Relevant bibliographies by topics / Education, liberia

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education, liberia'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Education, liberia"

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Romero, Mauricio, Justin Sandefur, and Wayne Aaron Sandholtz. "Outsourcing Education: Experimental Evidence from Liberia." American Economic Review 110, no. 2 (February 1, 2020): 364–400. http://dx.doi.org/10.1257/aer.20181478.

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In 2016, the Liberian government delegated management of 93 randomly selected public schools to private providers. Providers received US$50 per pupil, on top of US$50 per pupil annual expenditure in control schools. After one academic year, students in outsourced schools scored 0.18 σ higher in English and mathematics. We do not find heterogeneity in learning gains or enrollment by student characteristics, but there is significant heterogeneity across providers. While outsourcing appears to be a cost-effective way to use new resources to improve test scores, some providers engaged in unforeseen and potentially harmful behavior, complicating any assessment of welfare gains. (JEL H41, I21, I28, O15)
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Splete, Heidi. "Medical Education Leaps Ahead in Liberia." Internal Medicine News 45, no. 2 (February 2012): 59. http://dx.doi.org/10.1016/s1097-8690(12)70123-3.

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Vonhm Benda, Ebenezer Mainlehwon. "Activity report: peace education in Liberia." Journal of Peace Education 7, no. 2 (September 2010): 221–22. http://dx.doi.org/10.1080/17400201.2010.498989.

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Diallo, Abdullahi, Li-Chen Lim, Ling-Chai Wong, and Leong-Weng Lee. "Entrepreneurship in Liberia: challenges and opportunities of SMEs." E3S Web of Conferences 389 (2023): 09027. http://dx.doi.org/10.1051/e3sconf/202338909027.

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Entrepreneurship has been considered one of the major universal drivers of economic development, and sustainable development while also contributing to the growth of a country’s economy. This study explored the perspectives of business entrepreneurs on the contributions of entrepreneurship to economic development in Liberia. A qualitative research approach while an in-depth interview guided by a semi-structured interview was conducted among Liberian entrepreneurs to explore whether entrepreneurship contributes to a country’s economic development based on their views, opinions, and experiences. The findings of the study show that the lack of proper incentives, government support, infrastructure, cost of utilities, entrepreneurship awareness, and lack of entrepreneurship education in schools and universities curriculum is considered to be one of the core factors that is hindering the promotion of entrepreneurship in Liberia. As a result, the study recommends the Liberian government's need to implement policies that will enhance the development of entrepreneurship, provide basic infrastructure, and introduce entrepreneurship education in secondary and tertiary institutions as a core module. This study contributed to the entrepreneurship literature and confirmed that entrepreneurship has played a key role in providing solutions for Liberia’s economy while generating a greater number of employment and enhancing society's living standards.
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Sumaworo, Mory. "CHALLENGES OF HIGHER EDUCATION IN LIBERIA AND POSSIBLE SOLUTIONS." Journal of Asian and African Social Science and Humanities 9, no. 1 (March 30, 2023): 22–33. http://dx.doi.org/10.55327/jaash.v9i1.298.

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Liberia is confronted with lots of challenges such as preparing a productive human capital to run its abundant natural resources that have been either mismanaged or left discarded without anticipated development dividends. Thus, this migration left an adverse effect on the tertiary education. However, despite the international and national efforts reform the system, the situation seems to still be facing multiple challenges. Besides, the weakness in the Liberian education system has led the former President Sirleaf herself to describe it as a mess. Moreover, poor implementation of educational policies, ill-financial supports for institutions of higher learning and poor educational infrastructures, etc., are some of major practices that constitute challenges to higher education in the country. Nonetheless, there have been some attempts and endeavors to reform and refine the system. These efforts had been done by the government itself and its local and international partners, such as USAID, the World Bank, the (IMF), the AFDB, A.S Charitable Society with its Heritage School Union System (a local Islamic leading educational and humanitarian NGO) Catholic Schools System, Methodist Schools, and others. The research is qualitatively conducted and observatory in nature. Hence, this article aims at looking into challenges that Liberia’s tertiary education is confronted with, and how could they be mitigated and properly addressed. The study conclude that a radical reform and implementation of the policies are the’ ways to meet the market-driven education system in Liberia.
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Talbert-Slagle, Kristina, Ibrahim Ajami, Braden Currey, Rachel Galvao, Jerusalem Hadush, Serene Silin Li, Javaughn T. Flowers, et al. "Transforming medical education in Liberia through an international community of inquiry." PLOS Global Public Health 3, no. 3 (March 8, 2023): e0001610. http://dx.doi.org/10.1371/journal.pgph.0001610.

