{'fraction_non_alphanumeric': 0.019286403085824494, 'fraction_numerical': 0.0009643201542912247, 'mean_word_length': 5.92, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Towards Sustainable Development Goal 4 in a post-conflict setting: teachers’ challenges

ABSTRACT This research paper explores teachers’ contribution to quality education in the midst of political, economic and social struggles in post-conflict Liberia. The paper adopts the qualitative research method and interviews were conducted with teachers and educational stakeholders to examine the needed contributions of teachers to quality education in post-conflict Liberia. In addition, the capability approach was adopted as an analytical lens to unpack quality education in post-conflict Liberia. This research paper finds that teachers’ contribution to quality education in Liberia is minimal due to existing political and socioeconomic challenges in the country, which also affect the teaching profession. The paper, therefore, concludes that teachers’ challenges need to be properly understood by concerned educational stakeholders and addressed before teachers can effectively contribute to quality education in post-conflict Liberia.