The 2021 Liberia Landscape Paper and Maps
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Education Programs in Post-Conflict Environments: a Review from Liberia, Sierra Leone, and South Africa 1
Revista Electrónica Educare ISSN: 1409-4258 ISSN: 1409-4258 Universidad Nacional. CIDE Education Programs in Post-Conflict Environments: a Review from Liberia, Sierra Leone, and South Africa 1 Barrios-Tao, Hernando; Siciliani-Barraza, José María; Bonilla-Barrios, Bibiana 1 Education Programs in Post-Conflict Environments: a Review from Liberia, Sierra Leone, and South Africa Revista Electrónica Educare, vol. 21, no. 1, 2017 Universidad Nacional. CIDE Available in: http://www.redalyc.org/articulo.oa?id=194150012011 DOI: 10.15359/ree.21-1.11 PDF generated from XML Redalyc JATS4R Project academic non-profit, developed under the open access initiative Artículo Original Education Programs in Post-Conflict Environments: a Review from Liberia, Sierra Leone, and South Africa 1 Programas de Educación en escenarios de posconflicto: Una revisión de Liberia, Sierra Leona y Suráfrica Hernando Barrios-Tao 1 [email protected] Universidad Militar Nueva Granada, Colombia hp://orcid.org/000-0002-8999-0586 José María Siciliani-Barraza 2 [email protected] Universidad de la Salle, Colombia hp://orcid.org/0000-0002-9639-2277 Bibiana Bonilla-Barrios 3 [email protected] Universidad del Rosario, Colombia hp://orcid.org/0000-0003-0793-8758 Abstract: Education should be considered as one of the mechanisms for governments and nations to succeed in a post-conflict process. e purpose of this Review Article is twofold: to explain the importance of education in a post-conflict setting, and to describe a few strategies that post-conflict societies have implemented. In terms of research design, a multiple case study approach has been implemented. e paper reviews a unique topic with specific reference to education plans implemented in post-conflict Revista Electrónica Educare, vol. -
Nimba's Profile
Nimba’s Profile The Flag of Nimba County: - (Valor, Purity and Fidelity reflected in the stripes) Nimba was part of the central province of Liberia which included Bong and Lofa. It became a full-fledged county in 1964 when President William V.S. Tubman changed the provinces into counties. Nimba became one of the original nine counties of Liberia. Over the years, other sub-divisions have been added making the total of 15 counties. Nimba is located in the North-East Region of the country. The size of Nimba is 4,650 square miles. In his book, Liberia Facing Mount Nimba, Dr. Nya Kwiawon Taryor, Sr. revealed that the name of the county "Nimba", originated from "Nenbaa ton" which means slippery mountain where beautiful young girls slip and fall. Mount Nimba is the highest mountain in Liberia. Nimba is the second largest county in Liberia in terms of population. Before the civil war in 1989, there were over 313,050 people in the county according to the 1984 census. Now Nimba Population has increased to 462,026. Nimba is also one of the richest in Liberia. It has the largest deposit of high grade iron ore. Other natural resources found in Nimba are gold, diamonds, timber, etc. In the late 50's, Nimba's huge iron ore reserve was exploited by LAMCO-the Liberian-American Swedish Mining Company. A considerable portion of Liberia's Gross Domestic Product, GDP, was said to have been generated from revenues from Nimba's iron ore for several years. The Flag of Nimba County: - (Valor, Purity and Fidelity reflected in the stripes) There are negotiations going on for a new contract for the iron ore in Nimba. -
Administration International Studies