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A critical component of building capacity in Liberia’s physician workforce involves strengthening the country’s only medical school, A.M. Dogliotti School of Medicine. Beginning in 2015, senior health sector stakeholders in Liberia invited faculty and staff from U.S. academic institutions and non-governmental organizations to partner with them on improving undergraduate medical education in Liberia. Over the subsequent six years, the members of this partnership came together through an iterative, mutual-learning process and created what William Torbert et al describe as a “community of inquiry,” in which practitioners and researchers pair action and inquiry toward evidence-informed practice and organizational transformation. Incorporating faculty, practitioners, and students from Liberia and the U.S., the community of inquiry consistently focused on following the vision, goals, and priorities of leadership in Liberia, irrespective of funding source or institutional affiliation. The work of the community of inquiry has incorporated multiple mixed methods assessments, stakeholder discussions, strategic planning, and collaborative self-reflection, resulting in transformation of medical education in Liberia. We suggest that the community of inquiry approach reported here can serve as a model for others seeking to form sustainable global health partnerships focused on organizational transformation.
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M. Trye, Adventor. "Students’ Experiences in Appreciative Interviews for Quality Education in Liberia." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (May 30, 2021): 195–98. http://dx.doi.org/10.46606/eajess2021v02i02.0090.

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Between September 2017 and August 2018, the author of this article applied the theory of appreciative inquiry in teaching at a faith based institution in Liberia. Appreciative Inquiry was popularized by Cooperrider in 1986. It has to do with asking positive questions following the 5Ds namely Definition, Description, Dream, Design and Destiny. This article highlighted the experiences of students who used appreciative interviews in a course Principles and Practices of Education taught at a faith based institution located in Liberia. The course was offered thrice to three different sets of students at the same university by the author of this article. While the first class had four students, the second had thirteen students and the third had eight students. Each student was asked to make use of appreciative inquiry questions to interview two veteran educators from other educational institutions in Liberia. The findings reinforced the need for the practices of quality education within and without the walls of classrooms in Liberia. The paper recommended that educators should employ the appreciative inquiry in their teaching. Hence, the combination of appreciative inquiry with cooperative learning and the integration of faith and learning could be one of alternatives in tackling the many educational challenges in the classrooms.
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Bernstein, Erin, Pamela Scully, Kou Gbaintor-Johnson, and Rob Stephenson. "Intimate Partner Violence and Civic Education in Liberia." Journal of Peacebuilding & Development 8, no. 3 (December 2013): 69–74. http://dx.doi.org/10.1080/15423166.2013.859939.

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Stemn, Blidi S. "Rethinking Mathematics Teaching in Liberia: Realistic Mathematics Education." Childhood Education 93, no. 5 (September 3, 2017): 388–93. http://dx.doi.org/10.1080/00094056.2017.1367230.

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Quaynor, Laura, and Bright Borkorm. "Remapping citizenship: Relationships between education levels and ethnonational identities in Côte d’Ivoire, Ghana, and Liberia." Education, Citizenship and Social Justice 15, no. 1 (November 5, 2019): 47–63. http://dx.doi.org/10.1177/1746197919861075.

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This article investigates the relationships between ethnonational identity and educational level in three West African contexts: Liberia, Ghana, and Côte d’Ivoire. Citizens in these neighboring countries identify with overlapping ethnic groups, but have varied historical experiences, with Americans settling in Liberia; the British colonizing Ghana, and the French colonizing Côte d’Ivoire. In the recent era, Côte d’Ivoire elected an opposition leader at the end of its civil war in 2010; Ghana is considered as the most stable democracy in West Africa; and Liberia experienced two protracted conflicts over the past 30 years and completed its first peaceful transition of power in 2017. We analyze 2014 Afrobarometer data from these three countries to consider if respondents are more likely to value local identities, national identities, or equally value both in each context, and how these valuations vary according to schooling experiences and national context. The findings do not show a linear relationship between education and civic identity, as more respondents who completed only primary school identified primarily with ther national group than those who completed secondary school. Most respondents who completed graduate study in all three countries identified with both their national and ethnic group; none identified primarily with their ethnic groups. In addition, the trends in identity and schooling in Ghana and Côte d’Ivoire are more similar to each other than to Liberia.
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Dissertations / Theses on the topic "Education, liberia"

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Manyango, Wilfred M. "Theological Higher Education in Liberia: a Case Study of the Liberia Baptist Theological Seminary." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115115/.

