Liberia

AGSP/Liberia At a Glance:

• Program Start Date: March 2005
• Academic Focus: Primary School
• Academic Year Start: September
• Number of Local partners: 2
• Number of Scholarships to Date: 4,182 (Girls: 3,572 Boys: 610)
• Number of Schools: 27
• Number of Mentors: 16
• Geographic Focus: Montserrado County and Bong County

World Education implements the AGSP in Liberia with local organizations Children's Assistance Program (CAP) and Development Education Network–Liberia (DEN–L). In year 4, there are 1,613 scholars (1,003 girls and 610 boys) who were selected through a transparent process which increases accountability and inclusiveness. They received books, notebooks, pencils, pens, school fees, uniforms, rain coats and shoes as part of their award.

Mentors are recruited by our NGO partners to serve as volunteers in the program. These are mainly women who are social workers, religious leaders, project officers, lawyers, nurses, lecturers, city leaders, etc. At the community level, mentoring programs underway include HIV/AIDS awareness discussions, talks on teenage pregnancy, leadership training and activities to build confidence and self–esteem.

Communities remain supportive and appreciative of AGSP program. The mentors regularly hold meetings with parents especially mothers of scholars to discuss issues affecting the children and how they could work together to deal with such issues.

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Basic Information

• School year calendar: September 2006 – July 2007
• The target areas of this assistance are Montserrado County and Bong County
• To date, visits have been conducted to the region by World Education and IETC (World Education's subcontractor) representatives
• World Education has relationships with local organizations Children's Assistance Program (CAP) working in Montserrado County and Development Education Network–Liberia (DEN–L) working in Bong County

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Program Overview

In Year 1, the AGSP in Liberia provided scholarships to 398 girls in Montserrado County and Bong County with assistance from an in–country consultant, Ms. Annette Kiawu. The AGSP activities in Year 1 were implemented as planned. The program was able to accomplish its Year 1 objectives and the stakeholders began preparing for Year 2 well in advance.

In Year 2, the scholarships were disbursed and the mentoring and community activities launched with a high level of enthusiasm and participation on the part of the girls and the communities. Our NGO partners were able to increase the targeted number of scholars to 1,018.

In Year 3 AGSP consultant, Ms. Kiawu, left the program for a government position. The program continued and 1215 girls were sponsored.

In Year 4 AGSP Liberia was happy to welcome President and Mrs. Laura Bush who were quite impressed with the accomplishments of the program. Year 4 scholarship numbers increased with the addition of boys to the program. Our NGO partners Children Assistance Program (CAP) and Development Education Network–Liberia (DEN–L) provided 1005 scholarships to girls and 610 to boys. A case study was conducted by World Education monitoring and evaluation sub–contractor SageFox (formerly known as IETC) in April 2008.

Scholars are selected through a transparent process which increases accountability and inclusiveness. The girls are chosen by selection committees which include representatives from Ministry of Education, Ministry of Gender and Development, UNICEF, USAID, the NGO partners, community leaders, women leaders, teachers and health workers. Montserrado has one central committee (with different community representatives depending on where selection is taking place) and Bong County has a local committee in each of its project communities. Announcements and advertisements go out to the communities about the scholarship program and parents/guardians and girls are encouraged to apply to the selection committees for competitive selection. Interviews and screening of applicants are then conducted after which selection is completed.

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Exemplary Practices

Impact on Scholar Academic Progress

Interviews conducted by IETC with scholars, families, school officials, and community members consistently mentioned an increase in academic progress by the female scholars.

• It is clear when visiting schools and communities that the scholars are better dressed, have the appropriate school supplies, and are greatly invested in their education. Scholars share their resources, such as textbooks, for example, and provide a focus on education for the community. The simple act of putting the spotlight on education has increased academic achievement in AGSP communities.

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