In Libya, three years after the deep political crisis that led to instability in the country and despite a renewed escalation of an armed internal conflict, stakeholders have requested the European Training Foundation (ETF) to facilitate a wide-ranging discussion on how to improve the quality of vocational education in the country. This report is the result of a series of subsequent workshops conducted under the auspices of the Ministry of Education. These workshops were led by the ETF over the course of 2018 and attended by representatives from various Libyan institutions across all regions,
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In Libya, three years after the deep political crisis that led to instability in the country and despite a renewed escalation of an armed internal conflict, stakeholders have requested the European Training Foundation (ETF) to facilitate a wide-ranging discussion on how to improve the quality of vocational education in the country. This report is the result of a series of subsequent workshops conducted under the auspices of the Ministry of Education. These workshops were led by the ETF over the course of 2018 and attended by representatives from various Libyan institutions across all regions, such as the National Board for Technical and Vocational Education, the Ministry of Labour and Rehabilitation, the trade unions, the Chamber of Commerce and the municipalities. In the workshops, the participants engaged in a structured discussion on the state of vocational education and training (VET) in their country, collected relevant evidence and agreed on its interpretation.
The report and the series of consultations that led to it were informed by the Torino Process – a biannual review of policies for VET in all partner countries of the ETF. The analysis and its presentation are aligned with the analytical framework of the Torino Process, which covers various dimensions of VET policy and the socio-economic context in which VET takes place.
Chapter 1 of this report starts with an overview of the country and its geography, economy and labour market. Chapter 2 introduces Libyan VET and discusses its state at the time of the consultations in 2018, with a focus on teachers, learners, quality assurance and reform priorities. Chapter 3 discusses the main challenges confronting the Libyan VET system. These include external (contextual) challenges, such as fragmentation of governance, internal migration, problems with inter-institutional coordination and labour market challenges. They also include internal challenges, such as human and financial resource shortages, problems with the quality of provision and teaching and with the attractiveness of VET as a study choice. Finally, Chapter 4 summarises the major donor-led interventions in the area of VET at the time of the consultations.
Excerpts from publication.
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