Empowered Decentralization: a City-Based Strategy for Rebuilding Libya
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Libyan Municipal Council Research 1
Libyan Municipal Council Research 1. Detailed Methodology 2. Participation 3. Awareness 4. Knowledge 5. Communication 6. Service Delivery 7. Legitimacy 8. Drivers of Legitimacy 9. Focus Group Recommendations 10. Demographics Detailed Methodology • The survey was conducted on behalf of the International Republican Institute’s Center for Insights in Survey Research by Altai Consulting. This research is intended to support the development and evaluation of IRI and USAID/OTI Libya Transition Initiative programming with municipal councils. The research consisted of quantitative and qualitative components, conducted by IRI and USAID/OTI Libya Transition Initiative respectively. • Data was collected April 14 to May 24, 2016, and was conducted over the phone from Altai’s call center using computer-assisted telephone technology. • The sample was 2,671 Libyans aged 18 and over. • Quantitative: Libyans from the 22 administrative districts were interviewed on a 45-question questionnaire on municipal councils. In addition, 13 municipalities were oversampled to provide a more focused analysis on municipalities targeted by programming. Oversampled municipalities include: Tripoli Center (224), Souq al Jumaa (229), Tajoura (232), Abu Salim (232), Misrata (157), Sabratha (153), Benghazi (150), Bayda (101), Sabha (152), Ubari (102), Weddan (101), Gharyan (100) and Shahat (103). • The sample was post-weighted in order to ensure that each district corresponds to the latest population pyramid available on Libya (US Census Bureau Data, updated 2016) in order for the sample to be nationally representative. • Qualitative: 18 focus groups were conducted with 5-10 people of mixed employment status and level of education in Tripoli Center (men and women), Souq al Jumaa (men and women), Tajoura (men), Abu Salim (men), Misrata (men and women), Sabratha (men and women), Benghazi (men and women), Bayda (men), Sabha (men and women), Ubari (men), and Shahat (men). -
Nationwide School Assessment Libya Ministry
Ministry of Education º«∏©àdGh á«HÎdG IQGRh Ministry of Education Nationwide School Assessment Libya Nationwide School Assessment Report - 2012 Assessment Report School Nationwide Libya LIBYA Libya Nationwide School Assessment Report 2012 Libya Nationwide School Assessment Report 2012 º«∏©àdGh á«HÎdG IQGRh Ministry of Education Nationwide School Assessment Libya © UNICEF Libya/2012-161Y4640/Giovanni Diffidenti LIBYA: Doaa Al-Hairish, a 12 year-old student in Sabha (bottom left corner), and her fellow students during a class in their school in Sabha. Doaa is one of the more shy girls in her class, and here all the others are raising their hands to answer the teacher’s question while she sits quiet and observes. The publication of this volume is made possible through a generous contribution from: the Russian Federation, Kingdom of Sweden, the European Union, Commonwealth of Australia, and the Republic of Poland. The contents of this publication are the sole responsibility of the authors and can in no way be taken to reflect the views of the donors. © Libya Ministry of Education Parts of this publication can be reproduced or quoted without permission provided proper attribution and due credit is given to the Libya Ministry of Education. Design and Print: Beyond Art 4 Printing Printed in Jordan Table of Contents Preface 5 Map of schools investigated by the Nationwide School Assessment 6 Acronyms 7 Definitions 7 1. Executive Summary 8 1.1. Context 9 1.2. Nationwide School Assessment 9 1.3. Key findings 9 1.3.1. Overall findings 9 1.3.2. Basic school information 10 1.3.3. -
IMC Libya Mental Health and Psychosocial Support Assessment Report
IMC Libya Mental Health and Psychosocial Support Assessment Report November 2011 Prepared by: Dr. Inka Weissbecker, IMC Global Mental Health and Psychosocial Advisor ([email protected]) and Colleen Fitzgerald, MSW, IMC Libya MHPSS Program Manager ([email protected]) 1 | P a g e Contents 1. Assessment Goals II. Psychiatric Services in General Hospitals 2. Assessment Methodology III. Mental Health Services through General Health 2.1. Site Visits, Interviews and Focus Group Clinics Discussions IV. Informal Service Providers 2.2. Assessment Instruments Local Non-Governmental Organizations 3. Assessment Results The School System 3.1. Sociopolitical Context and Recent Developments Traditional Healers 3.1.1. Recent Crisis in Libya V. Self-Care 3.1.2. International Medical Corps in Libya 3.4. The Educational System and Training 3.2. Mental Health and Psychosocial Context Opportunities 3.2.1. Prevalence of Mental Illness 3.4.1. Medical Professions 3.2.2. At Risk and Vulnerable Groups 3.4.2. Psychologists and Social Workers 3.2.2. Mental Health Related Problems, Coping and 3.5. International Organizations Involved in MHPSS Community Sources of Support Work 3.2.3. Attitudes Towards People with Mental Illness 4. Conclusions 3.2.4. Help-Seeking Patterns 5. References 3.3. The Mental Health System 6. Appendixes 3.3.1. General Health Care Appendix 1: MH PHC Integration Checklist 3.3.2. Mental Health Care in Affected Areas Appendix 2: Tool for Mental Health Related Problems, I. Inpatient Psychiatric Facilities Coping and Community Sources of Support 1. Assessment Goals The aim of this assessment was to: obtain an understanding of the mental health context (e.g. -
