"Strengthening Teacher Licensing and School Accreditation Systems for Improved Early Grade Learning Outcomes in Liberia”

Profile Description (ECED–FLN Platform) I currently serve as the Executive Director for Teacher Licensing and School Accreditation at the Ministry of Education, Republic of Liberia, where I lead national efforts to strengthen teacher quality, professional standards, and school accountability systems. My work is directly aligned with advancing Early Childhood Education Development (ECED) and Foundational Literacy and Numeracy (FLN) through systemic reforms that improve teacher effectiveness and overall school quality. I am actively engaged in the design and implementation of Liberia’s national teacher licensing system, which ensures that all teachers, particularly at early childhood and primary levels, meet defined professional standards in pedagogy, literacy instruction, and numeracy development. This initiative is central to addressing foundational learning gaps and improving instruction in reading, writing, and mathematics. In addition, I lead the development of a national school accreditation framework that establishes quality standards for teaching and learning environments, including ECED and FLN benchmarks. This includes strengthening classroom practice standards, learning outcomes measurement, and national monitoring and evaluation systems. My work also focuses on promoting continuous professional development (CPD) linked to licensing requirements, supporting teacher training institutions to align with national standards, collaborating with development partners to strengthen education quality assurance systems, and contributing to policy reforms aimed at improving foundational learning outcomes. Implementation Approach: A phased approach has been adopted, beginning with policy design, stakeholder consultations, and pilot testing. Key stakeholders, including MOE departments, teacher training institutions, development partners, and county education offices, are engaged to ensure ownership and alignment. ECED and FLN priorities are integrated into teacher standards, while CPD and EMIS-based monitoring systems strengthen implementation. Key Results: A foundational framework for teacher licensing has been established, with increased stakeholder awareness and improved alignment between teacher training institutions and national standards. There is also strengthened emphasis on early grade literacy and numeracy instruction. Lessons Learned: Effective stakeholder engagement, phased implementation, continuous capacity building, and strong policy–practice alignment are critical for success. Linking licensing and accreditation to teacher development significantly improves education quality outcomes.