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TEACHER EDUCATION IN LIBERIA

Charles Arthur Mehaffey

A Dissertation

Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of

DOCTOR OF PHILOSOPHY

March 1980 © 1980

Charles Arthur Mehaffey

All Rights Reserved. il

ABSTRACT

The aim of this study was to make a historical, descrip­

tive, and analytical examination of institutions concerned

with teacher education in Liberia. After looking at the

Liberian national and educational background, an examination

of the status of Liberian teachers was made. The main focus

of this study was to examine the role that the W. V. S.

Tubman Teachers College of the University of Liberia,

Cuttington University College, and the Rural Teacher

Training Institutes at Kakata and Zorzor have played, are

playing, and will play in dealing with the problems and

progress associated with teacher education in Liberia.

A review of the Liberian national and educational background and the status of Liberian teachers revealed the need for improving the teacher education programs in

Liberia. Both the quantity and preparation of the teachers

in Liberia need to be improved to meet the nationally established goals. With the increase in population and

demands for educational services, the future problems and frustrations facing these teacher education institutions also seem likely to increase. These four institutions primarily responsible for teacher education in Liberia, the W. V. S. Tubman Teachers Ill

College of the University of Liberia, the Education Division

of Cuttington University College, and the Rural Teacher

Training Institutes at Zorzor and Kakata, have shown much

progress in teacher education since 1947. The University

of Liberia has made definite plans for the establishment of

graduate programs in education, although low salaries, minimal training, and high turnover rate of the faculty is

a major weakness in this design. Cuttington University

College offers a viable alternative to government institu­

tions of higher education in West Africa, but the small

size, minimal training, and high turnover rate of the faculty creates a definite problem. The Rural Teacher

Training Institutes have solved the conflicts in trying to accomplish simultaneously both preservice and in-service teacher training and secondary education and teacher training, but have not yet successfully resolved the problem of trying to provide both rural community education and teacher training. Much, also, remains to be done to increase the number of fully prepared teachers in Liberia. The study concluded with some recommendations for improving the programs of teacher education in Liberia. IV

ACKNOWLEDGEMENTS

In appreciation for their contributions in making this

study possible, I wish to acknowledge several people.

Each of the members of my. Doctoral Committee was personally selected, not only because they were scholars and advisors, but because I respect them as individuals and feel that they respect me as a unique individual. Appreciation is extended to Dr. Morris Weinberger, my advisor and Chairman of the Doctoral Committee, for direction and encouragement throughout my doctoral studies in this research. Grate­ ful appreciation is also extended to Dr. Malcolm Campbell,

Graduate College Representative on my committee and friend, who, as unofficial advisor, gave generously of his time in offering friendly support and sound advice in this study; to Dr. William York, committee member, who provided helpful comments and suggestions for this investigation; and to

Dr. Ernest Champion, committee member, who encouraged me to continue my studies of Africa and valued my experience there. Appreciation is gratefully made to the Michigan State

University for making the facilities of the Institute for

International Studies in Education and the University

Libraries available to me. In particular, I wish to acknow­ ledge Dr. Cole Brembeck, Dr. John Hanson, and Dr. Eugene

DeBenko for their assistance while I was at the Michigan V

State University. Appreciation is also extended to the

Library of Congress for making its facilities and personnel

available for this study. The contributions of Dean Theodora

Ward Jackson of the W. V. S. Tubman Teachers College of the

University of Liberia and Mrs. Janice M. T. Vani of the

Education Division of Cuttington University College were

greatly appreciated and invaluable to the success of this study.

Acknowledgement is also made to Ms. Polly Cook for her

assistance in the drawing of the map used in this study.

Grateful appreciation is extended to Ms. Sue Michaelis for

typing the final draft of this study.

Special thanks goes to my late Father, my Mother, my

Sister and her family, and my friends for their support, encouragement, and belief in me throughout my experiences and educational career. vi

TABLE OF CONTENTS

Page

ABSTRACT...... ii

ACKNOWLEDGEMENTS...... iv

LIST OF TABLES ...... ix

LIST OF ILLUSTRATIONS...... xi

CHAPTER

I. INTRODUCTION, PROCEDURES, AND BACKGROUND

Introduction ...... 1

Statement of the Problem...... 4

Significance of the Study...... 6

Objectives of the Study...... 8

Method of Inquiry...... 9

Definition of Terms...... 10 Delimitations and Limitations of the Study . 10

Background...... 12

Liberian National Background...... 12

Liberia's Traditional "Bush School" System of Education ...... 15 Liberia's Westernized Educational System...... 19 Previous Efforts in Teacher Education . 26

Summary...... 27

II. STATUS OF LIBERIAN TEACHERS

Location of Preservice Teacher Training. . . 30 Vll

Page

Quantity of Teachers ...... 32

Preparation and Training of Teachers .... 37

Demographic Characteristics of Teachers. . . 49

Problem of Recruitment and Retention of Teachers...... 53

Summary...... 62

III. W. V. S. TUBMAN TEACHERS COLLEGE OF THE UNIVERSITY OF LIBERIA

History of Teacher Education in Liberia. . . 65

History of the University of Liberia .... 69

Organization and Structure ...... 74

Purposes and Programs of the Teachers College...... 78

Enrollment and Projections for Teachers College...... 84

Summary...... 92

IV. CUTTINGTON UNIVERSITY COLLEGE

History of Cuttington University College . . 96 Organization and Structure of Cuttington . . Ill

Purposes and Programs of the Education Division...... 115

Enrollment for the Education Division. . . . 119 Summary...... 123

V. RURAL TEACHER TRAINING INSTITUTES In-Service Teacher Education in Liberia. . . 127 History of the Rural Teacher Training Institutes...... 132

Organization and Structure of the RTTI's . . 144 Vili

Page

Purposes and Programs of the RTTI ' s...... 145

Enrollment and Projections of theR TTI's . . 154

Summary...... 157

VI. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary and Conclusions...... 161

Recommendations...... 182

Epilogue...... 191

SELECTED BIBLIOGRAPHY...... 198 ix

LIST OF TABLES

Table Page

1. Enrollment in Education by Management and Sex (1960-1976)...... 21

2. Number of Students, Teachers, and Schools (1948-1976)...... 33

3. Projections of Numbers of Students and Teachers (1980-1985) ...... 36

4. Preparation and Training of Secondary Teachers by Sex, 1965...... 40

5. Preparation and Training of Teachers by Management, 1970 ...... 42

6. Preparation and Training of Teachers by Management, 1972 ...... 43

7. Preparation and Training of Teachers by Management, 1974 ...... 45

8. Projected Preparation and Training of Elementary Teachers (1980-1985)...... 46

9. Projected Preparation and Training of Junior High Teachers (1980-1985) ...... 47

10. Projected Preparation and Training of Senior High Teachers (1980-1985) ...... 48

11. Number of Teachers by Sex, Level, and Management (1970)...... 50 12. Requirements of Teachers College for a B. S. in Education...... 81

13. University of Liberia Enrollment Figures (1968-1978)...... 85 14. Projection of University of Liberia Enrollment (1980-1985) ...... 87

15. Projection of University of Liberia Graduates (1980-1985)...... 88 X

LIST OF TABLES (cont.)

Table Page

16. Requirements of Education Division for a B. S. in Education...... 117

17. Cuttington University College Enrollment Figures (1964-1977)...... 120

18. Number of Cuttington University College Graduates (1962-1973)...... 122

19. Enrollment and Graduates of Rural Teacher Training Institutes (1961-1976)...... 155

20. Projections of Enrollment and Graduates of RTTI's (1980-1985) ...... 156 XI

LIST OF ILLUSTRATIONS

Figure Page

1. Structure of the Educational System, 1976. . . 22 2. Structure of the Educational System, early 1980's ...... 23

Map Liberia...... 31 CHAPTER I

INTRODUCTION, PROCEDURES, AND BACKGROUND

Introduction

Education has been viewed in most of the world as a means by which national goals can be met. The developing nations, in particular, have viewed education as a major means by which economic and modernization goals can be met.

These goals determine and limit the nature, purposes, and structure of the educational system. This, in turn, di­ rectly affects the programs of teacher education, especially in the developing countries. As Razik has put it:

It is a recognized fact that all nations of the world are facing ever-increasing demands for free, universal education, especially on the elementary level. In the developed nations, the history of education reveals alternating periods of weakness and strength, depending on the changing needs of society, the economic situation and the quality of the educational systems them­ selves. Today the developed nations are encoun­ tering demands for social reforms as a result of increased social consciousness. As yet, however, they have not been able to reach their goals or even to define them in concrete terms. In the developing nations, the problems are even greater considering the immediacy of their needs. They cannot afford the luxury of (long periods of) time to accomplish what is necessary. Indeed, one should not forget the complexity of the problems of the developing countries; i.e., political, social and economic problems, which make the tasks of their governments.and leaders extremely difficult. One of the main hopes for alleviating the burden of finding solutions to these problems seems to be in the development of effective educational systems. The validity of any educational system naturally is dependent upon 2

the quality of the teaching and the availability of competent teachers. In order to meet these demands, each developing country needs to determine the appropriate means for training such qualified instructional personnel:. This task is not simply one of finances or recruiting. It also involves the establishment of teacher-training systems which reflect the over-all expectations of the educational system and the country’s various social institutions.

As alluded to in Razik's statement, in the developing countries, in general, and in Africa, in particular, the growth of educational systems has not kept up with the increases in population and demands for educational services.

Thus, in the nations of Africa the growth of educational systems is directly affected by the quantity and quality of the teachers and the teaching resources. More teachers and better educated teachers are, therefore, a vital component for the improvement of African education. As Hanson has aptly put it:

. . . probably the most significant channels for assistance to the education of the vast majority of school children in the developing African nations is through (a) the education of teachers (including headmasters) and (b) improved curricula designed for primary schools, including preparation and provision of classroom instructional materials, teachers guides, and background materials for teachers which will give these curricula some chance of making a difference. Radical improve­ ments are most likely when attention is give^to both of these leverage points simultaneously.

Taher A. Razik, Systems Approach to Teacher Training and Curriculum Development: The Case oF~Developing Countries (Paris: Unesco: International Institute for Educational Planning, 1972), p. 9, 2 John W. Hanson, Enhancing the Contribution of Formal Education in Africa: Primary Schools, Secondary Schools and Teacher Training Institutions (Bethesda, Md.: ERIC Document Reproduction Service, ED 055 963, 1972), p. 17. 3

It is evident then that the education of teachers is a main force in improving the quality of African education.

The role that the institutions of teacher education play is of the utmost importance. It is improvement in the area of teacher education that must be emphasized in Africa and especially in Liberia. Hanson again gives some stress to this idea when he says:

The high potential of teacher education for enhancing the quality and improving the efficiency of education as it currently exists and, more importantly, for providing one of the chief enab­ ling conditions for effective innovation or radical transformation of present patterns of schooling are important reasons why the support of soundly conceived programs of teacher education merits higher priority than does support for academic secondary schools per se. The emphasis implied is upon teacher education (inclusive of a teacher training component) rather than upon narrow systems of teacher training which would leave the present nature of formal primary and secondary education unchanged and might render it even more impervious to future change.

Liberia, like most developing African nations, has established educational opportunity as a high priority.

In order to provide these opportunities, the Liberian government must provide an increasing number of schools and teachers. Also, since surveys have shown that the quality as well as the quantity of the teachers in Liberia need to be increased in order to provide a better educational environment than now exists, many people con­ cerned with Liberian education have felt the need for a

^Ibid., p. 18. 4

large quantity of qualified teachers. Perhaps this was

best stated by Dr. Augustus F. Caine, former Liberian

Secretary of Education,

Teacher education is a top priority program because it is well known that teacher quality is an important element in effective learning. Since quality output demands quality input, if our schools are to produce the type of capable citizens Liberia needs to contribute to her progress and prosperity, emphasis must be placed on the quality of teachers employed in our schools. . . . Even though the teacher supply is rising, it is far from enough to meet the great demand for more.

There are many indications that this is still a major concern today and that the education of many teachers in

Liberia is severely inadequate. Complicating this is the fact that more and more schools are needed and are conse­ quently being opened. These and other problems, such as limited financial resources, inadequate facilities, and insufficient materials, face the educational system of

Liberia, including the institutions involved in teacher education.

Statement of the Problem

Although there are many problems facing education in

Liberia today, the Assistant Minister of Education for

Planning and Research, the Honorable Bertha Baker Azango, has stated her main concern as follows:

^Liberia, Department of Education, Annual Report of the Department of Education to the Honourable the Legislature of the Republic of Liberia in the Fourth Session of the Forty Fifth Legislature of the Republic of Liberia for the Year October I, 1965-September 30, 1966, pp^ 20-21. 5

Frankly, the teacher problem lies at heart of the whole educational crisis and dilemma because teachers are the most expensive input into the system, even if they are underpaid, due to their numbers. The core of the teacher problem, however, is more one of quality than quantity. How can we get and retain an adequate supply of qualified teachers? In my opinion, the difficulty of this issue is caused by the fact that in competition for the limited products of education, education itself is usually the loser because the other competitors often have more funds to attract the best products. Consequently, education is generally left with its second and third rate products. Then a vicious cycle begins where the poor products who become teachers turnout other poor products. Soon the labor market becomes flooded with poor products, thus further lowering the quality of education.

This same theme was stated by Dr. S. Jabaru CarIon in

his dissertation about the educational plans for Liberia

during the 1960’s when he concluded:

Three major constraints seemed to have impeded the achievement of the goals set forth by the plans of this era: inadequate funds, lack of sufficient equipment and facilities, and lack of adequate number of trained personnel.

Concerning the third problem, Carlon goes on to say:

Teacher qualification was given much "lip-service" and no substantial steps were taken to accomplish many of the goals set for improving the teacher’s lot or to attract.qualified young people into the profession.

Bertha Baker Azango, "Crisis and Dilemma in Liberian Education," paper presented at the Julius C. Stevens Annual Lectures in Education, W. V. S. Tubman Teachers College, University of Liberia, 1972, p. 39. ' £ °S. Jabaru Carlon, "Educational Plans for Liberia: An Assessment of Public Elementary Education During the Decade of the Sixties, With Particular Emphasis on Planned Goals and Their Achievement." (Ph.D. dissertation, University of Wisconsin-Madison, 1973), p. 179. ?Ibid., p. 183. 6

Dr. Evelyn S. White in her dissertation on preservice

education of teachers in Liberia stated her concerns in the

following manner:

Teaching as a profession is a most crucial area in this study because the problems manifested in this area are the most crucial in terms of their effects on preservice programs. Also, given a list of factors which included poorly trained teachers, over-emphasis on textbook-oriented teaching, poor instructional materials and inadequate supervision of teachers and instruction, all of the groups of educators chose poorly trained teachers as the weakest link in the educational chain. This study is concerned with the problems and progress

of the institutions which educate teachers in Liberia.

Specifically, the major concentration of this study is how

the four institutions primarily responsible for teacher

education--W. V. S. Tubman Teachers College of the Univer­

sity of Liberia, Cuttington University College, and the

Rural Teacher Training Institutes of Kakata and Zorzor--have

dealt, are dealing, and will deal with the problems of

quantity and preparation of teachers.

Significance of the Study

There have not been many studies done in the area of

teacher education in Liberia and hence it is quite open for research and investigation. Ferns and Hanson in their report on the supply and demand of secondary teachers in

Liberia state that:

Q Evelyn S. White, "The Problems and Prospects of Pre­ service Education of Teachers in Liberia." (Ed.D. disserta­ tion, Teachers College, Columbia University, 1978), p. 111. 7

The problem of producing teachers is not merely one of government intentions with respect to the provision of teachers. It is one of the potential stock of entrants to university level institutions and the success of those institutions in directing good potential students into Education and retaining them in the professional program.

Dr. Rodney J. Reed in his study of the characteristics

of teachers in Liberia stated many of the concerns facing

education in Liberia. Specifically Reed said:

The major issues facing general secondary education are similar to those facing Liberian education in general: limited financial re­ sources; quality and quantity of teachers; uneven development of the secondary schools in terms of the geographical location and the quality of their programs; and inadequate facilities and insufficient materials.

Boley in his dissertation on the analysis of scholastic

achievement and expectations in Liberia stated his concerns

about teachers as follows:

The recruitment of adequate numbers of suitably trained teachers remains a problem at the secondary school level, but it is not as acute or seemingly insurmountable as at the elementary level. The major problem appears to be in junior high schools staffed large by graduates of primary teacher training institutes (PRTTI's) whos^academic training is barely beyond grade 9.

9 George W. Ferns and John W. Hanson, Secondary Level Teachers: Supply and Demand in Liberia (East Lansing, Michigan: Institute for International Studies in Educa­ tion, 1970), p. 39. ^Rodney J. Reed, Characteristics of Teachers; A Survey Tool for Policy Making" A Descriptive Study of Liberia (Bethesda, Md.: ERIC Document Reproduction Service, ED 124 535, 1975), p. 33. ^George S. Boley, "An Analysis of Scholastic Achieve­ ment, Educational, Job and Income Expectations of Selected Secondary School Students in Three Liberian Counties." (Ed.D. dissertation, The University of Akron, 1977), p. 39. 8

Although many of the issues which impede the development

of education in Liberia are beyond the scope of this study,

the constraints faced by the lack of trained personnel

and/or the quantity and preparation of teachers are extremely

pertinent.

This study will be a record of the involvement, accom­

plishments and frustrations in the task of teacher education

in Liberia from its beginning in 1947 to the present with

specific emphasis on the four institutions currently doing

teacher training.

It is hoped that this study will also provide a source of reference for future studies as Liberia makes future plans in the area of education. Sections discussing pre­ viously developed future plans concerning teacher education and analyses of the current state and projected outlook of teacher education are being included to aid in any future developments.

Objectives of the Study

The objectives of this study, in relation to the preparation of teachers at W. V. S. Tubman Teachers College of the University of'Liberia, Cuttington University College,

Kakata Rural Teacher Training Institute, and Zorzor Rural

Teacher Training Institute are: 1. To provide a historical background of Liberia and

Liberian education leading to the development of institu­ tions for teacher education; 9

2. To ascertain the rationale which promoted the creation and development of these institutions;

3. To describe the emergence and development of these institutions from their beginning to the present;

4. To ascertain the accomplishments and problems encountered in the preparation of teachers by these insti­ tutions ;

5. To examine the proposals for future developments in these institutions;

6. To compile in one location, for easy reference, the data pertaining to the preparation and training of teachers by these institutions.

Method of Inquiry

The background and information gained in this study have been investigated by using the following procedures:

1. Examining the literature in the area of Liberian national and educational involvement through the years.

2. Examining reports and documents, especially from the Liberian Ministry of Education, in areas concerning teacher education institutions, 3. Examining reports and documents kept by each of the teacher education institutions. 4. Corresponding with educators who work or worked in Liberia in these teacher education institutions.

The author has spent two years personally working at the Liberian Ministry of Education, W. V. S. Tubman Teachers 10

College of the University of Liberia, and Cuttington Uni­ versity College. The experience and contacts gained at

these locations have also been used in this study.

Definition of Terms

Although most of the meanings of the words and terms in this study are evident from their context, there are two distinctions which have been made and are being stated to help in clarification of the following material presented in this study.

Formal education is education in which structured learning activities are distinguished and attendance by a definite portion of the society is compulsory. Roles can be defined in which one party (teacher) accepts the respon­ sibility for instructing a second party (pupils).

Formal Westernized education is that portion of formal education which is characterized as taking place in a school setting with progressively graded steps of progress.

This type of formal education is denoted by its institution­ alized curricula and structure.

Delimitations and Limitations of the Study

There are certain considerations which delimit the scope of this study. First, although there are areas of formal, informal, and non-formal education in Liberia, such as the "bush schools," this study is only concerned with the area of formal Westernized education. Second, within the area of formal Westernized education, this study 11

concentrates on the description of the currently operating

institutions concerned with teacher education, not the

previous efforts. Third, in order to better understand

the problems and progress of W. V. S. Tubman Teachers College

of the University of Liberia, Cuttington University College,

and the Rural Teacher Training Institutes at Kakata and

Zorzor, a report of the status of teachers in Liberia is

also included.

There are also certain limitations which are placed on

this study. First, this study was limited by the reports

and documents concerning the creation and development of

these teacher education institutions which were accessible

to the investigator. Second, the study was limited by the cooperation and correspondence, or lack thereof, of the educators working at these teacher education institutions, the Liberian Ministry of Education, and elsewhere. Third, the study of necessity was based on the assumptions con­ cerning education, in general, and teacher education, in particular, in Liberia which have previously been made by the Liberian governmental and educational leaders. This study accepted the assumptions regarding teacher education,

Liberian education, and Liberian national development as valid because there have been no studies made proving their validity or invalidity. Last, but most important, the sources, whether primary or secondary, used in this study were assumed to be accurate, valid and reliable. 12

Background

The problems and progress of teacher education in Liberia can be better understood through a knowledge of preceding events. A brief review of the Liberian national background, traditional "bush school" system of education,

Westernized educational system, and previous efforts in teacher education is intended to provide the necessary background to understand in subsequent chapters the problems of development and continuation of teacher educa­ tion institutions.

Liberian National Background

Very little is known about the people who lived in what is now Liberia before the Fifteenth Century. From the 1400's to the 1800's European traders, first Portuguese, then Dutch,

English, and French, visited the coastal areas to trade.

Liberia can trace its beginnings historically, however, to the arrival of settlers, former slaves from the United

States, in 1822. These settlers, or "Americo-Liberians" as they became known, established a flag, governmental system, educational system, economic system, official language, etc., based on the American model. Although mainly concentrated along the coast (they didn't gain complete control of the interior until the early part of the Twentieth Century), the "Americo-Liberians" declared their independence on July 26, 1847 and became the first modern republic of Africa. Liberia remained relatively poor and weak, though independent, until the 1920's when 13 the establishment of the export of rubber, mainly by the

Firestone Tire and Rubber Company, helped to stabilize the economy. Only after World War II with the opening of the

Free Port of Monrovia, Robertsfield International Airport, and the iron ore mines did modest prosperity reach the country. Today, iron ore and rubber are by far the leading exports of Liberia, although diamonds, timber, coffee, and shipping also bring significant revenue into the country.

Liberia has a population of about one and one-half million people, unevenly distributed throughout its area of approximately 43,000 square miles (about the size of Ohio).

The annual growth rate of the population is between 2% and

3% with a median age of about eighteen years and about 26% 12 living in urban areas. Most of the people, economically, are engaged in subsistence farming, mostly using the slash- and-burn technique because of the poor quality of the tropical soils. With only about one-fourth of the working age population participating in the monetary sector, the per capita annual income is estimated at $43 in the rural areas and $346 in the urban settings, or about $120 com- 13 bined. In comparison, the 1972 study of teachers’ and principals' salaries in Liberia stated that In terms of monthly salary, 21%, of the secondary school teachers received less than $70.00, most of which were in junior high schools; 41% received between $70.00 and $79.00; and 28% received $100.00- $199.00. For the principals, nine of the 47 re­ ceived less than $100.00, but all of these were

12 Reed, Characteristics of Teachers; A Survey Tool for Policy Making" A Descriptive Study of Liberia, p. 9. l^ibid., p. 10. 14

without degree. The 23 bachelor degree principals received between $100.00 and $199.00 per month and five of the nine master degree holders received $200.00 and above.

Linguistically, while English is the official language, the language of the "Americo-Liberians", and the lingua franca of the country, there are about twenty different tribal groups of people each with their own separate lan­ guage. It is estimated that less than half of the population is fluent in English and that most of the rural children do not know it before entering school.While illiteracy in

English is still quite high, the rate is gradually decreasing.

It has been estimated that 22% of the total population were literate in 1970 and in 1974, 447O of the group of fifteen 1 fi to forty five year olds were literate in English.

Geographically, Liberia is located on the west coast of Africa between 4° 20' and 8° 30’ north of the Equator and from 7° 20’ to 11° 30’ west of the Prime Meridian.The climate of the country is hot, wet, and tropical with an average high of about 85° F. and an average low of around 73° F.18 The climate year is divided into a rainy season

^Liberia, Ministry of Education, Annual Report of the Minister of Education to the Third Session of the Forty- Seventh-Legislatureof the Republic of Liberia Covering the Period'January 1, T973 - December 31, 1973, p? 43. ^Reed, Characteristics of Teachers; A Survey Tool for Policy Making. A Descriptive Study of Liberia, p. 13. l^ibid., p. 12.

l^Willi Schulze, A New Geography of Liberia. (London: Longman, 1973), p. 9. 18Ibid., p. 28. 15

(May to November) and a dry season (November to May). The average annual rainfall varies from nearly 200 inches in

Monrovia to less than eighty inches near Cuttington Univer­ sity College. About three-fourths of this rain comes during the rainy season and about two-thirds falls between 6 p.m. 19 and 6 a.m. The relative humidity is generally high with 20 an average of over eighty per cent throughout the year.

Since Liberia lies within the tropics in an area receiving over sixty inches of rain per year, the predominant vegeta­ tion in the country is tropical rainforest. Various forms of fauna are also found in Liberia from the rare pigmy hippopotamus to the numerous geckos and insects. Mammals

(such as elephants, duikers, and chimpanzees), birds (like the common bulbul, cattle egris, and weaver birds), various fish, snakes, and crocodiles are also found throughout the country. Transportation, although improving rapidly in recent years, remains difficult in many areas of the country, especially during the rainy season. Although admittedly sketchy, this is a brief summary of the national background of Liberia.

Liberia's Traditional "Bush School" System of Education

Although this study is dealing with teacher education in the formal Westernized educational system, another form of formal education, that known as the "bush school," has been

19Ibid., p. 25. 20 Ibid., p. 30. 16

indigenous to Liberia for an unknown number of years. This

"bush school" system of education preceded, and in much of

the country supplemented, the formal Westernized educational

system which was introduced by the "Americo-Liberians".

Since the introduction of formal Westernized education, the

time spent in the "bush school" has been considerably

shortened. It has been reported that among some of the tribal groups pupils attended for as long as ten years, 21 although a four to six year period was more common.

Each tribal group of people had its own way of passing on to its young its accumulated knowledge to enable them to understand the adult roles and, therefore, to ensure the survival of their offspring and, thus, the continuity of their society. 22 Much of this was done by the "bush" or initiation schools used by most Liberian tribal groups.

Each tribe had its own secret society, usually known as the

Poro for the men and the Sande for the women, whose object was to turn immature boys and girls into full-fledged 23 members of the adult community.

21 James L. Sibley and D. Westerman, Liberia--01d and New (Garden City, New York: Doubleday, Doran and Company, T978), p. 221.

22K. A. Busia, Purposeful Education for Africa (The Hague, The Netherlands: Mouton and Co., 1964)7 p) 13.

23 Eduardo C. Mondlane, "Old Roots in African Educa­ tion" in America1s Emerging Role in Overseas Education, ed. Clarence W. Hunnicutt. (Syracuse, New York: Syracuse University School of Education, 1962), p. 111. 17

Before they went to the "bush school", the young were

taught how to cope with their environment: how to farm, or

hunt, or fish, or prepare food, or build a house, or run a

home. They were taught the language, manners, and generally

the culture of the tribe. Informal education methods were

used in which the young learned by listening, watching, and

doing. Thus, in many practical ways they learned to live

as members of their tribe.

The "bush school", on the other hand, stressed obedience

to the rules of the secret society and to the social regula­

tions of the tribe. Most of the initiates went into the

"bush school" with others of their own sex and age group, usually between seven and fifteen years of age. Much of the

instruction was secured with a psychological effect by a

combination of symbolic and practical means. For example, many Poro societies made the initiate imagine that he was being swallowed by the Poro spirit as he entered the "bush

school" and marks were made on his body signifying the

spirit’s teeth. At the end of the "bush school" period of training he was delivered by the spirit and reborn. The boys learned their lessons in the atmosphere of the spirit and thus were made to feel that they were absorbing some- 25 thing of the spirit as well as practical qualities.

o / ^Busia, Purposeful Education for Africa, p. 13.

^Mondlane, "Old Roots in African Education," p. 111. 18

The elders of the tribe and the senior members of the

secret societies acted as teachers and they were responsible

for providing the proper psychological effects for the

ceremonies and rituals that the young initiates underwent.

As much as possible, the social life of the "bush school" approximated the social life of the tribe; that is, the

boys and girls learned their roles as men or women in an

immature world of their own. For example, the Poro

societies usually made the boys provide all their own material requirements, including part of their food, from

their own ingenuity. They were put through a series of

tough situations, such as getting little sleep, doing hard

labor, singing in groups, taking long walks, and living in uncomfortable quarters. The training might also have

included a certain amount of traditional law and customs, with practical examples provided by mock courts and trials

in which the boys enacted the roles of their elders. In

some "bush schools", the boys were taught arts and crafts, agricultural techniques, hunting, fishing, etc. In the girls’ "bush schools", the Sande society’s instruction usually included obtaining values, such as attitudes toward their husbands., other men, and their fellow-wives, as well as techniques of homecraft, mothercraft, and various duties which a housewife was expected to perform. The feeling of participating in a tribal institution was one of the main aims of the "bush school".^8

26 Ibid., pp. 111-112. 19

Liberia's Westernized Educational System

Liberia’s Westernized system of education, as distin­ guished from the traditional African "bush school" system, began with the arrival of the "Americo-Liberians". They brought their plan of education from the United States and

today Liberia is the only country other than the United

States to use the complete American pattern of education.

