This article aims to examine the Government of Liberia free and compulsory basic
primary education policy from the perspectives of public school teachers and parents,
and critique to what extent the policy that promises basic education for all, children
attainment of national literacy, marketable skills through computer literacy and
development has evolved. A further examination through empirical analysis on
enrollment and education facilities was also conducted. While it is unarguable that
the policy appeals to all stakeholders, it is observed that the policy has been seriously
characterized by great implementation challenges as evidence by the pathetic
perceptions of the respondents and interviewees in this research. Data were collected
using semi-structured interview guides to interview twenty five parents and semistructured
questionnaires for twenty five primary school teachers from fifteen public
basic primary schools chosen sporadically in Montserrado County. The researchers
used case study research design. Findings from the research gathered that the policy
is appealing, especially when majority of the country’s population is poor and
illiterate but the impact has not been felt and the policy is only on paper because
parents continue to pay unimaginable complicated fees towards the education of their
children. Furthermore, the country was unprepared when it adopted the policy in
2001 and its reaffirmation in 2011 was unnecessary. Findings from empirical
analysis shows that more than 60% of basic primary school aged pupils are out-ofschool
while the education facilities available to support free education is in short
supply. The paper recommends that policy of such should be driven by carefully
orchestrated plan with proper implementation strategies based on well sourced
resources. In addition, the paper recommends national emergency on basic primary
education aims at organizing the resources so needed to improve enrollment and
reduce illiteracy.