IBIS LIBERIA 2005 Reflections on the - 2013 Accelerated Learning Programme and 2 respectively), the first in 2005-2008 and 1. Introduction the second from 2009-13. Implementation of ALP was finalised in 2013 principally due to In 2013, after 8 years of implementing the the following two reasons: Accelerated Learning Programme (ALP) on behalf of the Ministry of Education (MoE) 1. The MoE saw ALP as part of the Liberia, IBIS phased out its activities in the south emergency education response to post-war east of Liberia. This paper is intended as a policy Liberia, rather than a longer-term resource for agencies interested in the delivery of educational approach, with the Education Accelerated Learning, drawing on IBIS’ Sector Plan indicating the need had been experience in Liberia. It presents a summary of met and ALP is no longer a priority1. the significant achievements and an honest look at the challenges, before reflecting on the lessons 2. It was considered an appropriate time to learnt and broader implications for ALP. transfer responsibility to the MoE for the education of out-of-school children and An overview of the overall strategy of IBIS’ youth, In light of IBIS’ prolonged approach with ALP can be found below. IBIS’ implementation of ALP. work with ALP covered two cycles (Phase 1 IBIS’ Objectives and Approach with ALP Specific Objectives Strategies/Activities • ALP classes for children aged 10-18 in 28 Access to formal and non-formal education for communities in Maryland and Grand Kru Counties children, youth and adults is increased in the south east of Liberia. • Recruitment and payment of incentives for ALP teachers • Continuous teacher training and professional Quality of education is improved in the development programme area, with focus on participatory methodologies, subject content, and life skills • Support to MoE, including Rural Teacher Training that support the development of active Institute (RTTI) citizenship, gender-sensitive and contextually relevant approaches. • Provision of teaching and learning materials Accountability and governance in the • Support to communities, including establishment and education system at local, county and national maintenance of Parent Teacher Associations (PTA’s) level is improved, civil society is strengthened and engagement between communities, civil • Collaboration with education authorities and local society and education authorities are enhanced. civil society partners, including NGO’s 1 Ministry of Education (2010), The Education Sector Plan for Liberia – A Commitment to Making a Difference, Government of Liberia 2 2. Achievements Figures from Phase 2 of ALP (2009 - 2013) F M Total This section spotlights the significant Total Number of Learners achievements of IBIS’ work with ALP in Liberia. Enrolled 1305 1464 2769 It draws on an end of programme external Total Number of Learners 2 Sitting Final ALP Exam 821 1018 1839 evaluation conducted in 2013, and is divided into the three main target groups of ALP. Total Number of Learners who successfully completed ALP 562 697 1259 All the achievements, and challenges, below Total Number of Teachers should be seen within the context of the south Recruited and Trained 34 87 121 east of Liberia. The most isolated region from the under ALP decision-making and resource base of Monrovia, Total Number of Teachers Successfully Enrolled in the the rural area of the south east of Liberia is also Rural Teacher Training 12 18 30 comparatively the poorest among the overall Institute population3. Local MoE presence at the school level was largely absent, as will be discussed, and b. Learning outcomes throughout the programme IBIS remained the Learners enrolled in ALP achieved significant only international partner in the region directly learning outcomes. 68% of learners sitting the supporting the Government in the delivery of final exam successfully graduated from the basic education to the Liberian people. Transport programme between 2009-13, qualifying them infrastructure was also a chronic issue: 29% of to continue their education into secondary the school communities in which IBIS worked school. 45% of graduates were girls. The were inaccessible by 4x4 vehicles during the rainy external evaluation found that learners’ season, with three communities only accessible motivation to learn and to continue learning on foot or by dugout canoe throughout the year. was enhanced as a result of their participation Learners in ALP. Moreover, attendance in ALP was shown to impact upon learners’ self-confidence a. Increasing access to education and self-belief, particularly in setting aspirations, as well as recognising the ALP successfully provided a second opportunity importance of establishing a stable life. Such for out-of-school children, aged between 10-18 skills are pivotal given the vulnerability of the years, to complete their primary schooling. Since learners, most of whom were displaced by the 2005, 4,869 learners enrolled in ALP classes, war, and some of whom were ex-child soldiers. giving them a chance to catch up through a For girls in particular – with 31% of girls condensed, age-appropriate, primary education reporting in a recent study in Liberia that they curriculum designed by the MoE. It also had been asked by someone for sex in return improved gender equality, with girls making up for money4 - the importance of developing 47% of those enrolled between 2009-13, in these life skills cannot be over-emphasised. comparison to the mainstream primary school average of 42.5% girls in the same counties. 