Since the "Americo-Liberians" still believe that the American pattern of education is the best system to model, even when making changes today, they still follow the American plan.

Although over 600 students were enrolled in sixteen primary schools at the time of independence, missionary schools provided most of the education until the end of the Nine­ teenth Century. Although compulsory primary education laws were passed in 1839, 1841, 1912, and 1956, they could not and cannot be enforced due to a lack of school buildings and teachers. Although secondary education did not begin until the 1840’s, the government inaugurated Liberia College, which later became the foundation for the University of 28 Liberia, in 1862. Cuttington University College was begun in 1888, first as a secondary school, then as a full-fledged institution of higher learning.In 1912

2 7 Reed, Characteristics of Teachers; A Survey Tool for Policy Making^ A Descriptive Study of Liberia, p. 14. 28 Liberia, Department of Education, Curriculum and Materials Center, Higher Education in Liberia, by A. Doris Banks Henries, pp. 1-2. 29Ibid., p. 9. 20 the public school system was centralized and became the

Department of Education, and was headed by the Secretary of Public Instruction who held cabinet rank. In 1972 the name was changed to the Ministry of Education under the direction of the Minister of Education. As seen by table 1, the last twenty years have exhibited remarkable quantitative growth in student enrollment. It also shows that mission and private schools still play a significant role in

Liberian education.

Until 1961, the educational structure adhered to was the eight-four-four plan: eight years of elementary school, four years of secondary school and four years of college.

In 1961 this was changed to the six-three-three-four pattern: six years of elementary, three years of junior high, three years of senior high, and four years of college, 31 fhe elementary stage is preceded by kindergarten which often has two or more years of pre-grade classes which are needed by children who require instruction in English as the official language of instruction. As can be seen by figure

1 and figure 2, this existing structure is in the process of being changed. One main change being made is the moving of teacher training from the senior high level to a new non-university level. Also a non-university technical college is being added at this same level. In addition a

30Ibid., pp. 3-4. 31 Background Information for University Planning (Monrovia, Liberia: University of Liberia, University Planning Unit, December, 1974), p. 38. 21

TABLE 1

Enrollment in Education by Management and Sex (1960-76)

By Management By Sex Public Mission Other Year Schools Schools Schools Boys Girls Total

1960 43,010 13,976 4,376 44,155 17,207 61,362 1965 66,934 20,384 4,259 65,750 25,827 91,577 1970 86,520 30,436 8,783 92,557 43,182 135,739 1975 118,474 40,312 31,304 124,944 65,146 190,090 1976 123,694 40,900 36,315 130,537 70,372 200,909

SOURCES: Background Information for University Planning (Monrovia, Liberia: University of Liberia, University Planning Unit, December, 1974), pp. 39, 43; Liberia, Department of Education, Division of Records and Statistics, Statistics of Education in Liberia, 1970, p. 42; Liberia, Ministry of Education, Annual Report of the Minister of Education to the First Session of the Forty-Eighth Legislature of the Republic of Liberia Covering the PerTod~January 1, 1975 - October 31, 1975, p. 77; Liberia, Ministry of Education, Annual Report of the Minister of Education to the Second Session of the ~Forty- Eighth Legislature of the Republic of Liberia Covering the Period~January 1, 1976-December 31, 1976, p. 108. FIGURE 1

Structure of the Educational System, 1976

Primary Level Secondary Level Tertiary Level -0-0-1-2-3-O-/ Law -0-0-1-2-3-4-5-O-/ Medic ine -1-2-3-4-O/ Teacher Training Nursing -10-11-12-0-/ -13-0-/ -1-2-3-4-O-/' Ag./Forestry -1-2-3-4-O-/ Kindergarten Elementary Jr. High Sr. High Liberal Arts A - B - - - 1-2-3-4-5-6 ------7-8-9 - - - lO-ll-12-o -1-2-3-4-O-/ Theology -1-2-3-4-O-/ Technical Education -10-11-12-13-O-/ -1-2-3-4-O-/ Economic s -1-2-3-4-O-/ Legend Vocational Sc ienc e -10-11-12-0-/ -1-2-3-4-O-/ 1-2- Grade/Year Progression Technology Entrance Examination -o Final Examination —o —/ Terminal

SOURCES: Liberia, Department of Education, Curriculum and Materials Center, Higher Education in Liberia, by A. Doris Banks Henries, 1971, p. 5 and Liberia, Ministry of Education, "Long Range Education Plan, 1976-1985," p. 8(4), cited by George S. Boley, "An Analysis of Scholastic Achievement, Educational, Job and Income Expectations of Selected Secondary School Students in Three Liberian Counties," (Ed.D. dissertation, The University of Akron, 1977), p. 49.

to FIGURE 2

STRUCTURE OF THE EDUCATIONAL SYSTEM, EARLY 1980'S

Primary Level Secondary Level Tertiary Level (University) -0-0-1-2-3-O-/ Law -0-0-1-2-3-4-5-O-/ Medicine -1-2-3-4-O-/ Nursing -1-2-3-4-O-/ Ag./Forestry -1-2-3-4-O-1-O-/ Liberal Arts -1-2-3-4-O-/ Kindergarten Elementary Jr. High Sr. High Theology A - B - - - 1-2-3-4-5-6 - - -7-8-9 - - -10-11-12-O - ■------1-2-3-A-o-l-o-/ Education -1-2-3-4-O-/ Technical Economics - -10-11-12-O - -1-2-3-4-O-/ Science -1-2-3-4-O-/ Legend Vocational Technology - -10-11-12-O-/ (Non-University) 1-2- Grade/Year Progression -1-2-0-/ Entrance Examination Teacher —o Final Examination Training —o —/ Terminal -1-2-3-O-/ Technical College SOURCES: Liberia, Department of Education, Curriculum and Materials Center, Higher Education in Liberia, by A. Doris Banks Henries, 1971, p. 5 and Liberia, Ministry of Education, "Long Range Education Plan, 1976-1985," p. 7(3), cited by George S. Boley, "An Analysis of Scholastic Achievement, Educational, Job and Income Expectations of Selected Secondary School Students in Three Liberian Counties," (Ed.D. dissertation, The University of Akron, 1977), p. 133.

to 24 graduate Master’s Level program in English and Education is 32 being planned in the university level.

Administratively, the Ministry of Education is respon­ sible for all public elementary and secondary schools.

Higher education is not directly responsible to the Ministry, although a Director of Higher Education within the Ministry serves as liaison between the universities and the Ministry.

The Ministry also exercises some control over the private and mission schools, many of which receive government funds.

Except for the City of Monrovia, which has a separate public school system with its own superintendent, the public schools are administered by a supervisor of schools in each of the nine counties. The Liberian educational system is highly centralized and all administrators are appointed by, and are 33 responsible to, the Minister of Education.

National examinations are held for students completing ninth grade and twelfth grade, while those for students completing sixth grade were abolished in 1973. A combina­ tion of passing the national test and school marks are a prerequisite to continued schooling. At the twelfth grade level, this combination is also the basis for awarding a

National Diploma. The universities also hold additional entrance examinations which must be passed to enter them.

32 Boley, "An Analysis of Scholastic Achievement, Educational Job and Income Expectations of Selected Secondary School Students in Three Liberian Counties", p. 133. 33 Reed, Characteristics of Teachers; A Survey Tool for Policy Making. A Descriptive Study of Liberia, pp. 16-17. 25

Liberia has recently joined the West African Examinations

Council, but the implications of this membership and its future possible impact on the secondary and higher education Q I have yet to be assessed.

The Liberian school year begins in February and is divided into two eighteen-week semesters. A short vacation occurs during the latter part of July with the school year ending in December. Usually five forty-five minute periods per day comprise a teaching session. Some schools operate with morning and afternoon, or morning, afternoon, and evening sessions, although most schools have morning sessions only. Each session has a different student body and some sessions have partially or completely different staffs even though they are operating in the same building.

The improvement of education and agriculture are the top two goals which the Liberian government has set to modernize 35 the country and make it self-sufficient, economically.

More specifically, secondary school teachers are at the top 3 6 of the priority list for manpower development. The objectives of the education sector of Liberia are clearly twofold: 1) to provide qualitatively improved universal

-^Background Information for University Planning, pp. 45-46. o c Reed, Characteristics of Teachers; A Survey Tool for Policy Making. A Descriptive Study of Liberia, p. 12. o £ Background Information for University Planning, p. 35. 26

education; and 2) to provide manpower training for economic development. 37

Previous Efforts in Teacher Education

In the past there have been few other efforts in

teacher education. The Catholic Church opened the College

of Our Lady of Fatima in Harper, Cape Palmas, Maryland

County in 1953 to train teachers. It was strongly supported by the government of Liberia. Although handicapped by a

lack of adequate number of students and faculty members,

the College of Our Lady of Fatima did award a Bachelor of

Science degree in Education. Because this handicap led to offering only afternoon classes to part-time students, the 38 college initiated a five-year program in 1965. Another problem was that the courses failed to meet university 39 standards. For these and other reasons, such as lack of funds, the institution was closed down by 1973.

For a few years in the early 1960's, two normal school programs were offered. In Monrovia and Cape Palmas, Junior

Teachers Colleges were opened to give secondary school graduates two years of professional work to become junior high school teachers. These were discontinued in 1963 and the students were transferred to the University of Liberia 40 and the College of Our Lady of Fatima.

37 Reed, Characteristics of Teachers; A Survey Tool for Policy Making. A Descriptive Study of Liberia, p. 19.

38Liberia, Higher Education in Liberia, pp. 10-11. 39 White, "The Problems and Prospects of Preservice Education of Teachers in Liberia," p. 17. 40 Liberia, Higher Education in Liberia, p. 11. 27

Summary

Chapter I has indicated that the education of many

teachers in Liberia is severely inadequate. The major

concentration of this study is how the four institutions primarily responsible for teacher education--W. V. S.

Tubman Teachers College of the University of Liberia,

Cuttington University College, and the Rural Teacher

Training Institutes at Kakata and Zorzor--have dealt, are dealing, and will deal with the problems of preparation and quantity of teachers. It is hoped that this study will provide a source of reference for future studies in the area of education.

The specific objectives are: (1) to provide a histori­ cal background of Liberia and Liberian education leading to the development of institutions for teacher education; (2) to ascertain the rationale which promoted the creation and development of these institutions; (3) to describe the emergence and continuation of these institutions from their beginnings to the present; (4) to ascertain the accomplish­ ments and problems encountered in the preparation of teachers by these institutions; (5) to examine the proposals for future developments in these institutions; and (6) to compile in one location, for easy reference, the data per­ taining to the preparation and training of teachers by these institutions. The method of inquiry was done by: (1) examining the literature in the area of Liberian national and educational involvement through the years; (2) examining 28

reports and documents, especially from the Liberian Ministry

of Education, in areas concerning teacher education institu- X tions; (3) examining reports and documents kept by each of

the teacher education institutions; (4) corresponding with educators who work or worked in Liberia in these teacher

education institutions; and personal experience and contacts

gained by the author working with teacher education in

Liberia for two years. The definition of two terms and

some delimitations and limitations of this study have also been included.

A brief review of the Liberian national background, traditional "bush school" system of education, Westernized educational system, and previous efforts in teacher educa­ tion is included to provide the necessary background to understand the problems of development and continuation of teacher education institutions in Liberia. Liberia has based many of its institutions, including its educational system, on the American model, but has adjusted them, somewhat, to fit into its own pattern.

Chapter I has provided an introduction for the study of teacher education in Liberia. It has also provided the objectives of the study and the methods of inquiry used in the study. In addition, Chapter I has provided a brief review of the Liberian national background, traditional

"bush school" system of education, Westernized educational system, and previous efforts in teacher education. In general, Chapter I has provided the necessary setting for 29 the study which is presented in the remaining chapters.

Chapter II deals with the status of teachers in Liberia.

Since the programs of teacher education in Liberia are based on the premise that future improvement of teacher education must start with taking the current status of teachers and improving it, Chapter II provides the information on the current status of teachers in Liberia. CHAPTER II

STATUS OF LIBERIAN TEACHERS

Location of Preservice Teacher Training

Providing the best education possible throughout Liberia is one of the highest priorities of the government.^

To a very great extent the quality of education is directly related to the quality of teachers in the schools. In addition in order to meet an increasing demand for more schools, the quantity of teachers in Liberia also has to be increased. The evidence presented in this chapter indicates that the quantity and preparation of teachers in the schools could and should be drastically improved.

A brief digression concerning some pertinent locations in Liberia is in order. The map on the next page shows the sites of the current and previous efforts in teacher education. These four institutions, W. V. S. Tubman

Teachers College of the University of Liberia, Cuttington University College, Zorzor Rural Teacher Training Insti­ tute, and Kakata Rural Teacher Training Institute, have the current responsibility for preservice teacher educa­ tion in Liberia. These locations along with Harper,

^Background Information for University Planning, (Monrovia, Liberia: University of Liberia, University Planning Unit, December, 1974), p. 52. 31

MAP 32

Cape Palmas (where previous efforts in preservice teacher training were situated), are indicated on the map. These sites are also the predominant in-service locations in

Liberia. Although other in-service teacher education sites exist, they are not as important and are not indi- dated on the map.

Quantity of Teachers

Although not necessarily related to improving the preparation and training of prospective teachers, the number of teachers has kept up with the increase in the number of students. As can be seen from table 2, the number of students and the number of teachers in the schools have increased about tenfold during the past thirty years.

The student-teacher ratio, therefore, has not varied appreciably during this time--going from a high of 35.9 to a low of 28.4 all within a two-year period. Over this same thirty-year period, however, the number of schools only increased about fivefold. Therefore, the number of students per school and the number of teachers per school have approximately doubled during this time. Still, compared with the average school size in the United States, the average size of the Liberian school is small with only 156.8 students and 4.8 teachers per school in 1976. The average annual increase in the number of teachers between 1948 and 1976 was 196.3 teachers per year. However, 33

TABLE 2 Numbers of Students, Teachers, and Schools (1948-76) Students/ Teachers/ Students/ Year Students Teachers Schools school school teacher 1948 20,613 613 243 84.8 2.5 33.6 1950 24,526 684 270 90.8 2.5 35.9 1952 34,843 1,228 445 78.3 2.8 28.4 1954 41,445 1,358 427 97.1 3.2 30.5 1956 49,772 1,662 564 88.2 2.9 29.9 1958 54,910 1,758 687 79.9 2.6 31.2 1960 62,087 2,103 648 95.8 3.2 29.5 1962 80,321 N.A. 841 95.5 N.A. N.A. 1964 85,862 2,983 893 96.2 3.3 28.8 1966 93,445 3,225 859 108.8 3.8 29.0 1968 N.A. N.A. N.A. N.A. N.A. N.A. 1970 135,739 4,302 1,084 125.2 4.0 31.6 1972 160,456 4,689 1,121 143.1 4.2 34.2 1974 176,171 5,388 1,167 151.0 4.6 32.7 1976 200,909 6,108 1,281 156.8 4.8 32.9 SOURCES: Marpensi Borlor, "The Teacher Problem of the General Public Senior Secondary Education in Liberia Since 1947," 1974, p. 6; Liberia, Department of Education, Annual Report of Secretary of Education, R.L. to the Honorable the Legislature of the Republic oT Liberia in the Second Session^ oT the Forty-Fifth Legislature of the Republic of Liberia for the Year October"-]?, 1963 to September 30, 1964, p. 106; S’ Henry Cordor, Developments in Education in the Republic of Liberia, Monrovia, Liberia, L9677 P- 63; Liberia, Ministry of Education, Annual Report of the. Minister of Education to the Third Session of the Forty-Seventh Legislature of the Republic of~ Liberia Covering the Period January 1~ 1973- December 31, 1973, p. 69; Liberia, Ministry of Education, Annual Report of the Minister of Education to the'Fourth Session of the Torty- Seventh Legislature of the Republic of Liberia Covering the Period January 1, 1975-December 31, 1974, p? 83; and Liberia, Ministry of Education, Annual Report of the Minister of Education to the Second Session of the Forty-Eighth Legislature-oT the Republic of Liberia Covering the Period January 1, T97~5-December 31, 19/6, p. 108. 34 between 1966 and 1976 the average was 288.3 teachers per year.

With regard to projections of the numbers of teachers needed in the next few years, the Liberian Ministry of

Education has projected the enrollments and teachers expected until 1985. As can be seen from table 3, the numbers of students and teachers are expected to increase rapidly. The average annual increase in the number of teachers between 1980 and 1985 is projected to be 357.

This is with a slightly higher student-teacher ratio than now exists and one that is projected to gradually increase.

By 1985 this will be a projected increase of about two-thirds more students than in 1976, but a projected increase of only about one-half more teachers.

The Amachree and Carlon study of twenty-four Liberian secondary schools done in 1968 reported:

In terms of the number of teachers teaching in the schools over the past years, . . . the number of teachers has been increasing gradually, but this increase does not appear to be keeping pace with the increase in the school-population? . . . The general Implication is that even though the number of teachers is increasing rather sluggishly, the high increase in the student population actually negates the effect of the increase. Thus, in actual numerical terms, the teacher manpowergSituation is deteriorating from year to year.

2 George W. Ferns and John W. Hanson, Secondary Level Teachers: Supply and Demand in Liberia. East Lansing, Michigan: Institute for International Studies in Educa­ tion, 1970), p. 73. 35

In interviewing the twenty-four principals of these

selected secondary schools, Amachree and CarIon asked a

number of questions concerning the supply and retention of

teachers in Liberia. One of these questions referred to

the adequacy of the number of teachers. In response to

this question, twelve principals (50.0%) said that they had an inadequate number of teachers; nine (37.5%) said the

number was adequate; two (8.3%) said the number was very

inadequate; and one (4.2%) said the number was more than 3 adequate. Twenty of the principals responded to a question

regarding the reasons for an inadequate number of teachers.

Eleven principals (55.0%) said that the salary was not

attractive enough; four (20.0%) said that there were bud­

getary limitations; two (10.0%) said that there were diffi­

culties with the Ministry of Education; two (10.0%) said

that there was an inability to replace a teacher; and one (5.0%) said that the place was not attractive.^ Thus,

financial considerations were the main restrictions for

an inadequate number of teachers given by fifteen (75.0%) of the principals. While the Amachree and Carlon study seems to differ

somewhat from the actual figures as given in table 2 and

table 3, this can probably be accounted for. First, many people would not think of a student-teacher ratio of thirty-

two to one as adequate. Second, the Amachree and Carlon

3Ibid. , p. 82. ^Ibid., p. 83. 36

TABLE 3

Proj ections of Numbers of Students and Teachers (1980-85)

Students/ Year Students Teachers Teacher

1980 245,540 6,964 35.3 1981 262,440 7,455 35.2 1982 280,120 7,910 35.4 1983 298,490 8,328 35.8 1984 316,860 8,722 36.3 1985 336,240 9,106 36.9

SOURCE: Liberia, Ministry of Education, Annual Report of the Minister of Education to the Second Session of the Forty-Eighth Legislature of the Republic Liberia Covering the Period January T, 1976- December 31) 1976,p~ Tl2. 31 study was drawn from a survey of twenty four secondary principals which is only a very small part of the total number of principals. Third, because there is a short supply of teachers in specific academic disciplines at the secondary level, this may have affected the responses 5 of the Amachree and Carlon study. Even assuming that an adequate number of teachers are available, this does not address the problem of whether these teachers are properly prepared and trained.

Preparation and Training of Teachers

The preparation and training of an adequate number of teachers in Liberia has been a problem for a number of years. For many years no accurate records were kept and so an assessment of the extent of the problem has only been made recently-beginning about twenty years ago. In 1959

Dr. William C. Nutting stated the problem as follows:

Absence of census data and incomplete school records make it difficult to assess accurately the school and teacher requirements of Liberia, . . . It has been estimated that--by United States stan­ dards- -75 per cent of the teachers in Liberia have less than an eighth-grade education. The opening of additional classrooms has frequently been at the cost of diluting the quality of teaching. A recent report indicated that 50 per cent of the teachers were unable to meet even the lowest qualification standard.

^Ibid. , pp. 81-82. g William C. Nutting, "Liberia’s First Teacher Education Institution," Journal of Teacher Education. 10 (December, 1959): 439. 38

A similar theme was reiterated by Nathaniel V. Massaquoi,

former Secretary of Public Instruction, when he reported in

his 1960 annual report that "the startling realization that

over seventy per cent of our elementary teachers are incom­

petent and unqualified gives birth to the anxiety for

finding a solution.Borlor reported that ", . .in 1961

the Ministry of Education analyzed 1700 of its employees

and found out that twenty per cent of them were below grade g ten." A statement of this same problem, or some slight variation, can be found in the literature for almost every year since this time.

Dr. Mary Antoinette Brown Sherman, now President of the

University of Liberia, stated the following in a 1963 article:

The low standard for entry into the teaching field impairs the quality of instruction in the schools and strikes at the very roots of raising and main­ taining standards. According to the 1962 Annual Report of the Secretary of Education, more than one-half of the teaching force in the Republic was below high school graduation. Practically all of the persons who had this limited academic training had no professional training.

Borlor again mentioned that in 1963 the Ministry conducted a national school survey and that ". . .results from that survey revealed that 66% of all the teachers in

Liberia, Department of Public Instruction, The First Annual Report of the Department of Public Instruction Republic of Liberia Covering the Period October I, T959 to September 30, 1960, p. 31. g Marpensi Borlor, "The Teacher Problem of the General Public Senior Secondary Education in Liberia Since 1947," 1974, p. 7. 9 Mary Antoinette Brown, "Educational Aspirations in Liberia," West African Journal of Education, 7(June, 1963):81. 39

Liberia had not completed high school by December of that year."IO Dr. Melvin J. Mason reported that

. . . former Secretary of Education Mitchell stated in his 1964 annual report that many elementary teachers have less than a high school education and little or no professional training. This group constitutes about 69 per cent of our teacher population, he concluded. We see therefore that the academic and professional qualification of the majority of our teachers is far below average standards. Dr. Augustus F. Caine, former Secretary of Education, in his 1966 annual report stated that a 1965 survey of 1,662 of the 3,088 teachers in Liberia revealed that 1,196 (72.0% 12 of those surveyed) were not high school graduates. For this same year, 1965, table 4 shows the preparation and training for the secondary teachers in Liberia. As can be seen, 35% of the secondary teachers had only a high school education or less and obviously lacked proper preparation and training to teach secondary school.

Since the figures in table 4 are only for secondary teachers, the inferences are that the elementary teachers had less preparation and training in 1965 than the secondary teachers.

■'■^Borlor, "The Teacher Problem of the General Public Senior Secondary Education in Liberia Since 1947." p. 7. ■''■''Melvin J. Mason, "The Purpose of Teacher Education in Developing Liberia," West African Journal of Education. 15(0ctober, 1971):185. 12 Liberia, Department of Education, Annual Report of the Department of Education to the Honourable the Legislature of the Republic of Liberia in the Fourth Session of the Forty Fifth Legislature of ~tIie-~KepuE?lic of Liberia for the Year October 1, 1965 - September 30, 1956, pp. 20-21. 40

TABLE 4

Preparation and Training of Secondary Teachers by Sex, 1965

Preparation/ Training Male Female Total Per Cent

Jr. High 8 4 12 2.9 Sr. High 110 21 131 32.1 B.A./B.S. 148 59 207 50.7 M.A./M.S. 30 11 41 10.0 Ph.D. 1 0 1 0.2 Others 11 5 16 3.9 Total 308 100 408

SOURCE: George W. Ferns and John W. Hanson, Secondary Level Teachers: Supply and Demand in Liberia. (East Lansing, Michigan: Institute~7or Inter­ national Studies in Education, 1970), p. 30 citing Liberia, Department of Education, Secondary Education in Liberia, by A. Doris Banks Henries, 1967. 41

It was only in 1970 that statistics on the preparation

and training of all the teachers in Liberia became accurately

available. As can be seen from table 5, this shows that

clearly one-third of the teachers reported had still less

than a high school education and that 62.4% had only a high

school education or less. These figures do not include the

17.4% of the teachers whose preparation and training were

not reported. These, then, are conservative statistics and

the actual figures are probably somewhat higher.

The statistics for 1972 show a slight improvement in the

preparation and training of the teachers in Liberia. As can

be seen by table 6, however, the percentage (62.5%) of

teachers with only a high school education or less has remained about the same as in 1970. Reed, in reporting on

the secondary teachers in Liberia in 1972, has stated that

. . .71% or 268 of the 377 senior high school teachers had a college or graduate degree. Of that number 198 teachers had a B.A. degree, 66 had masters degree and 4 a doctorate. Approximately 15% of the teachers did not report their qualifications and the remainder did not meet the minimum qualifications of a college degree. At the junior high school level the percentage of teachers with comparable educational training is significantly lower. Of the 790 junior high teachers only 341 (43.2%) had a B.A. or advanced degree; 297 had a B.A. degree; 41 the masters degree and 3 the doctorate. Clearly the teaching staff should be upgraded--a fact acknowledged-, and given high priority by the Ministry of Education.

13 Rodney J. Reed, Characteristics of Teachers ; A Survey Tool for Policy Making. A Descriptive Study of Liberia, (Bethesda, Md.: ERIC Document Reproduction Service, ED 124 535, 1975), pp. 32-33. 42

TABLE 5

Preparation and Training of Teachers by Management, 1970

Preparation Public Mission Other Training School School School Total Per Cent

Less than high school 1,024 291 117 1,432 33.3

High school 845 311 94 1,250 29.1

Some college 153 53 31 237 5.5

B.A./B.S. 369 197 66 632 14.7

M.A./M.S. - - - - -

Ph.D. - - - - -

Not reported 257 323 171 751 17.4

Total 2,648 1,175 479 4,302

SOURCE: Liberia, Department of Education, Division of Records and Statistics, Statistics of Education in Liberia 1970, p. 41. 43

TABLE 6

Preparation and Training of Teachers by Management, 1972

Preparation Public Mission Other Training School School School Total Per Cent

Less than high school 995 254 133 1,382 29.5

High school 945 396 207 1,548 33.0

Some college 194 142 111 447 9.5

B.A./B.S. 398 225 92 715 15.2

M.A./M.S. 69 47 20 136 2.9

Ph.D. 2 5 0 7 0.1

Not reported 241 139 74 454 9.7 Total 2,844 1,208 637 4,689

SOURCE: Liberia, Department of Education, Division of Records and Statistics, Statistics of Education in Liberia 1972, p. 2. 44

The statistics for 1974 as shown by table 7 indicate

that there probably was no improvement in the overall

preparation and training of Liberian teachers between 1972

and 1974. There are clearly over one-half (50.2%) of the

teachers who are unprepared to teach as they have only a

high school education or less with no teacher training.

When the number of teachers with only a high school educa­ tion plus teacher training is added to the clearly prepared

teachers, the statistics increase to 65.3%, although by

Liberian standards, the teachers with a high school education

plus teacher training are prepared to teach in the elementary schools.

There have been some projections made as to the number

of prepared and trained teachers expected in Liberia until

1985. Projections for elementary (table 8), junior high

(table 9), and senior high (table 10) teachers are shown

for 1980 through 1985. With regard to these tables, for the elementary teachers: fully prepared means a teacher

with at least two years of academic training beyond high school including teacher training; underprepared means a

teacher who is a high school graduate and has teacher

training; and unprepared means a teacher who has not

graduated from high school or whose academic training is

unknown. For the secondary teachers: fully prepared means

a teacher with at least a bachelor's degree from a univer­

sity including teacher training; underprepared means a teacher with at least a bachelor's degree from a university without teacher training; and unprepared means a teacher 45

TABLE 7

Preparation and Training of Teachers by Management, 1974

Preparation Public Mission Other Training School School School Total Per Cent

Less than high school 781 257 109 1,147 22.4

High school 765 383 276 1,424 27.8

High school + teacher ed. 581 99 95 775 15.1

Some college 181 92 91 364 7.1

Some college + teacher ed. 63 58 29 150 2.9

B.A./B.S. 183 111 54 348 6.8

B.A./B.S. + teacher ed. 166 93 43 302 5.9

M.A./M.S. 24 34 7 65 1.3

M.A./M.S. + teacher ed. 47 37 5 89 1.7 Ph.D. 1 5 3 9 0.2

Not recorded 202 167 84 453 8.8

Total 2,994 1,336 796 5,126*

*This Total does not include 89 Public, 76 Mission, and 115 Others not classified.

SOURCE: Liberia, Ministry of Education, Division of Statistics, Statistics of Education in Liberia 1974, p. 3. TABLE 8

Projected Preparation and Training of Elementary Teachers (1980-85)

Total Fully Per Under- Per Un­ Per Year Teachers Prepared Cent prepared Cent prepared Cent

1980 5,318 1,780 33.5 2,120 39.9 1,418 26.7 1981 5,714 1,909 33.4 2,296 40.2 1,509 26.4 1982 6,085 2,034 33.4 2,524 41.5 1,527 25.1

1983 6,428 2,155 33.5 2,800 43.6 1,473 22.9

1984 6,742 2,272 33.7 3,075 45.6 1,395 20.7

1985 7,033 2,386 33.9 3,329 47.3 1,318 18.7

SOURCE: Liberia, Ministry of Education, "Long Range Education Plan, 1976-1985," vol. 2, cited by Evelyn S. White, "The Problems and Prospects of Pre­ service Education of Teachers in Liberia," (Ed.D. dissertation, Teachers College, Columbia University, 1978), p. 177.