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The Liberia Baptist Theological Seminary (LBTS), opened on March 4, 1976, exists to train men and women for Christian ministry. It offers four-year degree programs leading to bachelor of arts in theology, bachelor of arts in religious education, and bachelor of divinity. Three major periods characterized its growth and development. the first, from 1976 to 1989, was a period of growth and prosperity. the second, from 1990-2003, was a time of immense challenge for the seminary because of the Liberian Civil War. the final period, from 2003 to the present, shows the seminary attempting to re-position itself for the future as a premier Christian higher education institution in Liberia. One of the challenges remaining, however, is the lack of historical documentation on factors impacting the growth of the seminary. This historical case study research sought to provide a comprehensive overview of the LBTS within the context of theological higher education in Liberia and the Liberian Civil War. the four major purposes guiding this research were: 1. Historical—to document and evaluate the rise, survival, developments and achievements of LBTS; 2. Institutional—to gain insight into how the seminary operates; 3. to document the effects of the 13-year civil war on the seminary; and 4. to identify the perceived challenges and needs of the seminary. Study participants included administrators, faculty, staff, students, graduates, and trustees, both past and present. Data were gathered through semi-structured interviews and document analysis. with thorough analysis of all data, seven major themes surfaced: 1.The lack of funding and qualified national faculty; 2.The relationship between missionaries and nationals; 3. the need for partnership development nationally and internationally; 4. the strong impact of the civil war on the seminary; 5. Realignment of seminary mission; and 6. the need for Bible training center and seminary perseverance during the war. As the seminary positions itself for the future, it continues to experience need in the areas of financial and educational resources, Internet technology, and the acquisition of qualified national faculty.
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Dillon, Etrenda Christine. "The Role of Education in the Rise and Fall of Americo-Liberians in Liberia, West Africa (1980)." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/eps_diss/18.

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Education has proven to be a powerful tool. Higher education in particular has been and continues to be utilized in various ways around the world and has been instrumental in the rise of societies including Americo-Liberian society in Liberia, West Africa. This study investigates how education has been instrumental in the formation of identity for Americo-Liberians (descendants of historically oppressed groups), demonstrates the relationship that existed between education attainment and social stratification within their system, and uncovers the socialization process that existed within the Americo-Liberian system of education. A critical analysis of social structure and history was undertaken to demonstrate how a mythical norm and cultural capital were key in both the identity formation and destruction of the Americo-Liberian population in Liberia, West Africa. Other theoretical frameworks, in particular "othering" were utilized throughout this dissertation to further demonstrate the rise of Americo-Liberians through their employment of a mythical norm and cultural capital, which ultimately led to their demise. A historical case study method was utilized to uncover the cultural capital of the preferred upper class and political elite, known as Americo-Liberians, which was deeply embedded within their system of education. In all, the system that was set up to ensure their privilege led to their demise and the complete destruction of the country as a whole.
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Forh, Edward S. "Stakeholders' Roles in Prioritizing Technical Vocational Education and Training in Postconflict Liberia." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665850.

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Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.

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Forh, Edward S. "Stakeholders' Roles in Prioritizing Technical and Vocational Education and Training in PostConflict Liberia." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1178.

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Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.
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Ssenyonjo, Habib. "A critical discourse analysis of public-private partnerships in education in Black Africa : A case of basic education in Liberia." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-191543.

