The_Open_Door_deel1

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Also the qualifications of the teachers are of great importance
with respect to the level and quality of the instruction
provided. Irrespective of the school management (public school,
mission school, or other private school) over 70$ of the teachers
employed at these schools were not qualified, "Other Private
Schools" showing the highest percentage of unqualified teachers.
This unfortunate situation resulted directly from the failure of
all Liberian Governments to introduce adequate teachers' training
programmes. (See Table 61).
The low priority given to the establishment and the development
of teachers' training institutions is also responsible for the
insufficient number of teachers available. In its turn this
explains the fact that one out of every ten instructors was non-
Llberian. The Ghanaians formed the largest single group of
expatriate teachers (224 or 3.1$ of the total number of teachers),
followed by North-Americans (135 or 1.9$) most of whom were Peace
Corps Volunteers. Details are provided in Annex 33. This relative
importance of expatriate teachers varies with the level taught.
Whereas at the elementary school level 93.0$ of the teachers had
the Liberian nationality, at the Junior High School level this
percentage had diminished to 80.8$, and at the Senior High School
level only two out of every three teachers were Liberian (69$).
The conclusion is that the higher the level of instruction the
fewer Liberian teachers are available. The dominant group, of
expatriate teachers is at each level formed by the Ghanaians. At
the elementary school level 3$ of the teachers were Ghanaian, at
the Juniqr High School level this percentage had risen to 7$,
and at th%" Senior High School level it was 14$ (73).
TABLE 61
TRAINED AND UNTRAINED TEACHERS BY MANAGEMENT OF SCHOOLS
(percentages)
Government Schools
Missions Schools
Other
TOTAL ALL SCHOOLS
Source: Author's research based on Annex 32.
TRAINED UNTRAINED TOTAL
28.8
29.4
26.9
28.6
71.2
70.6
73.1
71.4
100.0
100.0
100.0
100.0