Liberia Progress Report 2008

UNICEF LIBERIA
G30001 Netherlands
PBA: SC/2006/0965-00
PROGRAMME: EDUCATION
ALP Learners in class in Salayea District, Lofa County
UNICEF LIBERIA
Grand Central Station
P.O. Box 5747
New York, N.Y. 10163-05747
Monrovia, Liberia
Tel: (231) 004 122909 5804
E-mail: rchorlton@unicef.org
For every child
Health, Education, Equality, Protection
ADVANCE HUMANITY

Table of Contents
Map 2
Programme summary 3
I. Executive Summary 4
II, Purpose 4
III. Resources 6
IV. Results 6
V. Future Work Plan 12
VI. Financial Implementation 13
VII. Expression of Thanks 13
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The Map of Liberia
2

Programme summary
Country
Liberia
Program / Project Name
Access to quality basic Education
Donor
Government of the Netherlands
PBA Reference
SM/2006/0965-00
Total Contribution
USD1,886,800.00
Program Amount
USD1,886,800.00
Funds used to date (3) USD 941,035.51
Unspent Balance USD 711,774.65
Duration of Grant 2007-2010
Report Type
Annual Donor Report
Reporting Period 15/05/07-31/12/07
Report Due Date
31-Mar-08
Report prepared on
18-Mar-08
MTSP Organizational Target for
Country
UNICEF 2007 Objective
Geographic Focus area
Focus Population
Program Partners
UNICEF Contact
To restore education rights to all children, especially girls and over aged (10-18 yrs) and to
increase access to quality primary education by 10% in seven focus counties
To restore education rights to all children, especially girls and over aged (10-18 yrs) and to
increase access to quality primary education by 10% in 7 focus counties
7 Counties focus: Bomi, Bong, Grand Gedeh, Maryland ,Montserrado, Nimba, Lofa,
Primary school children, especially girls whose schooling was disrupted by war, teachers,
school administrators, county, district managers
1. The Ministry of Education (MoE)
2. Children Assistance Program (CAP)
3. Community & Human Development Agency (COHDA)
4. University of Liberia (UL)
Rozanne Chorlton /Representative / rchorlton@unicef.org Tel: (231) 004 122909 5804
Susan Namondo Ngongi/ Dep. Rep./ sngongi@unicef.org +231- 651-6010
Stella Kaabwe/ Chief of Education / skaabwe@unicef.org +231-655-6723
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I. EXECUTIVE SUMMARY
Liberia is a country in transition from post – conflict to development with the uncertainties that
plague such countries in relation to resources as humanitarian funding declines at the time the
government needs to show that it can restore services to the people. The Liberia Partners’ Forum
held in Washington in February 2007 noted the progress made by the new government in
strengthening many aspects of fiscal management for service delivery. However, concern was
raised over accountability, low absorptive capacity and the need to identify appropriate funding
mechanisms for Liberia to make progress towards meeting the MDGs relating to women and
children. In 2007 the education programme like the others was related to the MTSP priorities and
to those of the government’s Interim Poverty Reduction Strategy. Thus the one year programme
focussed on improving the quality of teaching and learning and increasing girls’ enrolment and
retention; the accelerated learning programme, and strengthening the overall management of the
education sector.
The contribution from the Netherlands government was used to support this programme. The
flexibility of the fund utilisation allowed UNICEF to support many areas of urgent need in order
get on the path to sustainable education recovery and reform. School supplies were procured and
teachers, school managers trained to effectively manage the system. Much needed data were
collected through the School Census and an Education Management System (EMIS) established
for better planning. With evidence from programming on the ground, UNICEF was better able to
effectively engage in up-stream work and the search for more flexible financing instruments such
as the Pooled Fund for financing education in Liberia. The lessons to be learned from this
process have implications beyond education in Liberia.
II. Purpose
The purpose of the USD$2,000.000.00 Netherlands government’s funding to the education
programme in Liberia in 2007 was to facilitate rapid enrolment and improved quality
through ELP as part of national sector reform process; to include advocacy campaign, CFS
standards, M&E, EMIS reform, studies and reports. The reasons for providing support in so
many areas of education system recovery are many as indicated below.
