DOCSLIB.ORG

(Title of the Thesis)*

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
(Title of the Thesis)* University of Huddersfield Repository Moh, Khaled The Management of Inclusive Education Practice in Libyan Universities: Empirical Investigation Original Citation Moh, Khaled (2013) The Management of Inclusive Education Practice in Libyan Universities: Empirical Investigation. Doctoral thesis, University of Huddersfield. This version is available at http://eprints.hud.ac.uk/id/eprint/19316/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or not-for-profit purposes without prior permission or charge, provided: • The authors, title and full bibliographic details is credited in any copy; • A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected]. http://eprints.hud.ac.uk/ The Management of Inclusive Education Practice in Libyan Universities: Empirical Investigation Khaled. A. A. Moh PhD A Thesis Submitted to the University of Huddersfield in Partial Fulfilment of the Requirements for the Degree of Doctor of Philosophy The University of Huddersfield Business School 2013 0 Abstract The aim of this research is to explore the inclusive education practice in Libyan universities. This thesis developed a model of inclusive education based on a review of the literature to empirically investigate in one single model: (1) the affect of philosophy and policy on inclusive education practices; (2) the affect of curriculum design on inclusive education practices; and (3) the affect of teaching methods on inclusive education practices. The researcher designed a questionnaire to investigate attitudes of faculty members towards inclusive educational practice within their universities, and their concerns about inclusive educational practice. Four hundred questionnaires were distributed to faculty members working in four Public universities in Libya; 288 questionnaires were returned with a response rate of 62%.Of these, 41 of the questionnaires received were excluded and 247 were processed for analysis. The data collected for the purpose of this study is analysed. The analysis includes two parts: First, descriptive analysis is presented, starting with the main characteristics of the respondents and covering the trends of their opinions obtained from their answers, presented in percentages. Second, inferential analysis is conducted using the Structural Equation Model (SEM), applying Exploratory Factor Analysis in the first stage to identify the model that contains the factors that have the most significant impact on Inclusive Education using SPSS, then in the second stage the fitness of the model is tested through Confirmatory Factor Analysis using AMOS. Before implementing the SEM, the data is tested for normality and consistency, in order to ensure its validity for the analysis. The findings of this thesis largely support the hypothesised relationships proposed in the theoretical model. The model suggests some correlations to complement these factors and work together to influence inclusive education, correlations are suggested to be implemented regarding the dimension of policies, curricula and teaching; this means that when policy factors are designed they should be linked to the factors of curriculum and teaching, as the interaction of these factors could be considered as a new dimension. The results also provide strong evidence of the relationship between policies; curriculum and teaching, which in turn are necessary determinants of inclusive education. This thesis contributes to theoretical and practical knowledge by providing for the first time, evidence about relationship between policies, curriculum and teaching. The study makes recommendations and suggests strategies to deal with the identified challenges and finally provides a roadmap to policymakers educational in Libyan universities that may assist in the successful implementation of inclusive education in Libyan higher education. 1 List of Abbreviations AMOS Analysis of Moment Structure CFI Comparative Fit Index CFA Confirmatory Factor Analysis EFA Education for All EFA Exploratory Factor Analysis ICE International Conference on Education RMSEA Root Mean Square Error of Approximation OECD Organisation for Economic Co-operation and Development STATIC Scale of Teacher Attitudes towards Inclusive Classrooms SEM Structural Equation Model SEN Special Education Needs SPSS Statistical Package for Social Science TLI Tucker Lewis Index UDL Universal Design for Learning UID Universal Instructional Design UDHR Universal Declaration of Human Rights UNESCO United Nations Educational, Scientific and Cultural Organisation UN United Nations Declaration 2 Table of Contents ABSTRACT .................................................................................. 1 LIST OF ABBREVIATIONS ............................................................ 2 TABLE OF CONTENTS.................................................................. 3 LIST OF TABLES .......................................................................... 8 LIST OF FIGURE ........................................................................ 10 ACKNOWLEDGEMENTS.............................................................. 12 CHAPTER 1 INTRODUCTION 1.1 Introduction .......................................................................................................... 13 1.2 Background and Research Problem ...................................................................... 