I I M>, 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 ..............................................................