“Recovering from a long period of war, Liberia is still a fragile State in transition from an
emergency relief situation to development” (Report of the Joint Executive Boards’ field visit to
Liberia, 2007). Fourteen years of conflict devastated the country’s economy, its physical and
human resources. Close to one million people fled from cities, towns and villages to neigbouring
countries of Ghana, Guinea, Sierra Leone, Cote d’Ivoire and Nigeria. Others moved into
Internally Displaced Camps across the country. The challenges facing the government that came
into power in 2006 were still enormous in 2007 as the country’s socio-economic indicators were
among the worst in the world with high unemployment and poverty levels including food
insecurity.
Specifically in relation to the education sector, the long years of civil war and constant instability
decimated the education sector. Over 80% of schools, particularly primary schools, had been
destroyed and by 2006 at least 32 % of the public primary schools were still not available for use,
this in a country where a large proportion of the schools were still being provided by private
agencies for a fee. In the usable public schools, only 26% had safe drinking water and 35% had
latrines, though not in the gender required ratios. Only 24% of the enrolled primary school
children had desks and chairs while many of the classrooms lacked chalkboards, desks or chairs
for the teachers. The primary school learner textbook ratio (of outdated books) was 27:1.
Teachers themselves were in short supply as they too, had fled during the war and those that
4

emained were irregularly paid due to lack of a valid payroll system tied to some form of
qualification. In 2006 over 60% of those teaching had no formal qualifications to teach the level
they were teaching at and probably as a consequence, their salaries remained low at an average of
USD$30.00 per month, forcing many to take additional jobs to supplement their incomes.
The new government that came into power in 2006 embarked on enforcing the Free and
Compulsory School Law in place since 2001. As a result the numerous user fees that were
charged on learners which led many to drop – out of school were eliminated and enrollments
surged, particularly for girls. The government made education a priority in the recovery period
and many refugees made their children’s schooling a condition for their return to Liberia. The
large enrolments placed an enormous burden on the weak public primary school system,
undermining any learning gains that were the pull factor in the first place. The revival of the
innovative compressed primary school programme through the Accelerated Learning Programme
(ALP) to cater for older primary school children whose learning was interrupted by the civil war
was becoming ineffective because children, adolescents and young people of all ages and without
any schooling background enrolled. Class sizes swelled to record high while classroom space
remained limited. The barely qualified, poorly paid school teachers were handling huge classes
of learners of different ages, abilities and academic backgrounds. Thus in 2007, 85% of the grade
one learners were aged 8 to 20 as opposed to the official 6 to 7 years (see cover page photo).
In addition to the situation described above, the ministry of education did not have an adequate
budget to provide the promised quality education. Concern was mounting in 2007 that the
promised primary education would become a dubious investment and that many learners would
begin to drop out and create insecurities particularly in the cities where many had returned to.
This would endanger the fragile peace prevailing so far. It was clear that without much external
assistance to the education sector to start re-building the system, the movement from emergency
relief to long term planning for education development would be difficult and education recovery
illusive. The need for long term strategic planning and education financing was seen as critical
and efforts to obtain resources to do this began in earnest in early 2007 with the development of
the Liberian Primary Education Recovery Programme (LPERP 2007 – 2010).
Liberia was therefore a prime candidate for financing within the programme addressing education
in emergencies and post-crisis transition countries. The overall goal of this pgramme is “to put
education in emergency and post-crisis transition countries on a viable path of sustainable
progress towards quality basic education for all”. The Netherlands funding to the education
programme in Liberia is intended to meet almost all the objectives for which this funding
programme was created, but more specifically the following:
‣ To improve quality of the education response in a post – crisis transition situation;
‣ To increase the resilience of the education service delivery in order to reduce the risk of
slippage and promote “turnaround”;
‣ To promote evidence – based policies, efficient operational strategies and fit for purpose
financing instruments for education in emergency and post crisis situations.
With so many programme objectives, the Netherlands government’s funding is clearly meant to
be flexible in support of macro – processes in education development. The funding to the
education programme supported the implementation of the one year Country Programme/Annual
Work Plan of 2007 whose purpose was to “restore education rights to all children, especially girls
and those who missed out on schooling due to war and are above the primary school age; and to
increase access to quality primary education.” The programme concentrated on these two
components which are also the key themes in the Liberian Primary Education Recovery
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Programme (LPERP). Accordingly, the programme implemented two projects: Access to Quality
Basic Education, and Access to Accelerated Learning Programme (ALP). Project
implementation would therefore contribute to achieving the MDG 2 (Universal Primary
Education) and MDG 3 (Gender Equality in Basic Education); it was in line with the UNDAF
outcomes 4 (improving education with an emphasis on increased learning achievement) aligned
to the goals of the Interim Poverty Reduction Strategy.
