Speaking on Friday, October 3, 2025 in Monrovia, at the 61st Commencement Ceremony of the Richard M. Nixon Institute, formerly part of the John and Minnie Wulu School System (JMWSS), Dr. Wulu delivered a powerful address celebrating the achievements of the 2025 graduating class, all of whom passed the West African Senior School Certificate Examinations (WASSCE).

“This is not just your victory; it is a collective triumph—for your families, your teachers, your community, and indeed, for Liberia,” Dr. Wulu said.

He commended the 29 graduating seniors for achieving a 100% pass rate in the national exams, previously known as the West African Examination Council’s (WAEC) tests, emphasizing that their success is a shining example of how preparation meets opportunity.

“You studied late into the night, engaged in weekend learning sessions, balanced challenges at home and school, and endured setbacks—but you pressed forward. You refused to be statistics of failure. Instead, you chose to be a generation of hope.”

Describing the day as historic, Dr. Wulu, who also serves as Chairman of the JMWSS, said the ceremony marked a significant milestone in the institution’s 60-year journey.

“This is a day when hard work, resilience, discipline, and faith converge into one beautiful triumph. Today, we celebrate not just academic success, but the birth of future leaders, innovators, and change-makers.”

He reminded the graduates that while passing the WASSCE is a major achievement, it is only the beginning of their journey.

“The certificate you hold is not a final destination—it is a passport to the future. Whether you choose university, vocational training, entrepreneurship, or public service, you now stand at the threshold of greater responsibility. Liberia awaits your talents. Africa awaits your brilliance. The world awaits your contribution.”

Echoing the school’s motto, “Education is a Treasure,” Dr. Wulu urged the graduates to embrace the power of knowledge and innovation with wisdom, courage, and humility.

“Excellence is not a one-time achievement; it is a lifelong habit. If you remain diligent, humble, and courageous, there is no mountain too high for you to climb, and no dream too great to achieve.”

He concluded by thanking the parents, teachers, and school staff for their dedication and sacrifices in shaping the graduates.

“On behalf of the John and Minnie Wulu School System, I salute you. Walk boldly into the future, knowing that you are the pride of this institution and the hope of our nation.”

Dr. Wulu called on the graduates to be agents of transformation, saying:
“May your story not just be one of passing exams, but of transforming lives. Be the light in dark places, the innovators in difficult times, and the leaders in moments of uncertainty.”

Dr. Wulu also expressed his commitment to constructing a modern three-level building valued at 1 million USD on the RMNI campus, which will house the JMWSS auditorium, cafeteria, and library during the upcoming school year.

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He emphasized that leveraging digital tools and innovation is essential for improving the quality and accessibility of education across West Africa.

Speaking on the third day of the ECOWAS Parliament Joint Committee’s delocalized meeting in Dakar, Diouf highlighted the potential of educational technology (EdTech) and artificial intelligence (AI) to transform learning systems in the region.

Technology as a Catalyst for Educational Reform

Diouf stressed that information and communication technology (ICT) must be viewed not just as a tool, but as a strategic asset in overhauling the region’s education sector. “By modernizing how we teach and learn, we can empower educators and learners, and close the digital divide that holds back our progress,” he said.

The meeting, which brings together members of committees on Education, Science and Culture, Health, Telecommunications, and Information Technology, focuses on ways to incorporate EdTech and AI into education policy across ECOWAS member states.

Call for Regional Collaboration and Research

During his presentation titled “The Role of the ECOWAS Parliament in Supporting EdTech and Innovation,” Diouf proposed a comprehensive regional study to examine how digital tools are being introduced at all levels of education—from early childhood to tertiary institutions. He argued that such research should inform future policies and guide the design of teacher training programs, curricula, and support systems for learners.

“It’s time for ECOWAS to champion a coordinated response to digital education,” Diouf noted. “This includes investing in teacher capacity-building, updating training models, and creating support mechanisms that can be shared across borders.”

Key Recommendations to ECOWAS Parliament

Diouf outlined several strategic actions for the Parliament:

• Develop a harmonized framework for integrating EdTech into national education systems.
• Standardize teacher training programs and learning materials across the region.

Promote research partnerships and encourage innovation within the education sector

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Speaking at the 25th anniversary of Wisdom Community School in Monrovia, Cllr. Bobby Livingstone delivered a compelling address emphasizing the role of education in shaping Liberia’s future. His message to students was clear: academic discipline today determines leadership tomorrow.

“Readers are leaders,” he told the gathered students, teachers, and community members. “If you don’t learn today, you are not preparing to lead tomorrow.”

Liberia’s education sector has long been plagued by insufficient funding, lack of infrastructure, and limited access to quality resources, leaving many students ill-equipped for the demands of a competitive global economy. These issues, compounded by a history of political instability and economic struggles, have led to declining literacy rates and increasing concerns about the country’s human capital development.