InternationalAdministration Studies in Educational Administration Journal of the Commonwealth Council for Educational Administration & Management CCEAM Volume 48 Number 1 2020 International Studies in Educational Administration by the Commonwealth Council for Educational Administration and Management (CCEAM). Details of the CCEAM and its affiliated national societies throughout the Commonwealth are given at the end of this issue. Enquiries about subscriptions and submissions of papers should be addressed to the editor, Associate Professor David Gurr via email at: [email protected]; website: www.cceam.org. Commonwealth Members of CCEAM receive the journal as part of their membership. Other subscribers in Commonwealth countries receive a discount, and pay the Commonwealth rates as stated below. Payment should be made to the Commonwealth Council for Educational Administration and Management (CCEAM). The rest of the world Subscribers in the rest of the world should send their orders and payment to the Commonwealth Council for Educational Administration and Management (CCEAM). Account details for all payments are as follows Account name: Canadian Association for the Study of Educational Administration c/o Dr. Patricia Briscoe Bank: Royal Bank of Canada, 2855 Pembina Hwy – Unit 26, Winnipeg, MB, R3T 2H5 Institution number: 003 Transit number: 08067 Account number: 1009232 Swift code: ROYCCAT2 Subscription rates for 2020 Institutions, Commonwealth £150 Institutions, rest of world £170 Individuals, Commonwealth £30 Individuals, rest of world £35 © CCEAM, 2020 International Studies in Educational Administration Journal of the Commonwealth Council for Educational Administration & Management Volume 48 ● Number 1 ● 2020 International Studies in Educational Administration Professor Alma Harris, Director of the Institute (ISEA) for Educational Leadership, University of Malaya An official publication of the Commonwealth Council MALAYSIA for Educational Administration and Management Dr A.A.M. -
TRC of Liberia Final Report Volum Ii
REPUBLIC OF LIBERIA FINAL REPORT VOLUME II: CONSOLIDATED FINAL REPORT This volume constitutes the final and complete report of the TRC of Liberia containing findings, determinations and recommendations to the government and people of Liberia Volume II: Consolidated Final Report Table of Contents List of Abbreviations <<<<<<<<<<<<<<<<<<<<<<<............. i Acknowledgements <<<<<<<<<<<<<<<<<<<<<<<<<<... iii Final Statement from the Commission <<<<<<<<<<<<<<<............... v Quotations <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<. 1 1.0 Executive Summary <<<<<<<<<<<<<<<<<<<<<<<< 2 1.1 Mandate of the TRC <<<<<<<<<<<<<<<<<<<<<<<< 2 1.2 Background of the Founding of Liberia <<<<<<<<<<<<<<<... 3 1.3 History of the Conflict <<<<<<<<<<<<<<<<<<<................ 4 1.4 Findings and Determinations <<<<<<<<<<<<<<<<<<<< 6 1.5 Recommendations <<<<<<<<<<<<<<<<<<<<<<<<... 12 1.5.1 To the People of Liberia <<<<<<<<<<<<<<<<<<<. 12 1.5.2 To the Government of Liberia <<<<<<<<<<. <<<<<<. 12 1.5.3 To the International Community <<<<<<<<<<<<<<<. 13 2.0 Introduction <<<<<<<<<<<<<<<<<<<<<<<<<<<. 14 2.1 The Beginning <<................................................................................................... 14 2.2 Profile of Commissioners of the TRC of Liberia <<<<<<<<<<<<.. 14 2.3 Profile of International Technical Advisory Committee <<<<<<<<<. 18 2.4 Secretariat and Specialized Staff <<<<<<<<<<<<<<<<<<<. 20 2.5 Commissioners, Specialists, Senior Staff, and Administration <<<<<<.. 21 2.5.1 Commissioners <<<<<<<<<<<<<<<<<<<<<<<. 22 2.5.2 International Technical Advisory -
Where Have All the (Qualified) Teachers Gone?