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With many countries in Black Africa immersed in external debts and yet others grappling with effects of civil wars and pandemics, social services such as basic education and primary health care pose challenges to them. To mitigate such shortcomings in the region, innovative ways to provide basic education are sought by the private sector. To meet the goals of education for all, national governments fall short of alternatives which gives rise to options like low fee private schools (LFPSs). But these innovative ways which are basically home-grown have got foreign competitors who provide the same basic education services. This thesis does not address the element of competition; rather it explores latest global changes that affect almost all aspects of social life – particularly basic education. This thesis looks at the public-private partnerships (PPPs) in education with low fee private schools (LFPSs) as one of the ‘innovative’ ways of providing basic education; this has had an effect of having entire basic education systems contracted out by national governments in the region. With weak public service systems, how can Black Africa implement PPPs with LFPSs? Using Fairclough’s critical discourse analysis – theory and method as well as operationalised space-times theory by Harvey (1990), this thesis probed PPPs with LFPSs in Liberia. The objectives were to understand the nature of educational reforms advocated in PPPs with LFPSs and to examine the kind of relationship between government and private sector service providers in PPPs with a view of locating the power within such relationships. Another objective was to probe how equitable and inclusive these basic education services provided by PPPs with LFPSs were. The study revealed that PPPs with LFPSs are implicated in denying access to the rural communities, limiting equitable and inclusive education to many social groups like the poor, girls and people with disabilities as well as seeming to undermine national and local governments due to power and ideology.
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Quenneh, Taiyee Nelson. "Insecticide Treated Nets as an Effective Malaria Control Strategy in Liberia." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2012.

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Malaria is a vector-borne disease that presents the most persistent and serious public health burden in Liberia. Numerous studies have examined the relationship between ITN use and malaria prevalence. However, little research has explored the effectiveness of ITNs in controlling malaria among children in postwar Liberia. The aim of this study was to examine the association between ITN ownership, parental economic status, ITN installation support, and malaria prevalence among children. This was a quantitative cross-sectional study guided by the health belief model. The study used secondary data from the 2011 Liberia Malaria Indicator Survey. Chi-square for association and Logistic regression were used to analyze the data. The results revealed a significant association between parental education and malaria prevalence. There was also a significant association between parental economic status and malaria prevalence. However, there was no significant association between ITN ownership and malaria prevalence after controlling for parental education and ownership of structure. These findings may foster social change by helping public health authorities in Liberia integrate ITN use with other strategies like mosquito larvae elimination and indoor/outdoor insecticide spraying as part of a comprehensive approach to malaria control. Additionally, massive awareness and economic capacity building should be undertaken to empower malaria endemic communities with the understanding that malaria can be rapidly reduced with other robust strategies in combination with ITN use. These strategies, if implemented, may effectively control malaria prevalence among children and the emotional and financial burdens endure by their families.
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Kinkade, Marion Carlton. "Geospatial Analysis of Care and Mortality in the 2014 Liberia Ebola Outbreak." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6344.

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The Ebola outbreak in West Africa in 2014 to 2016 had more than 28,000 suspected, probable, and confirmed cases. It was the largest Ebola outbreak in history. Of the 28,000 cases in the three Ebola-affected countries, Liberia had 10,000 cases with almost 5,000 deaths. The Ebola Virus Disease (EVD) entered Liberia along the border of Guinea and moved to the capital city of Monrovia where the virus spread. Ebola Treatment Units (ETUs) were constructed throughout the response in locations where there were available facilities versus distance to care challenges. This study examined the association of distance from villages to ETUs and mortality. Using Geographic Information System (GIS) and statistics framed within the Social Ecological Model and the GIS Framework, this study geolocated the Ebola cases by village, mapped the travel routes and calculated the distance to the ETU. A logistic regression was then used to determine if there was an association between distance and mortality, with and without controlling for age and gender, and, to calculate the odds ratio. A logistic regression model showed there is an association between distance and mortality and that Ebola patients living within 12 kilometers of the ETU were 1.8 times less at risk of mortality (OR = 1.778, 95% CI [1.171 - 2.7]) than those living more than 12 kilometers. In addition, males had a 1.4 times lower risk of death due to EVD. This understanding can inform future outbreak responses and placement of treatment units. In addition, this information can lead to social change with respect to individual understanding of access to care, community expectations, and national health care planning.
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Adetunji, Sando. "The Impact of Parental Education Level, Wealth Status, and Location on Female Genital Mutilation Prevalence in Northwestern Liberia." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4828.

