By Dr. George Wah Williams
Africa-Press – Liberia. Context
The state of education in Liberia is currently at a pivotal juncture, reflecting both progress and significant challenges. Despite notable strides in expanding access to education, the system is increasingly burdened by profound issues, particularly the growing divide between public and private schools. This disparity is not merely a statistic; it manifests in varying levels of quality, resources, and opportunities available to students depending on the type of school they attend.
The widening gap is a direct result of systemic deficiencies in educational leadership, policy-making, and funding allocation. In many cases, public schools struggle with inadequate infrastructure, insufficient teaching materials, and a lack of qualified educators, while private institutions often benefit from better resources and facilities. This situation threatens to pave the way for a two-tiered society in Liberia, where quality education becomes a privilege reserved for the few who can afford it, rather than a fundamental right accessible to all children.
To reverse this troubling trend, we must not only identify and understand the root causes of these inequities but also implement visionary innovations and transformative policies. This includes strengthening educational leadership, ensuring equitable funding across schools, and fostering collaboration between public and private sectors. By embracing a holistic approach that prioritizes inclusivity and quality, we can work toward an education system that truly serves the needs of all Liberian children, empowering them to reach their full potential.
The Public-Private School Gap: A Crisis of Equity
The public school system in Liberia, which caters to the majority of the country’s children, is persistently under-resourced. These institutions face numerous challenges, including inadequate infrastructure, outdated curricula, and a shortage of qualified and motivated teachers. As highlighted in the Ministry of Education’s 2023 report, “the disparity in educational outcomes between private and public schools remains a significant concern, with private institutions consistently outperforming their public counterparts in national examinations” (Ministry of Education, 2022). This gap extends beyond mere resources; it reflects a growing erosion of trust in the public education system, prompting families with the means to do so to turn to private schools. This trend further depletes talent and support from the very institutions that need it the most.
The growth of private schools, while aiming to meet the demand for quality education, poses a significant threat to the public education system. Without robust oversight and a coherent policy framework, many private institutions operate with inconsistent standards, leading to a disjointed educational environment. A Daily Observer article, Dr. (Tokpah, 2025) revealed that the absence of stringent accreditation and monitoring processes enables some private schools to prioritize profits over the quality of education(Yates & Watson, 2025). This situation effectively ties a child’s educational opportunities to their parents’ financial capabilities, resulting in an inequitable and unsustainable model for national progress. We must address these disparities to ensure a fair and prosperous future for all children.
The Need for Autonomy and Innovation
A primary challenge lies in the centralized and often bureaucratic educational management system, which hampers innovation(Nuralizade, 2024). Principals and school administrators, who operate directly within the system, often lack the power and resources necessary to make timely and context-specific decisions. Policies are often imposed from the top down, providing little flexibility for schools to adjust to the distinct requirements of their student populations or communities(Salinas, 2014). This absence of autonomy fosters a feeling of helplessness, diminishing accountability and initiative at the school level.
To genuinely reform our education system, we need to adopt policies that prevent the deterioration of educational outcomes while also encouraging increased autonomy and innovation in the management of the educational sector. We must enable school leaders by granting them the power to handle their budgets, recruit and train their personnel, and create improvement plans tailored to their schools(Lin, 2022; Salinas, 2014). This redistribution of authority is not about relinquishing oversight but rather about transitioning from strict control to a model focused on support and accountability for results. This approach, which has proven successful in other developing countries, cultivates a sense of ownership and empowers educators to become proactive change-makers instead of merely following distant orders.
A Path Forward: Visionary Leadership and Transformative Policies
Moving forward, Liberia must prioritize the following:
The challenges we are currently facing in the education sector are substantial, ranging from inadequate resources to disparities between public and private institutions. However, our potential for improvement is equally promising. By embracing visionary leadership that prioritizes long-term planning and inclusivity, and by implementing transformative policies that address these disparities, we can significantly bridge the gap between public and private schools.
This involves investing in teacher training, enhancing infrastructure, and providing access to modern educational tools and technology. Additionally, we must cultivate a culture of innovation that encourages creative approaches to teaching and learning, allowing us to adapt to the evolving educational landscape.
Ultimately, ensuring that every Liberian child has access to quality education is not just a moral obligation; it is essential for the future prosperity and development of our nation. The success of these efforts will profoundly influence our collective future, shaping a generation that is well-equipped to lead Liberia into a brighter tomorrow.
About the Author: Dr. Williams is the Director of Global Programs and Policy at Educational Development Innovations(EDDEIN), a Virginia-based Liberian nonprofit aimed at advancing education worldwide. Dr. Williams brings decades of education, research, training and capacity-building, and institutional repositioning experience to state-building. He authored Liberia’s first high school economics textbook and is currently working on several book projects. He holds a doctorate in educational administration and policy, where his terminal research focused on remote instructional collaboration. He is an organizing member of the Consortium of Liberian Educators in the Americas. CLEA recently administered a virtual educational conference on strengthening public education in Liberia.
References
Lin, Q. (2022). The relationship between distributed leadership and teacher innovativeness: Mediating roles of teacher autonomy and professional collaboration. Frontiers in Psychology, 13, 948152.
Ministry of Education. (2022). Education Sector Analysis. MoEliberia.com. http://www.moeliberia.com/storage/2019/09/Liberia-ESA-Report-2021.pdf
Nuralizade, E. (2024). How Does The (De) Centralization Of Secondary Education Affect Individual Innovativeness? Evi̇dence From Azerbaijan. Agora International Journal of Economical Sciences, 18(2), 218–244.
Salinas, P. (2014). The effect of decentralization on educational outcomes: Real autonomy matters! SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2471061
Source: Liberia news The New Dawn Liberia,
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