4 Postmus J., Davis R., Hoge G., Koechlin E., Mazwarira A., Evans D., Akaba S. and Mammy F. 2 Nichols T (2013), End of Programme Evaluation of (2012), Examining Gender Based Violence and ALP, Implemented by IBIS Liberia, Manitou Inc. Abuse among Liberian School Students in Four 3 Government of Liberia (2008), Liberia Poverty Counties: An Exploratory Study, Rutgers University Reduction Strategy, Government of Liberia and Cuttington University 3 provided an incentive set at a rate comparable to government teachers, and schools were supplied with learning materials. Teachers also developed teaching resources from locally available materials. b. Teacher upgrading Working closely with the newly established MoE’s Rural Teacher Training Institutes “You know, as a human being it’s good to read (RTTI) in Webbo, ALP teachers without and write. If you work in an office and someone accreditation were able to build on their skills carries a letter for you, you don’t need others to by enrolling in RTTI, with the support of IBIS, read it for you. Or you might wanna send a and obtaining a teaching certificate. In 2009, a letter to your sister in Monrovia – how can you mere 24% of all Government teachers working send it if you cannot read or write?” Annie Hare in Maryland and 28% of teachers in Grand Kru (19), ALP graduate who now attends a Junior had received any form of training6. IBIS High School in Harper. Like most ALP learners, her education was severely disrupted supported teachers by providing training on by the war, spending a number of years as a sitting and passing the entrance examination refugee in neighbouring Cote D’Ivoire. for RTTI, reimbursing transport costs to sit exams, and providing a one-off “parachute fund” for those successful teachers leaving ALP Teachers to start at RTTI. As many as two thirds of ALP teachers did not even have high-school leaving a. Quality teaching and learning certificates – which became a pre-requisite for 7 ALP teachers demonstrated reflective skills and entering into RTTI - when joining ALP . The child-centred learning methodology through first step for IBIS then was to prepare them to ongoing training and support provided by IBIS. sit the high-school leaving test. By 2013, 30 The evaluation found that at the school level ALP teachers (25%) had successfully enrolled teachers engaged in team teaching, peer into Webbo RTTI, the only accrediting facility observations and joint lesson planning. that serves the south east of Liberia, yet has Observations also revealed teachers effectively only graduated an average of 96 teachers per including girls in lessons; creating a gender- year since 2008. As such ALP increased the sensitive learning environment. The majority of pool of qualified teachers from some of the teachers were un-trained and unaccredited prior most rural communities in the south east of to joining the programme5 but cluster training Liberia for employment by the Government. workshops, which focused on methodology and content, on-the-job learning, and regular visits from IBIS trainers all helped to promote quality teaching and learning. In addition, teachers were 6 Ministry of Education (2010), The 2008/09 National School Census Report, Government of Liberia 5 Communities identified individuals who were 7 This was contrary to what was reported to IBIS considered to have the best potential to become when the teachers were recruited: upon checking teachers, in line with MoE requirements. A minimum certificates and examination records for enrollment of one teacher per community had to be female and in TTI, it became apparent that most did not hold teachers were expected to hold a high-school leaving the high-school leaving certificate they had initially certificate. indicated. 4 c. Empowering women sessions focusing on awareness-raising of roles and follow-up of activity plans, as well as 8 In a context where 61% of women are illiterate providing some material support – can be and just 1 in every 10 government primary considered a qualified success. school teachers is a woman9, the challenges for greater involvement of women in the education sector are substantial. Through proactive recruitment of female teachers and regular female teacher-specific workshops, 28% of all ALP teachers recruited were women, with the proportion increasing to 35% in the final year as the programme reduced in size. 40% of those successfully enrolling in TTI were also women.