Human
Development

Educating Our Youth To Be Future Leaders

Development Pillars / Human Development / Educating Our Youth to be Future Leaders

Pillar Objectives

Transforming education in Libya to catalyze the socio-economic changes envisioned by Ihya Libya Vision 2023 will require effective governance mechanisms to coordinate institutions, align economic policy with the education and training system, and ensure the quality of institutions and programs. The institutions which have policy-making, regulatory, and operational authority to govern Libya’s education system lack coordination mechanisms to reduce overlapping authority, promote systemic adaptation, and ensure quality at all levels. There are no mechanisms to surmise emerging skill requirements required by the national workforce and to include the views of external stakeholders in education system and planning policies. This lack of coordination to meet economic and development needs has led to high levels of youth unemployment and a mismatch between the qualifications of outgoing students and the needs of the labor market. Enhancing cooperation between ministries as well as increased information sharing between employers and the ministries involved in education and training will help anticipate the skills needs of the economy and provide the labor market with a well-equipped workforce.

Next Objective:

Incentivizing Private Sector Employment

Transformation Projects for Educating Our Youth to be Future Leaders

Transformation Project Profile

Libya’s scholarship programs must be realigned with socio-economic development needs. To ensure that scholarship programs are successful and students return to Libya, scholarship recipients must be confident that their tuition and cost of living expenses are paid by the government in a timely fashion and that they are able to secure employment upon return.


Transformation Project Objective

  • Support the development of Libyan professionals in key areas of economic growth and ensure they have access to quality employment opportunities upon return
  • Guarantee the financial well-being of Libyan students while abroad
  • Ensure the accountability and transparency of Libyan scholarship programs

Transformation Project Profile

Transforming education will require effective governance mechanisms to coordinate institutions, align economic policy with the education and training system, and ensure the quality of institutions and programs. The institutions which have policymaking, regulatory, and operational authority to govern Libya’s education system lack coordination mechanisms to reduce overlapping authority, promote systemic adaptation, and ensure quality.

Transformation Project Objective

  • Strengthen policies and inter-ministerial coordination between organizations involved in the education and training system such as the Ministry of Education, Ministry of Higher Education, Ministry of Labor, and Ministry of Social Development
  • Establish coordination mechanisms to align the education and training system with labor market needs
  • Evaluate the need for an independent national technical and vocational education and training body

Transformation Project Profile

Libya must develop K-12 curricula standards as guidelines for providing high-quality education across all schools. Curricula standards which are established through a national committee will support teachers in delivering grade-appropriate content and serve as a basis for standardized testing. A revised national curriculum will provide certainty about what teachers should teach while providing flexibility for teachers to complement the national curricula with their own lesson plans.

Transformation Project Objective

  • Incorporate work skills in the national curriculum and enhance career guidance in schools
  • Expand training programs according to national occupational and curriculum standards
  • Monitor and provide support systems for low academic achievers

Transformation Project Profile

Due to the absence of a coordinating body to define a systemic vision for the evolution of Libya’s education system, delivery of quality education in parallel with system expansion has proven difficult. Poor implementation of educational policies to ensure quality standards and introduce quality assurance systems have led to a mismatch between the skills of graduates and labor market needs.

Transformation Project Objective

  • Establish and apply a national accreditation system for primary and secondary schools and improve existing higher education quality assurance programs
  • Regularly review the performance of education and training institutions
  • Develop a mechanism for stakeholders, such as administrators, teachers, parents, students, and the business community, to inform educational policy decisions
  • Enhance collection and analysis of education data to resolve system inefficiencies, improve resource allocation, and enable comparison with other countries

Transformation Project Profile

In order to establish closer ties between academia and the private sector to produce graduates that meet industry demands, industry representatives should be included on university boards. This will help ensure the proper mix of theoretical and practical education and promote high quality, demand-driven academic programs that produce employable graduates.

Transformation Project Objective

  • Improve educational quality through improved program design and direct input of key national employers in curricula decisions
  • Expand work experience programs to increase youth employment
  • Increase industry-academic research partnerships

Transformation Project Profile

The low qualifications of Libya’s teachers is a significant barrier to improving primary and secondary education. Implementing quality improvements will only be successful if teachers are adequately prepared and understand the importance of ongoing professional development. A system for continuous professional development and licensing must accompany efforts to improve education system quality.

Transformation Project Objective

  • Improve the quality of education by instituting professional licensing requirements
  • Redirect reserve teachers into meaningful employment in other sectors
  • Create a process for reviewing certification and requirements for ongoing professional development
  • Reduce the number of foreign teachers to provide opportunities for Libyans

Transformation Project Profile

Libya’s education system promotes early specialization whereby more successful students are tracked into academic streams while poor performing students are tracked into TVET. This practice has perpetuated long-standing student and parent perceptions that TVET is a second class educational track. Improving the image of the TVET system and strengthening it will be essential to promote the specialization of students in promising technical sectors.

Transformation Project Objective

  • Increase awareness of what TVET is and career options amongst students, parents, teachers, and career counselors
  • Offer scholarships for in-demand technical fields to increase enrollment
  • Ensure career counselors are aware of career opportunities available to graduates with technical qualifications
  • Highlight successful employees in technical fields to show their contribution to the country and their satisfaction working in a technical field