 8 Pharra. Assistants 068 1 1 Diet, and Pub. Health Nurse 069 . 3 3

SOURCE: Indicative Manpower Plan for Liberia TABLE 21 (cont'd)

Elec. Rest A ■ Bus Fers. OCCUPATIONS Anri. Minins MFG. Water Construct Trade Hotels Trans.: Services Serv. Occupations Occupation Industry Code TITLE Code "A" "B" iign n jjn "E" 0^11 tig” "H" H jn "J" Total Percent Prof. Nurses 071 6 34 1 30 71 1.76 Prof. Miduives 073 1 2 3 Optometrists and Optic. 075 2 2 Physiocherap and Rel. 076 4 4 Med. X-Ray Tech. 077 1 1 Med. Dent., Vet., N.E.C. 079 1 2 3 Math, and Actuaries 0S2 1 1 System Analysts 093 1 2 3 Computer Program 084 7 1 8 Economists 090 1 4 1 6 Accountants 110 20 21 6 4 51 1 6 10 9 130 3.22 Univ. and High Ed. Teach. 131 2 7 10 19 0.47 Secondary Ed. Teach. 132 6 65 2 130 203 5.02 Pre-Prim. Ed. Teach, 134 3 3 Teachers N.E.C. 139 5 , 1 11 17 Ministers and Rel. 141 62 62 1.53 Writer and Re. 159 1 1 Coma. Artists and Design 162 4 4 1 1 10 Photo and Cameramen 163 1 1 Musician and Singers 171 1 1 Actors and Direct. 173 7 7 Producers 174 2 2 Librarians, and Rel, 191 1 1 Social Workers 193 2 5 7 Personnel and Occ. Spec. 194 8 1 4 ' 13 Translators 195 2 2 Other .Prof. and Tech. 199 2 1 4 2 8

SOURCE: Indicative Manpower Flan for Liberia TABLE 21 (cant'd)

Elec, Rest 6 Bus Pers. OCCUPATIONS Anri. Mining MFG. Water Construct Trade Hotels Trans. Services Serv. Occupations Occupation Industry Code upii twit TITLE Code "A" "B" "C" "D" "E" "G” »H" "j" Total Percent Admin, and Managers 2 9B 77 43 8 17 273 6 63 51 102 738 18.26 General Mgr, 211 36 13 17 4 9 117 4 30 34 49 313 7.74 Production Mgr. 212 7 12 7 2 1 29 0.72 Mgr. N.E.C. 219 55 52 19 4 B 156 2 33 15 52 396 9.80 Clerical and Related 3 3 90 2 1 2 25 1 19 7 18 168 4.15 Cler. Supervisor 300 3 3 2 1 9 Secretary and Bel. 321 2 28 1 1 6 5 3 8 54 1.33 Bookkeepers and Cashiers 331 9 ' 1 5 1 1 3 3 23 0.57 Book and Cashiers NEC. 339 1 1 Aut. Data-Prgdc. Hach. Opp. 342 1 I Trans, and C oed. Supv. 359 1 30 1 6 7 1 46 1.14 OEEice Cler. (Gen.) 391 15 1 16 Receipt and Travel Clerk 394 4 1 5 Clerks. N.E.C. 399 4 1 3 5 13 Sales Workers 4 14 13 20 2 975 6 19 21 50 1122 27.76 Managers (Trade) 400 3 3 9 483 3 10 4 21 536 13.26 Working Prop. Trade 410 6 1 11 1 389 5 3 12 23 451 11.16 Sales Supervisors 421 1 16 17 Buyers 422 3 6 3 12 Tech. Salesmen 431 1 2 1 2 6 Mfg. Agents 432 2 1 3 Ins. & Real Estate Sales 441 1 3 4 Bus Serv. Sales 442 2 1 1 1 5 Appraisers and Rel. 443 1 1 Salesnen N.E.C. 451 82 2 1 2 87 2.15

SOURCE! Indicative Manpower Flan lor Liberia TABLE 21 (cont'd)

Elec. Con­ Rest 6 Bus Pers. OCCUPATIONS Agrt. Hiding KfR. Water struct Trade Hotels Trans. Serv. Serv. OCCUPATIONS Industry code Occupation TITLE Code "A" nfl» "C" "u" "E" iyn nGn nHn nIn "j" Total Percent