Livingstone, who has been a strong advocate for education reform, called on both students and educational institutions to engage in self-assessment. He posed a critical question to schools and policymakers: “What have we done right? What must we correct?” He urged Liberia’s academic institutions to prioritize improvement efforts, focusing not only on increasing access to education but also on enhancing its quality.

His remarks also extended beyond the classroom, addressing the broader societal challenges facing young Liberians. He warned students about the dangers of drug abuse, violence, and social delinquency—problems that have become increasingly prevalent among Liberia’s youth population. According to recent reports, substance abuse and gang-related activities have surged in urban centers, leading to concerns about the future prospects of the nation’s young generation. Furthermore, Livingstone took aim at corruption, an issue that has long hindered Liberia’s development. he stated, emphasizing that ethical leadership is fundamental to the country’s progress. His remarks echoed the frustrations of many Liberians who see corruption as a persistent barrier to economic growth and public service delivery.

The call for patriotism and civic responsibility was another key element of his speech. He urged young people to take pride in their country and actively contribute to its advancement. His words resonated deeply in a nation still recovering from years of civil unrest and economic instability.

As Liberia grapples with its educational and economic challenges, Livingstone’s message serves as a timely reminder that national transformation begins in the classroom. His speech has sparked renewed discussions among educators, students, and policymakers about the urgent need for reforms in the education sector.

The government has acknowledged the difficulties in improving the nation’s educational framework, citing financial constraints and infrastructural deficits. However, recent initiatives have aimed at addressing these gaps, including increased budget allocations for public schools and partnerships with international organizations to enhance educational resources.

Whether these efforts will yield significant improvements remains to be seen. But one thing is clear: voices like Livingstone’s continue to push for change, advocating for a Liberia where education is not only accessible but also serves as a cornerstone of national development.

The post Liberian Educator Urges Students to Prioritize Learning, Calls for Accountability in Education first appeared on OK FM.

“Today, I urge WAEC to recognize the urgency and importance of creating inclusive examination policies and practices,” Boakai said. “It is essential that we design testing environments that are accessible to students with disabilities, ensuring that they have equal opportunities to showcase their skills and earn the qualifications they deserve.”

Liberia’s Education Struggles and the Need for Reform

Liberia’s education system has long faced structural challenges. The country endured severe setbacks during the 14-year civil war (1989-2003), which decimated school infrastructure and disrupted formal education. A decade later, the 2014-2016 Ebola outbreak further hampered progress, leading to extended school closures and learning loss.

Today, Liberia still struggles with low literacy rates and high dropout numbers. According to UNICEF, only about 54% of children complete primary school, and youth literacy rates hover around 63%. Many children, particularly those from marginalized communities and students with disabilities, face barriers that prevent them from receiving a quality education.

Boakai urged stakeholders to take immediate steps to address these issues, stating:

“By implementing accommodations such as additional time, alternative formats, special care, and accessible testing locations, we can break down the barriers that hinder our students with disabilities. We can foster an educational landscape where every learner is empowered and given the chance to shine—‘even brighter than people expect them to shine.’”

A Regional Call for Action

WAEC plays a crucial role in determining educational policies in West Africa. As the body responsible for administering standardized examinations in Liberia, Nigeria, Ghana, Sierra Leone, and The Gambia, WAEC’s policies directly impact millions of students. However, in many parts of the region, students with disabilities remain at a disadvantage due to inaccessible learning environments and standardized assessments that do not account for their unique needs.

Boakai stressed the importance of integrating technology and modernized testing methods to ensure inclusivity. “As we live in a digital age, let us adapt our educational methods to integrate technology, fostering digital literacy among our students,” he said.

His recommendations include:

Extended Exam Time: Many students with disabilities require additional time to complete exams due to learning challenges, mobility impairments, or other conditions.
Alternative Testing Formats: Exams should be available in braille, large print, and digital formats for visually impaired students.
Specialized Testing Centers: Establishing examination centers equipped with assistive technology and trained personnel to support students with disabilities.
By adopting these measures, WAEC can set a precedent for inclusive education policies across West Africa.

Investing in a More Inclusive Future

While advocating for policy changes is essential, Boakai acknowledged that tangible action is needed to implement these reforms. Liberia’s government has pledged to increase investments in education, including teacher training, infrastructure development, and digital learning tools.

International organizations such as the World Bank and USAID have also played a role in supporting Liberia’s education sector. Expanding partnerships with these institutions could help fund initiatives aimed at making schools more accessible for all students.

The President urged regional collaboration, calling on WAEC to “hear the voices of those who are often unseen and champion the rights of all learners as we strive for a truly equitable education system for our nation and region as well.”