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Walden University College of Health Sciences This is to certify that the doctoral dissertation by Sando Adetunji has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Chinaro Kennedy, Committee Chairperson, Public Health Faculty Dr. Adebowale Awosika-Olumo, Committee Member, Public Health Faculty Dr. James Rohrer, University Reviewer, Public Health Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018 Female genital mutilation has been a public health issue in many countries. As a result, researchers across the globe have conducted numerous studies showing that the practice is very harmful toward women's health and safety. Unfortunately, in the northwestern region of Liberia, there have been no recent empirical studies conducted regarding the danger of female genital mutilation on women's reproductive health and safety. The socio-ecological model can guide this study which outlines how environmental variables can impact the experiences of FGM. In this study, a quantitative approach was used to explore whether there were environmental factors such as parental educational attainment, parental wealth (socioeconomic), and location that affect the prevalence of female genital mutilation among girls and women in the northwestern region of Liberia. Secondary data from the 2013 Liberia Demographic Health Survey was used to analyze the multiple determinants that influenced parents and families to join the Sande Bush Society which facilitated female genital mutilation practices in the northwestern region of Liberia. The methods of analysis included chi-square for association and multiple logistic regression. The findings showed that parental wealth and parental education predicted whether females were initiated into the Sande Bush Society, resulting in female genital mutilation practices. There were no significant differences in whether parental region (suburban or rural) predicts the likelihood of initiation into the Sande Bush Society. This study provides additional information to stakeholders, policy makers, and social advocacy groups for developing and implementing laws relevant to female genital mutilation.
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Williams, Sy Jobila Y. "Social Organization Analysis of the Role of Academic Advising: A Case Study at the University of Liberia." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618710.

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Positive educational experiences deliberately sought through advising can lead to increased academic success, improved college experiences, and long-term benefits as graduates become contributing citizens in society. However, much of the research on the role of and advantages related to academic advising has been limited to American colleges and universities. This ethnographic case study conducted at the University of Liberia examined the organizational role of advising from student, faculty, and staff perspectives, and explored the culture, college experiences, and academic progression of students prior to and after the establishment of the Student Academic Advisement and Career Counseling Center particularly among freshmen and seniors. The purpose of this study was to identify the role of advising services in a Liberian higher education setting, to understand the relationships between social organization and advising interactions, and to explore applications of advising approaches in non-Western cultural contexts. Nine faculty, 10 staff, and 20 student participants were interviewed.;The findings suggest that postwar challenges in Liberian higher education and the University of Liberia's shifting perspective on student-centeredness have been the primary elements that have shaped the barriers and opportunities found in the role of advising and college student experience. Implications of this study have expanded our knowledge of academic advising in a non-Western, postwar culture, and highlighted the significance of applying social organization analysis and metaphor to understand complex structures and processes involved in higher education advising processes. as Liberia and other similar developing countries look for ways to improve educational experiences, inspire social consciousness, contribute to national development and workforce needs, address remediation and rehabilitation concerns, enhance student persistence and retention, and improve academic success, academic advising could be a key solution in the process.;Keywords: academic advising, social organization, West Africa.
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James, Simon Christopher. "mLearning : can SMS text messages be used to improve literacy in youth basic education courses? : a case study in Liberia." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730864.

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Books on the topic "Education, liberia"

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Kulah, Arthur F. Theological education in Liberia: Problems and opportunities. Lithonia, Ga: SCP/Third World Literature Pub., 1994.

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Development, Academy for Educational. Assessment of health training institutions in Liberia. Washington, D.C: U.S. Agency for International Development, 2007.

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Liberia, National Adult Education Association of. NAEAL integrated three-year people's development program for post-war Liberia (1994-1996). Monrovia, Liberia: National Adult Education Association of Liberia, 1994.

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Fuest, Veronika. "A job, a shop, and loving business": Lebensweisen gebildeter Frauen in Liberia. Münster [Germany]: Lit, 1996.

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Yekeson, Stephen M. The role of the University of Liberia in the Second Republic. [Monrovia?]: The University, 1988.

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National Training Workshop for Providers of Adult Education/Literacy in Liberia (1988 Kakata, Liberia). Final report of the National Training Workshop for Providers of Adult Education/Literacy in Liberia: Held in Kakata, Margibi County, Republic of Liberia, from September 26 to 30, 1988. [Monrovia, Liberia]: NAEAL, 1988.

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Thompson, J. D. A status report before the implementation of the Technical Assistance Pilot Project (TAPP). [Monrovia, Liberia]: National Adult Education Assoc. of Liberia, 1989.

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H, McCoy William. Senegal and Liberia: Case studies in U.S. IMET training and its role in internal defense and development. Santa Monica, CA (P.O. Box 2138, Santa Monica 90407-2138): Rand, 1994.