The main implementing partners were:
‣ Ministry of Education (MOE) as the key partner
‣ University of Liberia (UL)
‣ Children Assistance Programme (CAP)
‣ Community & Human Development Agency (CODA)
III. Resources
The financial contribution from the Netherlands is shown in the table below with a smaller table
showing utilisation for the period covered by the report.
CONTRIBUTION DATA
Final Report
Donor Reference
G30001 Netherlands
Assisted Country
Liberia
Assisted Programme
Education
PBA No.
SM/2006/0965-00
Total Contribution Pledge Amount USD 1,886,800.00
Programmable Amount USD 1,886,800.00
Funds used to-date USD 941,035.51
Balance of Funds Available USD 711,774.65
Duration of Contribution USD 2007-2010
Period covered by Report 15/05/07-31/12/07
Date prepared 18 March 2008
Summary Utilisation table of Contribution
A summary of the Utilisation of the funding is shown in the table below.
Total contribution USD 1,886,800.00
2007 Total utilisation in this report USD 941,035.51
Remaining balance USD 711,774.65
IV. Results
The contribution from the Netherlands allowed UNICEF to contribute to the achievement of
national and global goals as translated into the one country programme that was implemented as
indicated above. The main activities and achieved results are described below as well as a brief
mention of the constraints.
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Activities
Increasing Access to quality Basic Education/Expansion /Intensification of service delivery
The contribution supported activities related to the implementation of the Accelerated Learning
Programme (ALP). This programme compresses the six – year primary school cycle into three
and is intended for older than primary school aged children whose schooling was disrupted by
the war. In 2007 the programme was implemented in 11 of the 15 Counties in Liberia by many
partners with UNICEF supporting the largest number in public primary schools. The table below
shows the ALP implementing partners and number of schools /learners supported.
ALP Implementing Partners 2006-2007
Implementing
Partners # Students # of Sch. # Counties
Children's Assistance
Program (CAP) 8,063 64 4
Community and Human
Development Agency
(COHDA) 23,367 134 3
Save the Children UK
(SC - UK) 2,239 23 3
Creative Associates
(CAII) 9,031 106 6
Norwegian Refugee
Council (NRC) 3,958 73 3
Vision IN Action (VIA) 678 10 2
Names of
Counties
Grand Gedeh,
Maryland, Bomi,
&
Montserrado
Nimba, Lofa &
Bong
Bong, Grand
Gedeh,
& Montserrado
Maryland, Grand
Gedeh
Nimba, Lofa,
Bong, &
Montserrado
Bomi, Grand
Capemount,
Gbarpolu
Montserrado &
Margibi
Comment
UNICEF /
MOE
Supported
UNICEF /
MOE
Supported
Monrovia Consolidated
Schools System (MCSS) 305 1 1 Montserrado
Lutheran Church of
Liberia School System
(LCLSS) 579 6 3
Nimba, Bong,
Lofa, &
Montserrado
Grand Gedeh,
Maryland, River
Gee & Grand
Kru
IBIS 2,967 62 4
The International Rescue
Committee (IRC) 2,510 20 2 Nimba & Lofa
Total 53,697 499
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Activities included procuring learning materials for all the ALP and formal school learners; some
of the materials are to be distributed in 2008. At least 140,000 Level I ALP and Grade I formal
school learners will receive learners’ kit comprising the following:
‣ A branded book bag (MOE/UNICEF logos)
‣ 10 exercise books
‣ 3 Supplementary Readers
‣ 2 Pencils, 2 pens, one ruler, 2 sharpeners, 2 erasers
These materials are essential for first time learners for whom such materials are often a barrier to
accessing the now free primary school education in Liberia.
Some recreational materials were also delivered to ALP learners in schools that did not receive
them before. Given the transportation difficulties due poor road infrastructure and long rainy
season in Liberia, the funds were used to engage and pay two logisticians to ensure effective
transportation and distribution of school supplies during the dry season. These logisticians also
facilitated end-user monitoring of distributed supplies to minimise leakage and sale of learning
materials to private schools that can afford to pay for them.