Conclusion

President Boakai’s address at the WAEC Annual Council Meeting reinforced Liberia’s commitment to fostering an education system that leaves no student behind. His call for inclusive policies challenges WAEC to modernize its assessment framework, ensuring that students with disabilities receive the support they need to thrive.

“As we move forward, let us be guided by our shared commitment to progress and the belief that education is the key to unlocking potential,” Boakai concluded. “I urge each one of you to join me in this vital mission, as together, we can create a more just society where every voice is heard and every dream is nurtured.”

With education remaining a cornerstone of Liberia’s development, Boakai’s call for inclusivity marks a pivotal moment in the nation’s efforts to build a fairer and more accessible education system for all.

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Owing to President Boakai’s dedication to public service, the United Methodist University awarded him an honorary doctorate degree during its 19th commencement ceremony. According to records, the president has held public service for roughly 40 years in a variety of capacities, including head of agriculture and vice president.

Madam Ellen Johnson Sieleaf, the former president of Liberia, and other dignitaries, mostly from the academic community, attended the graduation ceremony.

Photo credit: Executive Mansion

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Speaking on Tuesday, January 30, 2023, at the 19th United Methodist University commencement convocation, he stated that as behavior change is mostly dependent on one’s perspective, it is critical that people start having talks that would result in a good mindset shift right away.

“Changes to society that benefit everyone should be prioritized over destructive individualism that breeds greed and corruption. Unfortunately, Liberians are bringing each other down and missing the opportunity to upgrade themselves.”

“We must accept that although years of conflict and bloodshed have had an impact on society, we have also had many years of peace, stability, and opportunity to change society in ways that should enable us to reject actions that eat away the very fabric of society.”

According to President Boakai, there is a growing concern about the deterioration in moral standards and poor public behavior. Unless this issue is addressed, future generations will start to accept norms that are detrimental to society.

“Every day, a multitude of ways in which we as a society think, speak, and utilize media, including the radio, to rip one another apart out of selfishness and greed show how little regard and love we have for one another. The fact that few people uphold morals and ethics these days is depressing. As a result of young people viewing these vices as the new normal, they are spreading throughout society.”

According to the Liberian Leader, the people need to start challenging these established customs that have permeated the nation’s culture and are negatively influencing behavior. Amb. Boakai stated that in order for Liberians to overcome the ongoing challenges of underdevelopment in the country, they need to embrace a new outlook, respect others, and view service through a more compassionate lens as opposed to one that is driven by individualism and greed, which fuels the corruption epidemic that is so pervasive in the country.

President Boakai informed the graduates that the first step toward change is adopting a new perspective that creates equality for all people and lays the groundwork for a society that values compassion and equality.

The President, however, advises graduates to utilize their knowledge to question established beliefs and paradigms that run against the values of love, compassion, integrity, honesty, and peaceful cooperation.

“Your degrees should not just be about the knowledge you have acquired, but how well you are going to use it to impact the conversation and bring about collective change.”

The post President Boakai Calls on Graduates to Cultivate Positive Mindset for Collective change first appeared on OK FM.

“In our quest to expand the economy, we will leverage Information Communication Technology (ICT) to create jobs, especially for our youth. To achieve this, my administration will train up to 10,000 young people in various digital skills in the first half of 2024.”

The rapidly advancing information and communications technologies (ICTs) helps in addressing social and economic problems caused by the fast growth of urban youth populations in developing countries.

ICTs offer opportunities to young people for learning, skill development and employment around the world.

ICT has become one of the best sources of income around the world, especially with the use of social media. Examples of these include digital marketing, content creation, and online businesses, among others.

President Boakai states in his address that 10,000 youth ICT education will help promote youth and the economy in the digital world. It is anticipated that almost 40% of Liberian youth are interested in ICT or new media.

Reportedly, ICT devices like smartphones and the internet are used most frequently in Africa, particularly when it comes to social media and new media.

Despite Liberia’s lack of ICT infrastructure, President Boakai’s pledge to train 10,000 youth will enhance the country’s ICT infrastructure, provide employment, and boost the country’s economy.

As part of his dedication to securing a better future for young Liberians, President Boakai made a commitment to empower the country’s youth during his campaign.

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Addressing a news conference on Wednesday, at the University main Campus on Capitol Hill, the Executive Director of the Center for Testing and Evaluation, Professor Moses Hinneh, said a total of eleven thousand two hundred ninety-nine (11,299) candidates registered for the entrance in the Under Graduate and the College of General Studies.

According to Prof. Hinneh, out of the total number, only eleven thousand, one hundred sixty-three (11,163 or 98.8% ) candidates wrote the Exam, one candidate (1 or 0.01%) was disqualified while one hundred thirty-five (135 or 1.19%) candidates were absent.