African Educational Research Journal Vol. 6(2), pp. 30-47, April 2018 DOI: 10.30918/AERJ.62.18.013 ISSN: 2354-2160 Full Length Research Paper Where have all the (qualified) teachers gone? Implications for measuring sustainable development goal target 4.c from a study of teacher supply, demand and deployment in Liberia Mark Ginsburg*, Noor Ansari, Oscar N. Goyee, Rachel Hatch, Emmanuel Morris and Delwlebo Tuowal 1University of Maryland, USA. 2Universidad de Ciencias Pedagógicas Enrique José Varona, Cuba. Accepted 3 April, 2018 ABSTRACT This paper analyzes data collected in the 2013 Liberian Annual School Census undertaken as part of the Educational Management Information System and supplemented by information gathered from teacher education program organizers as well as from samples of graduates from preservice and inservice C- Certificate granting programs undertaken in Liberia in during 2007 to 2013. The authors report that the percentage of “qualified” primary school teachers (that is, those with at least a C-Certificate, which Liberian policy sets as the minimum qualification) expanded dramatically after the education system was decimated during the years of civil war (1989 to 2003). We also indicate that in government primary schools in 2013, the pupil-teacher ratio (24.8) and even the pupil-qualified teacher ratio (36.2) was lower – that is, better – than the policy goal of 44 pupils per teacher. However, teacher hiring and deployment decisions led to large inequalities in these input measures of educational quality. At the same time, the authors discovered that the findings from the analysis of Liberia’s 2013 EMIS data did not fully answer the question of where the (qualified) teachers are, in that we were not able to locate in the EMIS database substantial numbers of graduates of the various C-Certificate teacher education programs. -
Reenvisioning Postconflict Reconstruction and Education in Rural Liberia
University of Northern Iowa UNI ScholarWorks Dissertations and Theses @ UNI Student Work 2019 Empowering children's social ecology: Reenvisioning postconflict reconstruction and education in rural Liberia Kristen N. McNutt University of Northern Iowa Let us know how access to this document benefits ouy Copyright ©2019 Kristen N. McNutt Follow this and additional works at: https://scholarworks.uni.edu/etd Part of the Elementary Education Commons Recommended Citation McNutt, Kristen N., "Empowering children's social ecology: Reenvisioning postconflict econstructionr and education in rural Liberia" (2019). Dissertations and Theses @ UNI. 952. https://scholarworks.uni.edu/etd/952 This Open Access Thesis is brought to you for free and open access by the Student Work at UNI ScholarWorks. It has been accepted for inclusion in Dissertations and Theses @ UNI by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. Copyright by KRISTEN N. MCNUTT 2019 All Rights Reserved EMPOWERING CHILDREN’S SOCIAL ECOLOGY: REENVISIONING POSTCONFLICT RECONSTRUCTION AND EDUCATION IN RURAL LIBERIA An Abstract of a Thesis Submitted in Partial Fulfillment of the Requirements for the Degree Master of Arts Kristen N. McNutt University of Northern Iowa May 2019 ABSTRACT Despite the Accra Comprehensive Peace Agreement calling the end to Liberia’s back-to-back civil wars in 2003, Liberia’s peace remains fragile with a high number of out of school children, especially in rural communities. As an indicator of state fragility, rural education needs to be a priority in post-conflict reconstruction. This thesis emerged to support the nongovernmental organization, Supporting Programs in Community Empowerment (SPICE), an emerging Liberian-based nongovernmental organization. -
Independent Evaluation of Project
Independent Evaluation of Project “Support to National Peacebuilding Priorities in Enhancing the Capacity of Human Rights Institutions and Entities in Liberia” (Funded by Peacebuilding Fund/Peacebuilding Support Office) Final Evaluation Report An external Consultant has prepared this report. The views expressed herein therefore do not necessarily reflect the official opinion of OHCHR. December 2019 Yagya Bikram Shahi i Evaluation Team Mr. Yagya Bikram Shahi is the chairperson of a development consulting firm - Devsuits in Nepal and is an international consultant who has been involved in managing human rights projects supported by several development partners, such as the governments or aid agencies of Australia, Denmark, EU, Finland, Germany, Norway, Switzerland, the UK and the USA for more than 10 years. He has also worked with UNDP, UNFPA, UN Women and OHCHR for seven years and managed two OHCHR projects funded by Peacebuilding Fund in Nepal and in Uganda. Mr. Shahi oversaw the evaluation of more than 50 projects on human rights, transitional justice and peacebuilding; and evaluated more than a dozen projects on human rights, peacebuilding, community mediation, etc. in Nepal, Liberia and South Sudan. He is trained on project cycle management from MDF, the Netherlands. Mr. Shahi led the final evaluation of the project. Ms. Martin Wiles Mardea, Monitoring and Evaluation Officer and Mr. Daniel Melvin Nyanway, Human Rights Officer from OHCHR Liberia provided necessary substantive information and documents on the project implementation and facilitated the interactions with key project stakeholders, beneficiaries and arranged field visits. Evaluation Managers Dr. Uchenna Emelonye, Country Representative, OHCHR Liberia Mr. Sonny Onyegbula, Human Rights Officer, OHCHR Liberia Mr. -