The funds also supported activities in policy dialogue and capacity strengthening for ministry of
education policy makers and implementers at the level of minister, deputies and assistant
ministers to participate in a conference discussing strategies to implement the school fee
abolition, an initiative supported by UNICEF and the World Bank. As a result of this and other
guidance given in this area, the MOE is piloting a formula based School Grant system similar to
a Capitation Grant. The funds are being used to provide technical assistance to MOE in policy
analysis to be able to work effectively within the Sector – Wide Approach to policy/planning and
programming in line with the new aid architecture. Conceptualising the grant system is part of
his deliverables.
Lack of accurate and valid data hampers effective planning. The MOE started collecting,
analysing and managing data using a School Census approach in 2006. These data then
constitute the Education Management System (EMIS) which in future will link to other child
welfare indicators to facilitate planning. Lessons learned from the 2006 School Census were
used to improve the process in 2007. The Netherlands contribution was used to support the
conduct of the School Census nation wide, to clean up, code and analyse the data for entry into
the EMIS. A national officer at the MOE who was trained in data entry and management at
UNICEF was supported to provide technical advice in establishing and operationalising the
EMIS at Moe and was the key person in training and supervising the enumerators who conducted
the School Census in October 2007.
As a result, a much more valid data collection process was carried out and the data are being
used to inform current planning for schools, teachers, school, county and district managers and
school supplies provision. The data are informing MOE planning on the number and condition
of schools including those that need repair or replacement. Thus the rate at which quality
education is being restored is revealed by the School Census report. A significant achievement
in the 2007 census was the inclusion of a form to collect data specifically on ALP implementing
schools, their learners and available resources to be able to better plan and implement this
programme. In addition, data were collected on early childhood education provision as well as
provision of education for children with disabilities. When the report is finally published, the
MOE will have a clearer picture of the status of the education system than before. Effective
planning requires such data.
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Other areas of service delivery included provision of 40 Motorcycles and helmets to enable
District Education Officers (DEOs) monitor / supervise schools through effective visits to schools
in their Districts. In addition, one County Education Office was renovated and a warehouse
constructed in Montserrado County. Given that Montserrado is one of the counties with the
largest number of school children in Liberia, a functioning county education office which
includes a well, water tank and pump, a generator house and generator will allow the county to be
effectively managed. The office complex includes a conference / seminar room which can be
used for training and workshops for education managers within the county. The warehouse will
store school supplies prior to distribution and minimise payment of storage charges at the Port.
Capacity development and capacity cultivation
The contribution from the Netherlands was used to provide capacity development in the form of
teacher training and indirectly by attaching a technical assistant to the MOE to support them to
effectively engage in the required policy dialogue and establishing of an innovative fit – for
purpose financing mechanism for the recovery of the education system. Thus:
‣ With the Netherlands funds, at least 250 primary school teachers (from Margibi, Grand
Bassa, Bong, and Nimba counties) received training to “C Certificate’’ level. This is the
formal qualification required to teach at primary school level in Liberia. To be certified
to this level the candidate should have graduated from high school and then undergone
teacher training. The teacher training conducted during this period of transition consisted
of 12 weeks of intensive pre-service teacher training. The training emphasised
interactive child – cantered teaching approaches in teaching numeracy, literacy,
fundamentals of science, and taught creative methods of designing free learning tools in
the classroom using locally available natural materials. The approach proved extremely
popular with teachers and was seen as a model to be emulated in formal teacher training.
The teacher training also included vital information on how to address the psychosocial
needs of students who have experienced long periods of conflict and psycho-trauma; it
covered introduction to ALP Teaching Methodology, and Life Skills;
‣ Additionally, 882 teachers from 7 counties (Montserrado, Bomi, Bong, Lofa,
Maryland, Nimba and Grand Gedeh) received training in Accelerated Learning
Program (ALP) Refresher Method and Life Skills. This training has proved
effective for both learners and teachers and is as a result attracting many young
learners who drop out of formal schooling and enrol into ALP. Others participate
in both formal schooling and ALP for the same reason. Although the ALP
teacher training is not certified by MOE, many teachers have found this refreshing
particularly in the absence of continuing teacher education programme from the
ministry. An assessment of the ALP in 2007 found that many of the ALP teachers
were making a big difference in the learning of their students in the absence of
other resources. The training allows teachers to cope with teaching older students
in make shift classrooms. Since UNICEF supported ALP schools only work with
such trained teachers who also get an additional incentive pay on top of their
salaries, the assessment found that the ALP teaching served to retain many
teachers in the system. Formal school teaching is a pre-condition for ALP training
and subsequent ALP teaching. Teaching in this programme keeps them focused
on the business of teaching rather than engage in other income generating
activities which sometimes take teachers away from the classroom.