Hotor-Vehlele Hech. 643 53 2 1 6 6 2 8 78 1.92

Airplane Eng. Hech, 644

Machine Fitter, NEC 849 9 38 2 1 2 1 7 60 1.48

Machine Fitter 831 7 7

Radio & T.V. Repair 854 1 1

El. Wire Hen 855 2 55 3 2 62 1.53

Elec. Workers NEC 859 ■ 6 6

Flusters A Pipe Fit 871 3 1 1 5

Welders 872 1 6 1

Sheet-Metal Work 873 1 1

Jewelers & Rel. 880 1 1

Glass Workers 891 1 1

Glass & Ceraa. Kllnaen 893 6 6

Tire Makers & Vulcanlsers 902 1 t 1

Printers 6 Related 921 1 2 3

Photo-Engravers 925 1 1

Other Froduc. Work 949 2 1 3

Carpenters A Rel 954 3 9 2 2 16 Const. Workers NEC 959 7 2 9 TABLE 21 (cont'd)

.. Elei. ' ' Con­ Rest 6 Bos' Fen. OCCUPATIONS Agtt. Minina Mfa. Water struct Trade Hotels Trans. Serv. Serv. OCCUPAnONS Industry code Occupation TITLE Code "A" i.Bn "C"- "D" "E" ttpu "G" "H“ Mjtt "j" Total Percent

Paver-Con. Hech. Oper. 961 5 1 6 Deck & m . Handlers 971 3 ■ . i Crane & Holst Oper. 973 4 4

Ear th-moving & Rel. Oper. 974 1 3 4

Hat.Handl.Equip.Oper.N.E.C. 979 1 1 1 3

Seamen 981 2 • 2

Railway Eng. & Firemen 983 19 19 0.47

Hotor Vehicle Driven 985 1 4 3 8

Labourers N.E.C 999 1 6 1 1 9

TOTAL 257 1252 132 28 54 1434 57 156 97 575 4042 10QX

SOURCE? Indicative Manpower Elan for Liberia TABLE 22

EXPATRIATE EMPLOYMENT BY INDUSTRY AND AGE, 1972

Under 20-24 25-34 35-44 45-54 .55-64 65 Yrs.’ INDUSTRY 20 Years Yrs. Yrs. Yrs. Yrs. Yrs. and over TOTALS

A Agriculture 1 7 92 93 52 8 1 254

B Mining 1 40 543 435 185 41 3 1248

C Manufacturing 3 7 53 50 16 3 T- 132

D Electricity, Gas & Hater - 1 10 5 9 3 - 28

E Construction - 1 20 18 9 2 2 52

F Trade (Wholesale & Retail) 72 214 593 351 154 27 5 1416

G Restaurants & Hotels 4 9 17 16 10 2 - 58

H Transport, Storage Communica­ tion 1 5 59 49 33 8 - 155

I Business Services - 7 48 26 15 1 - 97

J Personal Services 3 32 214 170 101 37 9 566 TOTAL 84 323 1649 1213 584 132 20 4006

PERCENTAGE 2.10 8.06 41.16 30.27 14.58 3.30 Q.50- 100%

SOURCE: Indicative Manpower Plan for Liberia. TABLE 23

EXPATRIATES BY NON-AFRICAN NATIONALITY, SEX, AND INDUSTRY, 1973

INDUSTRY NON-AFRICANS American BriCish Dutch Lebanese German Swedish French Swiss Other, N.A. H. F. M. F. M. F. H. F. M. F. H. F. M. F. M. F. Male gem. Cod. Title

A Agriculture 40 3 24 3 66 7 17 - 8 1 1 - 12 2 13 30 1

B Mining 83 12 145 16 57 5 20 - 319 39 210 34 - - 8 - 250 14

C Manufacturing 1 1 9 - - - 46 1 3 - - - 2 - -- 39 1

D Elect. Gas Uater 5 1 - - 3 - 1 - - - ■ 1 - - - - 17 - E Construction - 1 1 - - - 10 - 5 1 -- 1 - 1 - 29 1

F Trade (Whole. & R£t.) 19 6 55 10 20 6 909 46 38 7 7 5 11 3 16 1 244 10

G Rest. & Hotels 1 1 2 2 - - 19 1 --- 1 4 2 - 2 6 9

H Transport, etc. 31 7 13 - 13 1 12 -- 1 8 1 21 2 5 - 29 3

I Finance, Insur. etc. 19 3 23 . 1 2 - 21 - 4 1 - 1 1 - 1 1 10 1

J Com., Sac..Serv. etc. 155 99 19 13 2 * 109 5 6 8 - 5 13 6 5 6 2 54 25

TOTAL 354 134 291 45 163 19 1154 53 383 79 232 55 58 14 52 6 708 65

Total Both Sexes ' 488 366 182 1217 441 287 72 52 58 773

SOURCE: Indicative Manpower Plan for Liberia TABLE 24

TOTAL EXPATRIATES BY NATIONALITY, SEX, AND INDUSTRY, 1973

TOTAL TOTAL TOTAL TOTAL

Non-Africans Africans All Natnls Both Sexes

Code Title Male Fem. Male Fern. Male Fem.