14 1.3 Significance of the Study...................................................................................... 17 1.4 The purpose of the study ...................................................................................... 18 1.4.1 Aims of the study............................................................................................... 18 1.4.2 Objectives of the study ...................................................................................... 19 1.5 Research Design ................................................................................................... 19 1.6 Organisation of the thesis ..................................................................................... 21 CHAPTER 2 THE SOCIAL ENVIRONMENT AND LIBYAN HIGHER EDUCATION 2.1 Introduction .......................................................................................................... 23 2.2 The social and educational environment in Libya ................................................ 24 2.2.1 The social environment ..................................................................................... 24 2.2.2 The development of education in Libya ............................................................ 26 2.3 Overview of Libyan higher education .................................................................. 33 2.3.1 The history of Libyan higher education ............................................................ 33 2.3.2 The financing system of Libya's higher education ............................................ 34 3 2.3.3 The educational systems of Libyan university education .................................. 34 2.4 Evaluation of reality of Libyan higher education ................................................. 35 2.5 The current vision of inclusiveeducation in Libya ............................................... 36 6.2 Higher Education in Libya and Inclusive education ............................................ 38 CHAPTER 3 INCLUSIVE EDUCATION: A REVIEW OF THE LITERATURE 3.1 Introduction .......................................................................................................... 40 3.2 Inclusion ............................................................................................................... 42 3.2.1 Definition of the concept of inclusion ............................................................... 42 3.2.2 Social justice, and social construct .................................................................... 44 3.2.3 Inclusion and disability, gender, religion, ethnicity .......................................... 50 3.3 Inclusive education ............................................................................................... 51 3.3.1 Defining inclusive education ............................................................................. 51 3.3.2 An evolving vision of inclusive education ........................................................ 57 3.3.3 The shift from special education to inclusive education ................................... 61 3.4 Inclusivity in higher education ............................................................................. 64 3.4.1 Implementation and policy of inclusive education in higher education ............ 64 3.4.2 Inclusive classroom environment in higher education ...................................... 69 3.4.3 The curriculum and inclusive education in higher education ............................ 74 3.4.4 Teaching and inclusive education in higher education ...................................... 89 CHAPTER 4 RESEARCH METHODOLOGY 4.1 Introduction .......................................................................................................
Load more

Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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 ..........................................................................................
    [Show full text]
  • Page 1 of 7 Location the Nation of Libya Is Located in North Africa And
    Libya Location The nation of Libya is located in North Africa and covers approximately one million seven hundred fifty square kilometers, which is slightly larger than the United State’s Alaska. It is one of the largest countries in Africa. Libya lies in the geographic coordinates 25°N and 17°E. It is bordered in the north by the Mediterranean Sea and by Niger and Chad in the south. Libya’s western border connects to Algeria and Tunisia, and connects to Egypt and Sudan in the east. Geography The highest point in Libya is the Bikku Bitti, also known as Bette Peak, which stands at seven thousand four hundred and thirty eight feet at its highest point. It is located in the Tibesti Mountains in southern Libya near the Chadian border. The Sahara, an immense North African desert, covers most of Libya. Much of the country’s land consists of barren, rock-strewn plains and sand sea, with flat to underlying plains, plateaus, and depressions. Two small areas of hills ascend in the northwest and northeast, and the Tibesti mountains rise near the southern border. There are no permanent rivers or streams in Libya. The coastline is sunken near the center by the Gulf of Sidra, where barren desert reaches the Mediterranean Sea. Libya is divided into three natural regions. The first and largest, to the east of the Gulf of Sidra, is Cyrenaica, which occupies the plateau of Jabal al Akhdar. The majority of the area of Cyrenaica is covered with sand dunes, especially along the border with Egypt.
