2017年-世界发展银行全球_Liberia_Tertiary_Education___SABER_Country_Report_2017_30页_530kb

Liberia Tertiary Education Policy Summary

Core Content

Liberia's tertiary education system is in the process of reform and development, with a focus on improving quality, relevance, and governance. The country has adopted a vision for tertiary education in 2012 and the "Getting to Best" Education Sector Plan in 2017, which outlines key priorities for the sector. However, significant challenges remain in implementing this vision and aligning policy with practice.

Main Policy Dimensions

1. Vision for Tertiary Education

• Status: Established
• Key Points:
  • A vision for tertiary education was adopted in 2012 and updated in 2017 with the "Getting to Best" plan.
  • The vision emphasizes quality, equity, and the development of a national higher education act.
  • Despite the existence of a strategic plan, implementation has been slow due to lack of budget alignment, insufficient staff, and limited monitoring mechanisms.
  • The strategic plan outlines five main goals: quality and relevance, research and innovation, sustainability, equitable access, and meeting national and international standards.

2. Regulatory Framework

• Status: Emerging
• Key Points:
  • Some key regulations exist, but they are outdated and not strictly enforced.
  • The main legislation includes the 1989 Act Establishing the National Commission of Higher Education (NCHE) and the 2011 Education Reform Act.
  • There is no comprehensive national law for tertiary education, and the regulatory framework lacks specificity.
  • The NCHE has drafted strategic plans, but it does not have the capacity or resources to effectively implement them.
  • There are gaps in accountability, transparency, and quality assurance within the regulatory environment.

3. Governance of System and Institutions

• Status: Emerging
• Key Points:
  • Tertiary education institutions in Liberia have significant academic, staffing, and financial autonomy.
  • However, there is a lack of clear governance structures and mechanisms for collaboration between institutions.
  • The governance process is not transparent, with the President of Liberia having a major influence on leadership appointments.
  • There is no institutional autonomy to change missions without NCHE approval, and student mobility is not supported.

4. Financing

• Status: Latent
• Key Points:
  • Public funding is not allocated through transparent or competitive procedures.
  • There are no performance targets linked to public funding, and no clear auditing standards.
  • Public funding is primarily used for recurrent expenses, with minimal support for capital or research.
  • A public financial aid program was terminated in 2012, and there are no mechanisms to increase equitable access to tertiary education.

5. Quality Assurance

• Status: Latent
• Key Points:
  • There is no independent quality assurance agency.
  • Steps have been taken to establish an accreditation body, but these do not follow international best practices.
  • The regulatory framework lacks clear standards and accountability mechanisms for academic performance and financial management.
  • The absence of quality control leads to low accountability of teaching staff and potential for academic malpractice.

6. Relevance for Social and Economic Needs

• Status: Latent
• Key Points:
  • Few initiatives have been taken to improve the relevance of tertiary education to the labor market and national development.
  • There is a lack of alignment between educational programs and the needs of the economy.
  • Research and innovation are underdeveloped, and the system is not sustainable in terms of meeting national priorities.
  • The country has not established a strong link between tertiary education and the broader economic and social development goals.

Key Challenges

• Implementation Gaps: Despite having a clear vision and strategic plan, there is little evidence of implementation.
• Weak Regulatory Framework: Laws are outdated and lack enforcement, leading to inconsistencies and potential for abuse.
• Fragmented Governance: While institutions have autonomy, there is no coherent governance structure to manage the diverse tertiary education landscape.
• Inadequate Financing: Public funding is not transparent, performance-linked, or sufficient to support quality and equity.
• Poor Quality Assurance: No independent quality assurance mechanisms exist, and there is a lack of accountability and standards.
• Low Relevance: Tertiary education does not adequately respond to national and international labor and development needs.

Conclusion

Liberia's tertiary education system is at an early stage of development, with significant potential but also substantial challenges. The country has made progress in defining a vision and regulatory framework, but these must be supported by effective governance, transparent financing, and robust quality assurance mechanisms. Strengthening the link between tertiary education and national priorities is essential to ensure that the system meets the needs of its youth and contributes to long-term development.