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Nationwide School Assessment 2012 (English)


In order to address critical information gaps and to enable education planning, a nationwide school assessment was
conducted between September 2011 and August 2012 by the MoE, with support from UNICEF and ACTED.
The assessment covered all Libyan schools through a comprehensive survey that consisted of 63 items (see assessment
form in Annex IV) covering 5 dimensions (school information, student and teacher information, WASH facilities, education
facilities and material, protection issues). The assessment was conducted by a team of over 300 staff members of the
Ministry of Education who visited and assessed 4800 schools in total. Comprehensive baseline data on the status of the
education sector in Libya following the 2011 uprising was collected. Assessment teams were trained and provided with
pre-established assessment tools, priorities and methodologies, conceived through extensive consultations between all
assessment partners.
Data collection, entry and verification were primarily conducted between November 2011 and May 2012 by teams from
the MoE, with the backstopping of information management experts from REACH. Upon completion of the assessment
field work and before finalising the assessment database, data was cleaned and verified. Of the total 4,800 schools that
were assessed, 172 were excluded from the analysis due to concerns about the reliability of the information collected.
Further geographic data analysis was facilitated by REACH teams in Libya and Geneva to develop static and web-based
mapping products. The final database compiled through the assessment was handed to the MoE along with training
sessions to enable future development of comprehensive and effective educational policies.
It should be noted that during the course of the assessment, Libya was preparing for the first democratic elections in five
decades. The Libyan education system played an important role during these elections as the schools were locations for
the majority of the 572 polling stations throughout the country.

Key findings: 

A wide array of data was collected for each school during the assessment, including; key facts on the school, teachers
and students; water and sanitation facilities; the state of education facilities and provision of materials; and issues related
to protection and safety. Data was analysed individually, per sector and horizontally. For the overall analysis, composite
indicator sets were established to facilitate prioritisation of needs and planning.
The overall analysis points to two sets of priority actions; one related to meeting the needs emerging in this transitional
phase; and the other adressing the underlying disparities in access to quality education predating the uprising, and
formulation of key medium- and long-term recommendations that were developed for planning purposes.
The provinces that suffered the most disruption and damage were (unsurprisingly) those that witnessed intense fighting,
significant IDP movements, or both. They are predominantly located along the coast-line, as well as in the Nafusa
mountain region and in and around Sabha.
10 Libya Nationwide School Assessment Report - 2012
Proxy indicators related to quality education (e.g. students-teacher ratio, classroom size, provision of facilities and
materials), showed that the provinces with the most need were those located in rural areas outside the urban centres
located on Libya’s coast. The ranking system also showed that there was better provision for students with special needs
in the urbanised north of the country. The composite indicator analysis and the methodology of the ranking system is
presented in section 5.
Assessment findings were based on feedback from school headmasters or deputies and observations by MoE school
assessors. The latter were extensively trained, and a monitoring system to verify data at both the field and regional level
was in place, yet, findings were not verified by technical experts. Further assessments may be considered to validate
issues such as: access to drinking water (no tests were conducted on water quality), amount and extent of damage (no
assessment was made by specialised building surveyors), and students with special needs.

Assessment Report: 
Publicly Available
Assessment Questionnaire: 
Publicly Available
Assessment Data: 
Publicly Available
Assessment Date(s): 
01 Sep 2011 to 01 Aug 2012
Report completed
Population Type(s): 
All affected population
Leading/Coordinating Organization(s): 
Government of Libya
Participating Organization(s): 
United Nations Children's Fund
Agency for Technical Cooperation and Development (ACTED)