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National Seminar on Integrated Plans for the Eradication of Illiteracy (1985 Kakata, Liberia). Regional program for the eradication of illiteracy in Africa: National Seminar on Integrated Plans for the Eradication of Illiteracy, Kakata, Liberia, 11-13 December, 1985 : final report. [Liberia?: UNESCO (BREDA), 1985.

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Irvine, Russell W. The African American quest for institutions of higher education before the Civil War: The forgotten histories of the Ashmun Institute, Liberia College, and Avery College. Lewiston, N.Y: Edwin Mellen Press, 2010.

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Book chapters on the topic "Education, liberia"

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Boateng, Fred Kofi. "Higher Education Systems and Institutions, Liberia." In The International Encyclopedia of Higher Education Systems and Institutions, 1237–42. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_457.

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Boateng, Fred Kofi. "Higher Education Systems and Institutions, Liberia." In Encyclopedia of International Higher Education Systems and Institutions, 1–6. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-9553-1_457-1.

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Riep, Curtis, and Mark Machacek. "Interrogating the private in public school outsourcing in Liberia." In Privatisation and Commercialisation in Public Education, 66–81. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429330025-6.

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Kane, Lyle. "Linking TVET to Economic Opportunities in Post-Conflict Liberia." In International Handbook of Education for the Changing World of Work, 787–97. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_53.

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Greene, Andrew Benson. "Vocational Training in Post-War Sierra Leone and Liberia." In International Handbook of Education for the Changing World of Work, 827–34. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_56.

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Fisher, H. J. "The Modernisation of Islamic Education in Sierra Leone, Gambia and Liberia: Religion and Language." In Conflict and Harmony in Education in Tropical Africa, 187–99. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003243526-14.

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Bruey, Veronica Fynn. "African Union Agenda 2063: Aspiring for Justice and the Rule of Law in Liberia." In Education Law, Strategic Policy and Sustainable Development in Africa, 215–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53703-0_10.

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Anderson, Kate, Janice Kim, Monazza Aslam, Donald Baum, Belay Hagos Hailu, David Jeffery, Pauline Rose, and Saba Saeed. "The COVID-19 Pandemic and Early Childhood Education in Ethiopia, Liberia, and Pakistan: Perspectives of Pre-primary School Teachers." In Educating the Young Child, 333–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96977-6_17.

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Richardson, Harley. "Liberal education." In New Studies in the History of Education, 20–32. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003039532-3.

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Meijer, Wilna A. J. "Religious Education,Citizenship Education,Liberal Education." In Moral Education and Development, 209–21. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-716-5_15.

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Conference papers on the topic "Education, liberia"

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Torto, Mathin Sahr, Danielle Taana Smith, Lee W. McKnight, and Prasanta K. Ghosh. "The Internet Backpack: Transforming STEM Education, Agriculture and Economic Development in Liberia, West Africa." In 2022 IEEE International Symposium on Technology and Society (ISTAS). IEEE, 2022. http://dx.doi.org/10.1109/istas55053.2022.10226642.

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Kandakai, Evelyna. "THE IMPACT OF ACCELERATED LEARNING PROGRAM ON LEARNING OUTCOMES OF OUT-OF-SCHOOL CHILDREN FOR PRIMARY EDUCATION IN LIBERIA." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1058.

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Špeciánová, Jitka. "The Impact of Educational Attainment on Gross Wages: A Comparative Analysis of the Public and Private Sectors in Czechia." In Liberec Economic Forum 2023. Technical University of Liberec, 2023. http://dx.doi.org/10.15240/tul/009/lef-2023-47.

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This research paper examines the impact of educational attainment on gross wages in the public and private sectors in Czechia, focusing on potential disparities in wage outcomes. Using a comprehensive dataset from the Average Earnings Information System (ISPV) for 2022, we employ regression analysis, while controlling for factors such as age and gender. Our empirical analysis uncovers a positive relationship between educational attainment and wages in both the public and private sectors. However, it is noteworthy that the private sector demonstrates a slightly lower return to education compared to the public sector, as indicated by one specific regression technique employed in our study. However, the second estimation technique does not confirm this result. Additionally, we estimate a stronger negative impact of gender (female) on wage levels in the private sector than in the public sector. Analyzing wage differentials among young workers (aged 24-30) compared to the overall workforce, we observe that the disparities in average earnings are mostly less pronounced at the early stages of their careers. This research deepens our understanding of the relationship between educational attainment, wages, and sectoral differences, providing a foundation for evidence-based decision-making and policy formulation in the context of the Czech labor market.
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De Podestá, Nathan Tejada, and Silvia Maria Pires Cabrera Berg. "New University: liberal education and arts in Brazil." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9514.

