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LIBYA MINISTRY of EDUCATION HUMAN and INSTITUTIONAL CAPACITY ASSESSMENT FINAL REPORT August 2019

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LIBYA MINISTRY of EDUCATION HUMAN and INSTITUTIONAL CAPACITY ASSESSMENT FINAL REPORT August 2019 LIBYA MINISTRY OF EDUCATION HUMAN AND INSTITUTIONAL CAPACITY ASSESSMENT FINAL REPORT August 2019 This publication was prepared independently by Dr. Andrew Epstein, Mr. Abdulhakim Kamaily, Ms. Naida Trkic-Izmirlija, Dr. Mark Wall, and Mr. Andrew Snowden on behalf of Social Impact, Inc. at the request of the United States Agency for International Development. This publication is part of the Middle East Education Research, Training, and Support (MEERS) activity. Cover photo by Mark Wall. ACRONYMS ADT Assessment Design Templates AT Assessment Team A&F Administration and Financial Affairs Department CAPNAM Capacity Needs Assessment Methodology CCTV Closed-Circuit Television CD Compact Disc CFO Chief Financial Officer DPS Department of Planning and Strategy ECD Early Childhood Development EMIS Education Management Information System FGD Focus Group Discussion FTE Full-Time Equivalency GESL Global Education Software Licensing GIS Geographic Information System GNA Government of National Accord HICA Human and Institutional Capacity Assessment HICD Human and Institutional Capacity Development HR Human Resources HRD Human Resource Development HRM Human Resource Management HQ Headquarters ICT Information and Communications Technology IDC Information and Documentation Center ISP Internet Service Provider IT Information Technology KPI Key Performance Indicator LTT Libya Telecomm & Technology Public ISP. LYD Libyan Dinar MEERS Middle East Education Research, Training, and Support MENA Middle East and North Africa MIS Management Information System MOE Ministry of Education MOF Ministry of Finance MOL Ministry of Labor MOP Ministry of Planning M&E Monitoring and Evaluation OECD Organization for Economic Co-operation and Development OPM Office of the Prime Minister PC Personal Computer PESTLE Political, Economic, Social, Technological, Legal, and Environmental Analysis PFM Public Financial Management PM Prime Minister PSS Psycho-Social Support QA Quality Assurance i | LIBYA MOE HICA FINAL REPORT USAID.GOV RM&E Research, Monitoring, and Evaluation SAI Supreme Audit Institution (Libyan Audit Bureau) SABER Systems Approach to Better Education Results SDG Sustainable Development Goal SI Social Impact SIS School Inspection and Supervision SM&E Statistics, Monitoring and Evaluation SMART Specific, Measurable, Achievable, Relevant, Results-oriented and Time- related SOP Standard Operating Procedure SOW Scope of Work SPP Strategic Planning and Policy SPSS Statistical Package for the Social Sciences SWOT Strengths, Weaknesses, Opportunities, and Threats Analysis TVET Technical and Vocational Education and Training UK United Kingdom UN United Nations UNDP United Nations Development Program UNESCO United Nations Educational, Scientific, and Cultural Organization UNICEF United Nations Children’s Fund US United States USAID United States Agency for International Development USD United States Dollar USG United States Government USAID.GOV LIBYA MOE HICA FINAL REPORT | ii CONTENTS Acronyms i Tables v Figures v Executive Summary 1 Introduction 7 Background 8 Assessment Methodology 12 Findings & Conclusions 16 1. Strategic Planning and Policy (SPP) 16 2. School Inspection and Supervision (SIS) 22 3. Human Resources (HR) 28 4. Financial Management 38 5. Statistics, Monitoring, and Evaluation (SM&E) 47 6. Information & Communications Technology (ICT) 54 Summary Conclusions 62 Further Data Needs 66 Potential Solutions 70 Next Steps 74 Annexes 76 Annex A: List of Stakeholder Consultations 76 Annex B: Assessment Planning & Analysis Template 77 Annex C: Focus Areas and Indicators 78 Annex D: Assessment Team Bios 81 Annex E: Data Collection Tools 82 Annex F: Education Vote Compared to Total 2019 Budget 168 Annex G: Tunis Interview Participants 169 Annex H: Fiber Optic Network in Libya 172 Annex I: Schools Participating in Networking Pilot 173 Annex J: Solutions Roles Matrix 179 Annex K: Solutions Gannt Chart 183 iii | LIBYA MOE HICA FINAL REPORT USAID.GOV TABLES Table 1: Strategic Planning and Policy Capacity Indicators ............................................................................. 17 Table 2: School Inspection & Supervision Capacity Indicators ...................................................................... 23 Table 3: Excerpt of the Teacher Performance Assessment Form ................................................................ 24 Table 4: Comparative Selection Criteria for School Inspectors ................................................................... 26 Table 5: Human Resource Capacity Indicators ................................................................................................. 