4>- o-\ TABLE 9

Projected Preparation and Training of Junior High Teachers (1980-85)

Total Fully Per Under- Per Prepared for Per Un- Per Year Teachers Prepared Cent prepared Cent Elementary Cent prepared Cent

1980 926 321 34.7 207 22.4 190 20.5 208 22.5

1981 957 377 39.4 190 19.9 200 20.9 190 19.9 1982 998 433 43.4 177 17.7 210 21.0 178 17.8

1983 1,048 488 46.6 170 16.2 219 20.9 171 16.3

1984 1,100 542 49.3 165 15.0 228 20.7 165 15.0

1985 1,155 596 51.6 161 13.9 237 20.5 161 13.9

SOURCE: Liberia, Ministry of Education, "Long Range Education Plan, 1976-1985," vol. 2, cited by Evelyn S. White, "The Problems and Prospects of Pre­ service Education of Teachers in Liberia," (Ed.D. dissertation, Teachers College, Columbia University, 1978), p. 178. TABLE 10

Projected Preparation and Training of Senior High Teachers (1980-85)

Total Fully Per Under- Per Un­ Per Year Teachers Prepared Cent prepared Cent prepared Cent

1980 720 230 31.9 300 41.7 190 26.4 1981 784 254 32.4 334 42.6 196 25.0

1982 827 280 33.9 344 41.6 203 24.5

1983 852 308 36.2 335 39.3 209 24.5 1984 880 335 38.1 329 37.4 216 24.5 1985 918 361 39.3 334 36.4 223 24.3

SOURCE: Liberia, Ministry of Education, "Long Range Education Plan, 1976-1985," vol. 2, cited by Evelyn S. White, "The Problems and Prospects of Pre­ service Education of Teachers in Liberia," (Ed.D. dissertation, Teachers College, Columbia University, 1978), p. 179.

00 49 with less than a bachelor's degree from a university.^ As can be seen from table 8, while the percentage of fully prepared elementary teachers is expected to remain relatively constant, the percentage of unprepared elementary teachers is expected to decline. At the secondary level (table 9 and table 10), the percentage of fully prepared teachers is expected to increase and the percentage of unprepared teachers is expected to decrease. If these projections are close to being accurate, then the number and percentage of teachers with some preparation and training by 1985 are going to significantly improve over the number and percentage of teachers with some preparation and training in 1974.

Perhaps the importance of these projections, however, is that both the number and percentage of unprepared teachers are estimated to be significantly decreased by 1985.

Demographic Characteristics of Teachers

There are very few accurate data which give the demo­ graphic characteristics of the teachers in Liberia. Only in 1970 did the statistics show an accurate distribution of teachers by sex, level, and management. As seen by table 11, the vast majority of the teachers in Liberia at all levels and types of management are male. In fact, in 1970 only

27.7% of the elementary and 19.2% of the secondary, or 25.97, of the total number of teachers were female. No attempt

1^Evelyn S. White, "The Problems and Prospects of Pre­ service Education of Teachers in Liberia," (Ed.D disserta­ tion, Teachers College, Columbia University, 1978), p. 44. TABLE 11

Number of Teachers by Sex, Level, and Management (1970)

Elementary Secondary Total Grand Management Male Female Male Female Male Female Total

Private 1,601 626 349 72 1,950 698 2,648

Mission 537 239 309 90 846 329 1,175

Other 307 74 84 14 391 88 479

Total 2,445 939 742 176 3,187 1,115 4,302

SOURCE: Liberia, Department of Education, Division of Records and Statistics, Statistics of Education in Liberia 1970, p. 41.

Un O 51

has been made to survey the age, teaching experience, or other demographic characteristics of all Liberian teachers.

There have, however, been a few attempts to survey

selected secondary teachers. The Amachree and Carlon study which surveyed 153 teachers in twenty-four secondary schools did include demographic data.

The research covered 153 teachers, of whom 124 were male and 29 female (which gives a ratio of about 9:2). The mean age of the teachers was about 31 years. . . . Of the 153 teachers, 55 are single, 92 are married, and 6 either divorced or separated. The,-married teachers have an average of 4 children.

Reed, in his 1974 study, surveyed 127 teachers in twenty-nine secondary schools in Liberia.

Most of the teachers surveyed were males between the ages of 21-30 across all three school types. The majority of the teachers surveyed were expatriates with most of these being citizens of the United States. Most of the expatriate teachers had lived in Liberia for one to three years and are to be found primarily o^^the teaching staffs of public and mission schools.

Reed continued with the following statement.

The great majority of teachers surveyed had either completed college, done work beyond college or earned an advanced degree. This is less true for mission and private school teachers than for public school teachers. . . . Overall, the majority of teachers surveyed had 4 years and above of teaching experience. Within that category, a greater percentage of mission school teachers than public or private school teachers

l^Ferns and Hanson, Secondary Level Teachers: Supply and Demand in Liberia, pp. 91-92. 16Reed, Characteristics of Teachers: A Survey Tool for Policy Making. A Descriptive Study of Liberia, p. 87. 52

had taught for four or more years. . . . The majority of teachers reported having 1-3 teaching specialties which generally are in the area of mathematics, language arts, social studies and science. These teaching specialties parallel current teaching assignments although a slight tendency to use teachers in social studies who did not consider this to be an area of speciali­ zation was observed. Few teachers reported teaching specialties in areas which may be among Liberia's greatest needs--industrial arts (including mechanical and electrical specialties) and home economics with emphasis on food and nutrition. . . . Finally, many teachers reported teaching some combination of grades 7-12 rather than teaching exclusively the senior high grades 10-12. 7

Ferns and Hanson stated some observations concerning the number and use of expatriot teachers in Liberia. They said:

Secondary schools are still dependent upon foreign sources for 45 percent of their total staff and... for well over 50 percent of their academically qualified staff. Furthermore, the supply of teachers recruited by missions and Peace Corps Volunteers must be considered uncertain in the future, . . . (at least to provide the present number of teachers). The first of these sources . . . is today a declining source in most of Africa; and although to date Liberia appears to have presented an exception in this regard, the permanency of the supply in its present strength must be questioned.. The second represents a pro­ gram committed not to permanent assistance but to aiding a country during an interim period while it finds its own way and commits ijgelf to solving its own teacher manpower problems. Although neither the Reed study nor the Amachree and Carlon study are valid for the entire teaching population of Liberia, these studies provide about the only glimpse of the demographic characteristics of secondary teachers

17Ibid., pp. 115-118. 18 Ferns and Hanson, Secondary Level Teachers: Supply and Demand in Liberia, p. 32. 53

in Liberia. Other than the statistics showing the number of male and female teachers, no accurate data are known about the elementary teachers in Liberia. Although not much is known about the demographic data of Liberian teachers, there has been a long-standing concern about the recruitment and retention of qualified teachers for Liberia.

Problem of Recruitment and Retention of Teachers

The problem of recruitment and retention of qualified teachers for Liberia has been evident for many years. Two barriers seem to stand out as perennial issues--low salaries paid to teachers and the low social status of the teaching profession. In 1960 Nathaniel V. Massaquoi, former

Secretary of Public Instruction, in trying to convince the government of Liberia to overcome these impediments stated:

Teachers who push the frontiers of thought and action, who work conscientiously to eradicate ignorance must be given better recognition in terms of adequate salaries that would give social prestige and economic security. . . . Because the key to sound education is an effective teacher who is qualified by training and experience, who regards teaching more in terms of a profession than a stepping stone to higher and other attain­ ments, it is hoped that adequate budgetary allow­ ance will be made so as to attract the best minds to the teaching profession.

The 1963 report of the World Confederation of Organiza­ tions of the Teaching Profession stated that because most

Liberian teachers are unqualified "is undoubtedly the chief

19Liberia, Department of Public Instruction, The First Annual Report of the Department of Public Instruction, Republic of Liberia Covering the Period October 1, 1959 to September 30, T?60, pp. 30-31. 54

„20 cause of the low status of the teaching profession." This report went on to say that: "The policy of the Government in regard to teachers' salaries has not been such as to en­ hance the status of the teaching profession." The report went on to conclude that lack of professional training, the absence of a professional attitude, unsatisfactory salaries, and over-crowded and dilapidated buildings are "factors which have tended to depress the status of the teaching profession in Liberia."22

In 1966 Dr. Augustus F. Caine, then Secretary of

Education stated:

While our teachers are patriotic enough to remain in the service despite the fact that their salaries are not competitive enough, they cannot be expected to hold out indefinitely unless we continue the wage improvement scheme made possible this year. Our teaching staff is inadequate in numbers as well as training. We cannot afford to lose too many of them.

In 1968 the Amachree and Carlon study dealt with many aspects of the problem of recruitment and retention of

Liberian secondary teachers. They first dealt with teacher turnover rate, stating that

20 Survey of the Status of the Teaching Profession in Africa, (Washington, D.C.: World Confederation of Organi­ zations of the Teaching Profession, 1963), p. 52. 21Ibid., p. 55.

22ibid.t pp. 55-56. 23 Liberia, Department of Education, Annual Report of the Department of Education to the Honourable the Legisla­ ture of the RepuFlTc of Liberia in the Fourth Session of the Forty-Fifth Legislature of 'the Republic of~Liberia~Tor the Year October l) 1965-September 30) 1966, p. 27. 55

. . . for the three years (1965, 1966, & 1968) for which figures are available, we have 847 teachers of which a total of 171 left. This accounts for about 20.2% annual turn-over rate for the period. The general impression is that even when the 1967 figures (which were unavailable for this report) are?included, the turn-over rate is still around 20%.

Amachree and Carlon surveyed twenty-four principals regarding the official and "unofficial" reasons for the loss of teachers. The responses indicated that for the official reasons

. . . nearly 50% of those who left the schools left because their contracts had expired. When it is realized that practically all teachers on contract are expatriates, the attrition rate of teachers becomes more meaningful. Another crucial aspect of the official reasons for leaving is the relatively high percentage of those who leave because of dis­ satisfaction either with the salary or with the working conditions. These two sources of dissatisfaction together account for nearly 21% of the attrition.

The "unofficial reasons given by the principals for the loss of teachers indicate that: "Of those teachers who left and about whom the principal had private knowledge, nearly 70% left because of dissatisfaction with the salary and the conditions of work." While the above reasons were ones pertaining to specific teaching positions, the principals were also surveyed regarding the position of employment,

24 Ferns and Hanson, Secondary Level Teachers: Supply and Demand in Liberia, p. 74.

2^Ibid., p. 76.

26Ibid., p. 77. 56 which immediately followed, of the teachers who left. Of the teachers whom the principals had knowledge, the study showed

. . . an alarming rate of attrition of about 71% from the teaching profession. . . . This high rate of attrition from the profession of Liberian high school teachers may be accounted for by two broad factors. The first is salary and the second is prestige and recognition.

The principals were also surveyed concerning their reasons for problems in recruiting new teachers. The study showed that

Again salaries provided the most predominant reason for problems (39.4%). The isolation of schools accounted for about 12%. Another im­ portant reason was the difficulty that principals have with the Department of Education. Most government schools mentioned their lack of authority to recruit their own teachers and select teachers whom they feel are capable. Recruitment for these schools is done by the Department of Education through supervisors who are spread over the country.

Amachree and Carlon also surveyed 153 secondary school teachers in Liberia regarding the recruitment and retention of teachers. Concerning the aspect of the attrition of teachers, the study found that: "An interesting and particular alarming aspect of this problem is the number of teachers who are desirous of leaving for other jobs (72, 29 or 48%). This is a startling high figure." When the teachers were asked to give reasons some have for not going into teaching, Amachree and Carlon reported

27Ibid., p. 78. 28Ibid., p. 79.

29yIbid., p. 93. 57

. . . that low salaries and lack of prestige were major factors in keeping peopTe from going into teaching. In this study, these two factors accounted for 83% of the reasons people do not go intb teaching, as perceived by the teachers themselves. When lack of better prospects in the teaching field is added to the two reasons already mentioned, nearlv 90% of all reasons given are accounted

Concerning the reasons for going into teaching, Amachree and Carlon reported that:

The findings of our study are revealing both of the teacher's perception of himself and of his perception of the general reasons others have for entering the teaching profes­ sion. It is significant that of the twelve reasons given about half may be considered negative reasons. There thus appears to be an alienation from the teaching profession which may have serious repercussions for the future development of the educational system.

Amachree and Carlon also asked questions pertaining to the teachers' perceptions of the prestige of teachers in the school and in the community. They reported that:

It is interesting that fewer teachers said that they were respected by the community than re­ ported being respected within the school. It is also important to note that lack of respect in the community appears to be more related to the desire to leave than lack of respect from the school. This may be explained by the fact that while a teacher might feel an ability to handle the school situation, his ability to handle the community situation may be very limited. He might thus feel powerless. This will have the tendency of frustrating him all the more and inducing him to leave.

30Ibid., p. 93. 3^Ibid., p. 94.

^^ihid., p. 96. 58

In 1970 Ferns and Hanson again reiterated the factors

contributing to the problem of recruitment and retention of

teachers in Liberia.

Clearly disesteem for the profession and low morale among those who are in it are signi­ ficant factors affecting the supply of teachers. When such conditions prevail prospective gradu­ ates shy away from teaching and those already teaching manage to migrate out by one means or another. As each good teacher leaves, the morale of those remaining in the profession falls, thereby amplifying the loss which has occurred, . . . Although there appear to be a number of mutually reinforcing reasons for the attrition of teachers, the chief reasons seem to relate to salaries and to working conditions.

With regard to the low salaries paid to the Liberian teachers, Ferns and Hanson continued with the following statement.

The problem of financial incentives is probably the more easily objectifiable of the two reasons advanced for not entering (and implicity for leaving) the profession. There is no doubt that the present system of finan­ cial rewards for teaching severely militates against quality education in Liberia. . . . We cannot stress too strongly that until the problem of remuneration of teachers is ade­ quately dealt with, there is little doubt that attrition from the profession will continue to be high, constrained only by the limited ab­ sorptive capacity of other parts of the economy. Until a regularized and adequate system of rewards for teaching exists, the profession will continue to attract too few teachers and those who do enter the profession will continue to offer less than their best service by reason of poor morale.

With regard to the low social status of the teaching profession in Liberia, Ferns and Hanson concluded that:

33Ibid., pp. 41-42.

3Z|’Ibid. , pp. 43-44. 59

Clearly financial considerations do not wholly account for the declining morale of teachers or the loss by the teaching profes­ sion of the prestige it commanded in former times. Until teachers feel they are respected within schools, within the communities in which they teach and within the nation at large, the quality of education will continue to suffer. The interaction between prestige, a sense of being valued, and financial rewards and condi­ tions of service points to the urgency of im­ proving the. material conditions of the teacher as the first priority. Here at least is one handle upon the problem of eliminating imper- manency within the profession; and until this handle is grasped, it is unlikely that the problems emanating from the fact that teachers feel undervalued or lacking respect or status will be solved. Neither exhortations nor statements of official appreciation are likely to turn the trick.

The Honorable Bertha Baker Azango, Assistant Minister of Education for Planning and Research, indicated in a 1972 address that possibly the teacher turnover rate had lessened from the time of the Amachree and Carlon study.

The waste of good Liberian teachers is re­ flected in the high teacher turnover rate which is rapidly rising. Out of 3,536 public school teachers in the system in 1971, approximately 11% left and had to be replaced and between January and September 1972, the teacher turnover rate was 13.4%. . . . the reason for the rapid teacher turnover in the system can be attributed largely to the competitive and attractive salaries paid by industry; although there is < also a great loss of qualified teachers to other public sector agencies. Research conducted in preparing the proposal for a new teacher salary scale this year revealed that qualified teachers with master * s degrees are generally paid about the same rate as secretaries and stenographers with-high schooT diplomas^ in both the publicand private sectors. Consequently, as a natural

35Ibid., p. 45. 60

human reaction, it would take more than mere dedication to teaching to hold a good teacher in the classroom.

In 1974 Kaifa mentioned the same reoccuring theme.

Teaching is neither an honored nor a re­ munerative profession in Liberia. This is reflected in the high rate of teacher attri­ tion. . . . Various reasons are given for the decline in social status of the teacher, including low, irregular salaries, generally poor conditions of service, few opportunities for advancement, and increasing importance of material rewards as contrasted with altru­ istic motivations. ... A teacher usually stays at his initial salary for many years. He cannot look forward to annual or regular salary increments. Promotion to principal- ship, acquisition of additional qualifications, and double session teaching are about the only avenues for achieving increments in government service. Salaries have been steady in recent years but it is reported that the cost of living has risen about 20% during the last three years.

Borlor, in the same year, brought a slightly different perspective to the low status of teachers in Liberia by stating:

The teaching profession has been regarded in Liberia as a job rather than a profession by the general public and most of the teachers who are in the field. Therefore, most people, includjgg those qualified, are not interested in it.

3 6 Bertha Baker Azango, "Crisis and Dilemma in Liberian Education," paper presented at the Julius C. Stevens Annual Lectures in Education, W. V. S. Tubman Teachers College, University of Liberia, 1972, p. 34 (italics mine). 37 John Javaty Kaifa, "The Liberian Educational System with Emphasis on Proposals for Change," (M.A. thesis, Michigan State University, 1974), pp. 24-30.

O Q . Borlor, "The Teacher Problem of the General Public Senior Secondary Education in Liberia Since 1947," p. 13. 61

Reed, in his study of 127 Liberian secondary teachers

in 1974, seemed somewhat surprised to conclude (although he

should not have been) that these teachers

. . . not only do not appear to be interested in continuing a teaching career at their present school but neither at other schools in Liberia. . . . Many teachers do aspire to higher paying positions outside the field of education--perhaps reflecting the generally low salaries associated with the education profession in Liberia.

White in 1978 still reported that "The low status and salaries of teachers have once more been resounded as the major stumbling block to teaching as a profession."^

She dealt mostly with the aspect of recruitment of teachers and stated that in addition to low status and salaries, other factors inhibit the recruitment of high quality teachers.

A lack of opportunity for professional growth of teachers was also given as a problem in the preservice education of teachers in Liberia by administrators. This is related to the problems of the conditions of service; incentives and fringe benefits which are alto­ gether not encouraging.

White continued by stating factors that affect recruit­ ment of teachers in Liberia.

The lack of opportunity for professional growth, insufficient efforts to attract candi­ dates, lack of incentives, the fact that teaching was used as a substitute profession, that programs were not well sold, the employment of many un-

39 Reed, Characteristics of Teachers: A Survey Tool for Policy Making. A Descriptive Study of Liberia, p. 159. ^White, "The Problem and Prospects of Preservice Education of Teachers in Liberia," p. 111. ^Ibid. , p. 113. 62

qualified persons, and logistical difficulties were offered as reasons other than low status and salaries for the difficulties teacher education programs have in attracting candi­ dates by all professionals.

For at least the past twenty years there has been

a major problem in the recruitment and retention of teachers

in Liberia. Although there are many factors which affect

this problem, the two factors of low salaries paid to teachers and the low social status of the teaching profes­

sion stand out. The issue of the low salaries could pro­ bably be improved if the Liberian government would increase the percentage of the national budget spent on education, including teachers' salaries. The issue of the low social status of the teaching profession is a much more complicated one and much more difficult to resolve. A multidimensional and coordinated effort by both Liberian government and the teachers themselves over a period of time would probably show some improvement in this area.

Summary

Chapter II has indicated that the status of teachers in

Liberia needs to be improved. As the quality of the educa­ tional system depends in part on the quality of the teachers in the system, efforts must be made to attract, select, and retain the caliber of teachers necessary to meet the educa­ tional goals of Liberia. While an adequate number of people

^Ibid., pp. 115-116. 63 have been found to keep the student-teacher ratio respec­ table, many of these are not trained as teachers. There are indications that the student-teacher ratio will increase in the next few years.

It is in the area of preparation and training of fully prepared teachers that Liberia has had a problem for a number of years. Today clearly more than one-half of the teachers are not fully prepared and trained to teach on the level to which they are assigned. While the increase in the minimum requirements for fully prepared teachers over the years is helping to solve one problem, it is also creating another, hopefully short-term, problem. The increase in the minimum requirements will help solve the problem of obtaining better prepared and trained teachers. It is creating a problem in that for a number of years there will be, as a result, a smaller percentage of fully prepared teachers. It has been estimated that by 1985 only slightly more than one- third of the elementary teachers, slightly more than one- half of the junior high teachers, and slightly less than two-fifths of the senior high teachers will be fully pre­ pared. There is not much known about the demographic charac­ teristics of Liberian teachers. Only the sex of the teachers--about three-fourths of them are male--can be ob­ tained from accurate data. Some surveys of selected secondary teachers show that they are young (around thirty years of age), married, have a college degree, and many are 64

expatriates. There is not data to tell whether these characteristics are accurate for the Liberian secondary teachers in general. Except for sex, no accurate demo­ graphic characteristics are available concerning the elementary teachers in Liberia. '

Chapter II has dealt with the problem of recruitment and retention of qualified teachers for Liberia. Two main factors, low salaries paid to teachers and the low social status of the teaching profession, have stood out as barriers affecting this problem. These barriers have existed for at least the past twenty years and continue to the present.

Despite these and other problems, teacher education has increased since 1947. Chapter III reports the general history of teacher education in Liberia and concentrates on the program of teacher education at the W. V. S. Tubman

Teachers College of the University of Liberia. As the first organized program of preservice teacher education in Liberia, the program at W. V. S. Tubman Teachers College had some influence on the programs that followed. CHAPTER III

W. V. S. TUBMAN TEACHERS COLLEGE OF THE UNIVERSITY OF LIBERIA

History of Teacher Education in Liberia

Although teacher education in Liberia did not exist in an organized manner until 1947, there were a few feeble attempts before this time. Moniba has stated: For nearly a century after the declaration of independence, Liberia had no effective organized program for teacher training. The government could not establish normal schools because it did not have adequate funds. Most instructors were barely literate, with only primary training in reading, writing and arithmetic... In order to improve the situation, some philanthropists and missionaries established a few institutes which taught unsJandardized courses with very low standards.

In commenting on the kinds of teacher education that were attempted before 1947, White stated:

Three kinds of teacher education endeavors were made in Liberia prior to 1947. These consisted of (1) course work in teacher education given in the regular high school program; (2) vacation schools or teacher institutes; and (3) extensio^centers for the upgrading of inservice teachers.

Mason has reported that the efforts to attempt elemen­ tary teacher education began with the establishment of the

Harry Fumba Moniba, "Booker T. Washington, Tuskegee Institute, and Liberia: Institutional and Moral Assistance, 1908-1969," (Ph.D. dissertation, Michigan State University, 1975), pp. 119-120. 2 Evelyn S. White, "The Problems and Prospects of Pre­ service Education of Teachers in Liberia," (Ed.D. disser­ tation, Teachers College, Columbia University, 1978), p. 15. 66

formal Westernized system of education by the "Americo-

Liberians" in 1823. However, this attempt, like most of the others, succumbed because of inadequate financial 3 support. Later efforts were again tried, as Moniba reported:

In 1900 a major step was taken towards systema­ tizing teacher education when the Bureau of Public Instruction was organized within the Department of the Interior and placed under Mr. J. C. Stevens as its first superintendent. One of Stevens’ first acts was to initiate an in-service training program for elementary school teachers by having them attend annual lectures given by the County Commissioners of Education. These programs continued until 1912, when the Bureau was raised to departmental status within the President’s cabinet. The new Secretary of Education, Mr. B. W. Payne, replaced the annual lectures at various centers in the counties with two-week teachers' institutes which were conducted during the long school vacation in December and January. At the close of each institute, the teachers were examined in the subjects taught, such as agri­ culture, language arts, health, and arithmetic.

Although these two-week teacher institutes were not sufficient, they were all that were available at the time.

They continued with decreasing success for a number of years. However, as Cordor reported: During the presidency of Charles B. D. King, in 1927, the in-service training programmes for teachers by the government were re-organized by the assistance of the Education Advisor for Liberia, Mr. James L. Sibley.

3 Melvin J. Mason, "The Purpose of Teacher Education in Developing Liberia," West African Journal of Education, 15, (October, 1971): 184. 4 Moniba, "Booker T. Washington, Tuskegee Institute, and Liberia: Institutional and Moral Assistance, 1908-1969," pp. 120-121. 3S. Henry Cordor, Developments in Education in the Republic of Liberia, (Monrovia, Liberia” 1967), pp. 28-29. 67

During that short time under Sibley's direction these institutes were apparently successful. Moniba stated that

"after his death in 1929, lack of leadership coupled with chronic financial problems, made it difficult to hold any £ other institutes for almost a decade."

The teacher institutes were revived in 1937, "after the government passed an educational act providing for the classification of elementary school teachers according to their qualifications,and after Mr. R. L. Embree was O assigned to the post of Education Advisor for Liberia. Although preservice education of teachers was begun in 1947, these institutes were,continued as in-service programs, especially to help those teachers that did not have pre­ service teacher education at a university, until 1952.

White reported that before 1947 there was teacher education given in two high schools in Liberia. Teacher education was centered in the College of West Africa, an academic secondary school, and in the Episcopal High School. In their last year, students were given lectures in methods and psycho­ logy of children during the regulargSchool hours and in addition to their classwork.

White also reported that extension centers were estab­ lished and attached to ten high schools in various parts Moniba, "Booker T. Washington, Tuskegee Institute, and Liberia: Institutional and Moral Assistance, 1908-1969," p. 121. 7Ibid., p. 121. o Cordor, Developments in Education in the Republic of Liberia, p. 121. 9 White, "The Problems and Prospects of Preservice Educa­ tion of Teachers in Liberia," pp. 15-16. 68 of Liberia to try to improve the training of those teachers already teaching.^"8

Even after the establishment of a preservice teacher education program in 1947, in-service teacher education was continued, especially for those with no preservice teacher training. A four-week annual vacation school was established in 1952 replacing the teacher institutes. With the curri­ culum being enlarged, these vacation schools were extended to last six weeks.Moniba reported:

In addition to the vacation school, the Depart­ ment of Education also began in-service extension classes in 1954 to prepare teachers to help school dropouts and conduct adult education classes. Regular attendance with good passing grades exempted the participants from attending the vacation school. The extension program graduated its first trainees in 1956, after completion of the requirements for high school.

Thus there were attempts made to provide some prepara­ tion for teachers before 1947. Except for the few courses at the College of West Africa and Episcopal High School, both in Monrovia, the training of the teachers was of the in-service, rather than the preservice, type. There was no degree-granting program for the preparation of teachers in

Liberia. The training that was offered varied from year to year and from place to place, depending on what qualified * 12

l^Ibid., p. 16.

UMoniba, "Booker T. Washington, Tuskegee Institute, and Liberia: Institutional and Moral Assistance, 1908-1969," pp. 121-122. 12Ibid., p. 122. 69

instructors were available. By the middle of the 1940’s

it became apparent that the preparation and training of

teachers was not adequate to meet Liberia’s increasing

educational needs.

History of the University of Liberia

In order to meet the need for more and better prepared

teachers, the W. V. S. Tubman School of Teacher Training was

founded in Monrovia in March, 1947. It was established as

a cooperative enterprise of the Government of Liberia, the

Methodist Church Mission in Liberia, and the Protestant

Episcopal Church Mission in Liberia. This school was housed

within the College of West Africa (the Methodist Mission

secondary school) and granted a two-year degree in teacher

training. This two-year program provided academic and

professional training for high school graduates preparing to teach in elementary schools. In November, 1950 the

Bachelor of Science in Education was first awarded to nine 13 graduates--six men and three women. In that same year

(1950), the school was separated from the College of West

Africa and the government assumed complete responsibility

for its operation. At this same time the program was ex­ tended from two years to four years. When the University

of Liberia was chartered on February 15, 1951, this school was incorporated into the University as the College of

13 University of Liberia Bulletin, 1977, (Monrovia, Liberia: University of Liberia, 1977), p. 87. 70

Education and became the W. V. S. Tubman Teachers College

of the Univeristy of Liberia. It also then took on the

added function of training secondary school teachers along with the elementary teachers.

Although the University of Liberia was established as

an autonomous university in 1951, it is in reality the

successor to Liberia College which was founded in 1862.

Assisted by the Board of Trustees for Donations for Higher

Education in Liberia, a philanthropic group from Boston,

Massachusetts in the United States, its stated objectives were to prepare statesmen and clergymen for the young nation.

Due to the scarcity of both money and students, however,

Liberia College remained small and unstable until after World War II.13 Just as money and students were beginning to increase, Liberia College was destroyed by fire in the late 1940's.1146 *

By 1951 with both improved economic conditions and an expanding general education system, the Government of

Liberia decided to establish the University of Liberia instead of just rebuilding Liberia College. The W. V. S.