He acknowledged that out of the total eleven thousand, one hundred sixty-three (11,163) candidates who wrote the Entrance Exams, four thousand, six hundred seventy-one ( 4,671 or 41.84%) candidates passed regularly, eight hundred sixty-eight (868 or 7.78%) students passed provisionally while five thousand, six hundred twenty-four (5,624 or 50.38% ) candidates were unsuccessful.

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MONROVIA: The management of Bridge-Liberia is calling on the public not take serious, allegations about the institution being involved into acts that are in relations to labor improprieties.

In a statement issued in Monrovia Wednesday, Bridge-Liberia said it has come to the knowledge of the institution that there are rumors in the public linking the organization to bad labor practices and questionable merit system.

According to Bridge-Liberia, the institution has over the years been in good standing with its workforce and will never do anything to jeopardize its relationship with her employees.

All appointments are Bridge are made on merit, following a clear interview process, and based upon published job descriptions.

All staff are promoted on the basis of merit and success in prior roles, and the claim that women have been promoted for any reason other than that is malicious and untrue. There is no evidence at all to support the claims now being asserted publicly, the statement said.

Bridge-Liberia said, like other institutions across the country, the presence of Covid-19 in Liberia created an unfavorable situation at every job-site, pushing managers to take the necessary steps to contain the virus spread.

The institution stated that, as a partnered to the Government of Liberia LEAP program, it was mandatory for the organization to subscribe to the Ministry of Education decision to shut down schools and reduce its staff as a means of defeating the killer decease.

Bridge-Liberia revealed that, despite its decision to reduce her staff capacity due to the Covid-19 pandemic, employees who were asked to be home, continue to receive a monthly payment from the institution.

Meanwhile, Bridge-Liberia has also clarified that the institution believes in merit based approach and do not promote individual on the job on the basis of amity.

The institution claimed that those spreading such falsehood in the public about Bridge-Liberia being associated with bad-labor practices are two of its former employees who were sacked by the organization.

According to Bridge-Liberia, the two individuals were sacked in early this month due to a breach of contract with the institution.

At the same time, Bridge-Liberia has promised to work continuously with the Ministry of Education in its quest to transform the country’s educational environment despite the current health challenges in the country.

Bridge began in order to help solve a single, seemingly intractable problem; one-in-two children are not learning. 
The organization helps children in parts of the world where there is a shortage of learning, by boosting government schools or running complementary community schools. Since 2007, we have reached one million children through hundreds of schools across Africa and India.

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ZWEDRU CITY: Despite low rate of female students in Technical, Vocational Education and Training (TVET) program in Liberia, women and girls are still acquiring trainings in mechanical and electrical engineering which are male-dominated.

 Lillian Kamaweah is a 26 year old student receiving training in Electrical engineering at the Zwedru Multilateral High School in Grand Gedeh County.

She started the technical skills training as a 10^th grade student in 2018; a precondition for every student acquiring Technical, Vocational Education and Training at the school.

The European Union in September 2018 presented Nineteen Million, five hundred thousand euro ($19, 500, 000) to the Government of Liberia to boost its Technical and Vocational Education and Training (TVET) program.

Grand Gedeh Multilateral High School is currently promoting the YOUTH RISING Technical Training for Young Liberians, an initiative that aims to support Technical and Vocational Education and Training (TVET) in Liberia.

The six years TVET program is being funded by the European Union (EU) in-partnership with the Ministry of Education and Youth and Sports, implemented by the United Nations Industrial Development Organization (UNIDO).

20 year old Lillian  is now involved with  electrical demonstrations of  what is known as the single pole, single choke, and double pole, double choke in parallel and both in series.

My friends usually tell me that I will die from current, if I become a professional electrician, but I can ignore all of those statements because I really want to learn electrical work.
And as a 12th grade student, my desire is to become a professional electrician that would work to electrify my Country Liberia and to also become a role model for other young women and girls who see Technical skills training as difficult

I see limited number of females doing electrical work in Liberia so, I want to take the lead and become an example for other female students to follow.” Lillian stated.

The prospective female electrician furthered encouraged other female students to challenge their male counterparts in Technical Vocational education and Training, TVET, as means of bridging the existing gender disparity in Liberia.

Accordingly, the YOUTH RISING Project is in alignment with Liberia’s National TVET Policy (2015-2020). The project contributes to youth employment by improving access to quality technical and vocational education for young women and men, promoting entrepreneurship, and connecting education with the private sector.

To achieve this goal the project is supporting six schools which are the Monrovia Vocational Training Center in Montserrado County, Booker Washington Institute in Kakata, Margibi, Greenville Multilateral High School in Sinoe County, Zwedru Multilateral High School in Grand Gedeh and Cape Palmas High School in Maryland County.

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