REVIEW of the TERRORIST ATTACKS on U.S. FACILITIES in BENGHAZI, LIBYA, SEPTEMBER 11-12,2012
LLIGE - REVIEW of the TERRORIST ATTACKS ON U.S. FACILITIES IN BENGHAZI, LIBYA, SEPTEMBER 11-12,2012 together with ADDITIONAL VIEWS January 15, 2014 SENATE SELECT COMMITTEE ON INTELLIGENCE United States Senate 113 th Congress SSCI Review of the Terrorist Attacks on U.S. Facilities in Benghazi, Libya, September 11-12, 2012 I. PURPOSE OF TIDS REPORT The purpose of this report is to review the September 11-12, 2012, terrorist attacks against two U.S. facilities in Benghazi, Libya. This review by the Senate Select Committee on Intelligence (hereinafter "SSCI" or "the Committee") focuses primarily on the analy~is by and actions of the Intelligence Community (IC) leading up to, during, and immediately following the attacks. The report also addresses, as appropriate, other issues about the attacks as they relate to the Department ofDefense (DoD) and Department of State (State or State Department). It is important to acknowledge at the outset that diplomacy and intelligence collection are inherently risky, and that all risk cannot be eliminated. Diplomatic and intelligence personnel work in high-risk locations all over the world to collect information necessary to prevent future attacks against the United States and our allies. Between 1998 (the year of the terrorist attacks against the U.S. Embassies in Kenya and Tanzania) and 2012, 273 significant attacks were carried out against U.S. diplomatic facilities and personnel. 1 The need to place personnel in high-risk locations carries significant vulnerabilities for the United States. The Conimittee intends for this report to help increase security and reduce the risks to our personnel serving overseas and to better explain what happened before, during, and after the attacks. -
A Strategy for Success in Libya
A Strategy for Success in Libya Emily Estelle NOVEMBER 2017 A Strategy for Success in Libya Emily Estelle NOVEMBER 2017 AMERICAN ENTERPRISE INSTITUTE © 2017 by the American Enterprise Institute. All rights reserved. The American Enterprise Institute (AEI) is a nonpartisan, nonprofit, 501(c)(3) educational organization and does not take institutional positions on any issues. The views expressed here are those of the author(s). Contents Executive Summary ......................................................................................................................1 Why the US Must Act in Libya Now ............................................................................................................................1 Wrong Problem, Wrong Strategy ............................................................................................................................... 2 What to Do ........................................................................................................................................................................ 2 Reframing US Policy in Libya .................................................................................................. 5 America’s Opportunity in Libya ................................................................................................................................. 6 The US Approach in Libya ............................................................................................................................................ 6 The Current Situation -
Towards E-Learning in Higher Education in Libya
Issues in Informing Science and Information Technology Volume 7, 2010 Towards E-Learning in Higher Education in Libya Amal Rhema and Iwona Miliszewska Victoria University, Melbourne, Victoria [email protected]; [email protected] Abstract The growing influence of technologies on all aspects of life, including the education sector, re- quires developing countries to follow the example of the developed countries and adopt technol- ogy in their education systems. Although relatively late, the Libyan government has eventually responded to this challenge and started investing heavily in the reconstruction of its education system, and initiating national programs to introduce information and communication technology (ICT) into education. In addition, there are plans to establish virtual campuses in many universi- ties and colleges to provide an advanced platform for learners and instructors. This paper presents the higher education context in Libya and outlines the applications of ICT and e-learning in Lib- yan higher education to date. It discusses the issues that need be considered and addressed in adopting ICT in the learning and teaching processes including technological infrastructure, cur- riculum development, cultural and language aspects, and management support. The paper also outlines the prospects for the integration of e-learning into Libyan higher education and con- cludes with proposing an integrated approach to advancing the introduction of e-learning in Libya. Keywords: developing country, e-learning, ICT teacher training, information and communication technology, Libyan higher education, technology transfer, technological infrastructure. Introduction Libya has the highest literacy rate in the Arab world, and the United Nation’s Human Develop- ment Index, which ranks standard of living, social security, health care and other factors for de- velopment, keeps Libya at the top of all African countries. -