Tubman School of Teacher Training and Liberia College

14 Moniba, "Booker T. Washington, Tuskegee Institute, and Liberia: Institutional and Moral Assistance, 1908­ 1969," p. 123. 1^Background Information for University Planning, (Monrovia, Liberia: University of Liberia, University Planning Unit, December, 1974), p. 52. 16Patrick L. N. Seynon, "The University of Liberia," in Creating the African University, ed. T. M. Yesufe (Ibadan, Nigeria"- Oxford University Press, 1973), p. 209. 71

became the W. V. S. Tubman Teachers College and the College

of Liberal and Fine Arts, respectively, of the new University

of Liberia. At the same time, the L. A. Grimes School of

Law was established but teaching of courses did not begin until 1954.17

The ideals expressed for the establishment of the

University of Liberia were as follows: It must be an institution where groups and individuals may actively enjoy freedom of religion, freedom of speech and freedom of action. It must be a centre of learning where all men of all races, classes and nations, are given an equal chance to learn and achieve; and that learning and that achievement must be judged purely on the basis of merit. It must be the leader in destroying the myths, fears and insecurities that destroy men and their relationship with one another; knowledge, skill and deep and abiding spirituality, must be acquired with the end in view of transmitting these treasures even to the lowliest citizen. It must give men the social attitudes that are needed in establishing on this earth a religiosity that will condition them and motivate them to use their knowledge and their skill in providing better education, improved health facilities, better housing and more food for those who are most in need. It must become a veritable cross-road of learning, where men learn for the sake of knowledge itself, where books are written, where research is carried forward, where imagination bursts forth into creativity and where both faculty and students develop the habit of objective thinking and scholar­ ship that may be practicably applied to the problem (sic) of Liberia.

In 1957 the College of Forestry was established as part of the University of Liberia and in 1962 the College of

^Background Information for University Planning, p. 52.

l^Seynon, "The University of Liberia," pp. 209-210. 72

Agriculture was added. In 1967 these two colleges were merged into the College of Agriculture and Forestry which

continued to offer two separate degrees. In 1968 the College

of Medicine was established outside the University of

Liberia as an autonomous body. In 1970 it was decided to merge it with the University of Liberia under the name of

A. M. Dogliotti College of Medicine to become the fifth college of the university. In 1971 the College of Business and Public Administration was established as the sixth college of the University of Liberia offering degrees in

Economics and Management. In 1974 the Division of Science of the College of Liberal and Fine Arts was established as the T. J. R. Faulkner College of Science and Technology.

New Departments of Engineering, Architecture, and Geology were established at this time to begin to offer professional 19 degrees in these areas.

There have also been some changes of names and phasing out of non-degree areas at the University of Liberia. In

1974 the name of the College of Liberal and Fine Arts was changed to Liberia College: College of Social Sciences and

Humanities. In 1975 the name of the College of Agriculture and Forestry was changed to the W. R. Tolbert College of

Agriculture and Forestry and the name of the College of Business and Public Administration was changed to the B. J.

K. Anderson College of Business and Public Administration.

19 Background Information for University Planning, pp. 52-53. 73

Between 1951 and 1965 the phasing out of the non-degree granting areas, B. J. K. Anderson Business School, Peoples

College for Mass Education, M. A. Cheeseman School of

Applied Arts, T. J. R. Faulkner School of Pre-Engineering, 20 and Laboratory High School occurred.

Similar to the elementary and secondary schools in the country, the University of Liberia has had its problems.

Nathaniel V. Massaquoi, then Secretary of Public Instruction, reported on a survey team from Cornell University which studied higher education in Liberia during May and June,

1960:

The team was not favorably impressed with the University of Liberia for a number of reasons: 1. Only one Liberian on the faculty had an earned doctor’s degree. 2. The standard of the institution is on a lower level than that of Cuttington. 3. The Law School was not up to par. 4. No research program is conducted. Such a report is not commendable; therefore, it is hoped that the Government will be able to do something2jo improve our highest institution of learning.

Boley in 1977 mentioned the unattractive salaries and unsatisfactory working conditions at the University of

Liberia which result in a high instructor turnover rate.

Regarding the unsatisfactory working conditions, he specifically stated:

20Ibid., p. 53. 21 Liberia, Department of Public Instruction, The First Annual Report of the Department of Public Instruction Republic of Liberia Covering the Period October 1, 1959 to September 30, 196Ü) p. 6Ï. 74

Characteristic of educational facilities at the lower levels, higher education facilities in Liberia are equally inadequate with over-crowded and ill-equipped classrooms and laboratories.

Since 1947 the Government of Liberia has been actively

involved in the preservice education and training of

teachers. Since 1951 the main responsibility has been with

the W. V. S. Tubman Teachers College of the University of

Liberia. Although Cuttington University College and the

Rural Teacher Training Institutes at Kakata and Zorzor have

now also been providing preservice teacher education, the

Ministry of Education still places the prime responsibility

for teacher education with the W. V. S. Tubman Teachers

College.

Organization and Structure

Since the Liberians thought that the Americans had the

best educational structure to be imitated, the University of Liberia is organized similar to many universities in

the United States.

In 1960 a law was passed making the University of Liberia an autonomous body under the sole direc­ tion of a Board of Trustees. Before this time the institution operated also under the Secretary of Public Instruction. . . . The internal administration of the University of Liberia may be illustrated as follows: The Visitor of the University (President of Liberia) Board of Trustees Administrative Council Faculty The President of the Republic of Liberia is the Visitor of the University. The Board of Trustees includes members of government, members of corpora­ tions in the country and representatives of the ------22------George S. Boley, "An Analysis of Scholastic Achieve­ ment, Educational, Job and Income Expectations of Selected Secondary School Students in Three Liberian Counties," (Ed.D. dissertation, The University of Akron, 1977), p. 44. 75

Alumni. The President of the University is the Executive Officer of the Board of Trustees. The Administrative Council is composed of heads of all schools in the University plus the Registrar, Business Manager, Librarian and a representative of the Faculty. The President of the University represents the Administrative Council on the Board of Trustees.

As Jackson F. Doe, former Minister of Education, re­

ported, there has been some slight change in this organiza­ tion.

In 1974 the University of Liberia began opera­ tion with a new administrative structure. Two new offices, Vice President for Academic Affairs and Vice President for Administration, were initiated and the office of Dean of the University eliminated. Also the title of Registrar has been replaced by Director of Admissions and Records and the head of libraries has the title Director of University Libraries.

Concerning the present academic structure of the

University of Liberia, there is little uniformity.

The College or School is the basic academic Unit, common to all sections of the University as there is no uniformity in the establishment of divisions or departments. Only the College of Social Sciences and Humanities is organized on the basis of divi­ sions as it originally encompassed a wide range of disciplines. The University statutes do not provide any def inition,-of colleges, schools, divi­ sions, or department. Since there is no uniformity within the University of

Liberia, there are a few anomolies. There are six colleges,

23 Liberia, Department of Education, Curriculum and Materials Center, Higher Education in Liberia, by A. Doris Banks Henries, (1971), pp^ 11-12. 2 ^¿t- Liberia, Ministry of Education, Annual Report of the Minister of Education to the Fourth Session of the Forty- Seventh—Legislature of the Republic of Liberia Covering the Period January 1, 1975-December 31, T774% p^ 79. 25 Background Information for University Planning, p. 53. 76

but a School of Law, all of which are headed by a dean. The

School of Law, which offers one degree, is not divided into

any divisions or departments. However, the College of

Medicine, which also offers only one degree, is divided into

fifteen departments. Only the College of Social Sciences

and Humanities is divided into both divisions and depart­

ments. It has two divisions--one with four departments and

one institute, the other with three departments, with six

departments offering degrees. The College of Agriculture and Forestry has two departments and offers two degrees.

The College of Business and Public Administration has four

departments and offers two degrees. The College of Science

and Technology has seven departments with only four depart­ ments offering degrees.26

The W. V. S. Tubman Teachers College is divided into

three departments and offers two degrees, a Bachelor of

Science in Elementary Education and a Bachelor of Science

in Secondary Education. Similar to the other colleges of

the University of Liberia, it is headed by a dean. The

Department of Secondary Education, the Department of

Elementary Education, and the Department of Psychology and

Testing are the three current departments of the Teachers

College. While each department is headed by a chairman,

the Department of Psychology and Testing does not grant

26Ibid., p. 62.

27Ibid., p. 62. 77 degrees and offers courses only to serve the other two departments and the rest of the University. The Department of Secondary Education is the larger of the two degree­ granting areas. For example, of the thirteen graduates of the W. V. S. Tubman Teachers College in December, 1974, nine had majored in secondary education and four in ele- mentary education. 28

As the only government institution of higher education, the University of Liberia has the unique distinction of being officially headed by the President of Liberia as the

Visitor of the University. Although most of the policies are made by the Board of Trustees and the day-to-day running of the University is carried on by the President of the University, the Administrative Council, and the

Faculty (the official head being the president of Liberia), politics plays a large part in the policies and running of the University of Liberia. Tradition and necessity are evident in the academic structure of the University of

Liberia with the colleges and departments being based on

American tradition and changed to meet the changing needs of Liberia. The physical location of the campus of the University of Liberia is in the process of being relocated. With the recent increase in the number of colleges and the rapid

28 "1974 University of Liberia Commencement Program," (Monrovia, Liberia, 1974), p. 9. 78

increase in the number of students, the current site of the campus in Monrovia is not large enough to accommodate further expansion. The College of Medicine began and is still located on its own site in Monrovia. In 1972 it was announced that the University would eventually be moved to a new site near Johnsonville (about seventeen miles from

Monrovia), where there was room for expansion and oppor­ tunities for field-based experiences especially in agricul­ ture and forestry. A national rally was held on May 13, 1973 which provided a substantial amount of money for work on the new campus. Thus far, however, only the College of

Agriculture and Forestry has moved to the new campus loca­ tion.29

Purposes and Programs of the Teachers College

According to the 1977 bulletin of the University of

Liberia, the main function of the W. V. S. Tubman Teachers

College is to contribute to the scientific development of education in Liberia. It seeks to do this in five ways: 1) preparing qualified preservice teachers for the elemen­ tary and secondary schools; 2) assisting in the professional improvement of the nation’s in-service teachers; 3) coop­ erating with the Ministry of Education in educational plans and programs for the country; 4) collaborating with

29 Liberia, Ministry of Education, Annual Report of the Minister of Education to the Third Session of the Forty- Seventh—Legislature of the Republic of Liberia Covering the Period January 1, 1973-December 31, T?7T^ p7 73. 79 other institutions involved in teacher education, the

Monrovia Consolidated School System, other educational agencies, and the elementary and secondary schools of

Liberia; and 5) researching and working with experimental proj. ects. 30

In the Department of Secondary Education, there are two distinct sets of programs available. One set consists of four-year programs of studies in the four basic subject field of the secondary school--English, Mathematics, Science, and Social Studies--which lead to a degree of Bachelor of Science in Secondary Education. The other set consists of two-year programs of studies which, upon successful comple­ tion, qualify the individuals for a Grade B Teaching Certi­ ficate from the Ministry of Education. Credits from the two-year programs are transferrable to the four-year programs.

The two-year programs are scheduled to be phased out within the next few years. The entrance requirements and academic 31 standards for both sets of programs are the same. In the Department of Elementary Education, there is a four-year program designed to provide the student with content specialization in one of two combinations--Language

Arts/Social Studies or Mathematics/Science--which leads to a degree of Bachelor of Science in Elementary Education.

The Department, in cooperation with the Ministry of Education,

uUniversity of Liberia Bulletin, 1977, p. 87. 31Ibid., pp. 87-88. 80 also offers a certificate program in Elementary Mathematics

Education. The objective of this program is to develop resource persons capable of assuming leadership in upgrading mathematics instruction in rural schools. To be considered for this program, candidates must be experienced elementary teachers who have demonstrated ability and interest in mathematics education. A one-year offering of specially designed courses constitutes this program. This one-year certificate program in Elementary Mathematics Education is 32 scheduled to end within a few years.

The University of Liberia operates on a semester system.

The W. V. S. Tubman Teachers College requires 128 semester hours for a degree of Bachelor of Science in Education. The course requirements are generally as found in table 12.

Except for the specialization in one of two combinations for elementary education students, the course offerings are very similar for most programs found in education colleges in the

United States. Another major difference is that most of the faculty have only master's degrees. 33 This minimum training of the faculty coupled with the relatively high faculty turnover rate does, however, weaken the curriculum offerings somewhat.

32Ibid., p. 88.

33Ibid., pp. 84-86. n / ^Boley, "An Analysis of Scholastic Achievement, Educa­ tional, Job and Income Expectations of Selected Secondary School Students in Three Liberian Counties," p. 44. 81

TABLE 12

Requirements of Teachers College for a B.S. in Education

Elementary Secondary Requirement (in semester hours)

General education requirements for all students 40 40 English 12 Mathematics 6 Natural Science 6 Social Science 9 Foundation Studies 3 Physical Education 2 Health Education 2 Professional education require­ ments for all education maj ors 20 20 Educational Psychology 6 Evaluation 3 Student Teaching 5 Seminar on Liberian Ed. 3 Guidance 3 Additional professional educa- tion requirements for secondary majors 6 Curriculum Innovations and Methodology 6 Additional Professional educa­ tion requirements for elementary majors 22 Arts and Crafts 3 Music Education 3 Seminar in Elementary Curriculum 3 Methods Courses in Con­ tent Specialization 6 Library Science 3 Independent Study 4 Subject matter requirements for elementary majors 25 Content Specialization 18 Arts and Crafts 3 Music 4 Subject matter requirements for secondary majors 45 Major teaching field (excluding general requirements) 30 Minor teaching field (excluding general requirements) 15 82

TABLE 12 (continued)

Requirements of Teachers College for a B.S. in Education

Elementary Secondary Requirement (in semester hours)

Electives Elementary males 19 Elementary females 21 Secondary males 15 Secondary females 17 *ROTC requirement for males only 2* 2*

Total 128 128

SOURCE: University of Liberia Bulletin, 1977. (Monrovia, Liberia: University of Liberia, 1977), pp. 88-89. 83

There have been a few surveys done regarding the training and the turnover rate of the faculty at the University of

Liberia. In October, 1974 a survey of about 66% of the faculty at the University of Liberia, which included nine of the fifteen Teachers College faculty, showed that only two of those nine had a doctorate while the other seven had masters’ degrees. This ratio for the Teachers College was about the same as the ratio for the University of Liberia 35 in general. Concerning the faculty turnover rate, in

1968 there were ten full-time faculty members in the

Teachers College. By 1974 there were fifteen full-time faculty members, however, only three were faculty members remaining from 1968. Again, the turnover rate for the faculty of the Teachers College was about the same as the turnover rate for the University of Liberia in general. 3 6

The course offerings and the degree requirements in education at the University are sound, if one assumes that the American patternsof education is best for Liberia. The main weakness of the program lies with the faculty. With the minimal training of the faculty and the high turnover rate, there are many times when the students do not receive the maximum benefit from the courses that are offered.

Even though the program offerings of the W. V. S. Tubman

Teachers College have problems because of faculty limita­ tions, the enrollment of both the University of Liberia

35 Background Information for University Planning, p. 158. 36Ibid., p. 169. 84 and the Teachers College has been rapidly increasing in recent years. In Liberia education is still one of the main ways of upward mobility within the society.

Enrollment and Projections for Teachers College

Despite the limited preparation of the faculty and the high faculty turnover rate, the numbers of students enrolled in the W. V. S. Tubman Teachers College and the University of Liberia has been rapidly increasing in recent years. As can be seen by table 13, although the total University of

Liberia enrollment has increased by over two-and-one-half times from 1968 and over three times from 1970, the W. V. S.

Tubman Teachers College enrollment has not even doubled since 1968 nor has it increased even two-and-one-half times from 1971. As there is a growing need for school teachers (see tables 1, 2, and 3), the reason for this trend has been given as the reflection of "the growing unpopularity of the teaching profession in relation to other employment opportunities available for University 37 graduates."

When considering the number of graduates, however, the W. V. S. Tubman Teachers College has remained fairly constant. In 1968 Teachers College had fifteen graduates, while in 1974 it had only thirteen. During this time the number of graduates varied from a low of ten in 1969 to a high of twenty four in 1970. The University of

37Ibid., p. 77. 85

TABLE 13

University of Liberia Enrollment Figures (1968-1978)

Teachers Total % of T. C. to College University Total University Year Enrollment Enrollment Enrollment

1968 123 1,012 12.2 1969 126 967 13.0 1970 104 849 12.2 1971 98 978 10.0 1972 111 1,154 9.6 1973 153 1,398 10.9 1974 153 1,708 9.0 1975 156 1,984 7.9 1976 203 2,306 8.8 1977 232 2,485 9.3 1978 241 2,694 8.9

SOURCE: Personal professional correspondence with Theodora Ward Jackson, Dean, W. V. S. Tubman Teachers College, University of Liberia, Monrovia, September 1, 1978. 86

Liberia, as a whole, totaled fifty-five graduates in 1968

and increased to 121 in 1973. This meant that the percen­

tage of total University graduates who were Teachers College

graduates fell from 27.3% (fifteen of fifty five) in 1968 to 13.2% (sixteen of 121) in 1973.33

In 1974 the University Planning Unit of the University

of Liberia made some enrollment projections for each college

in the University and for the University as a whole. At the

same time, the University Planning Unit made some projections regarding the graduates of each college in the University and for the University as a whole. Three alternative projections were made: Alternative A, high enrollment;

Alternative B, moderate enrollment; and Alternative C, low enrollment. Table 14 and table 15 show these projections for 1980 through 1985.

By comparing table 13 and table 14, some observations become evident. Alternative B comes closest to the exten­ sion of the actual enrollments for the total University.

The enrollments for the Teachers College, however, seem to be inflated and unrealistic. Even using the percentages given in Alternative A and the total University enrollment given in Alternative B, the Teachers College enrollment would vary from 294 in 1980 to 393 in 1985. Even these figures seem somewhat inflated. Using 9.0% as a realistic enrollment rate for the Teachers College, the enrollment

33Ibid., p. 81. TABLE 14

Projection of University of Liberia Enrollment (1980-1985)

Alternative A Alternative B Alternative C Teachers Per Total Teachers Per Total Teachers Per Total Year College Cent University College Cent University College Cent University

1980 403 9,6 4,189 332 10.8 3,069 332 12.8 2,603 1981 468 9.9 4,719 353 11.0 3,206 353 13.3 2,650 1982 526 9.9 5,302 373 11.1 3,372 375 13.9 2,707 1983 590 9.9 5,952 393 11.1 3,543 393 14.2 2,766 1984 666 10.0 6,693 412 11.1 3,722 412 14.5 2,837 1985 749 10.0 7,526 434 11.1 3,926 434 14.8 2,925 SOURCE: Background Information for University Planning, (Monrovia, Liberia: University Planning Unit, Universityof Liberia, December, 1974), pp. 272-276.

00 TABLE 15

Projection of University of Liberia Graduates (1980-1985)

Alternative A Alternative B Alternative C Teachers Per Total Teachers Per Total Teachers Per Total Year College Cent Univer sity College Cent University College Cent University

1980 43 10.1 425 42 10.9 384 42 11.6 363 1981 50 10.6 472 47 11.4 411 47 12.6 372 1982 56 10.4 537 51 11.5 442 51 13.3 384 1983 63 10.4 606 53 11.5 459 53 13.7 388 1984 71 10.5 677 55 11.5 478 55 14.0 392 1985 80 10.5 760 58 11.5 505 58 14.5 401

SOURCE: Background Information for University Planning, (Monrovia, Liberia: University Planning Unit, University of Liberia, December, 1974), pp. 277-282.

00 89

figures might vary from 276 in 1980 to 353 in 1985. These

figures seem more consistent with table 13.

Although it is more difficult to tell than it was with

the projected enrollments, which of these alternatives is

the most likely, the lower numbers of projected graduates

of Alternatives B and C seem to be more realistic. The

number of total University graduates given in Alternative C

seem to be most consistent and realistic compared with the

1968 through 1973 actual graduation numbers. If Alterna­

tive C is realistic, however, the projected number of

graduates for the Teachers College seem to be inflated. A more pragmatic approach would be using the percentages

given in Alternative A with the total University graduates given in Alternative C. Using this method, the number of graduates for the Teachers College would rise from thirty

seven in 1980 to forty two in 1985.

Even if the highest projections, Alternative A, are used, the enrollment and resulting projected graduates will not be sufficient to meet the new teacher demand. The

University of Liberia graduates about two-thirds of the college graduates in Liberia with the other one-third graduating from Cuttington University College. In fact, from 1968 to 1973 the University of Liberia averaged

67.17, of the total college graduates of the country, varying from a low of 57.3% in 1970 to a high of 74.27, in 90

39 1973. Even if the optimum conditions are used-all Teachers College graduates teaching on the secondary

level; all Teachers College graduates actually teaching;

no current teachers dying, retiring, or leaving teaching;

and the highest projection actually being attained—there

will barely be enough education graduates from the University

of Liberia and Cuttington University College to meet the

expected need.

Of course, all these optimum conditions will not occur

and either there will not be enough trained and prepared

teachers available or they will have to come from sources

outside of Liberia. In all probability, a combination of

events will occur. First, there will not be sufficient

teachers so classes will be larger and some potential

students will not be able to attend school. Second,

outside sources will provide some trained and prepared

teachers. Liberians educated outside of Liberia, mission­

aries, U. S. Peace Corps Volunteers, and other expatriates will all provide some trained and prepared teachers. Last,

and least desirable, a number of unqualified individuals will be employed as teachers, particularly at the elementary

level. The outlook for the quantity of teachers in Liberia will not improve until such issues as extremely low salaries

39 Boley, "An Analysis of Scholastic Achievement, Educa­ tional, Job and Income Expectations of Selected Secondary School Students in Three Liberian Counties," p. 45. 91

are resolved and teaching becomes regarded as a respectable

profession.

With the rising enrollments and the projected increases until at least 1985, there will probably be a need for more

faculty at the W. V. S. Tubman Teachers College. Although

some new faculty will be necessary, it is difficult to project an exact number. During the period of the middle

1970's, the student/faculty ratio of the Teachers College varied from about 10:1 to about 12:1.^^ In 1977 there were the equivalent of seventeen full-time faculty members at the Teachers College.If a 12:1 student/faculty ratio were kept and the highest enrollment projections were used, as many as sixty-two full-time faculty members would be needed by 1985. However, if the student/faculty ratio were increased to 18:1 and the lowest enrollment projections were used, as few as twenty full-time faculty members would be needed by 1985. These increases do not reflect the need for new faculty because of faculty turnover or because of the establishment of new programs. At present there are no graduate programs offered in

Liberia. Getting teachers to be prepared with their

Bachelor's degree is the current thrust of the Teachers

College. However, plans are being made to begin graduate

^Manuel G. Lacuesta y Gascon, "Report on Graduate Studies at the University of Liberia," (Monrovia, Liberia, 1975), p. 69. ^■''University of Liberia Bulletin, 1977, pp. 84-86. 92 programs at the University of Liberia sometime between 1980 and 1983. One of the first two degrees to be offered at the graduate level would be a Master of Arts in Education with concentration in either Educational Administration and

Supervision or Curriculum Development. These are the fields of specialization which seem to be especially needed in 42 Liberia. If these plans are implemented, the opportunities for improving the preparation and training of teachers in

Liberia will be greatly increased.

Summary

While there were some attempts made to provide some preparation and training of teachers before 1947, most of these efforts were in-service, rather than preservice, programs. The exceptions were a few courses offered to high school seniors at the College of West Africa and

Episcopal High School, both missionary secondary schools in

Monrovia. Before 1947 there was no degree-granting program for the training of teachers in Liberia. The training that was offered varied from place to place and from year to year, depending upon such things as financial support, availability of instructors, and quality of leadership.

Since 1947 the government of Liberia has been actively involved in the preservice preparation and training of teachers. The W. V. S. Tubman School of Teacher Training

/ 0 zLacuesta y Gascon, "Report on Graduate Studies at the University of Liberia," p. 39. 93 was begun in March, 1947 as a two-year degree-granting institution. In 1951 with the founding of the University of Liberia, this school was incorporated in the university as the W. V. S. Tubman Teachers College of the University of Liberia.. In the meantime, the program had been extended from two years to four years. Although there have been problems with low salaries and a high faculty turnover rate, the Ministry of Education places the prime responsibility for teacher.education in Liberia with the W. V. S. Tubman

Teachers College.

The University of Liberia is headed by The Visitor of the University (President of Liberia); followed by a Board of Trustees who hire the President of the University along with two Vice Presidents; followed by the Administrative Council composed of all the Deans, the Director of

Admissions and Records, the Business Manager, the Director of University Libraries, and a representative of the Faculty; followed by the Faculty; and, last of all, the students.

The W, V. S. Tubman Teachers College is divided into three departments--the Department of Secondary Education, the Department of Elementary Education, and the Department of

Psychology and Testing--and offers two degrees--a Bachelor of Science in Elementary Education and a Bachelor of Science in Secondary Education. The Teachers College is headed by a dean.

The University of Liberia operates on a semester system.

The W. V. S. Tubman Teachers College requires 128 semester 94 hours for a degree of Bachelor of Science in Education. In secondary education, a major may be obtained in the areas of

English, Mathematics, Science, or Social Studies. In elementary education, a specialization in either a Language

Arts/Social Studies combination or a Mathematics/Science combination may be obtained. Other programs are being phased out. Although the course offerings and the degree requirements of the Teachers College are sound, there is a weakness with the faculty. With the minimal training and high turnover rate of the faculty, there are many times when the students do not receive the maximum benefit from the courses that are offered.

Despite some problems, the student enrollment in the

W. V. S. Tubman Teachers College and the University of

Liberia has been rapidly increasing in recent years. There have also been projections made of the enrollments and graduates through 1985. All of these projections indicate increases in enrollments and graduates for the Teachers

College and the University, but vary as to the amount of the increase. Even with the increases, there will probably not be enough trained teachers to meet the demand. There are also plans to offer graduate programs in either

Educational Administration and Supervision or Curriculum

Development at the Master's level beginning by 1983. If these plans are implemented, the opportunities for improving the preparation and training of teachers in Liberia will be greatly increased. Chapter III has shown the history of teacher education

in Liberia and the history of preservice teacher education

at the W. V. S. Tubman Teachers College of the University

of Liberia. The organization and structure of the University

of Liberia, the purposes and programs of the W. V. S. Tubman

Teachers College, and the enrollment and projections of the

W. V. S. Tubman Teachers College have also been included in

Chapter III. Since Cuttington University College is the only other degree-granting institution of higher education in

Liberia, its program of teacher education has been discussed in Chapter IV. Chapter IV is organized much like Chapter III with the history of Cuttington University College, the organi zation and structure of Cuttington University College, the purposes and programs of the Education Division, and the enrollment for the Education Division being discussed. CHAPTER IV

CUTTINGTON UNIVERSITY COLLEGE

History of Cuttington University College

Cuttington University College, in addition to the

University of Liberia, is the only other degree-granting

institution of higher education in Liberia. It can trace its history back to 1885, when R. Fulton Cutting, treasurer of the Board of Missions of the Episcopal Church in the

United States, donated $5,000 to the Bishop of Liberia.

The gift was to be used "for the establishment of a manual labor farm, which should afford opportunity for practical instruction of the boys in the mission schools and at the same time serve as a pattern for others.""'' One hundred acres of land near Harper, Cape Palmas, Maryland County, were purchased for the eventual establishment of the farm.

The school, first known as Hoffman Institute, was moved to Harper in 1887 because of tribal hostilities.

With the addition of a Divinity School at this time, the name was changed to Cuttington Collegiate and Divinity

School in honor of the first donor, Mr. Cutting. A rented thatch and mud house was used to hold classes until funds

"''Cuttington University College, Liberia, 1978-1979, (Suacoco, Liberia: Cuttington University College, 1978), p. 4. 97

to build permanent buildings could be found. In 1888, the

National Council of the Episcopal Church appropriated

$9,500 for beginning construction and the clearing of some

of the land purchased from Mr. Cutting's gift. On

February 22, 1889 the cornerstone of the first building,

Epiphany Hall, was laid. Thus February 22, 1899 is

generally regarded as the founding date of Cuttington College.2

When it began as a secondary school, Cuttington ad­ mitted only men. Although students came from Liberia and other West African countries, the enrollment was limited

to about 100 students by high standards of admission and achievement. The school was divided into four departments--

Agricultural and Industrial, Theological, Preparatory, and

Collegiate. At first the Collegiate Department did not grant degrees and was not recognized as an institution of higher education. Its curriculum, however, was composed of

English Grammar and Composition, Greek, Latin, French,

Mathematics, Science, History, Religious Knowledge, and Mus ic.3

Although it awarded Certificates of Proficiency be­ ginning in 1909, it was not until 1922 that Cuttington

Collegiate and Divinity School was incorporated to give diplomas and grant degrees. Cuttington continued at Harper

2Ibid., p. 4.

3Ibid., p. 4. 98

until 1929 when it was closed for a variety of reasons,

mainly lack of finances. With the ensuing world-wide

economic depression followed by World War II, the condi­

tions were such that Cuttington remained closed for twenty

years. It was only after World War II that the economic,

political, and social climate was such that interest was

created in reopening Cuttington.