Empowering Youth, Opening up Perspectives - Employment Promotion As a Contribution to Peace Consolidation in South-East Liberia
SLE Publication Series – S… SLE Publication Series – S251 Seminar für Ländliche Entwicklung (SLE) – Centre for Rural Development Study commissioned by Welthungerhilfe in collaboration with the German Financial Cooperation-funded Reintegration and Recovery Program (RRP) and its partners IBIS and medica mondiale Liberia Empowering Youth, Opening up Perspectives - Employment Promotion as a Contribution to Peace Consolidation in South-East Liberia Dr. Ekkehard Kürschner (Teamleader), Joscha Albert, Emil Gevorgyan, Eva Jünemann, Elisabetta Mina, Jonathan Julius Ziebula Monrovia / Berlin, December 2012 Foreword i Foreword SLE Publication Series S251 For 50 years, the Centre for Rural Development (SLE - Seminar für Ländliche Entwicklung), Humboldt Universität zu Berlin, trains young professionals for the field of German and international development cooperation. Editor Humboldt Universität zu Berlin Three-month practical projects conducted on behalf of German and international Seminar für Ländliche Entwicklung (SLE) organisations in development cooperation form an integral part of the one-year Hessische Straße 1-2 postgraduate course. In interdisciplinary teams and under the guidance of an 10115 Berlin experienced team leader, young professionals carry out assignments on innovative Tel.: 0049-30-2093 6900 future-oriented topics, providing consultant support to the commissioning FAX: 0049-30-2093 6904 organisations. Involving a diverse range of actors in the process is of great [email protected] importance here, i.e. surveys from household level to decision makers and experts at www.sle-berlin.de national level. The outputs of this “applied research” directly contribute to solving specific development problems. Editorial Dr. Karin Fiege, SLE The studies are mostly linked to rural development (incl. management of natural resources, climate change, food security or agriculture), the cooperation with fragile or least developed countries (incl. -
Final Report
Final report October 2019-March 2020 Grand Bassa, Grand Cape Mount, Rural Montserrado, Rivercess, and Sinoe Counties 2 ACKNOWLEGEMENTS The Link NCA in Grand Bassa, Grand Cape Mount, Rural Montserrado, Rivercess, and Sinoe Counties was commissioned by the Liberian Wash Consortium and funded by Irish Aid. The study was conducted by Link NCA Analyst, Grace Heymsfield, under the supervision of Lenka Blanárová, Senior Nutrition Assessment Coordinator, Action Against Hunger UK, and the study’s focal points: Tom Health (Action Against Hunger France WASH Technical Adviser) and Michael Slewion Doe (Consortium Coordinator), with valuable contributions from the pool of Technical Advisors at Action Against Hunger, France, namely Fabienne Rousseau, Xuan Phan and Janis Differt; Tekar Jallah-Bundor, Action Against Hunger Liberia Nutrition and Health Program Manager, and Mohamed Takoy, Action Against Hunger Liberia Country Representative. The Link NCA team wishes to express their thanks to all those who have contributed to this study and/or facilitated its development, in particular the qualitative and quantitative study teams for their expertise and sense of humor.1 A special thank you to: • G. Tarnue Brooks, Action Against Hunger M&E Officer, for his constant encouragement and immense support co-managing the Risk Factor Survey; • Two additional team members who ‘Linked’ both stages of the study, propelling the study forward with their qualitative and quantitative experience: Paul Sahr Johnson & Joseph N. Davis- Qualitative Research Assistants, Quantitative Supervisors; To Dr. Annette Brima- Davis, Director, Nutrition Division, and Mameni Linga Morli, National SUN Focal Point, for their support of the study, as well as the Grand Cape Mount, Grand Bassa, Montserrado, Rivercess, and Sinoe County Health Teams, for their tireless efforts and partnership. -
Measuring Global Citizenship Education a Collection of Practices and Tools