A Agriculture 211 17 28 1 239 18 257

B Mining 1092 120 38 2 1130 122 1252

C Manufacturing 100 3 28 1 128 4 132

D Elect. Gas Water 47 1 - - 27 1 28

E Construction 18 3 4 - 51 3 54

P Trade (Whole & Ret.) 1321 94 20 - 1341 94 1435

G Rest & Hotels 32 18 1 6 33 24 57

H Transport, etc. 132 15 8 1 140 16 156

I Finance, Insur. etc. 81 8 5 2 86 10 96

J Com., Soc. Serv. etc. 362 170 31 12 393 182 575

TOTAL 3405 449 163 25 3568 414 4042

Total Both Sexes 3854 183 4042 4042

SOURCE: Indicative Manpower Plan far Liberia TABLE 25

OCCUPATIONAL DISTRIBUTION AND SHIPS 1962, 1972, 1982 (Projected)

Projected Occupational Shifts in Occupat. . 1982 ISCO Distribution Distribution Occupational Code Occupational Distribution 1962 1972 Negative Positive Distribution

1. Professional, Technical and Related Workers 1.9 5.0 - 3.1 8.1

2. Administrative, Executive and Managerial Workers 0,5 - 0.3 1.1

3. Clerical and Sales Workers 3.8 8.0 - 4.2 12.2

4. Farmers, Fishermen, Hunters, Loggers and Related Workers 78.2 68.2 10,0 - 58.2

S. Miners, Quarryaen, and Related Workers 1.8 1.3 0.5 - 0.8

6. Workers in Transport and Communication Occupa­ tions 1.5 2.8 - 1.3 4.1

7. Craftsmen, Production Process Workers and Labourers 10,3 10.0 0.3 9.7

8. Service, Sport and Recreation Workers o 2.0 3.9 _ .19 5.8

Total 100.0 100.0 10.8 n 10.8 100.0

SOURCE; Indicative Manpower Plan for Liberia TABLE 26

TOTAL PUBLIC SECTOR EMPLOYMENT

Education 4,129 Health & Welfare 4,104 J u stice 2,438 Agriculture 2,202 P u b lic Works 2,038 Local Government 962 Finance 923 Commerce & Industry 777 Executive Mansion 674 Legislature (House & Senate). 572 Foreign Affairs 496 Labour & Youth 479 Information 363 G«S.A. 335 Lands & Mines 331 Planning & Economic A ffa irs 316 Commonwealth D is t r ic t of Monrovia 230 Inmigration & Naturalization 195 The Judiciary 175 Postal Affairs 174 Housing Authority 99 A .D .P . 76 C iv il Service Commission 69 I.P.A. 39 Election-Commission 25 Sports & A th le tic s Commission 14 L.D.C. 13

SOURCE: Indicative Manpower Plan for Liberia TABLE 27

MAJOR OCCUPATIONAL DISTRIBUTION IN THE PUBLIC SECTOR

Code No. T i t l e No.

0/1 Prof., Tech. & Related Workers 7,119 32.0

2 Admin. & Managerial Workers 893 4.0

3. Clerical & Related Workers 5,133 23.1

4 Sales Workers 90 0.5

5 Service Workers 3,609 16.2

6 Agri., Animal Husb. & Forestry Workers, Fishermen & Hunters 809 3.6

7/8/9 Production & Related Workers Transport Equipment Operators and Labourers 4,296 19.3

Trainees 298 1.3

T o ta l ______v 22.247 100.0

SOURCE; Indicative Manpower Plan for Liberia TABLE.28

TEACHER REQUIREMENTS IN ELEMENTARY AND GENERAL SECONDARY EDUCATION, 1972 - 1982

Elementary Educ. Junior High Schls. Senior High Schls. New New New Year Stock Teachers Stock Teachers Stock Teache

1972 . 3,522 - (790) - (377)

