Publication: Out of the Ashes: Learning Lessons from the Past to Guide Education Recovery in Liberia
Loading...
Date
2011
ISSN
Published
2011
Author(s)
Editor(s)
Abstract
This Country Status Report (CSR) for Liberia is part of an ongoing series of country specific reports being prepared by the World Bank in collaboration with governments and development partners. The series aims to enhance the knowledge base for policy development. This report is intended to help engage a diverse audience on issues and policies in the education sector and to develop a shared vision for the future of Liberia. It is the first sector-wide report produced on the education system in Liberia since the end of the war. A policy options matrix follows the executive summary, which will provide government and partners with guidance on the key priorities to tackle. Besides consolidating information in a policy-relevant manner, this CSR makes a unique contribution to the education knowledge base by documenting not only traditional and basic indicators, such as gross enrollment rates and retention, but also examining the performance of the education system in terms of access, quality, equity, and resource allocation and utilization. The report also includes chapters on education governance and teacher management. This report highlights the country's significant education progress since the end of the 14-year civil war in 2003 and the challenges that need to be addressed.
Link to Data Set
Citation
“World Bank. 2011. Out of the Ashes: Learning Lessons from the Past to Guide Education Recovery in Liberia. © World Bank. http://hdl.handle.net/10986/27588 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Education in the Republic of South Sudan : Status and Challenges for a New System(Washington, DC, 2012-06-22)This education status report (ESR), prepared at the request of the Government of South Sudan (GoSS), provides a comprehensive snapshot of an education sector that is emerging from a long period of civil strife. It confirms the strong appetite among the people for education; in turn, more educated citizens are needed to provide the bedrock of the new country and its prospects. The purpose of this report is to enhance the knowledge base for policy development in the education sector and, more broadly, create a platform for engaging a diverse audience in dialogue on education policies in the new country. The ultimate aim is to help develop a shared vision for the future of the education system among government, citizens, and partners in Africa's newest nation. The report clearly shows that the education system in South Sudan faces all the challenges of a new nation that is making a visible effort to catch up quickly from a very low base by rapidly increasing student enrollment. These challenges include a concentration of students in the early grades; a high proportion of overage students, repetition, and dropout; and weak levels of student learning. Further, the report indicates that South Sudan is beginning to feel the effects of its success at increasing enrollment at the primary level with growing demand for secondary and higher education. The report also highlights the low overall quality of education, and emphasizes that quality of education and accountability of the education sector should become central considerations early on in the development of the education system. Finally, the report emphasizes the importance of South Sudan's unique Alternative Education System (AES), which will continue to play a central part in the education system for years to come. The majority of youth and adults in the country today may never benefit from formal basic education, but their learning needs must be met if South Sudan is to build a solid state and society. The AES is currently offering accelerated learning programs to more than 200,000 youth and adults and holds significant promise.Publication Rwanda - Education Country Status Report : Toward Quality Enhancement and Achievement of Universal Nine Year Basic Education - An Education System in Transition; A Nation in Transition(World Bank, 2011-01-01)The Republic of Rwanda is a relatively small country located in Central Africa with a population of approximately 10 million people, making it one of the more densely populated countries in the world. The current government is taking positive steps to helps the country emerge from its tragic past, and aims to promote reconciliation and unity among all Rwandese and forbids any political activity or discrimination based on race, ethnicity, or relation. The government's effort to deliver basic public services to its population, including education, also follow the spirit of inclusiveness and aims to diminish gender, socioeconomic and geographic disparities. Rwanda's development agenda is entering a new phase as it transitions from post-genocide recovery to producing a population that is regionally and globally competitive and economically and socially secure. The education sector plays a significant role in fulfilling the national agenda. This Country Status Report (CSR) takes stock of recent progress and identifies a new generation of challenges facing the education sector, particularly in the context of ongoing decentralization and the government's recent initiative to extend basic education to nine years of schooling.Publication Achieving Shared Prosperity in Kenya(Washington, DC, 2013-08)This book is organized around three overarching themes under which various topics are aggregated. The first concerns human development and resilience, and discusses issues related to poverty, education, health and social safety nets. This is the human chapter, dealing with crucial areas that are central for the successful development of individual Kenyans. The second theme, growth and competitiveness, delves into the structural issues that need attention for the economy to grow and become more competitive in the international scene. This section of the book discusses needs for infrastructure investments and energy development, along with steps Kenya needs to take to unleash its export potential. The third theme, governance, addresses issues around strengthening public financial management, improving transparency and accountability, and consolidating judicial reform.Publication Alternative and Inclusive Learning in the Philippines(Washington, DC, 2016-05-10)The Philippines has made remarkable progress in improving the quality of basic education in recent decades. Even so, despite significant improvements in primary and secondary education, the number of students who drop out of school remains worryingly high. More than five million youths have failed to complete a basic education. Alternative Learning System (ALS) is a second-chance, informal education program operated by the Department of Education (DepEd) for out-of-school youths and adults. This report aims to assess the current implementation of ALS using a variety of sources , including recent surveys, and analyzes (a) the target populations, (b) current beneficiaries, (c) delivery modes (with a focus on learning facilitators’ contracting schemes), and (d) labor market returns to ALS. Key messages are as follows: (i) Only a small proportion of the target populations are enrolled in the ALS program, (ii) the first target groups for ALS are students who drop out of high school for financial reasons, (iii) performance-based payment is expected to improve performance, (iv) the current arrangement for monitoring activities within the ALS program can be improved, (v) labor market returns to ALS are significant only when learners successfully pass the secondary A&E exam, and (vi) small class size (fewer than 40 learners per facilitator) is more efficient. The report concludes that a holistic approach is required for a socially efficient solution for students who do not complete school and those who are at high risk. An expansion of ALS may distort incentives among students currently in school, and coordinated efforts with other programs such as the Alternative Delivery Mode are becoming increasingly important. Earlier intervention guarantees greater returns.Publication Education in Sierra Leone : Present Challenges, Future Opportunities(Washington, DC: World Bank, 2007)The purpose of this report is to provide an analysis of the education sector that enables a shared understanding among stakeholders, and thus lays a foundation for the preparation of an Education Sector Plan. With this objective in mind, the study outlines the current status of the education sector and highlights issues that policy makers need to address to move the sector forward. It also simulates a few policy scenarios and their financial implications to facilitate discussions about future feasible, affordable, and sustainable policy options. The coverage of this report -- a stock-taking exercise based on data, studies, reports, and documents available up to the 2004/05 school year -- is limited to key factors, including access, quality, equity, management, and finance, and has an emphasis on basic education.
