The practices and process that exist in schools, communities, and households, at large, ignore women''s development needs. In fact their needs are treated differently according to the normative rules in the society through education institutes, environment, organisation, and interaction. Additional, women''s development spheres consist of negative practices that created and reinforced gender inequality and gender subordination. Disrupted Communities, weakened family cohesion, and lack of social and cultural capital owing to the war further have hampered their living situations. Under such circumstances, their vulnerabilities were exploited and capabilities ignored not only by schools and society, but also within the existing education policies. In this study, it is argued that the persistence of gender injustice in education as well as in the labour market will have serious implications on transition countries like Liberia not only in achieving the United Nations'' Millennium Development Goals (MDGs) that aim to empower women, but also combating increasing levels of gender-based violence and feminized poverty.