March 9, 2016
Written by Mark Ginsburg et al., Global Education Department, FHI 360
This report draws on data collected by the USAID-Liberia Teacher Training Program II (LTTP) Monitoring, Evaluation, and Research (MER) team as part of a broader study of education policy and systems reform in Liberia. The focus of the report is on changes in the institutional capacity of the Ministry of Education (MoE), which has been a priority in the national agenda and an area that LTTP sought to support.
Staff from the central MoE, rural teacher training institutes, and county education offices in Bong, Lofa, Margibi, Montserrado, and Nimba were asked to rate levels of institutional capacity in the following four priority areas (or dimensions):
1. Administration
2. Financial management
3. Human resource management
4. Organizational management
In self-administered questionnaires, staff were asked to rate institutional capacity at two points in time: during the 2013-14 school year, which provided retrospective baseline data, and in mid-2015. Using the Institutional Capacity Assessment (ICA) tool, staff assessed the capacity of their offices on the following scale: 1 = Getting started, 2 = Basic capacity, 3 = Moving along: developing capacity, 4 = Demonstrating results: strong capacity.
In this report, we present results from the self-administered questionnaires, discussing the mean ratings from each group for 2013-14 and 2015 and results of t tests to indicate whether reported changes from the baseline year (2013-14) to 2015 are statistically significant. Modest but statistically significant changes were observed in all areas for the different MoE institutions.
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