Examining the Access, Quality, and Relevance Gaps in Liberia’s Educational Policy Environment

Wehye Benjamin Yele; Asiimwe Specioza

doi:10.36948/ijfmr.2024.v06i03.20482

Examining the Access, Quality, and Relevance Gaps in Liberia’s Educational Policy Environment

Author(s)	Wehye Benjamin Yele, Asiimwe Specioza
Country	Uganda
Abstract	In 2015, governments across the globe agreed upon development standards that should be realized by 2030 dubbed the Sustainable Development Goals (SDGs). Particularly, SDG-4 aims to ensure inclusive and equitable quality education, and promotion of lifelong learning opportunities for all. Liberia, like other countries domesticated the SDGs and on the educational front, it aims to provide an educational system that promotes equitable access to quality and relevant education to all. The country’s educational policy environment focuses on promoting the realisation of the SDG-4 goal. This includes Liberia’s Education Reform Act 2011 that was aligned to educational objectives of equitable access to quality and relevant education. In spite of the presence of this policy environment, results seem detached from the expected reality. A number of policy gaps have been noted including limited funds to priority areas, high school dropouts, limited facilities, inappropriate curriculum, limited technological facilities and tools, inadequate trained teaching staff, and limited apprenticeship opportunities, among others. These have consequently affected equitable access to quality and relevant education in the country. In order to mitigate these policy gaps, it is recommended that 20 percent of the national expenditure be allocated and released to the education sector, the education curriculum should be reviewed to emphasise relevant skills, adequate support facilities and tools should be provided to all schools, teachers must be trained, and partnerships with stakeholders harnessed. These interventions are intended to promote an effective educational policy environment that will meet the policy intentions of the country. Introduction
Keywords	Educational Policy, Policy Gaps, Equitable Access, Relevant Education, Education Production Function, Conflict Theory, Functionalism Theory Abstract
Field	Sociology > Education
Published In	Volume 6, Issue 3, May-June 2024
Published On	2024-05-14
Cite This	Examining the Access, Quality, and Relevance Gaps in Liberia’s Educational Policy Environment - Wehye Benjamin Yele, Asiimwe Specioza - IJFMR Volume 6, Issue 3, May-June 2024. DOI 10.36948/ijfmr.2024.v06i03.20482
DOI	https://doi.org/10.36948/ijfmr.2024.v06i03.20482
Short DOI	https://doi.org/gtt8sq

View / Download PDF File

E-ISSN 2582-2160

doi

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads

Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 6 Isu 4 Cover Page Vol 6 Isu 3 Cover Page Vol 6 Isu 2

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9898-5948-55	editor@ijfmr.com

International Journal For Multidisciplinary Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Examining the Access, Quality, and Relevance Gaps in Liberia’s Educational Policy Environment

Share this