APRIL 2 0 1 7 Measuring Global Citizenship Education A Collection of Practices and Tools APRIL 2 0 1 7 Measuring Global Citizenship Education A Collection of Practices and Tools ii Measuring Global Citizenship Education Acknowledgments This catalog was produced by a working group of 88 people convened by the Center for Universal Education at the Brookings Institution, the United Nations Educational, Scientific, and Cultural Organization (UNESCO), and the U.N. Secretary General’s Education First Initiative Youth Advocacy Group (GEFI-YAG). Convening agencies and lead members Center for Universal Education, Brookings Institution Kate Anderson Jasodhara Bhattacharya UNESCO Lydia Ruprecht Theophania Chavatzia Alexander Leicht U.N. Secretary General’s Education First Initiative Chernor Bah Youth Advocacy Group Esther MacFarlane David Crone Working group members Note: The working group contributed to the drafting of this report but the final content is ultimately the responsibility of CUE, UNESCO, and GEFI-YAG. We greatly appreciate the contributions of the working group to the early phases of the project. Name Organization Region Co-chairs Ndidi Nwuneli Leadership, Effectiveness, Accountability, Africa Professionalism (LEAP) Africa, Sahel Capital & Partners, AACE Food Processing & Distribution Ltd. Kartikeya Sarabhai Center For Environmental Education (CEE) South Asia Andrés Mejía Universidad de Los Andes (Colombia) Latin America and the Caribbean Ahmad Alhendawi U.N. Secretary General’s Envoy on Youth North America Jeongmin Eom UNESCO Asia-Pacific -
Accelerated Quality Education for Liberian Children | Gender Analysis | 1 ACCELERATED QUALITY EDUCATION for LIBERIAN CHILDREN
Accelerated Quality Education for Liberian Children | Gender Analysis | 1 ACCELERATED QUALITY EDUCATION FOR LIBERIAN CHILDREN GENDER ANALYSIS June 2017 USAID/LIBERIA ABE: ACCESS IDIQ CONTRACT AID-OAA-I-14-00073/AID-669-TO-17-00001 Prepared for: Cheryl Hodge-Snead, Contractor Officer (CO) Office of Acquisition and Assistance United States Agency for International Development/Liberia c/o American Embassy 502 Benson Street Monrovia, Liberia Prepared by: Education Development Center 43 Foundry Avenue Waltham, MA 02453-8313 USA Accelerated Quality Education for Liberian Children | Gender Analysis | 2 Table of Contents Acronyms and Abbreviations ..................................................................................................... 4 Introduction .............................................................................................................................. 5 Methodology ............................................................................................................................. 5 Topics and Research Questions ...........................................................................................................5 Analysis of Secondary Data .................................................................................................................6 Primary Data Collection ......................................................................................................................6 Tools and Targets....................................................................................................................................... -
[Facilitator's Note: Welcome to the 5Th Annual ECOSOC AMR E
[Facilitator’s Note: Welcome to the 5th Annual ECOSOC AMR E-Discussion on Education: Closing the Gap. The first phase will focus on Quality of Education. The moderator’s message can be found here and background information can be found at the 2011 AMR E-discussion website. If you encounter any difficulties please contact the facilitator Ms. Kayla Keenan via ([email protected]). Thank you.] Phase One Questions: 1. Given that the quality of teaching is critical to students’ learning, how can the training and working conditions of teachers be improved in contexts with resource constraints? 2. Which interventions are most effective for retaining secondary-age students in school by preparing them with a foundation for lifelong learning and for labour market participation? Summary of Contributions: Dr. Francis Sathya, Plan International Emphasizing that resource constraints are a poor excuse for low quality education, Dr. Francis Sathya highlighted the importance of sound governance and accountability frameworks and improved teacher training, which encourages innovation and focuses on a teacher’s intrinsic motivation and innovation in addition to competencies and skills. He provided a series of practical recommendations to improve teachers’ working conditions and training and enhance the retention of secondary school age students. Tim Murray, Save the Children- Colombia Drawing on the need to support decentralized mechanisms to support teachers Mr. Murray’s contribution noted that regional “teacher support networks” can be spaces for knowledge and experience sharing, which can better reflect local needs and strengths. To address drop-out rates and labour market participation Save the Children Colombia shared its experience including agricultural training in school farms- which was based on rigorous assessments of local market conditions and are fully integrated into school curricula to ensure the programmes sustainability.