    [Show full text]
  • State of Higher Education in Libya: a Game Change Administrative OPEN ACCESS Approach
    SHANLAX International Journal of Education s han lax # S I N C E 1 9 9 0 State of Higher Education in Libya: A Game Change Administrative OPEN ACCESS Approach Manuscript ID: Mohammed Eshteiwi Ahmouda Shafter EDU-2020-08032305 Faculty of Economics and Political Science, Azzaytuna University, Tarhuna, Libya Volume: 8 Cheptoo Ruth ICCR Ph.D. Research Scholar, Department of Education Issue: 3 Kenya Regional Institute of Education, Mysore, Karnataka, India https://orcid.org/0000-0002-0490-1696 Month: June Abstract Year: 2020 Education in Libya, particularly higher education, has evolved with a myriad of challenges to the government, faculties, departments, teachers, students, and society at large. The growth in the expansion of universities and growth in the enrolment is commendable though still faced P-ISSN: 2320-2653 with shortcomings. Higher education is the level of education that can play a tremendous role in changing the face of education in a nation and bringing economic development into a nation. E-ISSN: 2582-1334 Libya H.E is the potential in changing the Nation to a twenty-first-century viable country. This paper discusses the education system in Libya, Higher education in Libya, higher education as a Received: 26.02.2020 game-changer in Libya, and strategies to enhance Libyan higher education as a game-changer. Keywords: Higher education, The game-changer, Competency-based curriculum, Competency, Accepted: 18.05.2020 Libya. Published: 01.06.2020 Introduction Libya is a country in North Africa, enjoys educational growth advancement, Citation: just like all other developing countries. The country got its independence in Shafter, Mohammed 1951, since then the education system has experienced changes both at the basic Eshteiwi Ahmouda, and education level and higher education (H.E).
    [Show full text]
  • Challenges of Applying E-Learning in the Libyan Higher Education System
    Challenges of Applying E-Learning in the Libyan Higher Education System Entisar Alhadi Al Ghawail1, Sadok Ben Yahia2, Mohamed A. Alrshah3 1Faculty of Sciences, University of Tunis El Manar, Tunisia, [email protected] 1Faculty of Information Technology, Al Asmarya Islamic University, Zliten, Libya. 2Tallinn University of Technology, Estonia, [email protected] 3Universiti Putra Malaysia, Selangor, Malaysia, [email protected] encouraging and enhancing ICT projects, non-mature ABSTRACT infrastructure and less of qualified ICT teachers can be The adoption of ICT in classrooms is very important in considered as the major challenge to the reform process [3]. order to improve education quality, promote effective Because of the civil war and ongoing conflict in Libya since management of knowledge, and improve delivery of 2011, no attention has been paid by the government to knowledge in higher education. Some of the Libyan improve the use of E-learning and ICT in the Libyan Higher universities have already started using E-learning in Education System (LHES). Therefore, research about the classrooms, but many challenges are still hindering that implementation of E-learning in the higher education adoption. This paper endeavors to find the obstacles that context in developed countries is vital. This study aims to may face the adoption of E-learning in Libya and sketches discuss the reasons behind the weak use of ICT in the out the possible solutions. Further, it highlights the LHES. potentials for the adoption of E-learning in the higher The objectives of this paper are: education system in Libya using both qualitative and 1. To assess the adoption of E-learning and ICT in the quantitative approaches.
    [Show full text]
  • The University of Hull Pre-School Education In
    THE UNIVERSITY OF HULL PRE-SCHOOL EDUCATION IN COMPARATIVE PERSPECTIVE WITH SPECIAL REFERENCE TO ENGLAND AND LIBYA by Fathia Ali Ghafir, BA (University of Libya, Benghazi), MEd (El Fatah University, Tripoli) being a Thesis presented for the Degree of Doctor of Philosophy in the University of Hull December 1987 ABSTRACT Ole Ph.D. THESIS by Fathia All Ghafir BA, MEd PRE-SCHOOL EDUCATION IN COMPARATIVE PERSPECTIVE: SPECIAL REFERENCE TO ENGLAND AND LIBYA There is a great demand for pre-school education in most countries of the world, but while pre-school education has long received only modest consideration within the educationally developed world, it has attracted even less consideration than other levels of schooling especially in the developing countries. There is still a danger that early childhood education may continue to be viewed as something of a luxury. Nonetheless, the past few decades have withessed much greater interest in pre-school education. Among the reasons for this growing interest are the new knowledge gained in the sphere of child development and the changes which have taken place in social conditions. Most countries provide some kind of educational opportunities for children below school age, their aims and objectives may differ to a greater or lesser extent from one country to another depending on resources and specific historical, social or religious influences on the way pre-school education has developed, and the way in which different cultures come to view the main aims and objectives of such education. This thesis is based on a combination of empirical and documentary research. Historically, pre-school education seems to have served similar functions despite difference in time and culture.