Ground Water in the Sirte Area, Tripolitania United Kingdom of Libya
Ground Water in the Sirte Area, Tripolitania United Kingdom of Libya GEOLOGICAL SURVEY WATER-SUPPLY PAPER 1757-C Prepared in cooperation with the U.S. Agency for International Development Mission to Libya Ground Water in the Sirte Area, Tripolitania United Kingdom of Libya By WILLIAM OGILBEE CONTRIBUTIONS TO THE HYDROLOGY OF AFRICA AND THE MEDITERRANEAN REGION GEOLOGICAL SURVEY WATER-SUPPLY PAPER 1757-C Prepared in cooperation with the U.S. Agency for International Development Mission to Libya UNITED STATES GOVERNMENT PRINTING OFFICE, WASHINGTON : 1964 UNITED STATES DEPARTMENT OF THE INTERIOR STEWART L. UDALL, Secretary GEOLOGICAL SURVEY Thomas B. Nolan, Director For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20402 CONTENTS Faga Abstract-- ____ ___--_-_____________________-___-_.__-_-_____-_.-.-__ Cl Introduction._ ____________________________________________________ 1 Geographic and climatic features.____-__-__---________-_____________ 3 Geology ____--_-______-__--_____________-----__-_____-__--_-_-_-__ 5 Ground water__ ___________________________________________________ 8 Occurrence ___________________________________________________ 8 Chemical quality______________________________________________ 9 Fresh-water aquifer in the Qa§r Bu Hadi area.__----__--_______-__ 10 Conclusions.._____________________________________________________ 13 Selected references,________________________________________________ 14 ILLUSTRATIONS FIGURE 1. Map showing location of the Sirte area and average annual rain fall in northern Tripolitania__-_--___---_--_-_-----_----_ C3 2. Map of the Sirte area showing location of wells and geologic and hydrologic features_____________-_____-____-_------_ 4 3. Graphic logs of typical wells in the Sirte area.-______________ 6 4. Generalized north-south geologic section A-A', Sirte to Qasr Bu Hadi____.____________________________ 7 5. -
The Issues of Teaching English in Libyan Higher Education
Changing Practices in a Developing Country: The Issues of Teaching English in Libyan Higher Education PhD Thesis Mohamed Abushafa This thesis is submitted in partial fulfilment of the requirements for the award of Doctor of Philosophy Faculty of Art, Design & Humanities De Montfort University April 2014 i Declaration I, Mohamed Abushafa, declare that the main text of this thesis entitled Changing Practices in a Developing Country: The Issues of Teaching English in Libyan Higher Education is entirely my own work. This work has not been previously submitted wholly or in part for any academic award or qualification other than that for which it is now submitted. i Abstract Libya is a country which is trying to find its place in the international community. It has a mainly youthful population of about 5.6 million with a median age of 24.8 years and large numbers of young people are accessing university courses. This creates a demand for university places which is increasingly difficult to meet. The recent political changes in Libya have compounded these difficulties. This study investigates the challenges of teaching English in Libyan Higher Education as the country prepares its young people for living and working in a global environment where the English language is predominant. The investigation finds that there is recognition of the importance of English, but the level of language skills of students entering university is well below an acceptable standard, and both teachers and students advocate an early start for learning English in schools. Within the universities the curriculum is not consistent and leads to graduates in English having a limited command of the language. -
Perceptions of Selected Libyan English As a Foreign
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Missouri: MOspace PERCEPTIONS OF SELECTED LIBYAN ENGLISH AS A FOREIGN LANGUAGE TEACHERS REGARDING TEACHING OF ENGLISH IN LIBYA A Dissertation Presented to the Faculty of the Graduate School at the University of Missouri–Columbia In Partial Fulfillment of the Requirement for the Degree Doctorate of Philosophy By YOUSSIF ZAGHWANI OMAR Dr. Amy A. Lannin, Dissertation Supervisor Dr. Roy F. Fox, Dissertation Co-Supervisor December 2014 The undersigned, appointed by the dean of Graduate School, have examined the dissertation entitled PERCEPTIONS OF SELECTED LIBYAN TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE REGARDING TEACHING OF ENGLISH IN LIBYA Presented by YOUSSIF ZAGHWANI OMAR, a candidate for the degree of Doctor of Philosophy, and hereby certify that, in their opinion, it is worthy of acceptance. ______________________________________ Dr. Amy Lannin, Chair _____________________________________ Dr. Roy Fox, Co-Chair ______________________________________ Dr. Carol Gilles ______________________________________ Dr. Matthew Gordon DEDICATION To my main reason of being in this world, my dear MOM and my late DAD . To my partner in life, my beloved WIFE . To my vision to the future, my KIDS . To the soul of my late nephew, MOHAMED . To my great adviser, Dr. AMY LANNIN . To my helpful co-adviser, Dr. ROY FOX . To my committee, Dr. MATTHEW GORDON and Dr. CAROL GILLES . To the dean of College of Education, Dr. JOHN LANNIN . To my family in Libya . To my close friends in the United States, DAVID, LANCE, DENNIS . To my colleagues in English Education Department. I humbly dedicate this work. -