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This paper is part of an ongoing research on the issue of music education in Brazilian universities. It aims to identify educational models that structure pedagogical practice at this level of studies. It distinguishes the types of professional and human education promoted in each one of the presented models (French, German and American) as well as liberal education, identified as a global trend. Relating the current socio-cultural political and economic context with education with the support of Godwin (2015), Berg (2012) and Jansen (1999) we argue that liberal education provides a structure can favor the development of competences and skills demanded on the current conjuncture. In this frame, we will analyze, with the help of Paula (2008) and Santos & Filho (2008), the historical dynamics of Brazilian higher education and show how liberal education and post-colonial philosophy is restructuring Brazilian universities. This “new university” allows the implementation of a multicultural, multi-epistemic pedagogy that overcome fragmentary disciplinary views and renders feasible the proposition of new ways of conceiving training, studying, teaching and research in music and arts.
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Nakajima, Makoto. "Evaluation of Educational Achievement: Comparison of Professional Education and Liberal Arts Education." In 2012 IIAI International Conference on Advanced Applied Informatics (IIAIAAI). IEEE, 2012. http://dx.doi.org/10.1109/iiai-aai.2012.81.

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Draghici, Maria. "Transpedagogy." In Conferința științifică internațională "Învăţământul artistic – dimensiuni culturale". Academy of Music, Theatre and Fine Arts, Republic of Moldova, 2022. http://dx.doi.org/10.55383/iadc2022.32.

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What does school mean today? A place, an institution, a situation, a circumstance, a socio-cultural context, an attitude, a corpus of mobile ideas and practices or a constellation of all transference relations in obtaining, inventing and accumulating knowledge? In the last decade, we are witnessing a crisis of the school, in which the philosophy of education follows or is influenced by the current structure of the neo-liberal market, imposing in the education system the same two distinct categories: market owners and consumers (clients). Simultaneously, artists, philosophers and activists are beginning to work in social practice and build alternatives to the neo-liberal educational system. Schools or temporary experiments run by artists move social practice outside the school institution, the theater or the gallery, of the institutions in general, trying to put pressure on the current educational system, which would be given social-critical meanings and which would facilitate thus, access to art and education for a wider audience, through its reconfiguration as a dynamic factor within the community.
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Novikova, Galina Viktorovna. "The Problem of Conservatism and Development in the Russian School System." In 6th International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2023. http://dx.doi.org/10.20948/future-2023-25.

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The article analyzes the processes and results of modernization of the Russian school system. It is shown, what factors were caused by goals of educational reforms in the 2000s: The devaluation and condemnation of the methods of teaching in the Soviet school during the Perestroika era, the neglect of the high performance of Soviet schoolchildren, the choice of a liberal direction in the modernization of the general education system related to the political objectives of WTO (World Trade Organization) accession, where education is a service sector. The data on unsatisfactory educational results of modern Russian schoolchildren are given. Conclusions about the need to preserve the conservative trend in modern general education have been drawn.
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Jones, Kristin. "From Critical to Transformative Pedagogy in Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.21.

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Transformative pedagogy is a contemporary educational ideal intended to actively promote the transformation of the life and inner perception of the learner and his/her community. It emerged at the dawn of the 21st century from a line of counter-hegemonic thought that has been called emancipatory, liberal, radical or critical in the effort to chart a new direction for post-industrial education. This paper addresses the struggle of architectural education to maintain its aim as an emancipatory practice within an ever-evolving disciplinary culture.
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Luegenbiehl, H. C. "Engineering education and the ideals of liberal education." In Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change. IEEE, 1997. http://dx.doi.org/10.1109/fie.1997.635957.

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Snellman, Lilian. "DEVELOPING EDUCATIONAL LEADERSHIP IN THE CONTEXT OF LIBERAL ADULT EDUCATION – FINNISH CONTEXT." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1603.