29 Table 6: Financial Management Capacity Indicators ......................................................................................... 39 Table 7: Budget Reliability....................................................................................................................................... 46 Table 8: Indicators for SM&E ................................................................................................................................. 48 Table 9: ICT Capacity Indicators .......................................................................................................................... 56 Table 10: Summary of Perceptions of Infrastructural Capacity in ICT ........................................................ 61 FIGURES Figure 1: Analytic Framework ................................................................................................................................ 15 Figure 2: SPP Department ...................................................................................................................................... 18 Figure 3: Inspection Office Organizational Chart ............................................................................................. 25 Figure 4: Finance Function Segments ................................................................................................................... 40 Figure 5: SM&E Function Segments in the MOE ............................................................................................... 49 Figure 6: ICT Management at the MOE in Practice .......................................................................................... 57 Figure 7: ICT Services Flow ................................................................................................................................... 58 Figure 8: Illustrative MOE Organizational Re-Structure .................................................................................. 71 v | LIBYA MOE HICA FINAL REPORT USAID.GOV EXECUTIVE SUMMARY This report contains the findings, conclusions, and recommendations from a human and institutional capacity assessment (HICA) of the Libya Ministry of Education (MOE) funded by the United States Agency for International Development (USAID) Middle East Education Research, Training, and Support (MEERS) project and conducted by Social Impact, Inc (SI). The purpose of the assessment is to support the Minister of Education, Dr. Othman Abduljalil Mohamed, and his senior staff in re- structuring the education system in Libya based on international standards and norms. While many aspects of the MOE need significant improvement, the Minister identified six priority areas on which this assessment focuses: Strategic Planning and Policy (SPP), School Inspection and Supervision (SIS), Human Resources (HR), Financial Management, Statistics, Monitoring, and Evaluation (SM&E), and Information and Communications Technology (ICT). LIBYA’S EDUCATION SYSTEM The chronic nature of conflict in Libya and the resulting government instability presents perhaps the largest challenge to the education system and MOE’s efforts at reform. Indeed, the human and institutional capacities and practices at the MOE today, as well as the general condition of the school system, reflect a layering of institutional practices inherited from both the former Qaddafi system of patronage and from the following period of divided government and civil conflict. Currently, there are approximately 1.6 million primary and secondary pupils attending around 4,400 schools in Libya. Libya has a teacher corps of 450,000 individuals, 237,000 of which are labeled as “active”—meaning they are currently assigned to a classroom—while the remaining 163,000 teachers are on “stand-by” and not teaching at all. All teachers receive salaries and “active” teachers receive a bonus. The corps is 90 percent female, however of the roughly 4,400 head teachers, only 10 percent are female. While numbers for out-of-school children remain contested, the United Nations Children’s Fund (UNICEF) cites 300,000 as an estimate of children whose education has been affected by the current crisis. In April of 2017, Dr. Othman was appointed Minister of Education and set about an ambitious reform agenda. His efforts focused on addressing the severely bloated teacher corps and cheating in the administration of exams, establishing a HR Department, improving the use of educational technology and e-learning, increasing the number of women in leadership positions, and other institutional reforms detailed more thoroughly in the sections below. Even with these reforms, much work remains in bringing the Libyan education system up to international standards. In response, Dr. Othman engaged with USAID in August of 2018 to design a package of technical assistance to improve the capacities of his Ministry. METHODS In November of 2018,
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