The Libyan Youth Today: Opportunities and Challenges
The Libyan Youth Today: Opportunities and Challenges Table of contents PREFACE .................................................................................................................................. 3 Chapter I: The youth bulge is a unique opportunity for development ....................................... 7 Chapter II: Reforming education and curbing unemployment: Youth empowerment priorities and policies: .............................................................................................................................. 14 Chapter III: Enhancing participation opportunities to reduce youth exclusion and strengthen peace and security opportunities .............................................................................................. 21 Chapter IV: Gender descrimination and the exclusion of Libyan young girls from participating in community development ...................................................................................................... 29 Chapter V: Supporting youth health and combating risky behaviors ...................................... 36 Chapter 6 : Peace building and security in Libya- Youth as key partners ............................... 43 Appendix: List of the experts and key contributors ................................................................. 48 List of figures Figure 1 : Evolution of the population growth rate in Libya - estimates – ................................ 8 Figure 2. Evolution of fertility rates .......................................................................................... -
Enka in Africa
Engineering for a better future ENKA IN AFRIC A 2017 Int r oducing 60 years of construction experience worldwide . Successfully completed more than 500 projects in 45 countries, with a historical contract value of US$ 43 billion . Employs worldwide around 30,000 people; 10% of which is technical and 6% of which is administrative personnel . Named one of the world’s top contractors by Engineering News-Record (ENR), a leading publication for the engineering and construction industry since 1982 . 2016 Annual Revenue, comprising the revenues of following activities corresponding to USD 3.5 billion: . Holds ISO 9001, OHSAS 18001 & ISO 14001 and . Engineering & Construction ASME certificates . Power . Shares the vision & goals of its customers, adopts . Real Estate to their needs and to local conditions . Trade . More than 50 subsidiaries operating in 6 major . Traded publicly in Borsa Istanbul (BIST) with a geographical areas: Market Cap of more than US$ 7 billion. CIS, Asia, Middle East, Europe, Africa and Turkey Address: Phone : +90 (212) 376 10 00 (pbx) Balmumcu Mah., Zincirlikuyu Yolu No: 10 Fax : +90 (212) 272 88 69 2 of 42 Besiktas, Istanbul, Turkey 34349 Web: www.enka.com E-mail: [email protected] Globally More than 500 projects in 45 countries Address: Phone : +90 (212) 376 10 00 (pbx) Balmumcu Mah., Zincirlikuyu Yolu No: 10 Fax : +90 (212) 272 88 69 3 of 42 Besiktas, Istanbul, Turkey 34349 Web: www.enka.com E-mail: [email protected] Current projects GNr Nr Project Name Country 1 1 West Qurna-I IOT Project Iraq Early Works and Facilities Construction -
Misrata 1. Introduction Misrata Is the Third Largest City in Libya, With
CHAPTER NINE MISRATA 1. Introduction Misrata is the third largest city in Libya, with a population of approxi- mately 517,000 inhabitants before the conflict.1 It is a port city located on the far western edge of the Gulf of Sidra along the Mediterranean Coast, 187 kilometers (116 miles) east of Tripoli and 825 kilometers (512 miles) west of Benghazi.2 The city center lies just off the coast, with the seaport to the east and the airport to the south. The center is connected by a num- ber of major roads, including Tripoli Street, the main commercial boule- vard in downtown Misrata that connects to the Libyan Coastal Highway. A number of suburbs, including Al-Ghayran and Al-Shawati, extend out from the city center.3 Misrata is traditionally regarded as the country’s business capital, serv- ing as a central locale for the exchange of commodities and materials with other cities. The city’s steel mill industry is one of its principal sources of income and employment, and the industry has been able to expand throughout the years with its owners holding considerable influence in the city. Misrata is one of the country’s most modern cities, with infra- structure that includes new roads, electricity and communication centers, 1 United Nations Inter-Agency Mission, Misrata: 10 to 14 July 2011, UN Office for the Coordination of Humanitarian Affairs 4 (2011), available at http://reliefweb .int/sites/reliefweb.int/files/resources/Full_report_157.pdf. Other estimates put Misrata’s population closer to 380,000 people before the conflict. See Misratah, WolframAlpha, available at http://www.wolframalpha.com/input/?i=Misratah&lk=1&a=ClashPrefs_*City .*Misratah.Misratah.Libya--.