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Generating knowledge and building models
Liberia was admitted to the FTI Partnership in April 2007 with funding assured in May for the
next two years within FTI framework. In order for MOE to adhere to the FTI principles within
the New Aid Environment, the funds were used to pay for a technical assistant to support the
MOE to meet the requirements for accessing the pledged funds. This technical support of the
Pooled Fund / Financial Management advisor was instrumental in ensuring that MOE meet the
deadlines for developing the many documents relating to the establishing of the fund. As a result,
Liberia is providing a test case for establishing a fit for – purpose flexible financing model which
will not only allow the MOE to reform the education system but will easily evolve into a Direct
/General Budget Support (D/GBS) minimising the transaction costs that project funding exerts on
government ministries.
Programme achievements using the Netherlands and other contributions:
# of
Activity
# of
schools
# of
students
trained
Primary
schools
Teachers
# of ALP
trained
teachers
#school
administ
rators
trained
# of
males
# of
Females
# of schools
implementing ALP 449 x x x x x x
# of ALP students 53,697 x x x 28,935 24,762
Level 111 ALP Student
sitting West African
Exams with UNICEF
support
198 7,280 x x x x x
Training of Primary
school teachers. x 550 x x 220 330
Establishment of Girls’
Education Unit in MOE x x x x x x x
ALP refreshers training x x 1,399 x x x x
Training of school,
district, county
administrators/managers
x x x x 1,500 x x
Provision of essential
learning and teaching
materials(3 seated desk,
microscope, dictionaries,
school bags,
Supplementary readers,
chalkboard, 2,545 140,000 x x x x x
Recreational Kits 200
Support to the
Development of the
Education management
Information System
(EMIS)
Technical support in
areas of financial
management at the
Ministry of Education
(TA)
Renovation/construction
of CEO offices and
construction of 4
warehouses
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Constraints
The Netherlands funding to the education programme in Liberia represents the most flexible
contribution that the programme has received in the recent past. This is reflected in the extent to
which the funds were used to supplement contributions from other donors that are more
restrictive and specific for what activities should be supported (as is seen in the programme
achievements table). The 50% utilisation reflected in this report is due to the fact that although
the funds were allocated to the country office in January 2007, they were only actually received
in May 2007 (due to some internal system problems). This was therefore at the beginning of the
heavy rainy season that ends in November, making programme implementation difficult. It also
reflects the number of activities shown as ongoing in this quarter as they were not completed
during the reporting period. For example, the learners’ kits were procured in 2007 but only
arrived this year and distribution is to start soon. The learners’ chairs/desks were to be
manufactured in 2007 but delays in the MOE’s chair design meant that other funds were used for
those already on order so that the Netherlands contribution is being used for the new modular
design whose production is to start shortly after the bidding process completed in 2008.
In the brief report provided prior to the Annual Review Seminar in November 2007, we had
planned on activities using an estimated budget of USD$8,999,947.00 With the given allocation,
the funding gap was estimated at USD$7,113,147.00. However, with the establishment of the
Pooled Fund with UNICEF as the lead financing partner using the contribution from the
Netherlands, the largest amount is now going directly into the Pool, rather than to the UNICEF
Liberia education programme within the country programme of cooperation. This is as it should
be and it is hoped that the impact from this allocation will be greater than if the funds were
utilised using the normal UNICEF procedures. However, there are some constraints associated
with this.
One is that engaging in effective upstream work is time – consuming, requiring numerous inputs
into dialogue for advocacy and implementation of agreed strategies/programmes. Time spent on
these macro – processes delayed internal programme activities as many of the upstream work
activities (preparation of documents for the EFA/FTI submission; subsequently for the
establishment of the Pooled Fund and attendant dialogue mechanism (SWAp)) had deadlines.
