As Liberia inaugurates two state-of-the-art model senior secondary schools in Gbarnga and Ganta this week, a reflective statement from former Deputy Education Minister Llatim Dathong highlights not only the emotional triumph behind the effort—but also a deeper national conversation about education, policy continuity, and political accountability.
The schools, part of the World Bank-backed Improving Results in Secondary Education (IRISE) project, represent a $47 million investment aimed at addressing Liberia’s long-standing education crisis—particularly for rural and underserved girls.
According to data from the Ministry of Education and the World Bank, only 40% of Liberian girls aged 15–19 remain enrolled in school, and dropout rates reach nearly 60% in remote regions. These grim figures shaped the foundation of IRISE when the project was first conceptualized in 2019.
From Concept to Concrete
In his public remarks, Dathong recalls leading Liberia’s first delegation to the World Bank to negotiate the IRISE project under then-Minister of Education Prof. Ansu Sonii. He described the process of securing approval for three model schools as one of the most challenging tasks—one requiring near-constant coordination and tireless work across ministries and time zones.
“These schools were not merely buildings, but bold dreams meant to transform Liberia’s approach to science, technology, engineering, and mathematics (STEM) education,” Dathong said. “We built them for the children of Liberia, not for political gain.”
The model schools, now completed in Bong and Nimba counties, are intended to serve as STEM-focused institutions equipped with modern laboratories, computer rooms, and learning spaces to help bridge Liberia’s science and math performance gap. Liberia continues to struggle with poor test scores in core academic subjects, and less than 20% of high school graduates meet basic math proficiency, according to WAEC statistics.
A Shared Legacy: Boakai and Weah
Though Dathong emphasizes that his comments are not politically motivated, the schools’ dedication has stirred debate across the political landscape. The IRISE project was launched during the tenure of former President George M. Weah in 2019 and saw substantial groundwork—including the groundbreaking of the model schools—under his leadership. However, it is President Joseph Nyuma Boakai who now dedicates the first completed institutions.
Dathong’s statement strikes a rare bipartisan tone in Liberia’s highly polarized political environment: “Thank you, Former President Weah. Thank you, President Boakai,” he wrote, signaling the need for continuity in development programs.
This conciliatory message contrasts with recent tensions, as partisans from both the Coalition for Democratic Change (CDC) and Unity Party claim credit for the schools. While CDC loyalists assert the initiative was a Weah-era brainchild, Unity Party officials argue it was the Boakai administration that finalized and delivered the project.
Beyond Buildings: The Real Test Lies Ahead
Despite the celebration, education experts warn that the real test lies not in the ribbon-cutting ceremonies, but in ensuring these schools serve their intended purpose. Liberia faces a severe shortage of qualified teachers, with only 45% of current educators meeting national certification standards. In rural areas, student-teacher ratios can exceed 100:1, undermining educational quality and outcomes.
Furthermore, the Margibi County model school—also part of the IRISE blueprint—has suffered construction delays, frustrating residents and threatening regional equity in education access. Originally slated for completion by late 2023, the project remains behind schedule, despite reassignments to new contractors.
“School walls don’t teach students,” said one education analyst. “We need well-trained, motivated teachers inside them—and a support system that keeps students, especially girls, enrolled.”
A Call for Continued Focus
Dathong’s closing remarks underscore a broader message: education reform is a shared responsibility that must transcend political cycles. While infrastructure is a visible achievement, the model schools must be paired with investments in teacher training, student support, and gender-responsive programming to fulfill their promise.
“This is why we serve,” Dathong wrote. “Not for the credit, but for the children.”
In a country where politics often overshadows policy, the IRISE schools serve as a potential model—not just of learning, but of what’s possible when leaders work across administrations to pursue long-term national priorities.
