vice teacher education in Liberia, and, as stated in conclusion number one above, the critical factor for the improvement of overall teacher quality in Liberia is increasing the effectiveness of the country's pre service teacher education programs. Second, the effort, for the greater part, would be wasted, because the general overall competency level of Liberian teachers apparently is not sufficiently high to permit them to benefit from in service teacher education. What most of these teachers require, according to the research sample for this study, is to, first, demonstrate a competency to engage in a pre service teacher education program, and, second, to requalify as teachers through the successful completion of such a program.
4. Additional funding for teacher education in Liberia would be useful only if such funding is tied directly to time specific goal attainment and if safeguards are instituted to insure that the money goes to teacher education. The research performed for this study found that educational funding assistance to Liberia increased significantly during the 1980s, but repeatedly most of those funds ended up in private foreign bank accounts.It is recommended that the federal government of the United States, the World Bank, and other international organizations suspend all educational aid to Liberia, until such time as the use of such funds is tied directly to time specific goal attainment agreed to by the international organizations. It is recognized that, in the short term, such a suspension of funding would worsen an already unsatisfactory situation. It is also recognized, however, that long term improvement may not occur in the absence of such action. It is further recommended that the recommendations of the Florida State University study concerning the use of the RTTIs for in service teac
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