The UNICEF Liberia education programme lacks enough technical staff to be able to effectively
support the larger macro-processes which have impact on the MDGs and at the same time pilot
viable solutions to inform policy at the national level. It is for this reason that the Netherlands
contribution is being used to fund a post (Education Specialist) to focus on programming for the
two areas of urgent focus in line with our mandate – girls’ education to make progress in gender
equality, and non-formal education (NFE) to clear the backlog of older learners currently enrolled
in primary schools, preventing the country from attaining a respectable Net Enrolment Ratio
(currently at 25%) at primary school. Funds will also be used to document lessons learned from
the establishment of the transitional funding mechanism/the Pooled fund for education support in
Liberia. This is essential as the Liberia country office does not have a monitoring and evaluation
specialist to assist the programme in such work.
Programme implementation in Liberia is complex due to the bad road conditions and heavy
rainfall most of the year. Many of the schools are unreachable by truck or small van making it
difficult to deliver large quantities of bulky supplies as this requires communities to physically
carry them to schools. This in turn makes record keeping difficult as supplies reach schools at
different times and in varying quantities than planned. The support for a strong procurement/
11

supply management system within MOE that is to be established using the Netherlands funds
through the Pooled Fund should lessen the need for UNICEF to deliver supplies as MOE will be
able to manage the distribution. UNICEF’s role will remain in end – user monitoring.
FUTURE WORK PLAN
Activities
Distribute teaching and Learning
Materials to 140,000 children in formal
and ALP implementing Schools
Q
1
Time Frame
Q Q Q
2 3 4
X X X
Planned Output
Teaching and Learning Materials distributed to
140,000 children in formal and ALP
implementing Schools
Renovation of 100 primary Schools X X X 100 primary schools renovated
Provide Science Kit for 200 ALP
Science Kit for 200 ALP Schools provided
Schools X X X
Provide Recreation Kits for 100 ALP
implementing schools
Recreation Kits provided for 100 ALP
implementing schools
Provide furniture for 20,000 students X X X X furniture for 20,000 students provided
Purchasing of supplementary readers for
100,000 students in 1,000 primary
schools
Construction of 5 warehouses in 5
Counties
Provide capacity for
monitoring/supervision through
effective visits to schools, districts
counties through management training
With MoE and other partners, support
the development of minimum quality
package for 150,000 primary school
children publicize, implement and
monitor utilization
Support MOE to define components and
develop the School Fee Abolition
Policy
Through TA and training, contribute to
MoE capacity for policy analysis,
planning, budgeting and continued
support to School Census for EMIS
Support recruitment / training of master
X X X X supplementary readers for 10,000 students in
1,000 primary schools
X X X X 5 warehouses in 5 Counties in 5 counties
constructed
Logistics-40 motor cycles provided &
X X X supervisory training provided to schools CEO’s
and DEOS
X X X X Minimum quality package for 150,000 primary
school children implemented and monitored
X
X
School Fees Abolition Policy developed
X X X Policies, plans, budget developed; School Census
conducted, report entered into EMIS
trainers especially women X X X Increase number of Master trainers
Provide latrines water points & hand
wash facilities X X X
latrines water points & hand wash facilities
provided in primary schools
Train SMCs/PTAs to maintained
SMCs/PTAs trained to maintained WASH
WASH facilities X X facilities
Establish Child to Child hygiene
education clubs, monitor performance X X
hygiene education clubs, and performance
monitored
Project support X X X X Support for logistic provided
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FINANCIAL IMPLEMENTATION:
The Cognos report is attached for details of fund utilisation for PBA SC/2006/0965-00.
EXPRESSION OF THANKS
UNICEF Liberia wishes to acknowledge with thanks the generous contribution of the Netherlands
Government to the Education programme. As a result of the contribution, progress is being made
towards restoring the right to education for many children whose schooling was interrupted by the
civil conflict. The significant contribution to the Government of Liberia through UNICEF to
establish a Pooled Fund for education will provide critical lessons in establishing fit for purpose
financing mechanisms that effectively address the challenges of education in post – crisis
transition countries. The funding has made it possible for Liberia to serve as a test case for the use
of an alternative funding mechanism to support a country in an unstable context at a time when
this is urgently needed to inspire confidence into a new government to deliver on promises made.
Since the funding is being provided within the principles of the FTI a foundation is being laid for
Liberia to access funding from the mainstream of external financing.
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