Published: October 21, 2026
Consider a tailor who sews as well as anyone in her neighborhood. Her training taught her to cut, stitch and finish a garment, but she does not know how to quote a price, retain customers, identify market demands or promote her work beyond her immediate community. She depends on word of mouth and whoever walks into her shop each day. Her skills are real, but her income remains uncertain because of these limitations.
By Elizabeth Tiaklan | Activist | Educator | SUSI Alumna | [email protected]
Many young people complete vocational training with a high level of competence but receive little preparation for turning their skills into reliable sources of income. The problem is not a lack of talent; it is inadequate marketing strategies, limited creativity and insufficient preparation for the job market, which contribute to difficulties in attracting customers. In Africa, the ability to produce quality work does not automatically translate into the ability to attract clients. Vocational graduates must also be trained to manage their income and build sustainable businesses.
This is the gap Liberia’s vocational education institutions must confront immediately. There is a significant difference between training people to perform a specific trade and preparing them to earn a living from it. However, this does not mean every graduate should become a business owner or marketer. Liberia needs skilled employees as much as independent professionals. Vocational graduates who want to work independently should not have to learn pricing, record-keeping and customer care through costly mistakes.
There is evidence that this concern deserves serious attention. An independent evaluation of the first phase of the Youth Rising programme, published in 2025, recommended introducing an entrepreneurship module at the beginning of training so that students could develop and refine business plans before graduating. By the time of the evaluation’s 2024 fieldwork, start-up kits had reached only 79 graduates against an original target of 900, which was later reduced to 300. The evaluation does not establish that every institution neglects business education, but its recommendations identify a gap that deserves attention. The head of the Agricultural and Industrial Training Bureau has also identified the lack of standardized curricula as a major challenge for the sector.
The reforms underway deserve credit, but their impact will depend on what students actually learn and how effectively they are prepared to enter the competitive business world. The second phase of Youth Rising, running from 2023 to 2029, aims to strengthen employability and entrepreneurship through closer collaboration with the private sector. Those ambitions should translate into practical lessons that prepare graduates to attract customers, manage their finances, build their brands and develop visible businesses.
The required changes are practical and can be incorporated into existing trade programmes. A tailoring student should learn to calculate the cost of producing a garment, set a price, develop a simple plan for attracting customers and understand the importance of originality before receiving a certificate. A carpentry student should know how to prepare a quotation, calculate material costs and present finished work to potential buyers. Local businesses could mentor students and demonstrate how successful enterprises manage customers, promote their services and sustain operations through effective communication.
Responsibility lies with identifiable institutions. The Agricultural and Industrial Training Bureau, the Ministry of Youth and Sports and the Ministry of Education should require practical business education in every trade programme and publish what each programme teaches. They should also track graduates’ employment and business outcomes rather than relying solely on enrollment figures and certificates awarded. Such tracking would help establish whether training translates into employment, viable businesses and improved livelihoods while identifying areas where graduates need additional support.
Training alone will not solve every problem. In the World Bank’s 2025 survey of firms, 39.8% identified access to finance as their biggest obstacle, up from 29.9% in 2017, while 21.6% cited electricity. These figures describe the wider business environment, not vocational graduates specifically, but they illustrate the conditions in which new enterprises must operate. A vocational graduate who understands marketing still needs tools, electricity, capital and access to customers. Even with strong technical skills, graduates may struggle to succeed economically if their training excludes marketing and business management.
We should measure vocational education by more than the number of students trained or certificates awarded. The more important question is whether graduates can earn a decent income from what they have learned. Technical competence gives a person the ability to do the work, but commercial knowledge helps that person attract customers, manage money and sustain a livelihood after acquiring those skills. Preparing young Liberians for both sides of that equation should be a central purpose of every vocational education institution or organization.
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