In 1947 a study was made concerning the feasibility of

reopening Cuttington. This study revealed that because of

the deterioration in a wet, tropical climate, none of the

existing buildings could be salvaged after eighteen years

of idleness. To be reopened, Cuttington would have to be

completely rebuilt. The location at Harper, Cape Palmas,

however, made it inconvenient for transporting both students

and building materials, which would have to be carried by

ship from Monrovia. So it was decided to relocate Cutting­ ton when the decision to rebuild was made in 1948.3

The site chosen for the relocation of Cuttington was near the village of Suacoco, 120 miles northwest of

Monrovia. This location, near the center of Liberia, made

Cuttington much more readily accessible to students from all parts of the country. There was, however, some mixed reaction to the announcement to rebuild and to relocate

Cuttington. In general people were happy that Cuttington 4

4 Ibid., pp. 4-5.

3Ibid., p. 5. 99 was being reopened, but the people of the Cape Palmas area wanted it to be built on the old site. In Suacoco objec­ tions were raised by a Baptist denomination which claimed a "religious sphere of influence," since Cuttington was affiliated with the Episcopal church. These objections were ignored because after ten years of missionary work in the area the Baptists had only seven students enrolled in their own elementary school. Mason reported that

...some additional factors which influenced the decision for the present location were making available a liberal arts education for training leadership for the Church as well as for the country as a whole in the areas of clergy, teachers for elementary, secondary and the college faculties, and providing the basic college education for young men and women entering the government service, the profes­ sions, agriculture and technical fields.

Since the then Liberia College was located in Monrovia, there was no point for Cuttington to be there, too. Also,

Suacoco is in one of the driest areas of Liberia and offers optimum soil' and climatic conditions for agriculture in

Liberia. Mason went on to state that the church and government leaders were

...also concerned about discipline and control, and therefore desired a college community where all students would live and do their college work under close faculty supervision. Another impor­ tant element was agriculture with a three-fold

£ °Melvin Justinian Mason, "The Role of Cuttington College in the Development of Liberia," (Ed. D. Thesis, Michigan State University, 1965), pp. 98-99. ^Ibid., p. 99. 100

purpose: production for college consumption, production of economic cash crops, and a standard agricultural curriculum to train stu­ dents in this important field.

So the Liberian government granted Cuttington College

and Divinity School 1500 acres of agricultural land in 1948,

and incorporated the college in 1949 when it reopened.

Cuttington is located seven miles from the largest near-by

town of Gbarnga and can be reached in two and a half hours

Q from Monrovia by car or fifty minutes by air. Since

Cuttington is not located in any town, the entire campus is

self-contained. All the faculty and student housing had to

be constructed on the present site along with the academic

buildings and support structures.

Although construction began in 1948, classes began in

March, 1949 with three students and three faculty in a prefabricated building and an incomplete dormitory. By the end of 1949 there were thirteen students and seven permanent buildings, including the main classroom building, first dormitory, first dining hall, and faculty houses.

From 1954 to 1956 there was another period of construction when the first wing of the science building, the old library

(now used for many faculty offices), admininstrative units, three faculty houses, and two dormitories were built. From

1958 to 1961 two more dormitories, a student center, Epi­ phany Chapel, and some faculty houses were built.1*"* From

8Ibid., p. 99

^Ibid., p. 98. 10Ibid., pp. 110-111. 101

1963 to 1967 construction included expansion of the science building, a new dormitory-dining hall complex (the old dining hall has recently been remodeled into another dormi­ tory) , an administration building, a new library, and a museum. From 1974 to 1976 another dormitory and a training center for United States Peace Corps Volunteers were built.

Presently, the construction of dormitories, classrooms, and faculty houses is underway for a Rural Development

Institute, which will be a two-year subsidiary program of

Cuttington University College. Plans for the early 1980's include construction of additional faculty and staff housing.

By 1990 the plans call for building dormitories, faculty housing, laboratories, and classrooms. In addition, there are support facilities, such as a clinic and a campus ele­ mentary school, located on the Cuttington campus.H

When it reopened in 1949, Cuttington College and

Divinity School began with fourteen courses in seven sub­ jects, mostly in the area of liberal arts, theology, and general science. In 1950 biology and general chemistry were added to the science area. In 1955 agriculture, being one of the reasons for the relocation of Cuttington, was added to the curriculum. Although many Cuttington graduates had been teaching before this time, the education curriculum was not formally introduced until 1957. During this same

^Cuttington University College, Liberia, 1978-1979, pp. 9-IT; 102

year the general science course was eliminated because the

caliber of science in high schools was greatly improved.

In 1963 economics and business courses were added to the

curriculum. In 1964 a nursing curriculum was begun in con­

junction with Phebe Hospital, located only a mile and a

half away (then under construction and opened in May, 12 1965). The agriculture curriculum, an original influence

in the planning and relocation of Cuttington, was phased

out in 1966 basically because of lack of finances, mainly

for scholarships, and the establishment of a College of

Agriculture at the University of Liberia, where attractive

scholarships were offered. There has been some reorganiza­

tion and additions to this curriculum in recent years.

Cuttington has been organized into six divisions with

theology, education, and nursing each having separate

divisions. The Humanities Division consists of art, music,

French, and English language and literature courses. The

Science Division offers courses in biology, chemistry,

mathematics, physical science, and physics. The Social

Science Division consists of courses in business, economics,

history, political science, and the behavioral sciences.

In 1976 the name was changed to Cuttington University College

in order to better reflect the status as a university level

institution. When the construction of the Rural Development

12Mason, "The Role of Cuttington College in the Develop­ ment of Liberia," pp. 120-121. 103

Institute, now being built, is completed, Cuttington will offer a two-year Associate of Arts degree, at first con­ centrating on agriculture and, hopefully, to expand to 13 other rural studies. As the only private institution of higher education in

West Africa, Cuttington has had the support of various religious, philanthropic, governmental, and professional organizations since 1949. The United Methodist Church,

Lutheran Church, Friends of Cuttington College, the

Associated Colleges of the Midwest, the United States

Council for International Exchange of Scholars (Fulbright-

Hays) , the United States Peace Corps, the United States

Agency for International Development, British universities exchange professors, the French government, the Christian

Service Corps, and the government of Liberia have at various times made distinctive contributions to the operation of

Cuttington. The United Methodist Church built a staff house and the student center and, from time to time, has contributed to the operating budget and provided faculty members. The Lutheran Church built a staff house, provided a teacher for the campus elementary school, contributed to the operating budget, and operated the near-by Phebe Hospital.^ The Campus School, with grades from kinder­ garten through eighth grade, is jointly funded and ad-

'*~3Cut ting ton University College, Liberia, 1978-1979 , pp. 5-8. l^Mason, "The Role of Cuttington College in the Develop­ ment of Liberia," pp. 113-114. 104

ministered by the Episcopal, Lutheran, and United Methodist

Churches through its own Board of Trustees. Phebe Hospital,

although administered by the Lutheran Church, is jointly

operated by the Lutheran, Episcopal, and United Methodist Churches and the Republic of Liberia.13 * *Friends of Cutting­

ton College, an incorporated philanthropic organization

in New York City, is dedicated to the purpose of giving

wider publicity to Cuttington and of seeking wider financial

support for its programs. Friends of Cuttington has also

been responsible for the financing and construction of a

faculty house on the Cuttington campus. The Associated

Colleges of the Midwest in the United States have supplied

Cuttington with faculty members on a loan basis, sent

selected graduates to serve as teaching assistants for a

year, and supplied Cuttington with library and laboratory materials.16

The United States government, through the Fulbright-

Hays professors and Peace Corps Volunteers, has provided

faculty members for Cuttington. The Peace Corps has also provided funds for the operating budget and remodeling buildings because it uses Cuttington as a training site

for new volunteers. The United States government, through the Agency for International Development, has also granted

Cuttington the funds to establish and begin operation

1 5 Cuttington University College, Liberia, 1978-1979, pp. 9_13-— 1 A Mason, "The Role of Cuttington College in the Develop­ ment of Liberia," pp. 114-116. 105

of a Rural Development Institute. Funds for constructing

dormitories, classrooms, and faculty houses and initial

operation of this Rural Development Institute (all within

a five-year period) have been awarded to Cuttington by the Agency for International Development. 7

Cuttington has also from time to time made arrangements

for various faculty members from British universities to

serve on a visiting basis with the faculty member's base

salary being paid by his own university in Great Britain.

The government of France has also provided a volunteer

instructor in the French language from time to time. The

Christian Service Corps of the United States has provided

faculty and staff members on various occasions. Finally,

the government of Liberia has contributed funds for faculty,

scholarships, and general operation of Cuttington.

Although these various organizations contributed to the support of Cuttington since 1949, this support has varied widely throughout the years. Although the Liberian government has been consistent in its support, usually varying from six to eight per cent of the total Cuttington budget, the other organizations have varied widely in their support. None of the other organizations have supported

Cuttington continuously since 1949. Also this support has varied economically from twenty to thirty per cent of the

7Cuttington University College, Liberia, 1978-1979, pp . 8 -11% 106

18 total operating budget. This means that the bulk of the

income, from seventy to eighty per cent, must come from the

Episcopal Church and tuition. The Episcopal Church con­

tributes from forty-four to sixty per cent of the income

while tuition and fees have varied from ten to thirty-eight

per cen_t . 1819 20

Cuttington has also been faced with weaknesses and

deficiencies in the academic program. Mason reported that

a reporter from the United States, Smith Hempstone, visited

Cuttington in 1959 and wrote:

The curriculum is spotty. Lacking are advanced courses in physics and chemistry, adequate in­ struction in political science and theory for students many of whom will be entering the Liberian government service, anthropology and psychology beyond the survey level, and Asian studies, badly needed to dilute the Western Provincialism with which most social science subjects are taught.

Mason again reported that a 1963 study by representa­

tives of the Associated Colleges of the Midwest found that

there were the following limitations:

18 Mason, "The Role of Cuttington College in the Develop­ ment of Liberia," p. 108.

19 Christian E. Baker, "1967 Annual Report of Cuttington College and Divinity School," (Suacoco, Liberia: Cuttington College and Divinity School, 1967), p. 74. 20 Smith Hempstone, "A Newsman's View of Cuttington," Forth 124 (September, 1959):24, quoted in Mason, "The Role of Cuttington College in the Development of Liberia," p. 125. 107

1. A high rate of faculty turnover. 2. Several faculty members taught subjects outside their areas of specialization. 3. Important subject areas could not be offered then because of lack of staff. 4. Adequate faculty offices were non-existent. 5. Classes were currently held in the evenings and at odd hours because of lack of classroom and laboratory space. 6. The library was inadequate, and the addition of more volumes would have created further space problems since there was not suffi­ cient room for students to study in the library. 7. Needs in the subject areas^previously men­ tioned were also noted. In 1967 Dr. Christian E. Baker, then president of

Cuttington, reported some of these same limitations, espe­

cially regarding the high rate of faculty turnover. Baker

also recognized some of the difficulties in trying to

correct this problem when he stated:

The College is taking seriously the turnover of faculty, and is endeavoring to recruit and train competent Liberian or African personnel for replacing some of the expatriates. The selection and training of persons for faculty positions is at best a slow and rather exacting operation, and those identified must be dedicated to scholarship, be prepared to accept remuneration below that provided by competing agencies, and in the case of Cuttington, persons who prefer rural to urban life, and can withstand the relative isolation of Suakoko (sic). These conditions eliminate a number of prospective candi­ dates. In time, it is hoped that some of these conditions will improve to make college teaching more remunerative so as to attract2^iore Liberians to the college on a permanent basis.

21 Opportunities for Cooperative Educational Programs in Africa, (Chicago: The Associated Colleges of the Midwest, 1963), p. 8., quoted in Mason, "The Role of Cuttington College in the Development of Liberia," p. 126. 22 Baker, "1967 Annual Report of Cuttington College and Divinity School," p. 81. 108

The high rate of faculty turnover is, however, still a major problem at Cuttington. In 1978 out of a faculty and staff of about sixty four, there were only fourteen 23 persons that remained from the 1975 school year. So, the high faculty turnover rate, that is evident at the

University of Liberia and at the elementary and secondary schools of the country, continues as a problem at Cuttington

University College, also.

A number of the criticisms or limitations reported in

1959 and 1963 have been rectified, however, at Cuttington.

Advanced courses in mathematics, physics, and chemistry are now offered. Advanced courses in history and political science, especially with a concentration on Africa, are now taught. There are still only a few courses taught that deal with Asian studies, anthropology, psychology, philo­ sophy, geography, or sociology. This is probably due to the small demand for such courses by the students as a major factor. There were only 414 students enrolled in Cuttington in 1977. As has been previously noted, a new library was built in 1967 and the additional science classrooms and laboratories, built in 1965, have relieved the worst of the library, classroom, and laboratory space problems. With the old library remodeled to house faculty offices, the lack of adequate offices has been somewhat solved. More office

23Cuttington University College, Liberia, 1978-1979, pp. 97-100? 109 space, however, still needs to be provided. The limita­

tions of staff teaching outside of their areas of speciali­ zation and limitations in course offerings because of a lack of staff have been greatly alleviated, although because of the high faculty turnover rate these problems do reoccur from time to time.

The faculty and administration of Cuttington have been aware of these and other problems which have occurred since

1949. Mason reported that the following attempts were made to improve conditions at Cuttington in 1959:

1. An expanded recruiting program to encourage the enrollment of the highest possible caliber of secondary graduates. 2. The establishement of the Cuttington Freshman Merit Scholarship, which was awarded the senior student who had the highest graduating average in his class, in each of the high schools in the country. 3. Adherence to the policy of obtaining the withdrawal of those students who for two semesters had failed to achieve a grade average equal to the minimum required for graduation. 4. Professors expected of their students a high level of attainment both in their classroom comprehension and also in their outside reading. 5. Increased and improved opportunities for prac­ tice teaching by education majors, and field work by agriculture majors. 6. Continual administrative spurring of faculty and students by emphasizing seriousness and honesty in study, originality and creative­ ness, as well as analytical and scientific approaches to problem solving. 7. Increase in faculty and therefore reduction in faculty spread and teaching load. 8. Initiation of a program of student research, especially in anthropology, economics, and psychology. 9. Constant library improvement. 24 10. More intensive advising and counselling.

2 /. ^Mason, "The Role of Cuttington College in the Develop­ ment of Liberia," p. 123. Similar attempts of upgrading and improving the

situation at Cuttington have been made from time to time

since 1959. Although some of these items of emphasis are ones which need to be worked at constantly, others have been fairly-well solved by now. The administration and faculty of Cuttington University College are trying to constantly improve the quality of the program offered there.

The aims and objectives of Cuttington remain the same today as they were in 1949 when the college was reopened.

The Cuttington University College bulletin has stated these aims and objectives in the following manner.

A Christian institution of higher learning, Cuttington University College is dedicated to teaching the arts and sciences, and to the pro­ motion of moral and academic excellence. The founders of the college and their successors have consistently maintained that a high standard of scholarship, achievement and conduct, and an appreciation of beauty, in consonance with Christian living, are the minimum qualities which should help equip the youth for respon­ sible participation in a contemporary African society. The educational program at Cuttington University College seeks, therefore, to: * provide a liberal education that intro­ duces the student to organized fields of learning; * assist the student to understand, respect, and critically evaluate the thoughts of others, and to express his own thoughts clearly, precisely, and effectively; * provide for concentrated study in a given field, after a general basic curriculum has been covered, so as to prepare in depth for graduate and pro­ fessional training, or to engage in useful pursuits after graduation; Ill

* help the student understand the meaning of life and his role in society, thus preparing him for responsible use of his freedom by developing wholesome attitudes and habits; and * provide the student?^ strong Christian character training.

Organization and Structure of Cuttington

Since the American settlers of Liberia believed that the

American pattern of education was the best system to model,

Cuttington University College followed an American plan of

organization. Like most private American colleges, Cuttington

is governed by a Board of Trustees, presently composed of

sixteen members. By virtue of his office, the Bishop of

the Episcopal Church in Liberia is President of the Board

of Trustees of Cuttington University College. He has the

right to vote on all questions. The President and Executive

Officer of Cuttington is the only other member of the Board

of Trustees to have membership by virtue of his office.

Although the first Board members were appointed by the

Bishop, now new members are elected by the Board. The new members are usually selected because they represent various government, religious, or business organizations. Usually the Board members serve for life or until they leave

Liberia. There is no review agency over the Board, so its actions to initiate, review, or revise Cuttington policy are f£ i• natl . 26

2 S Cuttington University College, Liberia, 1978-1979, p. 8. 9 A Mason, "The Role of Cuttington College in the Development of Liberia," pp. 103-104. 112

The central administration of Cuttington resides with

the President, who is the only salaried member of the

institution on the Board of Trustees and is responsible

only to and reports directly to the Board. The President

distributes responsibility and authority among his cabinet,

faculty, and staff. The cabinet, which has been called

the Executive Committee, the Administrative Committee, and

the Advisory Committee, is currently known as the Adminis­

trative Officers. It is composed of the Dean of Academic

Affairs, the Chaplain, the Director of Admissions and

Registration, the Dean of Student Services, the Comptroller,

the Public Relations Officer, and is presided over by the 28 President. The title of each member indicates his respon­

sibility. Although, as a body, the cabinet functions to

advise the President, on some issues it makes definite

decisions. Because of Cuttington's small size and self-

contained living situation, the faculty and staff have much indirect influence on the deliberations of the cabinet.

The faculty and staff discuss problems, express opinions, or submit suggestions to cabinet members on matters of 29 interest and concern, which only the cabinet may decide. Academically, Cuttington is divided into six divisions,

each headed by a division chairman. This division structure

27Ibid., p. 104. 28 Cuttington University College, Liberia, 1978-1979, p. 95. 2Q Mason, "The Role of Cuttington College in the Development of Liberia," pp. 104-105. 113

is different from the way most American universities are

organized. The division does not exactly correspond to a

college, school, or department. Organizationally, it acts

as a school or college would in some cases and as a depart­ ment would in others, compared with most American univer­

sities. Three of the divisions--education, nursing, and

theology--are not further subdivided in areas of study,

although the Theology Division does offer a few philosophy

courses taught at Cuttington. The other three divisions-- humanities, science, and social science--are divided into distinct areas of study, sometimes called departments but not officially recognized as such. The Humanities Division consists of art, music, English language and literature, and French and offers the Bachelor of Arts degree. The

Science Division offers the Bachelor of Science degree in biology, chemistry, general science, and mathematics with plans for a physics major in the near future. The areas of study are chemistry, biology, mathematics, physics, and physical science. The Social Science Division consists of business, economics, history, political science, and the behavioral sciences area. The behavioral sciences offers a few courses in anthropology, geography, psychology, sociology, and social sciences. Reserve Officers Training

Corps (ROTC) is also offered, without any divisional affiliation, as it is required by the Liberian government.

Each division chairman is responsible for assigning instruc­ tors to teach the courses, although some areas like music, 114

accounting, psychology, and sociology, have only one qualified instructor. Each division chairman in conjunction with the Dean of Academic Affairs is responsible for recommending prospective employees for his/her division to the President for hiring.

The Education Division of Cuttington University College is not divided into any further subdivision, but it does offer two degrees, a Bachelor of Science in Elementary

Education and a Bachelor of Science in Secondary Education.

Similar to the other divisions of Cuttington, it is headed by a chairman. More students in the Education Division major in secondary education than in elementary education.

For example, in 1975 there were no elementary education graduates and in 1976 there was only one elementary educa­ tion graduate.

As the only independent liberal arts college in all of

West Africa, Cuttington faces some unique problems, mainly financial. As a private institution, Cuttington must rely heavily upon gifts and donations to offset the difference between its costs and the fees charged. Since Cuttington is going through a time of increased enrollment and increased inflation, it is very difficult to maintain adequate finan­ cial support. Thus, in 1975 Cuttington launched a develop­ ment program aimed at building an endowment to assure income for specific faculty and student purposes, and securing capital funds to enlarge and maintain its educational plant. 115

Over a period of at least three years, Cuttington hoped on to raise over $3,000,000, mainly in the United States.

It is too early to tell whether the goals of this develop­ ment program will be reached.

Purposes and Programs of the Education Division

According to the 1978-1979 Cuttington University College bulletin, at Cuttington

The Education Division prepares people for professional service at both elementary and secondary levels in rural and urban school sys­ tems. It is the starting point for careers in teaching, counseling, administration, supervision, curriculum development, research, school librarian- ship, school health, teacher education and educa­ tional planning. It also seeks to develop know­ ledge and skills around important issues and problems in Liberian and African educational development. The Division pursues these objectives by providing opportunities for pre-service study in several teaching fields, for action research on critical problems in education and for in^ service training in workshops and seminars.

The Education Division at Cuttington offers two degree programs. The Bachelor of Science in Elementary Education prepares students for teaching all subjects with a limited specialization in one area--either English, social science, mathematics, or science. The Bachelor of Science in Secondary

Education prepares students for a specific teaching field--

30 Cuttington At the Crossroads, (New York: The Execu­ tive Council of the Episcopal Church, 1975), pp. 3-7.

31 Cuttington University College, Liberia, 1978-1979, p. 34. 116 either social science, or English language and literature, 32 or science and mathematics.

Education majors at Cuttington do not formally enter the Education Division until their junior year. During their freshman and sophomore years they are taking the required courses plus some courses in the subject area in which they intend to teach. In the second semester of their sophomore year, they take an introductory course in education and then may formally apply for admission to the

Education Division. Those students who successfully com­ plete a screening process begin their professional work 33 in the Education Division in their junior year.

Cuttington University College operates on a semester system. The Education Division requires 128 semester hours for a degree of Bachelor of Science in Elementary

Education and 130 semester hours for a Bachelor of Science Q t in Secondary Education degree. The course requirements are generally as found in Table 16. Like the W. V. S.

Tubman Teachers College of the University of Liberia, the course offerings of the Education Division of Cuttington

University College are very similar to most programs found in education colleges in the United States. The course offerings, thus, are not a problem at Cuttington.

32Ibid., p. 34.

33Ibid., p. 34.

3ZiIbid. , p. 35. 117

TABLE 16

Requirements of Education Division for a B.S. in Education Requirement Elementary Secondary (in semester hours) General education requirements for all students 42 42 English 12 Mathematics 6 Lab. Science 6 Religion 6 History 9 Behavioral Science 3 Additional general education requirements for educa- tion majors 24 24 English language 3 English literature 3 French 12 Intro, to Teaching 3 Research Methods 3 Professional education require- ments for education majors 24 24 Psych, of Learning 3 Tests & Measurement 3 Hist./Phil, of Ed. 3 School Ad. 6c Guid. 3 Student Teaching 9 Senior Seminar 3 Additional professional educa­ tion requirements for secondary majors 24 Teaching Field 21 Instruct. Methods 3 Additional professional educa- tion requirements for elementary majors 22 Child Development 3 Science in Elem. 2 Soc. St. in Elem. 2 Lang. Arts in Elem. 3 Math, in Elem. 3 Music in Elem. 3 Art in Elem. 3 Children's Lit. 3 ROTC requirement (for males only) or Phys. Ed. requirement 1 1 Electives 15 15 Within Ed. Division 12 Others 3 Total 128 130 SOURCE: Cuttington University College, Liberia, 1978-1979, (Suacoco, Liberia: Cuttington University College, 1978), pp. 32-35. 118

The major problem at Cuttington is with the faculty.

As at the W. V. S. Tubman Teachers College of the University of Liberia, the Education Division of Cuttington University

College has a minimally trained faculty and a high faculty turnover rate. In addition, the small size of the Education

Division faculty (in the past few years it has contained only three faculty members) has caused some difficulty with the faculty members teaching courses in which they have only limited background preparation. As a result the curriculum offerings are weakened. .

There are some indications of the size, training, and turnover rate of the faculty of the Education Division of

Cuttington University College. In 1964 there were only 35 three faculty members in the Education Division, while 3 6 in 1965 there were five faculty members. In 1967 there were five faculty members in the Education Division. This was the same number as in 1966. However, two faculty members left at the end of 1966 and were replaced by two new instructors. Of the two faculty members that left, one had a doctorate. However, one of the new faculty also had a doctorate. Of the three continuing instructors, one had a

35 Liberia, Department of Education, Annual Report of the Department of Education, R.L. to the Honourable the Legislature of the RepuETic of Liberia in tEe Second Session of the Forty-" Fifth Legislature of the "Republic of Liberia fo~r the Year October I, 1963 to September 30, 1964" p7 105. O £ Mason, "The Role of Cuttington College in the Develop­ ment of Liberia," p. 126. 119

37 doctorate. In 1975 there were three faculty members,

none of whom were the same as in 1967. Of these faculty,

one had a doctorate and two had masters' degrees. By 1978

there were still three faculty members, but only one was

remaining from 1975. The instructor with a doctorate and

one of the instructors with a master's degree had left and

were replaced by one instructor with a doctorate and one 38 with only a bachelor's degree.

So while the course offerings and degree requirements

for obtaining a bachelor's degree in education at Cuttington

are sound, the limitations of the faculty weaken the program.

Because of the small size, minimal training, and high turn­

over rate of the faculty, the students often do not receive

the maximum benefit from the offered courses.

Enrollment for the Education Division

Although the total enrollment for Cuttington University

College has been rapidly increasing in recent years, the enrollment in the Education Division declined slightly from

1964 to 1974, as is evident from Table 17. However, the enrollment in the Education Division is now also increasing as is evident from the current 1979 enrollment of sixty

37 Baker, "1967 Annual Report of Cuttington College and Divinity School," p. 27.

38Cuttington University College, Liberia, 1978-1979, pp. 97-100. 120

TABLE 17

Cuttington University College Enrollment Figures (1964-1977)

Education Total % of Education Division Division Cuttington to Total Cuttington Year Enrollment Enrollment Enrollment

1964 37 189 19.6 1965 32 189 16.9 1966 35 190 18.4 1967 34 241 14.1 1968 31 224 13.8 1969 31 253 12.3 1970 23 239 9.6 1971 Not Available 202 ? 1972 26 239 10.9 1973 34 305 11.1 1974 29 349 8.3 1975 Not Available 352 ? 1976 Not Available 377 ? 1977 Not Available 414 ?

SOURCES: Background Information for University Planning, (Monrovia, Liberia: University of Liberia, University Planning Unit, December, 1974), p. 208; Christian E. Baker, "1967 Annual Report of Cutting­ ton College and Divinity School," (Suacoco, Liberia: Cuttington College and Divinity School), p. 29; and Liberia Ministry of Education, Annual Report of the Minister of Education to the Second Session of the~Forty-Eighth-Legislature of the Republic of Liberia Covering the Period January 1, 1970’--December“7i7~%L 975% P7 39%------:------— 121

39 students. Although there are more students currently

enrolled in the Education Division, the reason given for the

lack of growth in the recent past has been attributed to

"dominant external factors affecting the popularity of the

teaching profession in relation to other opportunities of graduate employment."^6

The number of graduates of the Education Division of

Cuttington has varied quite drastically. As one can see from

Table 18, in 1964 there were fourteen graduates from the

Education Division, while in 1972 there was only one. This

meant that the percentage of total Cuttington graduates who

were Education Division graduates varied from 56.0% (fourteen

of twenty five) in 1964 to 3.0% (one of thirty three) in 1972.

Neither of these figures come near meeting the growing need

for school teachers in Liberia.

There are no accurate projections of either Education

Division or total Cuttington University College enrollments

or graduates available. It is obvious, however, that in

the recent past the number of graduates in education from Cuttington has only been a small contribution to the total number of adequately prepared and trained teachers in

Liberia. It is not even known if all of them go into teaching.

Although the enrollment of the Education Division has increased

39 Personal professional correspondence with Janice M. T. Vani, Chairperson, Education Division, Cuttington Univer­ sity College, Suacoco, Liberia, April 5, 1979. 40 Background Information for University Planning, (Monrovia, Liberia: University of Liberia, University Planning Unit, December, 1974), p. 201. 122

TABLE 18

Number of Cuttington University College Graduates (1962-1973)

Education Total % of Education Division Division Cuttington to Total Cuttir lgton Year Graduates Graduates Graduates

1962 9 25 36.0 1963 7 25 28.0 1964 14 25 56.0 1965 5 26 19.2 1966 2 29 6.9 1967 8 44 18.2 1968 6 32 18.8 1969 6 46 13.0 1970 12 64 18.8 1971 3 36 8.3 1972 1 33 3.0 1973 4 42 9.5

SOURCE: Background Information for University Planning, (Monrovia, Liberia : University of Liberia, University Planning Unit, December, 1974), p. 212. 123

for 1979, these numbers must vastly increase to come close

to meeting the projected number of teachers needed for

Liberia by 1985. There remains the problem of interesting

students in becoming teachers. In 1974 this problem at

Cuttington was reflected in the following manner:

While the College recognizes the urgent need for more qualified secondary school teachers, the problem which faces the College according to the President is lack of interest, on the part of students, in the teaching profession as even those who specialize in education seek employ­ ment in busiji^ss firms and other Government departments.

At present there are no graduate programs offered in

Liberia. There have been some discussions pertaining to

establishing graduate programs at Cuttington with adminis­ tration and supervision being stressed in the area of

education. Due to the difficulty of obtaining adequate

financial backing for graduate programs, no definite plans or timetable for their establishment at Cuttington have been set. The current emphasis is on the establishment of the Rural Development Institute at Cuttington. Until that is operating and functioning smoothly, no further expansion of programs is planned.