1973 3,694 524 549 « * 381 « *

1974 3,933 608 591 97 439 96

1975 4,194 654 632 100 476 81

1976 4,483 708 662 93 517 89

1977 4,794 759 695 99 556 91

1978 5,130 815 732 107 595 95

1979 5,491 874 780 121 623 88

1980 5,875 933 833 131 655 94

1981 6,286 999 891 141 690 101

1982 6.725 1,068 954 152 735 114

Growth Rate p.a. 1973 6.9Z 9.3Z 6.3/E 7.6Z 1983

SOURCEi Indicative Manpower Flan for Liberia TABLE 29

ENROLLMENT BY LEVEL AND SPECIALIZATION 1972-1982

Elem. Schools Junior Senior Tech. Teacher Training (ind. High High Sch. Voc. Altern. Altern. Year Pre-R.) Schools (Gen. Ed.) Instit. (i) (11) Total

1972 139,045 15,169 6,242 908 305 305 161,669

1973 147,760 16,480 7,610 920 150 180 172,950

1974 157,310 17,730 8,780 920 150 180 184,920

1975 167,740 18,960 9,510 920 200 285 197,415

1976 179,310 19,850 10,330 920 250 410 210,820

1977 191,770 20,860 11,120 920 300 750 225,420

1978 205,200 21,970 11,890 920 300 750 240t730

1979 219,650 23,400 12,450 920 300 750 257,170

1980 235,000 24,980 13,090 920 300 750 274,740

1981 ‘ 251,420 26,730 13,790 920 300 750 293,610

1982 269.000 28,610 14.690 920 300 s 750 313.970

Growth Rate p.a. 6.82 6.62 9.02 9.42 6.82

SOURCE: Indicative Manpower Plan for Liberia TABLE 30

TEACHER DEMAND AND SUPPLY FOR ELEMENTARY EDUCATION, 1972 - 1982

Graduates from RTTI Grad, from 12th Students not Finish- Teacher Altern. Altern. Grade not going Ing Sr. High School Year Demand (1) (11) ______to 3rd Level Edu.______Grades

1972 - - (116) 463 410

1973 524 35 35 512 726

1974 608 65 65 692 904

1975 654 35 - 759 982

1976 708 35 - 820 1,056

1977 759 35 95 885 1,142

1978 815 70 130 972 1,234

1979 874 70 130 1,025 1,302

1980 933 70 130 1,086 1,366

1981 999 70 130 1,117 1,428

1982 1,068 70 130 1,193 « •

SOURCE: Indicative Manpower Plan for Liberia TABLE 31

SUMMARY OF PROJECTION FOR ELEMENTARY AND SECONDARY EDUCATION, 1972 - 1982

1972 1982 (A ctu al) (Proiected) No. % p . a.

1. Enrollment:

Elementary Edu. 139,045 296,000 129,955 6 .8

Secondary Jr. Hi. 15,169 28,610 13,441 6 .6

11 S r. H i. 6,242 14,690 8,448 9 .0

" Techn, Voc. 908 920 12 -

" Teacher Tr. 305 750 445 9 .4

300 -

2. 12th Grade Graduates i;3 2 2 3,830 2-* 508 10.0

SOURCE: In d ic a tiv e Manpower Plan fo r L ib e ria TABLE 32

SUMMARY OF TEACHER REQUIREMENTS BY LEVEL OF EDUCATION, 1973 - 1982

i ______;______—

Stock of Teachers New Teacher Requirements, 1973r82 For In In For Additional ______1982_____1973 _____Total Replacement Enrolment

Elementary Edu. 6,725 3,694 7,418 4,387 3,031

Junior H i. Sch. 954 549 1,041 636 405

Senior Hi. Sch. 735 381 849 495 354

SOURCE: Indicative Manpower Flan for Liberia TABLE 33

AVERAGE MONTHLY EARNING IN LIBERIA BY INDUSTRY TYPE WORKER AND NATIONALITY. 1972

(Amount In $)

* 1 2 3 4 Industry Liberian Expatriate 3 as Z of 2

I. Agriculture

Salaried Workers 146 a\ - 3 * M C 645

Wage Workers 37 -

2, Mining

Salaried Workers 314 920 292

Wage Workers lo4 -

3. Construction

Salaried Workers 282 982 34B

Wage Workers 83 -

4. Services

Salaried Workers 122 848 695

Wage Workers 112 ID Ol 5, Government 76 BIBLIOGRAPHY 197

BIBLIOGRAPHY

Books

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Bass, Lawrence W. The Management of Technical Programs with Special Reference to the Needs of Developing Countries.' New York: Frederick A. Praeger, Publishers, 1965.

