Mapping vocational education and training governance in Libya

For a long time, [technical and vocational education and training] TVET has been considered a path for absorbing low performing students both from basic and secondary education. Its poor quality and its lack of relevance to the needs of the labour market are associated with the absence of clear mechanisms to analyse labour market needs and link these to education and training provision. Participation in the TVET system by labour market actors is minimal, and no systematic approaches to reduce the gap between the supply and demand of skills have yet been implemented. Thus, programmes in vocational schools are based more on the availability of equipment and teachers, than on meeting identified needs. The TVET system [in Libya] comprises three types of school: intermediate institutes, higher institutes and technical colleges. In addition, both the Ministry of Labour and the Warriors Affairs Commission are now prioritising programmes to support former fighters' integration into the labour market. Before the revolution, vocational training was implemented through three types of institutions: private enterprises and/or companies (on job training), women's centres (for women) and vocational training centres. Currently, these systems are not functioning.

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