Summary

Cuttington University College was originally established as a secondary school by the Protestant Episcopal Church in

41 Ibid., pp. 205-206. 124

1889 in Harper, Maryland County. In 1922 it was incorporated

to give diplomas and grant degrees, Cuttington had to close,

mainly for financial reasons, for a twenty-year period

beginning in 1929. It was reopened in 1949, strictly as

an institution of higher education, in its present location

near Suacoco about 120 miles from Monrovia. The Cuttington

campus is self-contained and located in one of the best

agricultural areas of Liberia. While Cuttington is similar

in its general outlook, teaching function, and adherence

to the American system of collegiate education, it is the

only independent liberal arts college in all of West Africa

and has been created, developed, and operated by means of

contributions from various religious, philanthropic, govern­ mental, and professional organizations.

Cuttington University College is governed by a Board

of Trustees, who appoint the President of Cuttington, who,

in turn, is responsible for the day-to-day administration of Cuttington. Cuttington is organized, academically, on

the basis of divisions where each division offers majors in one or more areas of specialization. At present there are the following six divisions: 1) Education Division, specializing in elementary and secondary education;

2) Theology Division, specializing in religion and philo­ sophy; 3) Humanities Division, specializing in English literature and language, art, music, and French; 4) Social

Science Division, specializing in business, economics, 125

history, political science, and the behavioral sciences;

5) Science Division, specializing in biology, chemistry,

mathematics, physics, and physical science; and 6) Nursing

Division, specializing in nursing in cooperation with Phebe

Hospital.

The Education Division at Cuttington offers two degree

programs. The Bachelor of Science in Elementary Education

prepares students for teaching all subjects with a limited

specialization in one area--either English, Social Science,

Mathematics, or Science. The Bachelor of Science in

Secondary Education prepares students for a specific

teaching field--either Social Science, or English Language

and Literature, or Science and Mathematics. Although the

course offerings and degree requirements are sound, there

are weaknesses with the faculty. Because of the small size, minimal training, and high turnover rate of the faculty,

the students often do not receive maximum benefit from the offered courses taught outside the faculty member's field of preparation.

Although the total enrollment for Cuttington University

College has been increasing rapidly in recent years, the enrollment in the Education Division declined slightly from 1964 to 1974. However, the enrollment in the Education

Division is now also increasing with a current 1979 enroll­ ment of sixty students. There are no accurate projections of either Education Division or total Cuttington University 126

College enrollments or graduates available. Although there

have been come discussions pertaining to establishing

graduate programs at Cuttington, no definite plans have

been set mostly due to difficulty in obtaining adequate

financial backing. Thus, the main thrust of the Education

Division at Cuttington is to concentrate on improving

existing programs.

Chapter IV concludes the discussion of the second degree­

granting program of educational studies in Liberia. Cutting­

ton University College, along with the University of Liberia,

offers Bachelors of Science degrees in both elementary and

secondary education. These, however, are not the only insti­

tutions of teacher preparation in Liberia. Two Rural Teacher

Training Institutes have been established at Zorzor and

Kakata. Chapter V concentrates on the history, programs, and projections of these institutes along with a brief his­

tory of in-service teacher education in Liberia. While

these institutes do not grant college-level degress, they do prepare elementary (and now junior high school) teachers for minimum certification for Liberia. CHAPTER V

RURAL TEACHER TRAINING INSTITUTES

In-Service Teacher Education in Liberia

Prior to 1960 with the opening of Zorzor Rural Teacher Training Institute, in-service education of teachers in

Liberia occurred in one of four ways. Carlon noted that

". . . there are four categories of in-service education programs, namely, the long Vacation School, Extension

Schools, Seminars and Workshops and the Teachers College program."''' The early evolution of these in-service pro­ grams has been discussed in the opening pages of

Chapter III. A brief recapitulation of the early efforts of in-service teacher education will be presented to show how these efforts have continued to the‘present.

Although an attempt to establish elementary teacher education began in 1823 with the start of the formal

Westernized system of education in Liberia, it did not succeed because of inadequate funding. In 1900 annual lectures for elementary school teachers began an in-service education program. In 1912 the annual lectures were re-

^S. Jabaru Carlon, "Educational Plans for Liberia: An Assessment of Public Elementary Education During the Decade of the Sixties, With Particular Emphasis on Planned Goals and Their Achievement," (Ph.D. dissertation, University of Wisconsin-Madison, 1973), p. 112. 128 placed by two-week teachers’ institutes held during the

long school vacation in January. These were the forerunner of the long vacation school that began in 1952. Inadequate as they were, these teachers’ institutes continued until

1929 when they were stopped because of leadership and financial problems. These teachers' institutes were re­ vived in 1937 and continued annually until 1952 when they were replaced by the four-week vacation school. Concerning the vacation school program during the 1950's Moniba re­ ported that:

Most of the teachers and principals who partici­ pated in these courses indicated that the program was helpful but regretted that the vacation school was not long enough. In 1959, therefore, the four-week period was extended to six wee^s in order to prolong the teachers' training.

Sometime between 1967 and 1972 these vacation schools were discontinued. The vacation school was for all teachers who did not have a college degree, but was particularly aimed at elementary teachers who had less than a high school edu­ cation with little or no teacher training. These vacation schools were held at a central point in each county with the instruction often by college graduates and/or college in­ structors. Such subjects as psychology, art, school

2 Harry Fumba Moniba, "Booker T. Washington, Tuskegee Institute, and Liberia: Institutional and Moral Assistance, 1908-1969," (Ph.D. dissertation, Michigan State University, 1975), pp. 121-122. 3 Carlon, "Educational Plans for Liberia: An Assessment of Public Elementary Education During the Decade of the Sixties, With Particular Emphasis on Planned Goals and Their Achievement," p. 112. administration, and teaching methods were offered when

possible.

In 1954 the extension schools were started and geared

towards teachers who had not completed high school. Com­ pletion of the requirements for high school was one of the main objectives of the extension school. Thus in 1956 the

first diplomas to graduates of the extension school program were granted.3* * 5T *eacher training was a secondary aspect of

the extension school. The extension school was an on-the- job type of program with the teachers teaching during the morning or afternoon while attending the extension school

classes in the evening. Teachers attending the extension

school regularly and maintaining good passing grades were £ initially exempt from attending the vacation school.

Although some form of the extension school has been held almost every year since 1954, the number of sites have varied from as many as ten initially7 to zero in some years. Thus, hundreds of teachers have been able to participate in the program, but others were unable to do

^Moniba, "Booker T. Washington, Tuskegee Institute, and Liberia: Institutional and Moral Assistance, 1908-1969," p. 121. 5Ibid., p. 112. £ DCarlon, "Educational Plans for Liberia: An Assessment of Public Elementary Education During the Decade of the Sixties, With Particular Emphasis on Planned Goals and Their Achievement," pp. 112-113. 7Melvin J. Mason, "The Purpose of Teacher Education in Developing Liberia," West African Journal of Education 15 (October, 1971): 184. 130 so because of limited resources, transportation and communication difficulties.

The teachers college program or special training pro­ gram provided a teacher, who wanted to improve his academic background and training, the opportunity to attend an educa­ tional institution of his choice--either an institution of higher education or one of the Rural Teacher Training Insti­ tues. This program could only be begun in 1964 after the

Rural Teacher Training Institutes were built and after

United States Peace Corps Volunteers were available to re­ place the teachers in their classrooms. The teacher con­ cerned retained his teacher's salary while studying, re­ ceived free tuition, books, room, and board, all paid for by the Liberian government. In return the teacher was obligated, after completing his training, to teach in a

Liberian government school for two years for every year he had spent in training. This obligation was voided, however, if the teacher was dismissed from his studies for either Q unbecoming conduct or poor grades. Although the Peace Corps Volunteers were withdrawn from replacing elementary teachers, the rest of the program is still in effect. The

Zorzor Rural Teacher Training Institute (ZTI) deals mainly with in-service elementary teachers while the Kakata Rural

o Carlon, "Educational Plans for Liberia: An Assessment of Public Elementary Education During the Decade of the Sixties, With Particular Emphasis on Planned Goals and Their Achievement," p. 113. 131

Teacher Training Institute (KRTTI) now deals exclusively with preservice elementary and junior high school teachers.

The senior high school teachers are given scholarships to the regular teacher education programs at either the Univer­ sity of Liberia or Cuttington University College since these have the only teacher education programs for senior high school teachers in Liberia.

Seminars and workshops have been a part of the in­ service teacher training since, at least, 1900 when annual lectures were instituted for teachers. These lectures, the teachers' institutes, and the vacation schools were, in reality, seminar and/or workshop types of activities. Today, the seminars and workshops are the in-service teacher edu­ cation activities provided by the four teacher education institutions, usually held during the long vacation period. In-service seminars and workshops for teachers, principals, and supervisors are part of the annual vacation offerings at both ZTI and KRTTI. Cuttington University College usually holds at least one workshop, such as Educational Materials Workshop, and one seminar, such as Problems in

School Administration, during the vacation period for college 9 credit. The University of Liberia has at least six work­ shops which are offered. As the 1977 University of Liberia bulletin states,

^Cuttington University College, Liberia, 1978-1979 (Suacoco, Liberia": Cuttington University College, 1978), pp. 36-39. 132

From time to time several workshops are offered for the in-service training of teachers. These workshops are designed in the "500" series to distinguish them from regular course offerings. "500" workshops are generally offered on either a credit or non-credit basis. Students desiring credit for participation in "500" courses must submit a written petition for credit through their faculty advisor to the Dean of the College. Approval of such petition will depend upon the student’s need for elective credits, or upon the possibility that the work­ shop presents an experience equivalent to that of a required methods course. u

Since in-service education is the major thrust at Zorzor

Rural Teacher Training Institute, but also has been done at

Kakata Rural Teacher Training Institute, both of these in­ stitutions have been involved with in-service and preservice training of teachers.

History of the Rural Teacher Training Institutes

Liberia has faced the same problem of having to use large numbers of poorly qualified or un­ qualified elementary school teachers which other African nations have faced. To meet these prob­ lems degree level programs were instituted. . . . As these programs were all degree programs, their output was insufficient to staff the burgeoning elementary school system and financial constraints would in any event have clearly prevented staffing elementary schools exclusively with teachers possessing degrees. Some 136 degrees in teac^r education resulted from these three programs.

^University of Liberia Bulletin, 1977 (Monrovia, Liberia-; University of Liberia, 1977) , p. 95.

■'"■''George W. Ferns and John W. Hanson, Secondary Level Teachers: Supply and Demand in Liberia (East Lansing, Michigan: Institute for International Studies in Education, 1970), p. 26. 133

The supply of degree-holding teachers was clearly

inadequate to take care of the increased demand, espe­ cially in the late 1940’s and 1950’s. As can be seen from table 2, Chapter II, student enrollment increased from

20,613 in 1948 to 54,910 in 1958--a 266 per cent increase. During those same ten years, the number of teachers went from 613 to 1,758 or an increase of 1,145 in quantity or a 286 per cent increase. Clearly 136 degree-holding teachers were not adequate to meet the demand. Also, the degree programs at the University of Liberia, Cuttington

University College, and the now defunct Our Lady of Fatima focused on the preparation of secondary school teachers, not elementary teachers for either rural or urban areas.

As early as the Spring of 1956 the need for a new type of rural teacher training institution was being discussed. Analysis of existing insti­ tutions, particularly the university training programs and the programs in the secondary schools, led to the conclusion that an innovative institution with a particular rural focus and a practicable curriculum was required-^^o produce teachers for rural village schools.

In March, 1958 the Liberian legislature passed a bill creating training centers for elementary school teachers.

There was some hope at that time to attach these to regular high schools so that secondary academic subjects as well as

12 Finley T. McQueen, "Final Report Rural Teachers Training Institute December 1, 1960-August 31, 1969 Tuskegee-Liberia Project," (Monrovia, Liberia, 1969), p. 2 (italics mine). 134

13 teacher training could be taught. Also during the period

from 1956 to 1958, since the Liberians believed that the

American pattern of education was the best system to model,

discussions between Liberian and United States officials

led to an agreement in June, 1958, to develop a Rural

Teacher Training Institute.A new plan was implemented

which called for the establishment of separate schools for training rural primary teachers.1* 3 Subsequently, the

Liberian legislature passed a bill establishing rural

teacher training institutions for elementary school

teachers and junior teacher training colleges for secondary 16 teachers. As was mentioned in Chapter I, these junior

teacher training colleges were only in existence for a few

years in the early 1960's. They were then transferred to

then existing institutions of higher education.

13Moniba, "Booker T. Washington, Tuskegee Institute, and Liberia: Institutional and Moral Assistance, 1908-1969," p. 124.

^McQueen, "Final Report Rural Teacher Training Insti­ tues December 1, 1960-August 31, 1969, Tuskegee-Liberia Project," p. 2.

13Moniba, "Booker T. Washington, Tuskegee Institute, and Liberia: Institutional and Moral Assistance, 1908-1969," p. 124. 1 6 Liberia, Department of Public Instruction, The First Annual Report Department of Public Instruction Republic of Liberia Covering the Period October 1, 1959 to September 30, I960, Appendix VI, p. The objectives of the first rural teacher training

institution were to accomplish the following:

1. Test and demonstrate the most practical and effective procedures to be followed in the development and operation of a rural training institution--to serve as a guide in the establishment of other rural teacher training institu­ tions that would be established in the future. 2. Play a significant role in the up-grading of the present teaching force. 3. Make an important contribution to the supply of properly qualified elementary teachers available to the rural schools. 4. Stimulate education in the rural areas. 5. Utilize the competencies and advanced training of Liberian educators who have returned from study overseas. 6. Provide a center for coordinating educa­ tional research with particular emphasis upon rural education.

According to the bill establishing the rural teacher

training institutions for elementary school teachers, it was expected ...

That these Rural Training Centers receive for training, qualifying students of the 8th grade standard who will be recruited from the Elementary Schools of the Rural areas by a board whose members will be appointed by the Secretary of Public Instruction of which he shall be the Chairman. All successful candi­ dates will be admitted in the First Class of the Teacher Training Institute and a rigid and specialized Course be prescribed for two years which would constitute the training of said schools. During the course of studies, a scholarship allowance would be awarded to the students upon a contractual basis with

7McQueen, "Final Report Rural Teacher Training Insti tutes December 1, 1960-August 31, 1969 Tuskegee-Liberia Project," p. 3 (italics mine). 136

stipulations that after graduation, they will give services as teachers in the schools where they may be assigned for a period of 3 or more years. All successful students will be entitled to a Certificate and be required to teach from grade 1-4 of the elementary schools.

To insure the degree of rurality necessary for the pro­ posed school, the government of Liberia acquired one thou­ sand acres near the village of Fissebu, some four miles from the district headquarters of Zorzor, about two hundred 19 miles from Monrovia. After selecting the site of the institute,

. . . it became increasingly evident that the scope and purpose of a rural teacher training institute had to be sufficiently broad to include both pre-service and in-service training as well as curriculum design and syllabi development. The addition of this latter purpose or objective necessitated the most professional teacher training personnel possible to staff the institute.

When it became clear that it would be difficult to find the personnel in Liberia to accomplish these objectives, a joint Liberian and United States commission advised that an institution in the United States be contracted to provide the necessary training personnel. In July and August,

1959 the Secretary of Public Instruction and the Assistant

18 Liberia, The First Annual Report Department of Public Instruction Republic of Liberia Covering the Period October 1, 1959 to September 30,~T960, Appendix VI, p. 2. 19 William C. Nutting, "Liberia’s First Teacher Education Institution," Journal of Teacher Education 10 (December, 1959): 440. 20 McQueen, "Final Report Rural Teacher Training Insti­ tutes December 1, 1960-August 31, 1969 Tuskegee-Liberia Project," p. 4. 137

Director of the United States Overseas Mission (USOM) visited several institutions in the United States to select one to help in the development of the rural teacher training institution. After a survey, Tuskegee Institute in Alabama was selected for this purpose. In May, 1960 an agreement was reached between the Liberian and United States govern­ ments to contract with Tuskegee Institute to staff and train rural teachers at the Zorzor Rural Teacher Training Institute.2"'"

A Tuskegee survey team consisting of William B. Pollard and W. W. Bearden visited Liberia shortly after the contract was agreed upon to develop a proposal for the implementation of the project. By the time the Pollard-Bearden survey was completed, the Liberian government had decided to open similar institutions at Kakata and Webbo, so the Liberian government requested Pollard and Bearden to recommend expansion of the Tuskegee effort to include those new schools. Tuskegee Institute and the International Coop­ erative Administration (ICA) formally signed a contract in

October, 1960 which called for Tuskegee to assume an assis­ tance role at ZTI. This agreement was later amended to include the institute at Kakata. Further enlargement of the project to include the Webbo site was considered, but, be­ cause of logistic difficulties in supporting Webbo, it was 22 decided not to do so.

2"'"Ibid., pp. 4-5. 22 Ibid., p. 5. 138

ICA, which later became the United States Agency for

International Development (USAID), agreed to finance the

purchase of non-local building materials; to pay the

workers for the construction of the institutes; to supply

permanent equipment, such as the power and water plants;

and to provide technical assistance for training Liberian

counterparts and for developing educational materials. In

return, Liberia agreed to select and recruit counterparts to the Tuskegee personnel; to pay the salaries and operating

expenses of the Liberian staff; to provide the land for the

institutes’ sites; to provide the expendable materials and supplies for the institutes; and to maintain the physical 23 plant after its completion.

In November, 1960 the first group of five members of

the Tuskegee staff and their families arrived in Liberia. Along with their eight Liberian counterparts, the Tuskegee

group organized a labor force to clear the undergrowth

surrounding the buildings and developed guidelines, policies, and procedures for opening the institute. The original

Zorzor Rural Teacher Training Institute consisted of two

dormitories capable of housing ninety-six students, an

administrative office wing, a six-classroom wing, an

assembly/dining hall, a residence/guest house, four trailer

23 Moniba, "Booker T. Washington, Tuskegee Institute and Liberia: Institutional and Moral Assistance, 1908-1969," p. 128. 139

9 / houses, a power plant, and the water supply system. After

admission/placement examinations were administered around

the country, classes began in April, 1961 with an enrollment 25 of about eighty students.

In 1963 Zorzor Rural Teacher Training Institute gradu­

ated its first class of fifty-two preservice students. In 2 6 1964 Kakata Rural Teacher Training Institute was opened.

The third institute at Webbo was partially built but never

opened. In 1964 because of increased enrollment at ZIT

and the opening of KRTTI, the Tuskegee team, aided by

Liberian personnel and the U.S. Peace Corps Volunteers,

increased to thirteen members. During the time of Tuskegee's

involvement (from 1960 to 1969), twenty-one different 27 people were full, regular members of the Tuskegee team.

From 1960 to 1969 the Tuskegee team accomplished the

goals and provided the initial staffing for the Rural Teacher

9 / ^McQueen, "Final Report Rural Teacher Training Insti­ tues December 1, 1960-August 31, 1969 Tuskegee-Liberia Project, p. 6. 25 Moniba, "Booker T. Washington, Tuskegee Institute and Liberia: Institutional and Moral Assistance, 1908-1969," p. 129. ? 6 °Liberia, Department of Education, Annual Report of Secretary of Education, R. L. to the Honourable the Legis­ lature of the Republic of Liberra in the First Session of the Forty-Fifth Legislature of tKe Republic of Liberia Tor the Year October 1% 1962 to September 30, T957, p. 40. 27 McQueen, "Final Report Rural Teacher Training Insti­ tutes December 1, 1960-August 31, 1969 Tuskegee-Liberia Project," p. 7. 140

Training Institutes; set up the administrative organiza­ tional structure; provided personnel in operational and advisory roles; developed and changed from time to time, while they were there, the curricula, syllabi, and course outlines; and organized vacation schools, teacher workshops, and seminars for in-service teachers and the staffs of the 28 institutes. Another goal was to develop a program of education based on the needs of the students and communities in rural areas in Liberia. The Tuskegee team attempted to accomplish this through curricular changes * They failed in this attempt.

Unfortunately, their curricula have in­ creasingly come to approximate the standard secondary school curriculum in Liberia, with probably too little attention given to peda­ gogical matters and types of experiences which would enable primary school teachers to relate their^instruction or schools to rural develop­ ment.

Thus, the curriculum of the Rural Teacher Training

Institutes has been revised several times. Although the early modifications altered the emphasis of the institutes toward a traditional secondary education, the recent modi­ fications have tried to regain the stress on the development of the rural areas. An additional concern, which has caused some problems at the institutes is the high rate of student

Ibid., p. 7. 29 Ferns and Hanson, Secondary Level Teachers : Supply and Demand in Liberia, p. 27. 141

dropouts. Although the actual causes of the high student

dropout rate are not known, Moniba speculates that the

students’ varied academic backgrounds, levels of maturity,

and the institutes’ efforts to raise the academic standards 30 have all been contributing factors.

Although Zorzor Rural Teacher Training Institute began

as a preservice training institute, in-service training was one of the goals it was expected to accomplish. In December,

1962 the first in-service training course was begun at ZTI.

The first in-service courses were for only one semester or 31 held during vacation school. By the time the Kakata Rural

Teacher Training Institute opened in 1964, both institutes were offering preservice courses and in-service courses for the whole year as well as during the vacation school.

Actually during the regular school year, one set of courses was being offered which was being taken by both preservice and in-service teachers. From the beginning, the Rural Teacher Training Insti­ tutes had been authorized to accept students with only an eighth grade education. However, except for a short experi­ ment from 1965 to 1967 where students with only a sixth and/or seventh grade education were accepted, both institutes

30Moniba, "Booker T. Washington, Tuskegee Institute, and Liberia: Institutional and Moral Assistance, 1908-1969," p. 131. 31 McQueen, "Final Report Rural Teacher Training Insti­ tutes December 1, 1960-August 31, 1969 Tuskegee-Liberia Project," p. 13. 142

at Zorzor and Kakata only offered courses for tenth, eleventh, and twelfth graders. For practical purposes,

those entering the institutes had to have at least a 32 ninth grade education. By 1968 it was recognized that the institutes were having difficulties doing both pre­ service and in-service teacher training and accomplishing the rural orientation aspects of teacher training. It was decided that beginning in 1971 the Zorzor Rural Teacher

Training Institute would concentrate on providing the in- service training of elementary teachers and the Kakata

Rural Teacher Training Institute would focus on the pre­ service teacher training. Also, the government of Liberia made arrangements with the United Nations to revise the curriculum and to establish an elementary demonstration 33 school at Kakata and to establish a home economics program o / at Zorzor. This agreement with the United Nations ended in 1976. ZTI continues to concentrate on the in-service

32Ibid., pp. 41-42.

33 Liberia, Ministry of Education, "Education Programs and Projects in Liberia," by Bertha Baker Azango, (1974), p. 10. o / ■Liberia, Ministry of Education, Annual Report of the Minister of Education to the Second Session of the Forty-Seventh Legislature oT the Republic of Liberia Covering the Period September 30, 1971 to October 1, 1972? p? 557 143

aspects (including the training of home economics teachers) of teacher education. In 1973 the home economics program was expanded to include a one-year program for high school graduates. In 1976 ZTI had a one-year preservice crash program to train high school graduates to teach elementary O £ school to meet an immediate demand. During the period that the United Nations personnel were at KRTTI, they found that one of the major problems with the curriculum was in trying to have the students complete both their secondary education and teacher training at the same time. Beginning in 1976, therefore, a phasing out of the three-year secondary education part of the program started at both

Kakata and Zorzor. While ZTI continues to concentrate on the in-service program of teacher training for high school graduates, KRTTI now emphasizes a two-year preservice teacher training program to prepare high school graduates 37 to teach in both elementary and junior high schools.

3 5 Evelyn S. White, "The Problems and Prospects of Preservice Education of Teachers in Liberia," (Ed.D. dissertation, Teachers College, Columbia University, 1978), p. 35. O £ Liberia, Ministry of Education, Annual Report of the Minister of Education to the Second Session of the Forty- Eighth Legislature oT the Republic of Liberia Covering the Period January 1, 1^76-December 5T,TT9777 p) 2TI

37White, "The Problems and Prospects of Preservice Education of Teachers in Liberia," pp. 35-36. 144

Organization and Structure of the RTTI's

The organization of the Rural Teacher Training Insti­ tutes was modeled after the only national Liberian govern­ ment secondary school in existence in 1960, the Booker

Washington Institute, the vocational and technical school.

As national government schools, these institutions are responsible to, report directly to,, and receive instructions directly from the Ministry of Education, rather than the county supervisor of schools. Also, these institutions are boarding schools, which most government schools are not. There are several mission secondary boarding schools in Liberia.

The administration of each institute is headed by a director who is responsible for the entire operation of the school. Administratively, both Kakata Rural Teacher

Training Institute and Zorzor Rural Teacher Training Insti­ tute have full-time business managers, deans, and registrars who are responsible for the business, academic, and record­ keeping functions of the schools. Instructionally, there are librarians and audio-visual coordinators, in addition to the regular faculty. There are also non-instructional support personnel, such as cafeteria supervisors and eus-

O Q todians, working at ZTI and KRTTI. •

O Q McQueen, "Final Report Rural Teacher Training Insti­ tutes December 1, 1960-August 31, 1969 Tuskegee-Liberia Project," p. 9. . 145

Purposes and Programs of the RTTI1s

The original academic purposes of the Rural Teacher

Training Institutes were:

. . . (1) the recruitment and selection of an optimum number of potentially good candidates for teacher training; (2) the development of an appropriate program for the education and professional training of the candidates; (3) the introduction of the individual into, and retention in, the teaching profession; and (4) keeping the teacher growing in his profession through an effective program of inservice training.

With these purposes presupposing the assumption that

the student graduating from the Rural Teacher Training

Institutes will become rural elementary teachers in

Liberia, the recruitment and selection of the students was

to have been based upon

. . . evidence of excellent mental and physical health, a written and oral qualifying test, and an interview with representatives of the review board to determine promise as to high moral character, good attitude toward teaching, and general fitness for the job teaching children in rural elementary schools. Except for changing the minimum educational background of the students, these are still the selection criteria at both Zorzor Rural Teacher Training Institute and Kakata

Rural Teacher Training Institute. Originally an eighth grade education was the minimum educational background needed to enter the institutes, although for practical

3 9Nutting, "Liberia’s First Teacher Education Institu­ tion," p. 440. ^Ibid. , p. 441. 146

purposes a ninth grade education was needed to compete

successfully. Except for 1965 when an experiment to begin with students with only a sixth grade education was attempted,

these requirements remained in effect until 1976. Since

1976 the students have needed to be high school graduates

to enter either ZTI or KRTTI. Recruitment has not been difficult because the government of Liberia pays the regis­

tration fees, tuition, book rental, and subsistence allowance.

Since money for these items have to come from the students or their families in most other schools, more applications are received at ZTI and KRTTI than can be accommodated.

The area in which several changes have occurred since the beginning of the Rural Teacher Training Institutes is the development of an appropriate curriculum to train the students to work in rural elementary schools. The curriculum was originally to comprise three major elements:

. . . (1) general education for individual improve­ ment; (2) academic content to provide a working knowledge of subject areas that the candidate will be expected to teach; and (3) professional training to develop understandings and skills necessary for working effectively with children.

In 1960 the Tuskegee team originally proposed a three- year curriculum program that included such subjects as

Cultural Appreciation, Community Development and Health, and Agriculture and Home Economics in the area of rural community service and Curriculum Development and Teaching,

41Ibid., p. 442. 147

Child Growth and Development, and Apprenticeship Teaching

in the area of professional education plus the general / 0 academic courses of the Liberian senior high schools.

By the end of 1960 a committee appointed by the Secretary

of Public Instruction proposed a two-year curriculum which

eliminated the subjects in the rural community service area

and substituted Introduction to Psychology, Introduction to

Education, Child Study, and General Methods in the area of

professional education. Although a curriculum was not

officially approved until 1963, the two-year curriculum of

the committee with additions of Agriculture, Health, and two regular senior high school academic subjects were the ones / Q that were taught.

When the curriculum was officially approved in 1963, it was basically the same as had been used, since 1961. However, the hours and academic subjects had been increased to include four semesters plus two vacation school sessions. The pri­ mary reason for this was so that by the completion of their course work, the students were eligible to sit for the twelfth grade national examination.^ It was also in 1963 that it was first pointed out that there was a

white, "The Problems and Prospects of Preservice Education of Teachers in Liberia," p. 163. / Q ^McQueen, "Final Report Rural Teacher Training Insti­ tutes December 1, 1960-August 31, 1969 Tuskegee-Liberia Project," pp. 32-33.

44^Ibid., p. 34. 148

. . . conflict between preparing professional teachers for rural areas in Liberia and pro­ ducing at the same time academically capable high school graduates that was to become one of the harshest criticisms levied at the rural teacher training institutes.

In 1964 the curriculum was officially changed by the

then Department of Education to conform to the regular senior

high school plan to a three-year, six semester program which 46 eliminated the two vacation school sessions. Although

criticized many times, this remained the officially approved

curriculum (with a few minor adjustments) until 1976. The

changes in the area of professional education were that

Introduction to Education became History of Education,

Introduction to Psychology became Educational Psychology,

Child Study was eliminated, and Educational Materials and School Administration were added. These, along with Methods

of Teaching and Practice Teaching, were all of the profes­

sional education courses. The rest of the curriculum was

composed of academic senior high school subjects.

In 1967 a member of the Tuskegee team did the first of several evaluations of the Rural Teacher Training Institutes.

The purpose of this study was to determine whether the

^3White, "The Problems and Prospects of Preservice Education of Teachers in Liberia," p. 27.