Battle, Vincent M. and Lyons, Charles H. (eds.). Essays in the History of African Education. Columbia University, 1970. Brandon, George L. Eplorations in Research Design: Curricula fo r Technicians. Michigan State University, 1960

Brown, George W. The Economic History of L ib eria. Washington, D. C.: The Associated Publishers, 1941.

Buel, Raymond L. Liberia, A Century of Survival. New York: Draus Company, 1969. Calderwood, James D. Economics in the Curriculum. Huntington, New York: Robert E. Krieger Publishing Company, 1973.- Chesswas, J. D. Educational Planning and Development in Uganda. UNESCO, 1966.

Clower, Robert W. Growth Without Development: an Economic Survey of Liberia. Illinois: Northwestern University, 1966. Davenport, E. Education for Efficiency. Chiego: D. C. Heath and Co., Publishers, 1914.

Dennis, Benjamin G. The Gbandes, A People of the Liberian Hinterland. Illin o is : Nelson-Ha1l Company, 1972. Ewing, A. P, Industry in A frica. London, England: Oxford University Press, 1968.

Faure, Edgar. Learning to Be. Paris: UNESCO, 1972.

Ginzberg, E li. Expanding Employment in a P lu ralistic Economy. U. S. Department of Labor, 1966.

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Hayman, Arthur I. and Preece, Harold. Lighting up Liberia. New York: American Book Straford Press, Inc., 1943. Lester, Richard A. Manpower Planning in a Free Society. Princeton: Princeton University Press, 1966. Liebenow, 0. Guss. Liberia. The Evolution of the Privilege. Cornell University Press, 1969.

Marinelli, Lawrence A. The New Liberia: A Historical and Political Survey. London, England: Pall Mall Press, 1964. Maugham, R. C. F. The Republic of Liberia. London, England: George Allen & Unwin, L td ., 1920. McLaughlin, Russel U. Foreign Investment and Development in Liberia. New York: Frederick A. Praeger, Publishers, 1966. Meier, Richard I . Developmental Planning. New York: McGraw-Hill Book Company, 1965. 199

Mwingira, A. C. The Process of Education Planning In Tanzania. UNESCO! 1966! r"t ^

Nadler, Leornard. Developing Human Resources. Houston: Gulf Publishing Company. 1970. Nelson, Richard R. Technology, Economic Growth and Public Policy. Washington, D. C.: The Brookings Institutions. 1967. ______. Structural Change in a Developing Economy. Princeton: Princeton University Press. 1971. Parnes, Herbert S. (ed .). Planning Education fo r Economic and Social Development. Organization for Economic Co-operation and Development. 1962. Roberts, Thomas D. (ed .). Area Handbook for Liberia. Washington, D. C.: The American University. 1972. Robison, E. A. G. (ed .). Economic Development for A frica, South of the Sahara. New York: St. Martin's Press. 1966. Robson, P. and Lurry, D. A. (eds.). The Economics of Africa. Evanston: Northwestern University Press! 1969. Sanders, C. (e d .). Technical Education for Development. Nedlands, Austrailia: University of Western Austrailia Press. 1966. Staley, Eugene. Planning Occupational Education and Training fo r Development. New York: Praeger Publishers. 1971. Thorndike*, Robert L. Reading Comprehension Education in Fifteen Countries. London: John Willey & Sons. 1973. Tretler, Armin, The Training of Adult Middle-level Personnel. Paris: UNESCO. 1972. Venn, Grant. Man, Education, and Work. Washington, D. C.: American Council on Education. 1964. 200 Published Reports

Emerson, Lynn A. "Education For a Changing World of Work." U. S. Department of Health, Education, and Welfare, O ffice of Education: 1963. ILO. "Manpower Problems; Vocational Training and Employment Service.” ILO, Geneva: 1951.

Skorow, George. "Integration of Educational and Economic Planning in Tanzania." UNESCO. 1966.

UNESCO. "The Role of Education in the Social and Economic Development of Japan." Japan: 1966.

Unpublished Reports

Cole, Robert Euqene. "The Liberian Elite as a Barrier to Economic Development." Unpublished doctoral dissertation. Northwestern University Press, 1967. Kolleh, J. Nognwulo. "Industry in Liberia: Implications for the'Junior High Schools through the Colleges." San Francisco: California State University. 1972. Mehmet, Ozay. "Educational Inequality and Dependence on Foreign Manpower: A Case-Study of Liberia." Ontario, Canada: University of Windsor Press. 1974. Ministry of Planning and Economic Affairs. "Indicative Manpower Plan of Liberia for the Period 1972-1982." Monrovia: 197 .