    [Show full text]
  • Aspects of Education in the Maghreb Countries of Algeria, Libya. Morocco
    DOCUMENT RESUME ED 029 527 72 FL 001 283 By- Azzouz. Azzedine: And Others Selected Bibliography of Educational Materials: Algeria. Libya. Morocco. Tunisia.Volume 2. Numbers 1. 2. 3. 1968. Agence Tunisienne de Public Relations. Tunis (Tunisia). Spons Agency-National Science Foundation. Washington. D.C.: Office ofEducation (DHEW). Washington. D.C. Repor t No- TT-68-50081-1-2-3 Pub Date 68 Note-147p. EDRS Price MF-$0.75 HC-S7.45 Descriptors- Annotated Bibliographies.Arabic. Cultural Differences. *Education. Educational Philosophy. *EducationalProblems. Educational Theories. Elementary Schools.English.Foreign Countries. Foreign Relations.French,HigherEducation.InstructionalMaterials.InternationalEducation.Italian.School Administration. Secondary Schools. Teacher Education. Vocational Education Identifiers-Algeria. Libya. *Maghreb Countries. Morocco. Tunisia Three volumes comprise a 375-item bibliographywith abstracts of books and articles in English. French. Italian. and Arabic that providesinformation on various aspects of education in the Maghreb countriesof Algeria, Libya. Morocco. and Tunisia. Each entry identifies the country with which it isconcerned, and foreign language titles are translated into English. Special attention is given tothe subiect of educational organization, with listings covering primary.secondary. vocational, higher. and adult education. Along with entries dealingwith the administration of the educationalsystem.the bibliographyplacesconsiderable emphasis on items concerning educational philosophy andtheory. statistics. and cooperation. Sublects also treated are North African (1) educational structure. (2)teacher training. (3) teaching aids. (4) religious, art, and special education, and (5) specialproblem areas. For related documents see FL 001 056 and FL 001 170. (AF) ,st N. 're-63-6 6efl/ LeNt CE--7.1:2T-4 ON SELECTED BIBLIOGRAPHY OFEDUCATIONAL MATERIALa v r\I cD 11 3 cp ALGERIA U-1 LIBYA MOROCCO TUNISIA Vol.a N°11968 U.S.
    [Show full text]
  • An Analysis of Teachers Perceptions of Current Geographic Education Programs in Libyan General Secondary Schools
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1984 An Analysis of Teachers Perceptions of Current Geographic Education Programs in Libyan General Secondary Schools. El-sghayer Abdulgader Bahammi Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Bahammi, El-sghayer Abdulgader, "An Analysis of Teachers Perceptions of Current Geographic Education Programs in Libyan General Secondary Schools." (1984). LSU Historical Dissertations and Theses. 4004. https://digitalcommons.lsu.edu/gradschool_disstheses/4004 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “ Missing Page(s)” . I f it was possible to obtain the missing page(s) or section, they are spliced into the film along w ith adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been film ed.
    [Show full text]
  • Tunisia, Egypt and Libya
    SCELTA Save the Children Egypt-Libya-Tunisia Assessment Assessment Report Save the Children International Regional Office Middle East and Eurasia Amman, 18 June 2015 DISCLAIMER: The statements in this report do not reflect the position of Save the Children International or its Members. The report only reflects the findings and analysis by the assessment team. Acknowledgements The successful implementation of Save the Children’s Egypt-Libya-Tunisia Fourthly, since this report is an amalgamated analysis of empirical material, we Assessment (SCELTA) and the subsequent findings indicated in this report could would like to acknowledge the generous cooperation of all key informants and not have been possible without the insights and contributions of a number of interviewees in Egypt, Libya and Tunisia; in particular to Dr. Hana El-Ghallal and people. Dr. Faraj Najem for their suggestions during the nascent phases of the SCELTA. Firstly, we would like to thank Save the Children Italy for supplying the funding Moreover, we would also like to thank Mohammed al-Dairi, the Al Bayda-based required to enlist the assistance of ACAPS while providing a comprehensive Libyan Minister of Foreign Affairs, as well as two advisors in the Libyan Ministry of donor mapping of Libya, which was conducted by Pia Cantini. Additionally, we Foreign Affairs, Taher El-Sonni and Haitham Melkeeb, for supporting the SCELTA would like to thank Save the Children Denmark for its financial support as well as process, recommending key humanitarian stakeholders, organising interviews and for seconding Kasper Ejlskov to participate in the Tunisia Field Assessment Team. facilitating access for the Egypt-Libya Assessment Team.
    [Show full text]