46 °McQueen, "Final Report Rural Teacher Training Insti­ tutes December 1, 1960-August 31, 1969 Tuskegee-Liberia Project," p. 35.

^7White, "The Problems and Prospects of Preservice Education of Teachers in Liberia," pp. 164-165. 149 graduates of the institutes were sufficiently prepared to do the job for which they were trained.The conclusion reached stated that

Even though the findings of this study indi­ cate that on the whole, Kakata and Zorzor Rural Teacher Training Institutes are doing a satis­ factory job of preparing rural elementary teachers, these institutions need to be ever on the alert to see that their program is fulfilling present- day needs in terms of a rapidly changing and developing nation. The institutions must con­ stantly maintain the high quality of this program, and must strive to set their quality standards even higher.

By 1968 the government of Liberia became concerned that the teacher training institutes were having problems with their curriculum and so arranged for United Nations assis­ tance from 1971 to 1976. The objectives of this program were: 1. to train a new type of teacher who would also be equipped to play a leading role in community development activities. 2. to up-grade in-service elementary school supervisors, principals and teachers, and instruct them in rural development techniques; and 3. to revise the elementary school curriculum to make it more relevant to national needs and morg responsive to development require­ ments. Although at Kakata Rural Teacher Training Institute the emphasis on preservice teacher training was accomplished, the

Pearl Walker Headd, "A Follow-Up Study of 113 Kakata and Zorzor Rural Teacher Training Institute Graduates," (Monrovia, Liberia, 1967), p. 2. ^9ibid., p. 38.

^Liberia, "Education Programs and Projects in Liberia," p. 10 (italics mine). 150

building of a demonstration school was completed, and meetings

to revise the elementary curriculum were held, and at Zorzor

Rural Teacher Training Institute the emphasis on in-service

teacher training was accomplished and a home economics pro­

gram was established, none of the three objectives of the program were accomplished by 1976. '

In 1969 with the termination of the assistance of the

Tuskegee team, a joint Liberian-American committee made an

evaluative study of the Rural Teacher Training Institutes

during the 1960's. Three important conclusions that this

Liberian-American committee reached were that the Tuskegee

team had done little,to prepare the institutes for their

role in community development, the students had little

commitment to professional education and saw the three-year

programs basically as another secondary school, and the reliance on American textbooks led to the feeling that con­

siderable effort would be required to make the curriculum relevant to rural elementary schools in Liberia. In parti­ cular reference to the curriculum and the probable reasons why it was mainly like other Liberian senior high schools, the Liberian-American committee cited the eagerness to have graduates of the institutes certified, the use of certifica­ tion which requires a secondary school degree as well as some teacher education, and the restriction imposed by the national examination on curriculum experimentation and syllabi design.

^White, "The Problems and Prospects of Preservice Education of Teachers in Liberia," pp. 28-29. 151

In 1973 a first joint Liberian-United Nations committee reviewed the work at the Kakata Rural Teacher Training Insti­

tute. The only change which resulted from this study was the

implementation of the curriculum development center as part of the Ministry of Education in Monrovia. With the termina­ tion of the assistance of the United Nations in 1976, a

second joint Liberian-United Nations committee was formed.

This second Liberian-United Nations study reinforced the phasing out of the secondary school program of the Rural

Teacher Training Institutes and the main emphasis is now on a two-year post-secondary training for junior high and 52 elementary school teachers in Liberia.

Unfortunately, it does not appear that this change to a two-year post-secondary program has done anything to solve the problem of emphasizing primarily academic subjects in­ stead of preparing professional teachers for both academics and rural community education in Liberia. The proposal for this post-secondary program at Kakata Rural Teacher Training Institute contained both a teaching function and a rural development function which the graduates were expected to perform. The rural community education aspect was proposed to consist of courses, such as Rural Sociology, Basic Prin­ ciples of Community Development, Socio-Economic Development of Rural Communities, Community Leadership, and Adult

Literacy. The professional education aspect was proposed to

52 Ibid., pp. 29-36. 152 consist of educational studies, such as Educational Psycho­ logy, Educational Sociology, Philosophy Principles, and

Practices of Teaching in Rural Community Schools, and curriculum studies, such as Language Arts, Science, Mathe­ matics, Social Studies, Health and Physical Education, Arts 53 and Crafts, Home Economics, and Agriculture. However, when this post-secondary program was finally put into effect in-1977, the rural community aspect was eliminated entirely again. Although the curriculum studies of the professional education aspect remained the same, the educational studies were changed entirely. By 1977 the educational studies con­ sisted of courses such as Principles of Education and General

Methods, Teaching Skills, Observation, and Micro-teaching,

Problems in Practice Teaching and other areas, and Student Teaching.3^ In effect this is only a two-year post-secondary teacher training program. There is no rural development function nor rural community education in the program as it now exists. For the third time a national goal of a rural focus was "tooled up" for and then abandoned. There are some other problems that have caused concern at the Rural Teacher Training Institutes from time to time.

For instance, in 1966 it was reported that

Not many qualified Liberians are willing to work at the Rural Teacher Training Insti­ tutes at Zorzor and Kakata. Apart from the

53 "Two Year Teacher Training Program, 1976," (Kakata, Liberia, 1975). (Mimeographed.), pp. 1-3. 3S/hite, "The Problems and Prospects of Preservice Education of Teachers in Liberia," pp. 172-173. 153

generally low salaries of teachers there is the fact ofrfeeing outside the centers of attraction.

As was pointed out in detail in Chapter II, there is

still very much a problem of supply and especially retention

of teachers in all government schools mainly because of low salaries and low social status. Since both ZTI and KRTTI

are Liberian government schools, the assumption is that low

salaries of teachers also remains a problem at the Rural

Teacher Training Institutes. However, the 1970 report of

Ferns and Hanson stated: "Although the staffs of the two

institutes are generally well qualified in terms of academic

qualifications, some opportunities for further specialized 56 training . . . appear to be called for."

The main difficulty with.the program of the Rural

Teacher Training Institutes has been, from their inception,

in trying to produce a curriculum which will have a rural

community development aspect as well as a teacher training

aspect. Although many proposals for changes and actual

changes have been made in the institutes’ programs, none of these actual changes have led to any rural community

development functions in the curriculum. This difficulty along with the low salaries of the teachers have meant that

■^Liberia, Department of Education, Annual Report of the Department of Education to the Honourable the Legislature of the Republic of Liberia in the Fourth Session of the Forty-Fifth LegisTature of the Republic of Liberia for the Year October~I° 1965-"September 30, 1966, p. 25. S fi Ferns and Hanson, Secondary Level Teachers: Supply and Demand in Liberia, p. 28. 154

the effectiveness of the Rural Teacher Training Institutes,

as stated in the original objectives, is highly questionable.

Enrollment and Projections of the RTTI's

The changes in the curriculum at the Rural Teacher

Training Institutes have been reflected in the enrollment.

Since 1965, when the programs at both Zorzor Rural Teacher

Training Institute and Kakata Rural Teacher Training Insti­ tute were first in full operation, the main fluctuations in the enrollment were caused by the changes of programs.

V This is especially evident at KRTTI as can be seen by table 19. The drop in enrollment in 1971 at KRTTI was caused when the change was made to have only preservice teacher education programs there. The in-service programs were concentrated at ZTI and this was the first year of only preservice programs at KRTTI. The drop in enrollment in 1975 at KRTTI was caused by the anticipation of the phasing out of the three-year secondary program but before the two-year post-secondary program was begun. The fluctua­ tion in the enrollment at ZTI is much more difficult to try to assess. Although the changes in the programs had some effect at ZTI, the incentives and persuasions of the Ministry of Education appear to have had a notable effect, also. The projections for future enrollment and graduates of the Rural Teacher Training Institutes are based upon both schools having the two-year post-secondary program in opera­ tion by 1980. Kakata Rural Teacher Training Institute will TABLE 19

Enrollment and Graduates of Rural Teacher Training Institutes (1961-1976)

Zorzor RTTI Kakata RTTI Total Year Enrollment Graduates Enrollment Graduates Enrollment Graduates

1961 75 — 75 1962 98 - - 98 - 1963 145 52 - - 145 52 1964 147 13 78 - 225 13 1965 220 54 87 27 307 81 1966 187 32 95 30 282 62 1967 239 30 140 13 379 43 1968 268 58 130 37 398 95 1969 273 60 139 37 412 97 1970 232 N.A. 158 N.A. 390 131 1971 235 104 55 0 290 104 1972 197 47 108 69 305 116 1973 224 41 133 35 357 76 1974 273 60 150 40 423 100 1975 324 N.A. 98 40 422 N.A.(40+) 1976 318 183 126 75 444 258

SOURCES: Finley T. McQueen, "Final Report Rural Teacher Training Institutes December 1, 1960-August 31, 1969 Tuskegee-Liberia Project," Monrovia, Liberia, 1969, pp. 41-42, and Liberia, Ministry of Planning and Economic Affairs, Economic Survey of Liberia 1976, p. 63. 1 5 5 TABLE 20

Projections of Enrollment and Graduates of RTTI's (1980-1985)

Zorzor RTTI Kakata RTTI Total Year Enrollment Graduates Enrollment Graduates Enrollment Graduates 1980 250 112 200 90 450 202 1981 250 112 200 90 450 202 1982 250 112 200 90 450 202 1983 250 112 200 90 450 202 1984 250 112 200 90 450 202 1985 250 112 200 90 450 202

SOURCE: Liberia, Ministry of Education, "Long Range Education Plan, 1976-1985," vol. 2, cited by Evelyn S. White, "The Problems and Prospects of Preservice Education of Teachers in Liberia," (Ed.D. dissertation, Teachers College, Columbia University, 1978), pp. 174-176. 1 5 6 157

still emphasize preservice teacher training and Zorzor

Rural Teacher Training Institute will stress in-service

teacher training. These projections do not distinguish between graduates preparing to teach in junior high schools

and graduates preparing to teach in elementary schools.

Although coming from the same source, the projections found

in table 20 are higher than those found in tables 8 and 9 of Chapter II. Since tables 8 and 9 are supposed to reflect not only the graduates of ZTI and KRTTI, but also the graduates of the W. V. S. Tubman Teachers College of the

University of Liberia and of the Education Division of

Cuttington University College who are going to be elementary and junior high school teachers, there are obviously some discrepancies among the projections. The even numbers of projected enrollment and graduates in table 20 make these projections somewhat suspect, arbitrary, and unrealistic in that they call for no plans for growth. It is difficult, however, to tell which projections are more accurate.

However, as mentioned in Chapter II, the number and per­ centage of unprepared teachers are estimated to decrease by 1985. If there is a concern for prepared but unemployable teachers in the distant future, then possibly these limited projections can be accounted for.

Summary

In-service teacher education in Liberia has been taken care of in four different ways--vacation school, extension 158

schools, the teachers college program, and seminars and

workshops. Some form of three of these programs, all but the

vacation school, are still in effect today. The teachers

college program is the most comprehensive with Zorzor Rural

Teacher Training Institute now exclusively devoted to in-

service training of elementary and junior high school

teachers. The extension schools and the seminars and work­

shops have not been as comprehensive nor as coordinated as

the teachers college program.

Discussions concerning the need for a rural teacher

training center were begun in the Spring of 1956. By 1958

an agreement between Liberia and the United States was

developed to build an institution. Tuskegee Institute in

Alabama was contracted in 1960 to provide technical assistance

to Zorzor Rural Teacher Training Institute and later to

Kakata Rural Teacher Training Institute. Classes began at

ZTI in 1961 and at KRTTI in 1964. A third institute at

Webbo.was planned and partially built, but never completed. Because the institutes were having difficulties doing both preservice and inservice teacher training, it was decided

that beginning in 1971, the Zorzor Rural Teacher Training Institute would concentrate on providing in-service training of elementary teachers and the Kakata Rural Teacher Training

Institute would focus on the preservice teacher training.

In 1973 a one-year post-secondary home economics program was established at ZTI. In addition to the preservice and 159

in-service teacher training difficulties, there were pro­

blems in trying to have the students complete both the

secondary education and teacher training at the same time.

In 1976 a phasing out of the three-year secondary education

part of the program was begun and. replaced by a two-year

post-secondary teacher training program to prepare high

school graduates to teach in both elementary and junior

high schools.

The administration of each institute is headed by a

director who is responsible for the entire operation of

the school. Each institute also has a full-time business

manager, dean, and registrar who are in charge of the

business, academic, and record-keeping functions of the

school, respectively.

The area in which several changes have occurred since

the beginning of the Rural Teacher Training Institutes is

the development of an appropriate curriculum to prepare professional teachers for rural areas in Liberia and to produce at the same time academically capable high school graduates. The switch made in 1976 from the three-year high

school program to a two-year post-secondary program helped

solve the problem of providing an academic high school program. However, since there is no rural development function nor rural community education in the program, it is doubtful whether the graduates are prepared to teach in rural schools or to provide rural community leadership. 160

In general, the enrollment of the Rural Teacher Training

Institutes has increased slightly at both institutes since

1965 when both became fully operational. The fluctuation

in enrollment,, especially at Kakata Rural Teacher Training

Institute, can be mainly attributed to the changes in the

programs. The projections for future enrollment at both

ZTI and KRTTI are based on limiting the enrollment at both

schools to a maximum number. Although the projections of the number of graduates given in table 20 are higher than other projections reflected in tables 8 and 9 of Chapter II,

it is difficult to tell which projections are more accurate.

Chapter V completes the discussion of the four insti­

tutions concerned with teacher education in Liberia. The history of in-service teacher education in Liberia along with the history, organization and structure, purposes and programs, and enrollment and projections of the Rural Teacher

Training Institutes at Kakata and Zorzor were discussed in

Chapter V. Chapter VI concludes this study of teacher educa­ tion in Liberia with the summary, conclusions, and recom­ mendations of this study. An Epilogue conveying feelings and opinions which, although unable to be substantiated by available research, will be an attempt to fill in some gaps and give further meaning to this study. {tt-l

CHAPTER VI

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary and Conclusions

The major focus of this study was to examine the role that institutions primarily responsible for teacher educa­ tion in Liberia--the W. V. S. Tubman Teachers College of the University of Liberia, the Education Division of

Cuttington University College, and the Rural Teacher

Training Institutes at Zorzor and Kakata--have played, are playing, and will play in dealing with the problems of preparation and quantity of teachers. Specifically, the aims of this study were to provide a historical background of Liberia and Liberian education leading to the develop­ ment of institutions for teacher education, to ascertain the rationale which promoted the creation and development of these institutions, to describe the emergence and con­ tinuation of these institutions from their beginnings to the present, to ascertain the accomplishments and problems encountered in the preparation of teachers by these insti­ tutions, to examine the proposals for future developments in these institutions, and to compile in one location for easy reference the data pertaining to the preparation and training of teachers by these institutions. 162

In order to better understand the problems of develop­ ment and continuation of teacher education institutions in Liberia, brief reviews of the Liberian national background,

traditional "bush school" system of education, Westernized

educational system, and previous efforts in teacher educa­

tion have been included. One of the major points regarding

this information is that Liberia has based many of its

institutions, including its educational system, on the

American model, but has adjusted them, somewhat, to fit

into its milieu.

Since the quality of the educational system in Liberia depends in a large part on the quality and status of the teachers in the system, an understanding of the preparation and current status of teachers in Liberia is necessary to understand the accomplishments and problems of the teacher education institutions.

In the area of preparation and training of fully-prepared teachers, Liberia has had a problem for a number of years.

Today clearly more than one-half of the teachers are not fully prepared and trained to teach on the level to which they are assigned. The increase in the minimum requirements, that is currently taking place, will help to solve the problem of obtaining better prepared and trained teachers.

It is also creating a problem in that for a number of years there will be, as a result, a smaller percentage of fully- prepared teachers. It has been estimated that by 1985 only 163

slightly more than one-third of the elementary teachers, slightly more than one-half of the junior high teachers, and slightly more than three-eighths of the senior high teachers will be fully prepared based on the new requirements. The problem of recruitment and retention of qualified teachers for Liberia has been evident for many years. For at least the past twenty years, there have been two factors that have stood out as barriers to teacher recruitment and retention. Low salaries paid to teachers and the low social status of the teaching profession are the foremost issues affecting this problem. Although these factors have long been recognized, not much has been done to resolve them.

It has been pointed out that, with regards to early attempts at teacher training in Liberia, before 1947 most attempts to provide preparation for teachers in Liberia were in-service, rather than preservice programs, and varied from place to place and from year to year depending upon financial support, availability of instructors, and quality of leadership. Since the Liberian Ministry of Education places prime responsibility for teacher education in Liberia with the

W. V. S. Tubman Teachers College of the University of Liberia, this was the first institution which had its role and pro­ grams examined in this study.

Since 1947 the government of Liberia has been actively involved in the preservice preparation and training of 164 teachers. The W. V. S. Tubman School of Teacher Training was begun in March, 1947, as a two-year degree-granting institution. In 1951, with the founding of the University of Liberia, this School was incorporated in the University as the W. V. S. Tubman Teachers College of the University of Liberia. In the meantime, the program had been extended from two years to four years.

The W. V. S. Tubman Teachers College is divided into three departments--the Department of Secondary Education, the Department of Elementary Education, and the Department of Psychology and Testing--and offers two degrees, a Bachelor of Science in Elementary Education and a Bachelor of Science in Secondary Education. The W. V. S. Tubman Teachers College is headed by a dean. The University of Liberia operates on a semester system. The W. V. S. Tubman Teachers College requires 128 semester hours for a degree of Bachelor of Science in Education. In secondary education, a major may be obtained in the areas of English, Mathematics, Science, or Social Studies. In elementary education, a specialization in either a Language Arts/Social Studies combination or a Mathematics/Science combination may be obtained. Although the course offerings and the degree requirements of the

W. V. W. Tubman Teachers College appear to be sound, if one assumes that the American pattern of education is best for

Liberia, there is a weakness with the faculty. With the low salaries, minimal training, and high turnover rate of the 165

faculty, the students do not receive the maximum benefit

from the courses that are offered.

Despite some problems, the student enrollment in the

W. V. S. Tubman Teachers College and the University of

Liberia has been rapidly increasing in recent years. There have also been projections made of the enrollments and graduates through 1985. All of these projections indicate

increases in enrollments and graduates for the W. V. S.

Tubman Teachers College and the University of Liberia, but vary as to the amount of the increase. Even with the increases, there will probably not be enough trained teachers to meet the school enrollment demand. There are also plans to offer graduate programs in Educational Administration and Supervision and/or Curriculum Development at the Master's level beginning by 1983.

Because Cuttington University College, in addition to the University of Liberia, is the only other degree-granting institution of higher education in Liberia, its role and programs were examined next.

Cuttington University College was originally established as a secondary school by the Protestant Episcopal Church in 1889 in Harper, Maryland County. In 1922 it was incorpor­ ated to give diplomas and to grant degrees. Cuttington had to close, mainly for financial reasons, for a twenty-year period beginning in 1929. It was reopened in 1949, strictly as an institution of higher education, in its present loca­ tion near Suacoco about 120 miles from Monrovia. The 166

Cuttington campus is self-contained and located in one of

the best agricultural areas of Liberia. While Cuttington

is similar in its general outlook, teaching function, and

adherence to the American system of collegiate education,

it is the only independent liberal arts college in all of

West Africa and has been created, developed, and operated

by means of contributions from various religious, philan­

thropic, governmental, and professional organizations.

Cuttington University College is governed by a Board of

Trustees, who appoint the President of Cuttington, who, in turn, is responsible for the day-to-day administration of

Cuttington. Cuttington is organized, academically, on the

basis of divisions where each division offers majors in one

or more areas of specialization. At present there are the

following six divisions: 1) Education Division; 2) Theology

Division; 3) Humanities Division; 4) Social Science Division;

5) Science Division; and 6) Nursing Division.

The Education Division at Cuttington offers two degree programs. The Bachelor of Science in Elementary Education prepares students for teaching all subjects with a limited

specialization in one area--either English, Social Science,

Mathematics, or Science. The Bachelor of Science in Secon­ dary Education prepares students for a specific teaching field--either Social Science, or English Language and Litera­ ture, or Science and Mathematics. Although the course offerings and degree requirements appear to be sound, if one 167

assumes that the American pattern of education is best for

Liberia, there is a weakness with the faculty. Because of

the small size, minimal training, and high turnover rate of

the faculty, the students often do not receive maximum bene­

fit from the offered courses.

Although the total enrollment for Cuttington University

College had been increasing rapidly in recent years, the

enrollment in the Education Division declined slightly from

1964 to 1974. However, the enrollment in the Education

Division is now also increasing. There are no accurate projections of either the Education Division or the total

Cuttington University College enrollments or graduates available. Although there have been some discussions per­ taining to establishing graduate programs at Cuttington, no definite plans have been set mostly due to difficulty

in obtaining adequate financial backing. Thus, the main thrust of the Education Division at Cuttington is to concen­ trate on improving existing programs. Other than Cuttington University College and the Uni­ versity of Liberia, the only institutions specifically involved with teacher education in Liberia are the Rural

Teacher Training Institutes. The role and programs of these schools were examined next.

Discussions concerning the need for a rural teacher training center were begun in the Spring of 1956. By 1958 an agreement between Liberia and the United States was 168 developed to build an institution. Tuskegee Institute in

Alabama was contracted in 1960 to provide technical assis­ tance to Zorzor Rural Teacher Training Institute and later to Kakata Rural Teacher Training Institute. Classes began at Zorzor in 1961 and at Kakata in 1964. A third institute at Webbo was planned and partially built, but never completed, because of logistic difficulties in supporting it. Since the institutes were having difficulties doing both preservice and in-service teacher training, it was decided that beginning in 1971 the Zorzor Rural Teacher Training Instite would con­ centrate on providing in-service training of elementary teachers and the Kakata Rural Teacher Training Institute would focus on the preservice teacher training. In 1973 a one-year post-secondary home economics program was established at Zorzor. In addition to the preservice and in-service teacher training difficulties, there were problems in trying to have the students complete both the secondary edu­ cation and teacher training at the same time. In 1976 a phasing out of the three-year secondary education part of the program was begun and replaced by a two-year post­ secondary teacher training program to prepare high school graduates to teach in both elementary and junior high schools.

The administration of each institute is headed by a director who is responsible for the entire operation of the school. Each institute also has a full-time business manager, 169

dean, and registrar who are in charge of the business,

academic, and record-keeping functions of the school.

The area in which several changes have occurred since

the beginning of the institutes is the development of an

appropriate curriculum to prepare professional teachers for

rural areas in Liberia and to produce at the same time

academically capable high school graduates. The switch made

in 1976 from the three-year high school program to a two-year

post-secondary program helped solve the problem of providing

an academic high school program. However, since there is no

rural development function nor rural community education in

the program, it is doubtful whether the graduates are

uniquely prepared to teach in rural schools or to provide rural community leadership.

In general the enrollment of the institutes has in­

creased slightly at both institutes since 1965 when both became fully operational. The projections for future en­ rollment at both Zorzor and Kakata are based on limiting the enrollment at both schools to a maximum number. In addition, although in-service education in Liberia has been in existence since 1900 and now has Zorzor Rural Teacher

Training Institute exclusively devoted to in-service training of elementary and junior high school teachers, it is still very much needed because of the large number of less than fully-prepared teachers.

The main conclusions of this study and the recommenda­ tions to be made have been reserved until the final sections 170

of this study. This was necessary in order to draw together the various strengths and weaknesses that were found in the workings of the teacher education institutions in Liberia and to use these points in making recommendations for future development of teacher education in Liberia.

The basic conclusions related to the role that the institutions primarily responsible for teacher education in

Liberia have played, are playing, and will play in dealing with the problems of quantity and preparation of teachers can be discussed as follows.

1. Liberia has based many of its institutions,

including its educational system, on the

American model, but has adjusted them to

fit into its scheme.

Liberia's formal Westernized educational system is based on the American pattern. The educational structure adhered to is six years of elementary school, three years of junior high school, three years of senior high school, and four years of college. There are public, mission, and private schools. The major departures from the American model of education are noted in the following statements.

Administratively, the Liberian Ministry of Education is responsible for all public elementary and secondary schools and exercises some control over the mission and private schools. The Liberian educational system is highly cen­ 171

tralized. National examinations are required for students

completing ninth grade and twelfth grade. A combination

of passing the national examination and school marks are

a prerequisite for continued schooling. The Liberian school

year usually begins in February, is divided into two

eighteen-week semesters, and ends in December.

2. The recruitment and retention of fully-

prepared teachers, in the past, at present,

and in the near future, remains a serious

problem for Liberia.

While an adequate number of people have been found to

staff schools in Liberia to keep the student/teacher ratio

respectable, many of these people are not trained as

teachers. Today clearly more than one-half of the teachers

in Liberia are not fully prepared and trained to teach on

the level to which they are assigned. It has been estimated

that by 1985 for Liberia only slightly more than one-third

of the elementary teachers, slightly more than one-half of

the junior high teachers, and slightly more than three-eighths of the senior high teachers will be fully prepared.

3. Low salaries paid to teachers have been

and still remain a barrier to obtaining

fully-prepared teachers for Liberia. Reed, in his 1974 study, reported that in Liberia

". . . Basic salaries of teachers do not compare favorably with those working elsewhere with equivalent credentials or 172 working in business or industry."1 The issue of low salaries

could probably be improved if the Liberian government would

increase the percentage of the national budget spent on education. Concerning this issue, Reed stated that

. . . In 1970, 11.87O of the national budget or $7.7 million was allocated to education and in 1974, 127> or $11.3 million. Viewed over a larger time period, Liberia provided fewer resources to education in 1974 than it did in 1968, when 207> of the total expenditures were made in this area. In contrast, several African countries spend a larger proportion of their national budgets on education than does Liberia. For example, for 1970 Cameroon spent 19.67. of its budget on edu­ cation, Dahomey 307., Ivory Coast 22.57., Togo 19.97. and Uganda, 17.87>. It can be concluded that while low salaries paid to teachers have been recognized as a problem in Liberia for at least the last twenty years, not much has been done to really solve this problem.

4. The low status of the teaching profession

is a major stumbling block in finding and

keeping fully-prepared teachers in Liberia.

Poor conditions of service, such as teaching in over­ crowded and dilapidated buildings, using only American text­ books (if enough are available), and having a lack of other instructional materials and equipment, are one indicator of the low status of the teaching profession in the eyes of the

Liberian people and government. Promotion to principalship,

Rodney J. Reed, Characteristics of Teachers ; A Survey Tool for Policy Making. A Descriptive Study in Liberia. (Bethesda, Md.: ERIC Document Reproduction Service, ED 124 353, 1975), p. 29. 2Ibid., pp. 11-12. 173

acquisition of additional qualifications, and double session

teaching are about the only opportunities for advancement

within the Liberian teaching profession. These few oppor­

tunities for advancement along with the lack of opportunity

for professional growth (as few conferences or professional

conventions are held and presently there is no graduate

program in Liberia), are further indications of the low

status of the teaching profession. The teachers1 feelings

of lack of prestige within the community is another indica­

tion of the low status of the teaching profession. While

these factors have been recognized as problems affecting the

recruitment and retention of teachers in Liberia for at least the past twenty years, not much has been accomplished

in achieving a solution to these problems.

5. Before 1947 most attempts to provide pre­

paration for teachers in Liberia were in-

service, rather than preservice programs,

and varied from place to place and from

year to year depending upon financial

support, availability of instructors,

and quality of leadership. Before 1947, there were no degree-granting programs for the training of teachers in Liberia. The only preservice programs were a few courses offered to high school seniors at the College of West Africa and Episcopal High School, both missionary secondary schools in Monrovia. Although an 174

attempt at teacher training was made in 1823, it was not

until 1900 that an annual program was begun. At first,

these in-service meetings were annual lectures, but were

changed in 1912 to two-week teacher institutes. These

lasted until 1929 when lack of leadership along with finan­

cial problems temporarily ended the teacher institutes. In

1937 these teacher institutes were revived and lasted until

1952 when they were replaced by a four-week vacation school.

Thus, it can be concluded that these efforts in teacher

preparation suffered from year to year and from place to

place because of chronic financial difficulties, of the

availability and quality of instructors, and the type of leadership or lack thereof.

6. The programs and course offerings of the

W. V. S. Tubman Teachers College of the

University of Liberia are sound and well

conceived.

The W. V. S. Tubman Teachers College of the University of Liberia requires 128 semester hours for a degree of

Bachelor of Science in Education. In secondary education, a major may be obtained in the areas of English, Mathematics,

Science, or Social Studies. In elementary education, a specialization in either a Language Arts/Social Studies combination or a Mathematics/Science combination may be obtained. Except for the specialization in one of two combinations for elementary education students, the course 175

offerings are very similar to programs found in education

colleges in the United States. So, in conclusion, it

appears that the number of hours, types of courses, and

areas of specialization point to a sound and well-conceived

program for the preservice education of teachers in Liberia

based on the assumption that the American pattern of educa­ tion is best for Liberia.

7. The low salaries, minimal training, and

high turnover rate of the faculty of the

W. V. S. Tubman Teachers College of the

University of Liberia point out a definite major weakness.