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Reports on the topic "Education, liberia"

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Tofaris, Elizabeth, and Mauricio Romero. Outsourcing Primary Education In Liberia Leads To Inadequacies. REAL Centre, University of Cambridge and The Impact Initiative, August 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii352.

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Upadhyay, Arjun, and Abeba Taddese. EdTech in Liberia: A Rapid Scan. EdTech Hub, January 2020. http://dx.doi.org/10.53832/edtechhub.0033.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
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Upadhyay, Arjun, and Abeba Taddese. EdTech in Senegal: A Rapid Scan. EdTech Hub, January 2020. http://dx.doi.org/10.53832/edtechhub.0037.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
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Levine, Ross, and Yona Rubinstein. Liberty for More: Finance and Educational Opportunities. Cambridge, MA: National Bureau of Economic Research, August 2013. http://dx.doi.org/10.3386/w19380.

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Rossman, Daniel, Meagan Wilson, Rayane Alamuddin, Julia Karon, Jenna Joo, and Catharine Bond Hill. Measuring a Liberal Education and its Relationship with Labor Market Outcomes: An Exploratory Analysis. Ithaka S+R, September 2020. http://dx.doi.org/10.18665/sr.313872.

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MacLean, Nancy. How Milton Friedman Exploited White Supremacy to Privatize Education. Institute for New Economic Thinking Working Paper Series, September 2021. http://dx.doi.org/10.36687/inetwp161.

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This paper traces the origins of today’s campaigns for school vouchers and other modes of public funding for private education to efforts by Milton Friedman beginning in 1955. It reveals that the endgame of the “school choice” enterprise for libertarians was not then—and is not now--to enhance education for all children; it was a strategy, ultimately, to offload the full cost of schooling onto parents as part of a larger quest to privatize public services and resources. Based on extensive original archival research, this paper shows how Friedman’s case for vouchers to promote “educational freedom” buttressed the case of Southern advocates of the policy of massive resistance to Brown v. Board of Education. His approach—supported by many other Mont Pelerin Society members and leading libertarians of the day --taught white supremacists a more sophisticated, and for more than a decade, court-proof way to preserve Jim Crow. All they had to do was cease overt focus on race and instead deploy a neoliberal language of personal liberty, government failure and the need for market competition in the provision of public education.
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Angel Baquero, Sergio, Omara Ruíz Urquiola, José Raúl Gallego, Dimas Castellanos, Maria Camila Herrera Sosa, Leonardo Fernández Otaño, Alenmichel Aguiló, and David Gómez. La academia cubana ante la libertad de expresión, el contrasentido como norma. Edited by Catalina Rodríguez Vega. 4Métrica, November 2023. http://dx.doi.org/10.56650/9786287714007.

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El Observatorio de Libertad Académica publica su trigésimo séptimo informe denominado “La academia cubana ante la libertad de expresión, el contrasentido como norma”, correspondiente al mes de noviembre de 2023. En esta ocasión se describirán los incidentes relacionados con la expulsión de docentes cuya marginación del sistema educativo los ha llevado a engrosar las filas del periodismo independiente en Cuba, desde los momentos iniciales de esa modalidad profesional y hasta el presente.
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Artis, Roslyn, Connie Ledoux Book, Jennifer Clinton, John S. Lucas, James P. Pellow, and Dawn Michele Whitehead. Advancing Global Stability and U.S. National Security through Peaceful Exchange. The International Coalition (coordinated by The Forum on Education Abroad), March 2021. http://dx.doi.org/10.36366/ic.agsausnstpe.03312021.

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For nearly 100 years, American leadership, regardless of political affiliation, has recognized the vital importance of people-to-people international exchange programs in bolstering our nation’s economy, strengthening our national security, and improving America’s status in the world. In today’s interconnected world, where global challenges require global cooperation on solutions, the United States should not retreat from international engagement, but should rather double our efforts to build positive and mutually supportive connections with our neighbors. America must embrace its role in leading international peace and prosperity by facilitating meaningful, safe, educational exchange in all directions – helping more Americans learn firsthand about other people and cultures and helping more foreign students come to America to experience for themselves the principles upon which our country was built - liberty, democracy, capitalism, and basic human freedom. America can and should leverage international education, exchange and public diplomacy programs to plant seeds of peace, regain the world’s trust, and return to our previous role as a respected leader in global affairs. Leading the effort to bring the world together helps America, Americans, and our vital allies.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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