Users also downloaded
Showing related downloaded files
Publication World Development Report 2011(World Bank, 2011)The 2011 World development report looks across disciplines and experiences drawn from around the world to offer some ideas and practical recommendations on how to move beyond conflict and fragility and secure development. The key messages are important for all countries-low, middle, and high income-as well as for regional and global institutions: first, institutional legitimacy is the key to stability. When state institutions do not adequately protect citizens, guard against corruption, or provide access to justice; when markets do not provide job opportunities; or when communities have lost social cohesion-the likelihood of violent conflict increases. Second, investing in citizen security, justice, and jobs is essential to reducing violence. But there are major structural gaps in our collective capabilities to support these areas. Third, confronting this challenge effectively means that institutions need to change. International agencies and partners from other countries must adapt procedures so they can respond with agility and speed, a longer-term perspective, and greater staying power. Fourth, need to adopt a layered approach. Some problems can be addressed at the country level, but others need to be addressed at a regional level, such as developing markets that integrate insecure areas and pooling resources for building capacity Fifth, in adopting these approaches, need to be aware that the global landscape is changing. Regional institutions and middle income countries are playing a larger role. This means should pay more attention to south-south and south-north exchanges, and to the recent transition experiences of middle income countries.Publication World Development Report 1987(New York: Oxford University Press, 1987)This report, consisting of two parts, is the tenth in the annual series assessing development issues. Part I reviews recent trends in the world economy and their implications for the future prospects of developing countries. It stresses that better economic performance is possible in both industrial and developing countries, provided the commitment to economic policy reforms is maintained and reinforced. In regard to the external debt issues, the report argues for strengthened cooperation among industrial countries in the sphere of macroeconomic policy to promote smooth adjustment to the imbalances caused by external payments (in developing countries). Part II reviews and evaluates the varied experience with government policies in support of industrialization. Emphasis is placed on policies which affect both the efficiency and sustainability of industrial transformation, especially in the sphere of foreign trade. The report finds that developing countries which followed policies that promoted the integration of their industrial sector into the international economy through trade have fared better than those which insulated themselves from international competition.Publication World Development Report 2006(Washington, DC, 2005)This year’s Word Development Report (WDR), the twenty-eighth, looks at the role of equity in the development process. It defines equity in terms of two basic principles. The first is equal opportunities: that a person’s chances in life should be determined by his or her talents and efforts, rather than by pre-determined circumstances such as race, gender, social or family background. The second principle is the avoidance of extreme deprivation in outcomes, particularly in health, education and consumption levels. This principle thus includes the objective of poverty reduction. The report’s main message is that, in the long run, the pursuit of equity and the pursuit of economic prosperity are complementary. In addition to detailed chapters exploring these and related issues, the Report contains selected data from the World Development Indicators 2005‹an appendix of economic and social data for over 200 countries. This Report offers practical insights for policymakers, executives, scholars, and all those with an interest in economic development.Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.Publication Doing Business 2014 : Understanding Regulations for Small and Medium-Size Enterprises(Washington, DC: World Bank Group, 2013-10-28)Eleventh in a series of annual reports comparing business regulation in 185 economies, Doing Business 2014 measures regulations affecting 11 areas of everyday business activity: Starting a business, Dealing with construction permits, Getting electricity, Registering property, Getting credit, Protecting investors, Paying taxes, Trading across borders, Enforcing contracts, Closing a business, Employing workers. The report updates all indicators as of June 1, 2013, ranks economies on their overall “ease of doing business”, and analyzes reforms to business regulation – identifying which economies are strengthening their business environment the most. The Doing Business reports illustrate how reforms in business regulations are being used to analyze economic outcomes for domestic entrepreneurs and for the wider economy. Doing Business is a flagship product by the World Bank and IFC that garners worldwide attention on regulatory barriers to entrepreneurship. More than 60 economies use the Doing Business indicators to shape reform agendas and monitor improvements on the ground. In addition, the Doing Business data has generated over 870 articles in peer-reviewed academic journals since its inception.