The main weakness of the preservice teacher education

program of the W. V. S. Tubman Teachers College of the

University of Liberia lies with the faculty. As a govern­

ment institution, although independent of the Ministry of

Education, faculty salaries at the University of Liberia

are low, especially compared to correspondingly educated

people in business and industry. An October, 1974 survey showed that less than one-fourth of the faculty of the

W. V. S. Tubman Teachers College had a doctorate. While

the remaining faculty have masters' degrees, it points to a minimal overall training of the faculty. The high faculty

turnover rate--from ten full-time faculty in 1968 to fifteen full-time faculty in 1974, but only three of whom were the

same--makes it difficult to maintain continuity within the program. So, it can be inferred that the low salaries,

minimal training, and high turnover rate of the faculty

many times hinder the students from receiving the maximum

benefit from the courses which are offered.

8. The plans to begin Master's level programs

in Educational Administration and Super­

vision and/or Curriculum Development along

with the projected increased enrollment

of the W. V. S. Tubman Teachers College

of the University of Liberia provide needed

opportunities for improving the preparation

and training of teachers in Liberia.

Through 1985 all of the projections indicate increases

in enrollments and graduates for the W. V. S. Tubman Teachers

College and the University of Liberia, but vary as to the amount of the increase. Even with the increases, there will probably not be enough trained teachers to meet the demand. If the latest compulsory education law of 1956 which requires children from six to sixteen to attend school and the law limiting the pupil/teacher ratio to forty-five to one were enforced, the number of teachers needed would 3 be still greater. Since there is a lack of school buildings and teachers, these laws are officially ignored and are not reflected in these projections. The free tuition policy for all elementary and secondary government schools in Liberia

3Ibid., p. 16. 177

has been instituted and is reflected in these projections.

There are also plans to offer.graduate programs in Educa­

tional Administration and Supervision and/or Curriculum

Development at the Master’s level beginning by 1983. Thus,

it can be concluded that the implementation of these plans

along with the projected increases can provide some needed

opportunities for improving and increasing the preparation

and training of teachers in Liberia. 9. Cuttington University College, as the only

independent liberal arts college in all of

West Africa, has many financial problems,

but is the only alternative institution

to government institutions of higher educa­

tion.

While Cuttington University College is similar in its

general outlook, teaching function, and adherence to the

American system of collegiate education, it is the only .

independent liberal arts college in all of West Africa and

has been created, developed, and operated by means of con­ tributions from various religious, philanthropic, govern­ mental and professional organizations. Although these various organizations have contributed to the support of Cuttington since 1949, this support has varied widely

throughout the years. Contributions from the Episcopal

Church, tuition, and assistance by the Liberian government have been the only consistent support and the major sources 178

of funding for Cuttington. So, it can be concluded that

despite its financial problems, Cuttington University College

presently offers the only alternative institution in West

Africa to government institutions of higher education.

10. The programs and course offerings of the

Education Division of Cuttington University

College are sound and well conceived.

The Education Division of Cuttington University College

offers two degree programs. The Bachelor of Science in

Elementary Education prepares students for teaching all

subjects with a limited specialization in one area--either

English, Social Science, Mathematics, or Science. The Bachelor of Science in Secondary Education prepares students

for a specific teaching field--either Social Studies, or

English Language and Literature, or Science and Mathematics. The Education Division requires 128 semester hours for a degree of Bachelor of Science in Elementary Education and

130 semester hours for a Bachelor of Science in Secondary

Education degree. The course offerings of the Education

Division of Cuttington University College are very similar to programs found in education colleges in the United

States. Therefore, it can be concluded that the course offerings, number of hours, and areas of specialization indicate a sound and well-conceived program of preservice teacher education for Liberia based on the assumption that the American pattern of education is best for Liberia. 179

11. The small size, minimal training, and high

turnover rate of the faculty of the Education

Division of Cuttington University College is

a definite major weakness.

The major problem with the preservice education program of the Education Division of Cuttington University College is with the faculty. The small size of the Education

Division faculty (in the past few years it has contained only three faculty members) has caused some difficulty of the faculty members teaching courses in which they have only limited background preparation. The minimal training of the faculty members can be shown by the degrees held in 1978.

One instructor had a doctorate, one had a master's degree, and one had only a bachelor's degree. The high turnover rate of the faculty can be indicated by the fact that of the three faculty members in 1978, only one was remaining from 1975. It can safely be concluded that because of the small size, minimal training, and high turnover rate of the faculty of the Education Division of Cuttington University

College, the students often do not receive maximum benefit from the offered courses.

12. In-service teacher education in Liberia

has been in existence since 1900, is needed because of the large number of

less than fully-prepared teachers, and now has Zorzor Rural Teacher Training 180

Institute mainly devoted to in-service training of elementary and junior high

school teachers.

Except for the period from 1929 to 1937, some form of

in-service teacher education--either vacation schools,

extension schools, the teachers college training program

and/or seminars and workshops--has occurred annually since

1900. Since today less than one-half of the teachers in

Liberia are fully prepared to teach on the level to which

they are assigned and since the projections for 1985 show

less than two-fifths of the teachers will be fully prepared,

there is clearly a need for continuing in-service teacher

education programs in Liberia. The Zorzor Rural Teacher

Training Institute deals mainly with the in-service training

of elementary and junior high school teachers. Thus, it can be concluded that in-service teacher education in Liberia

has existed and been needed in the past, is needed at present,

and will continue to be needed for the near future and has an institution, the Zorzor Rural Teacher Training Institute, mainly devoted to the in-service training of elementary and junior high school teachers.

13. Although conflicts have arisen, the Rural

Teacher Training Institutes are trying to

accomplish simultaneously both preservice and in-service teacher training and

secondary education and teacher training 181 i

and solutions to these conflicts are

being attempted.

Because the institutes were having difficulties doing both preservice and in-service teacher training, it was decided that beginning in 1971 the Zorzor Rural Teacher

Training Institute would concentrate on providing in-service training of elementary teachers and the Kakata Rural Teacher

Training Institute would focus on the preservice teacher training. In addition to the preservice and in-service teacher training difficulties, there were problems in trying to have the students complete both their secondary education and teacher training at the same time. In 1976, a phasing out of the three-year secondary education part of the program was begun and replaced by a two-year post-secondary teacher training program to prepare high school graduates to teach in both elementary and junior high schools. So, in conclu­ sion, it seems that the conflicts which have arisen at the

Rural Teacher Training Institutes in trying to accomplish simultaneously both preservice and in-service teacher training and secondary education and teacher training are being dealt with. 14. The problem of trying to provide both

rural community education and teacher

training at the Rural Teacher Training

Institutes had not, as yet, successfully

been resolved. 182

The main difficulty with the program of the Rural

Teacher Training Institutes has been in trying to produce a curriculum which will have a rural community development aspect as well as a teacher training aspect. Although many proposals for changes and actual changes have been made in

the institutes' programs, none of these actual changes have

led to any rural community development functions in the curriculum. Since there is no rural development function nor rural community education in the program, it is doubtful whether the graduates are prepared to teach in rural schools or to provide rural community leadership. Therefore, it can be concluded that that problem of trying to provide both rural community education and teacher training at the Rural

Teacher Training Institutes still needs to be solved.

Recommendations

The recommendations indicated by this study are seen as feasible as a means of further accomplishing the purpose of helping to deal with the problems of quantity and quality preparation of teachers in Liberia. Some action is required on the part of the government of Liberia, the teacher training institutions, teachers organizations, and/or influential individuals. In order to be fully implemented, these recommendations demand the concerted effort of every­ one concerned. The attempt to implement them will not solve all of the problems of teacher education in Liberia, but 183

should provide a place to begin the solution of some of

these problems. Perhaps the best that can be done here­

from this place at this time--is to state these recommenda­

tions as suggestions and hope that those with the power

would pay heed to them in their future decision-making

efforts. It is in this hope that the following recommenda­

tions are proposed--that they may offer some useful sugges­

tions for consideration and rethinking of future teacher

education programs in Liberia.

1. The government of Liberia should increase

the percentage of the national budget spent

on education, especially to raise the low

salaries paid to teachers.

Since the government of Liberia has set the improvement

of education and agriculture as its top two goals, and

within the education sector has attempted to provide quali­

tatively improved universal education and to provide manpower

training for economic development, it must be willing to

provide the finances to accomplish these goals. Specifi­

cally, to meet the goal of providing qualitatively improved

universal education, the quality of teachers in the schools

must be improved, since, to a very great extent, this is

directly related to the quality of education in Liberia.

For the past decade, the government of Liberia has allocated

only about 12% of the national budget to education. This must be increased by at least 5%, with a majority of the increase going to salary and salary-related items, if the 184

government of Liberia is even going to approach paying the

teachers a comparable salary to business, industry, or

other government jobs. It is time for the government of

Liberia to provide the finances to accomplish these stated

goals and to publicly emphasize the statement that improved

teacher training for a generally improved educational system

is a high national priority. Providing funds for a dramatic

increase in teachers' salaries could be the best place to begin making these goals credible. The teachers, teacher

organization, Ministry of Education, and others interested

in education can help provide more financial assistance to

teachers by convincing the President, legislative leaders, and other governmental officials that, by investing in the human resources of the country, Liberia will benefit both educationally and economically. The lobbying and persuading of the government officials to increase the proportion of the national budget spent on education will lead to improve­ ment in teacher benefits and salaries. Of course, increasing the proportion of the national budget for the use of teacher salaries will not be the whole solution to the problem. The teachers themselves must be willing to make some sacrifices for the national needs of Liberia. Teachers must realize that their salaries are never going to be comparable to those in business and industry. However, they should expect their pay to approach other government jobs of similar quali­ fications. Also, the increase in the proportion of the national budget should reflect the general national needs 185

of Liberia. This will probably mean that some of this

increase will need to be spent on training for informal

educational activities (see recommendation 5) and on the

informal education itself (see list of specific recommenda­

tions for further study).

2. The combined efforts of the teachers, teacher

organization, teacher training institutions,

the Ministry of Education, and influential individuals should be used in a concerted

effort to raise the low status of the

teaching profession.

The teacher training institutions and the Ministry of

Education have contributed somewhat to the effort to raise

the low status of the teaching profession by increasing the minimum requirements to become a fully-prepared teacher in

Liberia. However, much more needs to be done to upgrade the

status of teachers in Liberia to a respectable level. The

Ministry of Education needs to lead the way in; raising the

low salaries of the teachers, in improving the poor working conditions of teachers by providing better instructional materials and educational facilities, and in providing opportunities for advancement and professional growth within the educational system. The teacher training institutions can provide opportunities for conducting research into factors contributing to the low status of the teaching profession, course work involving rights, responsibilities, ethics, and ways of improving the teaching profession, and 186 leadership in coordinating the combined efforts to raise the low status of the teaching profession. The teachers and the teacher organizations can see that the rights, responsibilities, and ethics of the teaching profession are set forth and maintained, can help recruit outstanding individuals to enter the teaching profession, and can lobby, individually and collectively, for better salaries, working conditions, and opportunities within the educational system. Influential individuals within each community need to be convinced to help give individuals within the teaching profession a feeling of respect and prestige within the community, providing, of course, that this respect is warranted. As these influential individuals vary from community to community (some might be paramount chiefs, court judges, or leading merchants, etc.), the exact nature of each individual will be unique to each community. A core body of dedicated individuals from the concerned groups of teachers, teacher organizations, teacher training institutions, the Ministry of Education, and influential individuals needs to organize, coordinate, and direct the concerted effort to raise the status of the teaching pro­ fession. Forming this core body is the key and hardest task in implementing this recommendation.

3. The W. V. S. Tubman Teachers College of the

University of Liberia should improve its

means of recruitment, terms of employment,

and conditions of service to overcome the 187

low salaries, minimal training, and

high turnover rate of its faculty.

The W. V. S. Tubman Teachers College, as well as the

rest of the University of Liberia, needs to develop a plan

to recruit the best of its own graduates, to send them to

graduate school, and then to have them return to teach at

the W. V. S. Tubman Teachers College. The purpose of such

a plan would be to reduce the number of minimally trained

faculty, to decrease the high rate of faculty turnover, and

to establish a core of permanent faculty who should be

dedicated to the cause of higher education in Liberia and

Africa. Of course, in order to pay for this plan, funds

from other areas of the University of Liberia's budget and/or

additional government of Liberia funds would be needed for

the graduate studies. Funds would also be necessary to

raise the low salaries, to establish a system of fringe

benefits, such as retirement and hospitalization, and to

improve the conditions of service, such as providing funds

to attend professional conferences. Also, the W. V. S.

Tubman Teachers College should compare its means of recruit­ ment and employment with other African universities since

it must, at least partially, compete with these universities

for faculty members. 4. The Education Division of Cuttington Univer­ sity College should improve its means of

recruitment, terms of employment, and

conditions of service to overcome the 188

small size, minimal training, and high

turnover rate of its faculty.

The Education Division, along with the rest of Cuttington

University College, needs to develop a plan similar to the

one which has just been recommended for the W. V. S. Tubman

Teachers College of the University of Liberia. With its own

graduates being sent to graduate school, the Education

Division would then be able to increase the number of faculty,

to decrease the number of minimally trained faculty, and to reduce the high rate of faculty turnover. Funding of such a plan would be a major problem considering the financial

difficulties of Cuttington University College. Also, funds would have to be provided to establish fringe benefits, such as retirement and hospitalization, and to improve the working conditions, such as providing more faculty houses and better office space. The funds necessary to carry out these projects would probably have to come from a combination of money from other areas of the Cuttington University College budget, additional contributions from the Episcopal Church, and increased support from the government of Liberia. The faculty still would have to be willing to live in the relatively isolated location of Cuttington University

College and probably be willing to work for a somewhat smaller salary than at other African universities. Although it would not solve the problem of the high turnover rate of the faculty, a concerted effort by the Episcopal Church could recruit faculty (perhaps persons retiring or just 189

entering college teaching) from the United States to help

overcome the small size and minimal training of the faculty

at Cuttington. If these short-term faculty members were

entirely funded by the Episcopal Church in the United States,

they might be used to free Liberians for graduate study.

5. The Rural Teacher Training Institutes

should set forth and follow through on

a plan to gradually include a rural

community education component to its

curriculum.

Since the Rural Teacher Training Institutes have not, as yet, succeeded in providing rural community education along with teacher training, although it is very much needed, it is recommended that a long-range plan to gradually develop a comprehensive rural community educa­ tion program be established. Since appropriate faculty must be found to teach the rural community education courses at the institutes, a long-range gradual plan should provide time to recruit and employ the necessary faculty. Also, planning with other agencies involved with rural community development in Liberia, such as the Ministry of Education,

Ministry of Agriculture, Ministry of Health, the Rural

Development Institute of Cuttington University College, the

W. R. Tolbert College of Agriculture and Forestry of the

University of Liberia, and the United Nations Development Programme, would be able to be implemented with a long-range gradual plan. Such a plan might begin with an Adult Basic 190

Literacy program and proceed at approximately five-year intervals with a Comprehensive Rural Health program including both preventive and corrective health measures, an Agricul­ ture and Home Economics program, an Appropriate Technology program, and finally an Indigenous Cultural Appreciation program. Although the details and exact nature of the plan would have to be worked out as the plan gradually evolved, the students at the school could probably be involved and be one means of disseminating the rural community education programs to their parents and others in the community.

These recommendations have been made with the hope and confidence that in the future the teachers and the institu­ tions primarily responsible for teacher education in Liberia will continue to improve and continue to play a decisive role in the national development of Liberia.

In addition to these detailed recommendations, the following is a list of specific recommendations for further study which could increase the knowledge in the field of teacher education and general education in Liberia. These studies could include:

A. Existing and projected unique manpower needs

for Liberia.

B. Need for vocational counselling.

C. Value of manual labor.

D. A needs assessment of those being educated.

E. Establishment of economic priorities in

education. 191

F. Possible organization of a volunteer agency

in Liberia, similar to VISTA (Volunteers In

Service To America) in the United States.

G. An independent survey of Liberian teacher

education.

H. Ways of obtaining precise and regular educa­

tional data.

Epilogue

This study has attempted to examine the history, organi­

zation and structure, purposes and programs, and short-range

enrollment projections of the four institutions primarily

responsible for teacher education in Liberia. There are

other aspects concerning these institutions, such as finances,

leadership, instructional materials, and educational facili­

ties, which have been casually mentioned or alluded to, but

have not been a major part of the discussions in this study.

There are two main reasons for the inclusion of the first

set of these aspects in this study and the exclusion of the

second set. Primarily, the availability, or lack thereof,

of documents, materials, and data in the United States

(often in Liberia, itself) concerning the various aspects of the teacher education institutions in Liberia was the most important consideration. For the most part, material

was available for the history, organization and structure,

purposes and programs, and short-range enrollment projections. 192

Generally, the documentation was lacking for finances,

leadership, instructional materials, and educational facili­

ties. As a second reason, choices had to be made as to

which materials to include in the study to make it worth­

while, yet not make it unwieldy. For better or worse,

these decisions have been made.

In spite of the restrictions which have just been men­

tioned, a number of feelings and opinions concerning teacher

education in Liberia, although unable to be substantiated

here by available data, will be presented in an attempt to

fill in some gaps and to give further meaning to this study.

This study was based, in a large part,, on information

obtained from the Ministry of Education and government of

Liberia. Therefore, the assumptions which the Ministry

of Education and the government of Liberia used were also

used in this study. Some of these assumptions are ques­ tionable in that they have been borrowed and accepted in

Liberia without much scrutinizing. For example, the almost

total adoption of the American pattern of formal education

as the best model for Liberia to follow has seldom been

questioned in Liberia. Another assumption that is ques­

tionable is that education can be used as an instrument of national development or, in other words, improved education begets a better Liberia. A third questionable assumption which seems to prevail in Liberia is that, with regard to

teacher education, more is better. The quality and relevancy of the teacher education programs are very seldom questioned. 193

More academic classroom courses seem to be the main criterion for better teacher education in Liberia. Some other assump­ tions might also be questioned, but these are the immediate ones that seem to be of concern in this study.

Some other questions raised by this study were attempted to be answered by the recommendations, such as: How can teaching in Liberia be made psychologically rewarding? How are wants and needs of individuals taken into account in the educational planning in Liberia? How can limited funds for education, in particular teacher education, be utilized best? How do you get trained people to work and to teach in the rural areas of Liberia where they are much needed? This last question leads to another concern, not only in Liberia, but world-wide. What can be done to overcome the poor edu­ cational opportunities, poor job opportunities, and lack of social status of living in rural areas. The Appalachian region of the United States, the Asiatic areas of the Soviet

Union, as well as other developing nations, have this same concern. What, if anything, is successful in reversing the trend to migration to the city and the urbanization of areas? No solution appears, as yet, to have been found.

There also appears to be some inadequacies in the policy formulation of the Ministry of Education and the government of Liberia. This is especially evident when comparing cer­ tain written policies with their implementation. Although there are laws in Liberia regarding compulsory attendance and setting a limit on the number of pupils per teacher, 194

there is not even an attempt to enforce these laws. It is

questionable whether the government of Liberia is serious

about universal education from ages six to sixteen or whether there has been made an unconscious "hidden" decision

that Liberia is capable of totally educating only a portion

of its population. While there probably has been no con­

scious rational plan to have an elite academic group in

Liberia, the actions taken have indicated that most of the population will have only limited education because of lack of job opportunities and other economic reasons. The fact that students have to pass national examinations at the end of the ninth and twelfth grades is only one example of these actions. An adequate plan of policy formulation would probably overcome some of these difficulties.

There are also a number of unexplained, by available data, reasons for some decisions mentioned in this study.

No explanation was given for the growth in the total school population. In Liberia, it was obvious that there is a growth in the total population and, as a result, more children in the school-age population. Another obvious factor in Liberia is that a much larger percentage of the total population is attending school because education is perceived as a means of improving oneself economically and socially. Since accurate population figures are unavailable and since this growth is very obvious in Liberia, no written mention of this growth was felt necessary. There was also 195 no adequate explanation for the large drop-out rate at the teacher education institutions, especially at the

University of Liberia. Although Moniba speculated on the reasons for the high drop-out rate at the Rural Teacher

Training Institutes, no data is available concerning the actual reasons, so this remains an area in which further study is needed. In addition to Moniba’s speculations about the students’ varied academic backgrounds, levels of maturity, and the institutions’ efforts to raise the aca­ demic factors, perhaps other contributing factors, such as homesickness and tribal differences, could also account for some of the high drop-out rate. There was also no explana­ tion for the variations in the enrollments at the teacher education institutions, especially at the Rural Teacher

Training Institutes. Again, there is no data available concerning these variations, so this is another area where further study is needed. In addition to curriculum changes, other speculations include economic factors, such as tuition increases, inflation, and teachers’ salaries, and social factors, such as lack of involvement with manual labor, tribal preferences, and long vacation periods, could also account for the variations in enrollment. The recent in­ crease of the number of students in the Education Division at Cuttington University College also remains unexplained.

The most likely reason seems to be that there is a large increase in the total Cuttington enrollment and that the

Education Division is receiving a share of this increase. Despite problems in the teaching profession, some people still wish to become teachers. The curriculum changes, especially at the Rural Teacher Training Institutes, were not always adequately explained. The main concern with the curriculum at the Rural Teacher Training Institutes has been and still is the lack of a rural community develop­ ment aspect. The most likely explanation is that this is one of the "hidden” decisions of the Ministry of Education.

There is evidently some opposition, conscious or uncon­ scious, at the Ministry to rural community education, so no rural community development courses have ever been taught. The resentment of what is seen by part of the

Ministry of Education as interference of outside agencies

(USAID, UNDP, etc.) also is a contributing factor. Although these outside agencies want to help Liberia, at times their advice is ignored because it is viewed as interference.

Although there may be a few other areas where unexplained decisions were mentioned, these are the main areas where reasons were lacking. . In the area of the relationship between Liberian government finances and the overall educational policies, a few more additional comments seem to be in order. It is fairly obvious that Liberia is not providing the finances to carry out its educational policies such as universal education from ages six to sixteen. To remedy this, one of two approaches would seem to be necessary. Either the government of Liberia must drastically increase the amount 197

of money it spends on education in order to achieve its educational policies, or it must review its educational policies and prioritize them with additions, deletions, or other changes so that the finances can then cover these policies.

It is hoped that additional data concerning the unex­ plained decisions and other aspects of the teacher education institutions in Liberia will lead to further studies with on-site visits to these institutions. In closing, it should be noted that, in conjunction with the above stated hope, this study will provide a source of reference for future studies as Liberia makes plans for its improved development of teacher education. SELECTED BIBLIOGRAPHY

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Hempstone, Smith. "A Newsman's View of Cuttington." Forth 124 (September, 1959):121-125. Quoted in Melvin Justinian Mason, "The Role of Cuttington College in The Development of Liberia," p. 125. Ed.D. thesis, Michigan State University, 1965. Jones, Cathryn Margaret. "Development and Assessment of the Teacher Education Program, Federal Advanced Teacher College, Lagos, Nigeria." Ed.D. dissertation, Univer­ sity of California at Los Angeles, 1969. Kaifa, John Javaty. "The Liberian Educational System with Emphasis on Proposals for Change." M.A. thesis, Michigan State University, 1974. Liberia, Ministry of Education. "Long Range Education Plan 1976-1985," vol. 2. Cited by Evelyn S. White, "The Problems and Prospects of Preservice Education of Teachers in Liberia," pp. 174-176. Ed.D. dissertation, Teachers College, Columbia University, 1978.

Mason, Melvin Justinian. "The Role of Cuttington College in the Development of Liberia." Ed.D. thesis, Michigan State University, 1965. Moniba, Harry Fumba. "Booker T. Washington, Tuskegee Insti­ tute and Liberia: Institutional and Moral Assistance, 1908-1969." Ph.D. dissertation, Michigan State Univer­ sity, 1975. 201

Opportunities for Cooperative Educational Programs in Africa. Chicago: The Associated Colleges of the Midwest, 1963. Quoted in Melvin Justinian Mason, "The Role of Cutting­ ton College in the Development of Liberia," p. 126. Ed.D. thesis, Michigan State University, 1965.

White, Evelyn S. "The Problems and Prospects of Preservice Education of Teachers in Liberia." Ed.D. dissertation, Teachers College, Columbia University, 1978.

Liberian Government Documents

Liberia. Department of Education. Annual Report of the Department of Education to the Honourable the Legis­ lature of the Republic of~Liberia in the Fourth Session of the Forty-Fifth Legislature of the Republic of Liberia for the Year October 1 1965-September 30, 1966; :

Liberia. Department of Education. Annual Report of the Secretary of Education, R.L. to the Honorable the Legislature of the Republic of Liberia in the Second Session of the Forty-Fifth Legislature of the Republic of Liberia for the Year October 1, 1963 to September 30, 196%;

Liberia. Department of Education. Annual Report of Secre­ tary of Education, R.L. to the Honourable the Legislature of the Republic of Liberia in the First Session of the Forty-Fifth Legislature of the Republic of Liberia for the Year October 1, 1962 to September 30, 1963.

Liberia. Department of Education. Curriculum and Materials Center. Higher Education in Liberia, by A. Doris Banks Henries. 1971.

Liberia. Department of Education. Division of Records and Statistics. Statistics of Education in Liberia 1970. Liberia. Department of Public Instruction. The First Annual Report Department of Public Instruction Republic of Liberia Covering the Period October 1, 1959 to September 30, 1960.

Liberia. Ministry of Education. Annual Report of the Minister of Education to the First Session of the Forty-Eighth~Legislature of the Republic of Liberia Covering the Period January 1, 1975-October 31, 1975.

Liberia. Ministry of Education. Annual Report of the Minister of Education to the Fourth Session of the Forty-Seventh Legislature of the Republic of Liberia Covering the Period January 1, 1974-December 31, 1974. 202

Liberia. Ministry of Education. Annual Report of the Minister of Education to the Second Session of the Forty-Eighth Legislature of the Republic of Liberia Covering the Period January 1, 1975-December 31, 1976.

Liberia. Ministry of Education. Annual Report of the Minister of Education to the Second Session of the Forty-Seventh Legislature of the Republic of Liberia Covering the Period September 30 1971 to~October 1, 1972.

Liberia. Ministry of Education. Annual Report of the Minister of Education to the Third Session of the Forty-Seventh Legislature of the Republic oF~Liberia Covering the Period January 1, 1973-December 31, 1973.

Liberia. Ministry of Education. Division of Statistics. Statistics of Education in Liberia 1974.

Liberia. Ministry of Education. Division of Statistics. Statistics of Education in Liberia 1972.

Liberia. Ministry of Education. "Education Programs and Projects in Liberia," by Bertha Baker Azango. 1974.

Liberia. Ministry of Planning and Economic Affairs. Economic Survey of Liberia 1976.

ERIC Documents Bolibaugh, Jerry B. Educational Development in Guinea, Mali, Senegal, and Ivory Coast. Bethesda, Md.: ERIC Document Reproduction Service, ED 069 581, 1973.

Hanson, John W. Enhancing the Contribution of Formal Educa­ tion in Africa : Primary Schools, Secondary Schools and Teacher Training Institutions. Bethesda, Md.: ERIC Document Reproduction Service, ED 055 963, 1972.

Klassen, Frank H. Priorities for the Preparation of Secondary School Teachers in Middle Africa. Bethesda, Md.: ERIC Document Reproduction Service, ED 041 820, 1970.

Reed, Rodney J. Characteristics of Teachers ; A Survey Tool for Policy Making. A Descriptive Study of Liberia. Bethesda, Md.: ERIC Document Reproduction Service, ED 124 353, 1975.

Teacher Education : A Selected List of References for A.I.D. Technicians. Bethesda, Md.: ERIC Document Reproduction Service, ED 077 850, 1973. 203

University Reports

Background Information for University Planning. Monrovia, Liberia: University of Liberia, 1974.

Baker, Christian E. "1967 Annual Report of Cuttington College and Divinity School." Suacoco, Liberia, 1967.

Cuttington University College, Liberia, 1978-1979. Suacoco, Liberia: Cuttington University College, 1978.

Lacuesta y Gascon, Manuel G. "Report on Graduate Studies at the University of Liberia." Monrovia, Liberia, 1975.

"1974 University of Liberia Commencement Program." Monrovia, Liberia, 1974.

University of Liberia Bulletin, 1977. Monrovia, Liberia: University of Liberia, 1^77.

Rural Teacher Training Institute Reports

Headd, Pearl Walker. "A Follow-Up Study of 113 Kakata and Zorzor Rural Teacher Training Institute Graduates." Monrovia, Liberia, 1967.

McQueen, Finley T. "Final Report Rural Teachers Training Institute December 1, 1960-August 31, 1969 Tuskegee- Liberia Project." Monrovia, Liberia, 1969. "Two Year Teacher Training Program, 1976." Kakata, Liberia, 1975. (Mimeographed.)

Other Unpublished Sources

Azango, Bertha Baker. "Crisis and Dilemma in Liberian Educa­ tion." Paper presented at the Julius C. Stevens Annual Lectures in Education, W. V. S. Tubman Teachers College, University of Liberia, 1972.

Borlor, Marpensi. "The Teacher Problem of the General Public Senior Secondary Education in Liberia Since 1947." 1974. A manuscript for an English 402 class at the University of Liberia.

Jackson, Theodora Ward. Dean, W. V. S. Tubman Teachers College, University of Liberia. September 1, 1978. Personal correspondence.

Vani, Janice M. T. Chairperson, Education Division, Cutting­ ton University College. April 5, 1979. Personal correspondence.